Mr. Speaker, if we are to Build a Safe, Prosperous and Modern Bahamas, then education must become a core value. It must become an intrinsic part of our social identity. Education cannot just be a priority of some; it must be the core value of ALL.

At the end of the day, we must ensure that more students are not just leaving school but graduating from school and the same applies for those school-aged children who find themselves running afoul with the law.

“Our goal is to create an educational system that is technologically sound and competitive and that develops the strength of each child, whether academic or otherwise, towards the maximum contribution that he/she is able to make to the national development of The Bahamas.”

“F I T Z G E R A L D

THE HONOURABLE JEROME K.

Minister of Education, Science and Technology

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table of contents5 MESSAGE FROM THE MINISTER OF EDUCATION, SCIENCE AND TECHNOLOGY 6 NO CHILD WILL BE LEFT BEHIND8 THE DEPARTMENT 12 19 CCEM INSIGHTS 14 FUTURE TEACHERS OF THE BAHAMAS PROGRAMME 16 GEO FORCE PROGRAMME18 MESSAGE FROM THE PERMANENT SECRETARY 19 MESSAGE FROM THE DIRECTOR OF EDUCATION 20 STUDENT ACHIEVEMENT SECTION22 INVESTING IN STUDENTS AND PROGRAMMES FOR THE INNOVATIVE REFORM OF EDUCATION (INSPIRE)26 THE PATH TO PRESCHOOL: A FOCUS ON PRESCHOOL EDUCATION IN THE BAHAMAS30 A SHARED VISION FOR EDUCATION 203032 A CONVERSATION WITH MINISTER FITZGERALD

Published by The Ministry of Education, Science and Technology (Communications Department) with Bahamas Information Services in association with A Culture Shock Media/Projects Masters

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36 THE MINISTER OF EDUCATION TRAVELS TO KOREA FOR THE WORLD EDUCATION FORUM37 T.G. GLOVER PROFESSIONAL DEVELOPMENT & RESEARCH SCHOOL38 THE NEW BAHAMAS HIGH SCHOOL DIPLOMA40 EDUCATORS RECEIVE ADVANCED PLACEMENT (AP) TRAINING42 THE MARJORIE DAVIS INSTITUTE FOR SPECIAL EDUCATION44 UNIVERSITY OF THE BAHAMAS TO UNDERGIRD NATIONAL DEVELOPMENT46 THE MABEL WALKER PROFESSIONAL DEVELOPMENT INSTITUTION48 THE BAHAMAS TECHNICAL AND VOCATIONAL INSTITUTION: 21ST CENTURY TECHNICAL TRAINING

Hosted by the Government of The BahamasJune 22nd – June 26th, 2015

Welcome to the19th Conference of Commonwealth

Education Ministers

The 3Ps Defined – As outlined in the 19th Conference of Common-wealth Education Ministers Issues PaperPerformance, paths and productivity (3Ps) are the bedrock of high-per-forming education system and therefore foundational to social and economic advancement and growth in Commonwealth countries. In the 19CCEM concept note, the 3Ps have been defined as follows:Performance – The context of quality education and teaching and learning; often linked to underwriting aspects of quality such as learning outcomes, assessments, curriculum, teaching modalities, supporting frameworks, and overall policy and practices within an enabling environment.Paths are critical and broader than pathways, and allow for the inclu-sion of discussion on technical and vocational education and training (TVET).

Productivity is the result of high qual-ity performance and enabling paths that lead to equitable development.

The 3Ps are interconnected so it is essential to examine each of them and detail the issues that emerge. In turn, recommendations are highlighted for consideration within the context of the review, revision and /or develop-ment of appropriate Commonwealth responses to existing policies and framework across sectors. The struc-ture of the Issue Paper is so orga-nized, focusing on four themes that serve as a means to establish a frame through which the Commonwealth Ministers of Education might deliber-ate and seek resolutions to the chal-lenges made visible through the lens of the 3Ps. These themes are:

w Access, Quality and Gender Equity

w Expanding and Enhancing

ICT Use in Education w Resourcing and Supporting

Improvements through Per-formance and Productivity

w Critical Situations Influenc-ing Improvements in Edu-cation Systems: migrations; fragile states, emergency and conflict situations; Education for sustainable development (ESD).

The issues critical to producing high quality, equitable and relevant edu-cational systems that equip children and adults to become active partici-pants in the knowledge economy and society, are identified and analysed within this thematic framework. It also highlights issues for debate and high-level decision-making, forming the basis of a new set of International-ly Agreed Goals (IAGs) for education in the Commonwealth.

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MESSAGE FROM THE HONORABLE JEROME K. FITZGERALD, MP MinisterofEducation,ScienceandTechnology

IamhonouredtoapartofhistoryinthemakingastheCommonwealthsetsitsagendaforeducationforthenextfifteenyears.AswecometotheendoftheMillenniumDevelopmentGoals,asMinistersofEducationforourrespectivecountries,wehavethedistinguishedresponsibilityofpositioningourpeopleandnationsforsuccess.

EducationisthemostimportantMinistryofanycountry.Thelevelofeducationofanation’scitizensimpactseverysectorofsociety.Highlevelsofeducationleadtohigheroutputs;stableeconomies,lessunemployment,minimizedcrime,lessstrainonpublichealthcareandgenerallyspeakingahealthyandthrivingsociety.Unfortunately,toomanycountrieshavesufferedfromlowlevelsofeducationamongitspeopleandhavesufferedthefatethatcomeswithloweducationaloutputs.The19thConferenceofCommonwealthEducationMinisterswillcreatetheframeworkfortheadvancementofeducationinthe53Commonwealthcountries.

TheBahamasMinistryofEducation,ScienceandTechnologyisseekingtorevolutionizeeducation.Asanarchipelagicnation,wearefacedwithchallengesregardingequityineducation.Toovercomethesechallengesrequireustobeinnovative,andunorthodoxinourapproachtoeducation.Withatotalpopulationoflessthan400,000people,our170schoolsarespreadacross17majorislandsandtencays.Wehaveschoolswithaslittleastwopupils,andschoolswithmorethan1500students;thusourapproachto“QualityEducationforEquitableDevelopment:Performance,PathsandProductivity”mustbeholisticinapproachandtakeintoconsiderationthemultiplefactorsthathinderequity.AsEmmanuelWabwireputsit,“Wecan’tbeproudofUniversalEducation,untilweensureitsquality.Weneedtointegrateskillsdevelopment,entrepreneurship,andpro-socialskills,allowingustopracticallyandsustainablytransformoursocieties.”Inessence,oureducationalsystemsmustfitintooursocietyandmeettheneedsofourpeopleandnottheotherwayaround.

Iampleasedwiththequalityofeducationinourschools.Isthereroomforimprovement?Always!However,withgreaterparentalinvolvement,wecanmakemajorimprovementsandincreasethegraduationrateofourstudentstremendously.Unfortunately,improvingorfixinganeducationsys-temisnotaquick-fixandentailsasustainedandconsistenteffort.Withdetermination,tenacityandpersistence,weshouldbeabletoseethefruitsofourlabourmanifestedwithinthenextfifteenyears.Iamremindedthatnothingofsustainablevaluehappensovernight.Thepowerofeducationmustnev-erbeunderestimatedandaswestrategizeonthewayforward,maywealwaysbemindfulthateduca-tionmustneverbeusedasapoliticalpawn,becausedoingso,hasdetrimentalimplicationsnotjustforourcountriesbutmorespecificallyfortheindividualswhoarenegativelyimpactedbypoordecisions.

ItakethisopportunitytoapplaudourLocalOrganizingCommitteewhohasworkedintandemwiththeCommonwealthSecretariattoensurethatweofferaconferencethatmeetsitsgoalsandobjec-tivesandprovidesmucheducationalinsightforitsparticipants.IamelatedtoserveastheChairofthe19CCEManditismydesireforallparticipantstoreturntotheirrespectivecountriesempoweredtobringaboutthechangenecessarytocatapultstudents,educatorsandparentsintoasphereofsuccessonlyonceimagined.Mayweallberemindedthateducationisthekeythatwillunlockmanydoorsandtheinventorofopportunities.

Welcome to the 19CCEM and the beautiful islands of The Bahamas!

MESSA

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NO CHILD WILL BE LEFT BEHIND

Enunciating a broad spectrum of best practices, tested and funded innovative initiatives to jump start inadequacies in the system and better

prepare Bahamian students; The Hon. Jerome Fitzgerald, Minister of Sci-ence and Technology threw down the gauntlet in the House of Assembly during his contribution on the Gov-ernment’s ambitious National Budget 2015/2016.

Mr. Fitzgerald implored and invited the entire country to become sensi-tized to the urgency of the hour in embracing the full throttle of Edu-cation and its derivatives to face a changing world with new demands of a new work force in a highly competi-tive world.

The Minister’s focus was on a new High School Diploma, reaching troubled youth, fortifying technolo-

gy, science and mathematics in the classrooms, and specialized schools catering to career, talent, vocational interests and strengths; moving the College of the Bahamas to University status and national recognition and appreciation of the nation’s educators.

He said these programmes would form the bulwark of “a stronger and modern Bahamas.”

He called on parents, communities and students to join with the nation’s 4,000 plus committed and dedicated teachers, instructors and lecturers in forming a solid partnership to reach the noble goals of this agenda: “Mr. Speaker, if we are to Build a Safe, Prosperous and Modern Bahamas, then education must become a core value. It must become an intrinsic part of our social identity. Education cannot just be a priority of some; it must be the core value of ALL,” the Minister said.

Here is how the Minister detailed and described the agenda of his Ministry and the new programmes in his Budget presentation on the Bahamas National High School Diploma and the Career Academy:-

“A Modern Bahamas encompasses the Bahamas National High School Diploma. For the first time in the history of our educational system and country, we have embarked on stan-dardizing high school education and creating opportunities to improve the rate of success for our high school students. Now, more than ever, we need to focus on children’s aptitude, whether it is an aptitude for music, an aptitude for painting, an aptitude for solving mathematical equations or an aptitude for writing. The long and short of it is - that our children all have a natural tendency and it is our job to tap into these gifts and enhance them to maximize the child’s potential and position them for suc-cess.

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Mr. Speaker, The Bahamas National High School Diploma seeks to do just that. Allowing students to choose paths that are designed to increase their success and provide them with transferrable skills so that they are better equipped for the real world upon the com-pletion of high school. Concisely, the National High School Diploma will establish a benchmark for what is considered a minimum basic education that every child should obtain before leaving the school system and will include standards for:

• Civics • Punctuality • Job readiness • Community service • Parental involvement

Mr. Speaker, what The Bahamas National High School Diploma has done, is revolutionized the high school system in the

country. We have rede-signed and modernized the curriculum to maximize student achievement and success. The subjects’ stu-dents select will no longer be haphazardly chosen but based on the pathway that the student desires. There are five types of courses offered:

• College• Academic• Open• Applied and • Workforce

Mr. Speaker, the Career Academy concept supports the Government's efforts to strengthen the Career & Technical Education sector in Senior Second-ary Education (SSE) in or-der to improve labor mar-ket opportunities for high school graduates, and ensure sufficient skilled labor for The Bahamian economic and industrial development. The Career Academy seeks to address

deficiencies presently ob-served in our existing edu-cational structure, relative to Career and Technical Education (CTE), specific training and assessment, with a view to continue to improve national exam-ination results, reduce the dropout rate and enhance the capabilities of stu-dents presently considered non-performers in the general comprehensive school environment. The establishment of a Career Academy in the Commonwealth of The Bahamas will result in:

• Improved graduation rate

• Decreased dropout rate• Increased industry-

based training• Expanded employment

capacity

The Career Academy will also offer consid-erable advantages over comprehensive schools,

including more diverse course offerings, increased cost-efficiency resulting from economies of scale, and the opportunity to develop stronger teaching and mentoring teams. At the same time, the quality of the model schools will be enhanced by identify-ing international bench-marks and providing the resources needed to help schools achieve them. Such Academies focus on competency based training, with an instruc-tional focus on literacy and numeracy across the curriculum.

Career Academy programs prepare students for:

• National/Industry certifications

• Advanced technical institutions

• College or University• Entry into their chosen

career• Scholarship

opportunities

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THE DEPARTMENT OF EDUCATIONTHE DRIVING FORCE OF THE BAHAMIAN EDUCATIONALSYSTEM

The education system in The Bahamas is as unique as the archipelago of islands and cays. The geographical nature of the country presents chal-lenges and greatly impacts equity in education.

According to the Education Act, Chapter 46. Section 12 “it shall be the duty of the Minister to ensure that there shall be available in The Baha-mas sufficient schools-

(a) for providing primary education, that is to say, full-time education suitable to the ages, abilities and aptitudes of primary pupils; and

(b) for providing secondary education, that is to say, full-time education suitable to the needs of secondary pupils, other than such full-time education may be provided in pursuance of a scheme made under the provisions of this Act relating to further education.”

The Department of Education (DOE), which is responsible for the administration, management and delivery of the instructional programmes in Bahamian public schools is led by the Director of Education, Mr. Lionel K. Sands. “The Direc-tor shall be responsible for the organization and administration of the Department and shall be the professional adviser and technical executive officer of the Minister.” Mr. Sands, a veteran, has been employed with the Ministry of Education for 44 years and was appointed Director of Edu-cation in 2007.

+ Given the number of school aged children in The Bahamas, the Department and Ministry of Education, Science and Technol-

ogy have partnered with independent and private schools to support the educational needs of the country. Independent schools are those schools with religious affiliation; whereas private schools are usually individ-ually owned and operated or incorporated as a business. The Government of The Baha-mas provides subventions to independent and private schools who meet the necessary requirements. As of July 2014, there are approximately 110 independent and private schools operating throughout the country. The Tertiary and Quality Assurance Divi-sion is responsible for the registration of all schools operating in the Commonwealth of The Bahamas.

Vision For Education in The BahamasOur vision is for a Bahamian Education sys-tem that will foster academic excellence and equip students with multiple literacies that will enable them to make meaningful contri-butions as nation builders who are globally competitive.

Mission of the MOEST/DOEThe mission of the Department and Ministry of Education, Science and Technology is to provide all persons in The Bahamas an op-portunity to receive a quality education that will equip them with the necessary beliefs, attitudes and skills required for life, both in a democratic society guided by Christian values and in an inter-dependent changing world.”

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The Management Team of the DOE consists of three Deputy Directors of Educa-tion: Mr. Marcellus Taylor, Ms. Serethea Clarke and Mr. Joel Lewis who all head a Division; Assistant Directors of Education, who are responsible for Sections with-in a Division and Senior Education Officers who oversee Units within a Section.

At the school level, the management team is comprised of district superinten-dents, district education officers, principals, vice principals, and senior masters and/or senior mistresses. Policy dictates that each school should have one senior master/mistress per 250 students.

All schools are placed in a district and there are 14 Districts; 4 in New Providence and 10 in the Family Islands.New Providence Districts & District Superintendents are:

• Northeastern District: 15 schools – Ms. Dressler Sherman • Northwestern District: 14 schools – Mr. Howard Newbold• Southeastern District: 13 – Mrs. Eulease Beneby• Southwestern District: 11 schools – Mr. Julian Anderson

Family Island Districts and District Superintendents are:• Abaco: 14 schools - Mrs. Lenora Black• North/Central Andros & Berry Islands: 12 schools - Ms. Michelle Bowleg• South Andros & Mangrove Cay: 7 schools – Mr. Sheldon Gibson• Cat Island, Rum Cay & San Salvador: 9 schools – Mr. Garth King• Eleuthera: 18 schools – Mrs. Helen Simmons-Johnson• Exuma & Ragged Island: 14 schools – Mrs. Pamela Gorte• Long Island: 7 schools – Mrs. Lillian Culmer-Miller• MICAL (Mayaguana, Inagua, Crooked Island, Acklins & Long Cay): 11 schools – Mrs. Linda Missick-Moultrie• East Grand Bahama & Grand Cay: 12 schools – Ms. Dorothy Kemp• West Grand Bahama & Bimini: 13 schools – Mrs. Mary Cooper

Depending on the student enrollment, a school is assigned a grade level. The grade levels of schools are as follows:

• 1 - 79 students; Unclassified.• 80 - 299 students; D.• 300 - 599 students; C.• 600 – 799 students; B.• 800 or more students; A.

Schools are categorized based on the grade levels offered at the school. The follow-ing are the various categories that schools fall into: Preschool / Preschool Unit – equivalent to kindergarten in the United States All-Age: grades 1-12 Primary School: grades 1–6 Junior High: grades 7–9 Senior High: grades 10–12 High Schools: grades 7–12 Special Schools: School catering to specific or special needs

According to the Education Act, it is compulsory for all children between the ages of five and sixteen to attend school.

THE DEPARTMENT

Hon. Jerome K. Fitzgerald Minister of Education, Science and Technology

Mrs. Donella Bodie Permanent Secretary

Ministry of Education, Science and Technology

Mr. Lionel K. Sands Director of Education

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West Grand Bahama District1 Junior High School • Mary Patricia Russell Jr.

High

East Grand Bahama & Cays District2 Junior High Schools • East End Jr. High• Jack Hayward Jr. High

Northeastern District2 Junior High Schools • L.W. Young Jr. High• D.W. Davis Jr. High

Northwestern District2 Junior High Schools • T.A. Thompson Jr. High• H.O. Nash Jr. High

Southeastern District2 Junior High Schools • C.H. Reeves Jr. High • S.C. McPherson Jr. High

Southwestern District1 Junior High School • A.F. Adderley Jr. High

Senior High Schools (9) Grades 10-12West Grand Bahama District1 Senior High School • St. Georges Sr. High

East Grand Bahama & Cays District1 Senior High School • Jack Hayward High

Northeastern District2 Senior High Schools • Doris Johnson Sr. High• C.I. Gibson Sr. High

Northwestern District2 Senior High Schools • C.R. Walker Sr. High• C.C. Sweeting Sr. High

Southeastern District2 Senior High Schools • R.M. Bailey Sr. High• C.V. Bethel Sr. High

Southwestern District1 Senior High School • Government High

Primary Schools (94) Grades 1-6

Abaco District11 Primary Schools• Amy Roberts Primary• Central Abaco Primary• Cherokee Sound Primary• Cooper’s Town Primary• Crossing Rock Primary• Fox Town Primary• Guana Cay Primary• Hope Town Primary• James A. Pinder Primary• Treasure Cay Primary• Man-O-War Cay Primary

North/Central Andros & Berry Islands District 9 Primary Schools • Behring Point Primary• Bowen Sound Primary• Fresh Creek Primary• Lowe Sound Primary• Mastic Point Primary• Nicholl’s Town Primary• B.A. Newton Primary• Staniard Creek Primary• Stafford Creek Primary

South Andros & Mangrove Cay District 3 Primary Schools • Burnt Rock Primary • Deep Creek Primary• High Rock Primary

Cat Island, Rum Cay & San Salvador District5 Primary Schools • Old Bight Primary• New Bight Primary• Dumfries Primary • Orange Creek Primary• United Estates Primary

Eleuthera District 12 Primary Schools • Deep Creek Primary• Emma E. Cooper Primary• Governor’s Harbour

Primary• Green Castle Primary• Gregory Town Primary• James Cistern Primary• Current Island Primary• North Eleuthera Primary• P.A. Gibson Primary• Rock Sound Primary• Tarpum Bay Primary• Wemyss Bight Primary

Exuma District 8 Primary Schools • Forest Primary • George Town Primary• Moss Town Primary

• Mount Thompson Primary• Roker’s Point Primary• Rolleville Primary• Stuart Manor Primary• Williams Town Primary

West Grand Bahama & Bimini District8 Primary Schools • Bartlett Hill Primary • Bimini Primary• Lewis Yard Primary• Holmes Rock Primary• Walter Parker Primary• Hugh Campbell Primary• Martin Town Primary• West End Primary

East Grand Bahama & Cays District3 Primary Schools • East End Primary• Freeport Primary• Maurice Moore Primary

Long Island District5 Primary Schools • Glinton’s Primary• Lower Deadman’s Cay

Primary• Mangrove Bush Primary• Morrisville Primary • Simms Primary

MICAL District 6 Primary Schools • Ulric H. Ferguson Primary• Long Cay All-Age • Lovely Bay Primary • Pirates Well Primary• Salina Point Primary• Snug Corner Primary

Northeastern District6 Primary Schools • Centreville Primary• Columbus Primary• Palmdale Primary• Sandilands Primary• Thelma Gibson Primary• Uriah McPhee Primary

Northwestern District 6 Primary Schools • Albury Sayle Primary• Gambier Primary• Eva Hilton Primary• Stephen Dillet Primary• T.G. Glover Primary• Woodcock Primary

Southeastern District6 Primary Schools • Carlton Francis Primary• Claridge Primary• Cleveland Eneas Primary• E.P. Roberts Primary• Ridgeland Primary• Sadie Curtis Primary

Southwestern District6 Primary Schools • Adelaide Primary• Sybil Strachan Primary• C.W. Sawyer Primary• Garvin Tynes Primary• Gerald Cash Primary• Yellow Elder Primary

Abaco District2 High Schools • Abaco Central High• S.C. Bottle High

North/Central Andros & Berry Islands District2 High Schools • North Andros High• Central Andros High

South Andros & Mangrove Cay District2 High Schools • Mangrove Cay High • South Andros High

Cat Island, Rum Cay & San Salvador3 High Schools • Arthur’s Town High• Old Bight High• San Salvador High

Eleuthera District3 High Schools • North Eleuthera High• Central Eleuthera High• Preston Albury High

Exuma & Ragged Island District1 High School • L.N. Coakley High

West Grand Bahama District2 High Schools • Louise McDonald High• Eight Mile Rock High

Long Island District2 High Schools • N.G.M Major High• North Long Island High

MICAL District3 High Schools • Abraham’s Bay High • Acklins Central High• Crooked Island High

Southwestern District1 High School • Anatol Rodgers High

THE DEPARTMENT

High Schools(21) Grades 7-12

Junior High Schools (10) Grades 7-9

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South Andros & Mangrove Cay District2 Preschools • Long Bay Cays Preschool• Victoria Point Preschool

East Grand Bahama & Cays District2 Preschools • East End Preschool• McCleans Town Preschool

Northeastern District1 Preschool • Sister Annie Thompson

Preschool

Northwestern District2 Preschools • Naomi Blatch Preschool• Willard Patton Preschool

Southeastern District2 Preschools • Buttonwood Preschool• Coconut Grove Preschool

Southwestern District1 Preschool • Tiny Tot Preschool

Special Schools (13)West Grand Bahama District1 Special School • Beacon School

Eleuthera District 1 Special School • School for Exceptional

Learners

Exuma Cays & Ragged Island District1 Special School • Exuma School for

Exceptional Learners

East Grand Bahama & Cays District2 Special Schools • The Haven PACE Program• Genesis Academy

Programme Sure

Northeastern District4 Special Schools • School for the Blind• P.A.C.E.• T.A.P.S.• Hospital School Project

Northwestern District2 Special Schools • Stapeldon School• Centre for the Deaf

Southeastern District1 Special School • Simpson Penn & Willemae

Pratt

Southwestern District1 Special School • Programme S.U.R.E

All-Age Schools (13) Grades 1-12Abaco District • Moore’s Island All-Age

North/Central Andros & Berry Islands District

• R.N. Gomez All-Age

Cat Island Rum Cay & San Salvador • Rum Cay All-Age

Eleuthera District2 All-Age Schools • Spanish Wells All-Age• Harbour Island All-Age

Exuma District4 All-Age Schools • Black Point All-Age• Ragged Island All-Age• Staniel Cay All-Age• Farmers Cay All-Age

East Grand Bahama & Cays District2 All-Age Schools • Grand Cay All-Age• Sweetings Cay All-Age

MICAL District2 All-Age Schools • Inagua All-Age• Long Cay All-Age

THE DEPARTMENT

Stand Alone Preschools in the Bahamas (10)

94 Primary Schools21 High Schools 10 Junior High Schools9 Senior High Schools10 Preschools13 Special Schools13 All-Age Schools170 Schools in Total

No. of Students In The Public School SystemBoys: 24,206Girls: 23,602Total: 47,808

Present & Former Ministers of EducationSince 1964, the Ministry of Education has had 15 Ministers of Education. Among that number, there has only been one female Minister of Edu-cation, Dame Ivy Dumont, who became the first female Governor General of the Commonwealth of The Bahamas, after serving as Minister of Edu-cation for approximately six years.

Honourable T. Desmond Bannister – 2009 to 2012

Honourable Carl Bethel 2007 to 2009

Honourable Alfred Sears 2002 to 2007

Honourable Dion Foulkes 2001 to 2002

Honourable Ivy Dumont 1995 to 2001

Honourable Cornelius A. Smith – 1992 to 1995

Honourable Dr. Bernard J. Nottage – 1990 to 1992

Honourable Paul L. Adderley – 1984 to 1990

Honourable Darrell Rolle 1982 to 1984

Honourable Livingston N. Coakley – 1975 to 1982

Honourable Carlton E. Francis – 1970 to 1975

Honourable Sir Cecil Wallace Whitfield – 1968 to 1970

Honourable Arthur D. Hanna – 1967 to 1968

Honourable Godfrey Kelly 1964 to 1967

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Honourable Jerome K. Fitzgerald 2012 to present

19CCEMINSIGHTS

PURPOSEThe overall aim of the conference is to enable Commonwealth Ministers of Education to identify the key enabling factors for: nurturing quality in education in the Commonwealth; improv-ing performance and productivity; and cultivating effective pathways. The meeting will agree on the actions to be taken for advancing equitable growth and development in the Common-wealth.

19CCEM OBJECTIVES ARE TO:

• increase the understanding of Commonwealth Ministers and Senior Officials of critical issues in education;

• provide a forum for discussion of these issues and lesson sharing of good practices within the Commonwealth;

• examine barriers to equity, access and quality education and identify key enabling factors to address these issues;

• gain the commitment of Ministers to specific actions identi-fied at the conference;

• discuss the process for aligning plans and strategies to support the achievement of the new goals and targets of the Post-2015 education development framework with Com-monwealth priorities, processes and platforms.

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ISSUES AND TOPICS FOR CONSIDERATION AT 19CCEM

In recognition of the role of education in promoting sustainable economic and social development the theme and pos-sible sub-themes are reflective of the thoughts and expressed needs of members. Significant focus will be given to the issues of Quality, Skills and Paths that meet both the dynamic needs of learners, especially the youth and global qualifica-tion standards.

Other issues to be discussed include:• Small States – the question of volatility and improved economic

growth • Quality in education - Performance, Paths and Productivity • Paths and Pathways for economic growth and investment • Alignment of Commonwealth Ministerial Recommendations to the

new Post – 2015 education development framework(s)• Costing and Financing of Education • Information and Communication Technology (ICT) integration in

education systems and sectors

Features of 19CCEMAs is customary for CCEMs, a one-day Senior Officials meeting shall precede the three day Ministerial Meeting. In addi-tion, there will also be Regional Ministerial Caucuses and a Small States Forum prior to the Ministerial Meeting.

Preparation for the 19CCEM began more than a year before the actual conference date as there were various logistical components that were required. The CommSec in London is the driving force behind the conference and the Local Sec-retariat and Local Organizing Committee have been working in tandem with CommSec to ensure the smooth execution and hosting of the 19CCEM. The LOC has hosted a number of events all geared to building momentum and raising awareness about the conference.

THE LIST BELOW OUTLINES THE VARIOUS 19CCEM LOCAL ACTIVITIES:

Local Launch April 2014

Logo Competition Announcement July 2014Winner Daniel Hanna

Song Competition Announcement December 2014Sammie Starr and St. Anne’s School Choir (winner)Alvin “Papa Smurt” Simms (2nd place)Albury Sayle Primary School Choir (3rd place)

Website Official Launch January 2015

Roundtable Series Feb. – May 2015

Round table #1 February 2015Quality Education for Equitable Development

Roundtable # 2 March 2015Performance of the Education System

Roundtable #3 April 2015Paths to a Quality Education

Roundtable # 4 May 2015Productivity gained from the Education System

The Conference song is titled “We Can Change the World” performed by Sammie Starr and St. Anne’s School Choir.

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19CCEMINSIGHTS

In 1995, the Ministry of Education recognized a need to recruit bright young Bahamians to the classrooms of our public schools. Teaching is a profession that requires the brightest and the best, and too often, the brightest and the best are attracted to other profes-sions. A deliberate effort was made to develop a pro-

gramme that would mentor potential teachers while still in high school. In February, 1995, the Future Teachers of The Bahamas was established.

THE FUTURE TEACHERS OF THE BAHAMAS PROGRAMME

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The pilot programme con-sisted of a small number of high school students. Only 20 students were selected based on their interest in teaching. The coordinator for the pilot programme was Mrs. Edith Rolle.

The original cohort went on to study in the School of Educa-tion at the College of The Baha-mas and many eventually ful-filled their dream of becoming Bahamian educators. Mean-while, the programme thrived. The first few years were ones of growth and change for the Future Teachers of The Bahamas programme, or the Teacher Cadet programme, as

it was called. Cadets explored various aspects of teaching, meeting once a month to explore important issues and to participate in valuable expe-riences that would mold the students into the teachers they would become.

In 1998, a Future Teachers con-ference was established in New Providence. The conference al-lowed cadets to meet and ded-icate an entire day to exploring their future career. Seeing the benefit of such a conference, schools in Freeport, Grand Bahama hosted conferences of

their own. Today, there is one national conference that Fam-ily Island and New Providence cohorts alike look forward to.

In 2004, Mrs. Sharon Creary joined the Tertiary Quality As-surance Unit and was charged with assisting Mrs. Edith Rolle in the coordination of the Fu-ture Teachers of The Bahamas programme. She became the coordinator of the programme in 2012. She was successful in implementing a number of competitions and activities for the programme including the first national bulletin board competition in 2005. This competition encouraged cadets across the country to put their

creative skills to work to design bulletin boards that inspire the imaginations of students while giving them valuable informa-tion.

Today, the Future Teachers of The Bahamas programme has expanded well beyond the original pilot. The programme exposes the students to the various aspects of teaching and during each of the three years, the curriculum focuses on a different facet of edu-cation. During the first year, students “Examine Education”, giving the cadets a general

overview of education from a global perspective. Year two, the teacher cadets “Explore Education”, taking a deep look at the Bahamian educational system. In their final year, the aspiring teachers “Experience Education” taking a hands-on approach by engaging in peer tutoring and then by teaching younger children who may need additional help in school.

It has grown from one cohort on one island, to forty cohorts across the archipelago. It has expanded from twenty cadets meeting at the former Minis-try of Education building on Collins Avenue, to more than two hundred and twenty cadets

meeting at various schools in New Providence and the Fami-ly Islands. The Future Teachers of the Bahamas has partic-ipating schools in: Abaco, Andros, Berry Islands, Bimini, Cat Island, Eleuthera, Exuma, Grand Bahama, Long Island, Mayaguana, New Providence and San Salvador. The 12th grade students in New Prov-idence meet every Monday at the Mable Walker Institute for Professional Develop-ment while the 10th and 11th graders meet at their respective schools under the guidance of their advisors. As a result of

FUTURE TEACHERS OF THE BAHAMAS PROGRAMME

technology, all of the cadets meet once per month with the New Providence students assembling at the Learning Resources Section conference room while the Family Island cadets join in by way of Skype. The Teacher Cadet Programme has produced more than 250 Bahamian teachers who are trained, passionate and committed to improving the standard of education in the country. Many former cadets are now advisors and Mrs. Demetria Dawkins Rolle, one of the original pilot cadets is now the programme’s coordi-nator.

Many of the cadets are the re-cipients of scholarships offered by the Government of The Ba-hamas. Once a Teacher Cadet meets the requirements for the Teacher-Education Grant and the College of The Bahamas admissions process, they au-tomatically receive a four-year scholarship to study education at COB. The Future Teachers of The Bahamas continues to grow; shaping minds, inspiring passions, imparting knowl-edge and building a nation by nurturing tomorrow’s teachers today.

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More than ever before careers in STEM areas (science, technolo-gy, engineering and mathemat-ics) are increasing. However a United States survey reports that less than 10% of US high school

students are prepared to pursue these careers. In The Bahamas the percentage is even less.

GeoFORCEProgramme

17GEO FORCE PROGRAMME

In September 2014, the Min-istry of Education, Science and Technology, after review-ing the format and success of the GeoFORCE programme and in an attempt to intro-duce the programme to public schools in The Bahamas; and to increase student partici-pation, the MOEST entered into a partnership with the University of Texas in Aus-tin. Its long-term goal is to

increase the number and diversity of high school grad-uates entering STEM (science, technology, engineering and mathematics) fields through exposure to the geoscienc-es (geography, geology and environmental science). The Bahamas’ programme is fund-

ed through public/private partnership, with the Min-istry being one of the major sponsors. The programme is totally free to the participants.This four-year structured pro-gramme is designed and facil-itated by the Jackson School of GeoSCIENCES. Students are taken on geological trips around Texas and throughout the United States. In addition to the trips there are lecture

sessions. At the end of each summer programme an assessment is administered and the highest achievers are recognized.The goals of the programme are to:

• engage high-achieving students from junior high

schools and keep them in the programme through college;

• provide spectacular learn-ing experiences, which will broaden students’ un-derstanding of the earth and emphasize geoscienc-es and engineering;

• build a large cohort of high achievers;

• give students the tools, confidence and motiva-tion to pursue college;

• help students to achieve college graduation, espe-cially in STEM fields.

During August 4th to 11th, 2015, twenty-six students from Long Island, Grand Bahama and New Provi-dence will participate in the programme. Students will spend the first four days at the University of Texas, while the remaining four days will be spent in New Providence studying sedimentary pro-cesses. Each year the focus of study will change.Each year a new cohort will

begin and after four years it is expected that approximate-ly one hundred Bahamian students will benefit from the programme.

The Ministry of Education, Science and Technology has embraced this partnership with the University of Texas and are encouraging our stu-dents to take full advantage of this opportunity. Students entering into STEM areas will be able to pursue careers in a diverse number of areas.

The MOEST will continue to place emphasis on STEM education and will encourage students to explore subjects and careers in STEM fields. STEM education is now a global phenomenon and will help to define the future. As stated by President Barak Obama, “Leadership tomor-row depends on how we educate our students today – especially in science, technol-ogy, engineering and math.”

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MESSAGE FROM THE PERMANENT SECRETARY OF THE MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY

MRS. DONELLA BODIE

IcanvividlyrecalltheanticipationofthenewmillenniumandnowfifteenyearslatertheMillenniumDevelopmentGoalsdrawtoanend.Whowouldhavethought,thatthefirstfifteenyearsofthenewmillenniumwouldhaveprogressedsoquickly.Withthatinmind,wemustremainfocusedaswees-tablishthePostMillenniumframeworkforeducation,whichwillserveastheeducationalmapfortheCommonwealthandtheworldforthenextfifteenyears.

IhavehadthedistinctpleasureofworkingintheMinistryofEducationformanyyearsduringmytimeinthepublicservice.ThereisnoquestionthatoureducationalsystemhasgonethroughitsfairshareofchangesandIamhappytoboastthateachyear,weareabletoattracttalentedandpassionateindividualstoaprofessionthatisbothnobleandadmirable.Thesearetheindividualsthatwillhelpthe19thConferenceofCommonwealthEducationMinistersthemetomaterialize.Weneedallhandsondeckifwearetosetsailtonewfrontiersineducation.“QualityEducationforEquitableDevelopment:Performance,PathsandProductivity”requirestheparticipationofallcitizens,atalllevelswithinthesociety.

TheMinistryofEducation,ScienceandTechnologyhasusedthe19CCEMtoreigniteanationalaware-nessforeducation.TheLocalOrganizingCommitteehastakenthemessagethroughouttheBahamiansocietyandhasusedthe19CCEM’sthemeasaconversationpieceatthecommunityandacademic

level.IwishtothanktheLOCandtheCommonwealthSecretariatfororganizingallthenecessarylogisticsneededtoensurethatwehostaconferenceofthehighestcaliber.

TotheMinistersofEducationthatrepresentthe53countriesoftheCommonwealth,thankyouforacceptingthechargetotransformourworldbymeansofproviding“QualityEducationforEquitableDevelopment.”IlaudthecontinuedeffortsoftheCommonwealthSecretariattocontinuallyprovideopportunitiesforthegrowthanddevelopmentofthecitizensofitsmembercountries.Itrulybelievethattheideasandbestpracticessharedatthe19CCEMalongwiththestrategiesdevelopedwillhelptochangethetrajectoryofourrespectivecountriesandpositionourstudentsforunrivaledsuccess.

Iamproudtobeapartofthe19CCEMinmycapacityasthePerma-nentSecretaryofTheBahamasMinistryofEducation,Scienceand

TechnologyandwishallmembersoftheCommonwealthandglobaleducationcommunityeverysuc-cessasyouembarkonamissiontochangeourworldthroughthetransformativepowerofeducation.ItisaprivilegetoworkwithsuchadynamicMinisterofEducation,theHonourableJeromeFitzgerald.Eachday,herevealsanewdimensionofhispassionforeducation.Whetherherealizesitornot,heisservingatacriticaltimebothlocallyandglobally,astheworldrenewsitcommitmenttoimprovingthequalityoflifeforitsbillionsofcitizens.

Congratulations to Minister Fitzgerald and all the Education Ministers of the Commonwealth.

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MESSAGE FROM THE DIRECTOR OF EDUCATION, MR. LIONEL K. SANDS

IambothhumbledandhonoredtobeservingastheDirectorofEducationandtoleadsuchatalentedgroupofeducatorsinourcountry.Furthermore,IamhappytoserveastheprofessionaladviserandtechnicalexecutiveofficeroftheMinisterofEducation.Theresponsibilityplaceduponme,isindeedagreatoneandallowsmetoaffectpositivechangebymeansofpolicyandprogrammes.Educationisthedrivingforceofanyprogressivenationandnow,morethanever,weareplacingarenewedfocusoneducationinTheBahamas.

Ihavehadthegoodfortuneofbeinganeducatorforthepast44years.Duringthattime,IhaveseentheevolutionoftheBahamianeducationsystemandhavebeenapartofmanyhistoricalfeats.In1971,pre-independence,IenteredtheBahamianpublicserviceasanuntrainedteacherandthefollowingyear,IenteredtheBahamasTeachers’Collegetobecomeacertifiedteacher.Movinguptheladder,Ihaveworkedinmultiplecapacitiesatboththeschoolandadministrativelevelsandhavewit-nessedandexperiencedthegoodandthebadthatcomewithsuchresponsibilities.

AspartoftheCommonwealth,weareallfamiliarwiththeGCEexaminations.In1993,TheBahamasembarkeduponanewnationalexaminationendorsedbyCambridge.Asacountry,itwasdecidedthatourstudentswouldsittheBahamasGeneralCertificateofSecondaryEducation,referredtoastheBGCSE.AtthehelmoftheTestingandEvaluationUnit,thepressurefellonmetoensurethatthetran-sitionwassmoothandseamless.Some22yearslater,wehavemaintainedourstandingintheglobaleducationarenaandtheexaminationsarerecognizedaroundtheworld.

Iamanardentsupporterofthethemeofthe19thConferenceofCommonwealthEducationMinisters;“QualityEducationforEqui-tableDevelopment:Performance,PathsandProductivity”,isbroadenoughtoencompassamyriadofissuesyetspecificenoughtofocusonthe3Psandwhatreallymattersfortoday’slearner.Asanislandnationofmorethan700islandsandcays,weknowalltoowellofthechallengesofprovidingequity,however,itisanareaofcriticalconcernforus.

Positioningourstudentsforsuccessremainsourtoppriority.Wearecognizantofthefactthattoday’sstudentsaredifferentfromthestudentswhowewouldhavetargetedintheMillenniumDevelop-mentGoals.AswestrategizeonthePostMillenniumFrameworkforEducation,wemustdosowithforesightandingenuitytocapturethestudentnotonlyoftoday,butoftomorrow.Iamoptimisticaboutthefutureofeducationinourcountryandthereisnoquestionthatthisconferencehashelpedustotakeaninventoryofoureducation-

alsystemandtoincorporateglobalbestpracticesandtrendstoensurethatweofferourstudentsaneducationalproductthatisrelevantandpractical.

Educationisnotjustaboutclassroomandtextbooklessonsbutcreatingindividualswithtransferrableskills,confidentoftheirabilitiesinthemselves;toknowthattheycanaccomplishwhatevertheyputtheirmindsto.Inessence,wemustproducelife-longlearnerswhounderstandthevalueofanedu-cationtoempowerthemselvestobecomeglobalcitizens,makingadifferenceintheircountries,theCommonwealthandbyextension,theworld.

Havingavestedinterestineducation,maywealltakeadvantageofthewealthofinformationthatwillbedisseminatedatthe19CCEM.Additionally,mayweallembracetheopportunitytouseeducationtopropelusintoanewdimensionofindividual,community,nationalandglobalgrowth,developmentandsuccess.

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The Student Achievement Section (SAS) was established in September 2014 to support the Bahamas

High School Diploma (BHSD) which was also introduced in September 2014. Aimed at meeting the diverse needs of students in the public schools and improving the public education system in The Bahamas, this section is data driven and focuses on providing the neces-sary intervention to aide in student success.

The Student Achievement Section serves as a catalyst to provide a system - wide focus on student achievement from K-12 and be-yond. The unit provides a frame-work for the examination of best practices, engagement in deep and purposeful conservations and the impetus for collaborative action. The unit also facilitates connectivity of all sectors in education; students,

parents, teachers and other rele-vant community stakeholders in an effort to promote equality of educa-tional opportunities and to elevate the profile of the public educational system.

Data collection, analysis and dis-semination play a pivotal role in meeting the Section’s mandate. Research and data will drive the decision making process relative to policies for the enhancement of programmes and initiatives de-signed for students. Additionally, intervention in subject areas and within schools where deficiencies are identified will be targeted and addressed. Data will also foster accountability up and down the system.

One of the key initiatives of the SAS in providing support for the BHSD is to ensure that all students are properly tracked as they transi-tion from 9th grade to 10th grade; which is the first year of the three-year BHSD Programme. To provide

students with increased chances for success, the Section realized that it was necessary to provide afterschool tutoring for those students who would not have met the passing grade on the Bahamas Junior Certificate examinations; the prerequisite for eligibility for the BHSD. The after school BJC classes, which are offered free of charge, is an intervention that was imple-mented in September 2014 to assist under-performing tenth grade students in order to fulfill the aca-demic requirement of The Bahamas High School Diploma (BHSD).

The greatest challenge with the af-terschool BJC classes is getting stu-dents to understand the importance of meeting the prerequisites as well as parental involvement and sup-port. This Section, although in its infancy, has already made inroads as it has provided the Ministry of Education with critical data to help in the policy and decision mak-ing process. To date, the SAS has gathered data on all students in the

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first cohort of the BHSD and can give exact figures regarding student examination results.

Special focus and attention is given to analyzing the test scores of the Grade Level Assessment Tests and the Bahamas Junior Certificate examination. This initiative creates the foundation needed to track stu-dents at various grade levels. Fur-thermore, the data collected to date has allowed us to identify subject areas of strengths and weaknesses at different grade levels and imple-ment the necessary measures to bring about student improvement.

The Student Achievement Section

STUDENT ACHIEVEMENT SECTION

is a critical component in the Ministry’s overall objective of increasing the current high school graduation rate from approximately 50% to at least 75% by 2030.

The Ministry of Educa-tion, Science and Technology’s overarching goal is to make education a matter of na-tional importance and a core value among all citizens as we re-culture our citizens, especially our parents. Ide-ally, education and student achievement must become everyone’s business.

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“Our goal is to create an educational system that is technologically sound and competitive and develops the strength of each child, whether aca-demic or otherwise, towards the maximum con-tribution that he/she is able to make to the na-tional development of The Bahamas.”

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Coordination Unit, embedding inclusive education for students with special needs into our education system via demonstra-tion schools and the implementation of a Government Assisted Program (GAP) to assist with certified training of preschool teachers.

GoalsThe long-term goal of the INSPIRE Programme is to enhance human capital accumulation through the development of a dynamic system of education and training that is aligned with the demands of the economy for skilled human re-sources. The purpose of the operation is to effectively implement targeted innova-tions that address the educational needs of Bahamian youth, including: (i) a relevant education and training system, articulat-ed at the secondary and post-secondary

levels; (ii) improved quality and access to early education; and (iii) a strength-ened capacity in schools to accommodate children with special needs. It is expected that these innovations will benefit on an annual basis approximately 38,000 second-ary and post-secondary students, 12,000 preschoolers, as well as several thousand students with special needs.

Focus of INSPIREINSPIRE gives focus to strengthening in-stitutional capacity, testing new initiatives and establishing the foundations for the transformation of the country’s technical and vocational education system. It sup-ports the Ministry of Education, Science and Technology’s efforts to: (a) build the required internal systems within MOE and other agencies to improve overall sector management; (b) improve the delivery of secondary education by establishing career academies; (c) develop policy and regulatory frameworks required for a coherent and well-articulated education and training system; (d) implement and evaluate new initiatives in early education and inclusive education; and (e) strengthen the relationship between the public and private sectors deemed important for a more responsive education and training system. The goals of INSPIRE are actual-

OverviewINSPIRE is one of the innovative edu-cational initiatives that the Ministry of Education has embarked upon, to im-prove educational performance and basic skills of the youth of The Bahamas. The newly launched INSPIRE programme was formally called the Support Programme for Transforming Education and Train-ing (SPTET), which started in 2006. In August 2010, SPTET was re branded and relaunched as Investing in Students and Programmes for the Innovative Reform of Education (INSPIRE).The goals of INSPIRE are laudable as they seek to transform the educational system with innovations that have implications for all levels of the educational system of The Bahamas. Some of the innovations are: the establishment of a Career Acad-emy, the establishment of a Technology

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ized through the execution of the follow-ing components and subcomponents.

COMPONENT 1:A NATIONAL FRAMEWORK FOR TECHNICAL EDUCATION AND VOCA-TIONAL TRAINING

As the process began to formulate and strategize on the framework for Technical Education and Vocational Training, it was identified that:

Thousands of Bahamians are unemployed while non-Bahamians are brought into The Bahamas to carry out jobs on the premise that Bahamians are not skilled in relevant trades.

In The Bahamas today, there is an urgent demand for highly skilled people in many areas of employment.

Many adults with incomplete educational training would be more capable of making a meaningful contribution to society if given an opportunity to attain a qualifica-tion equivalent to a high school diploma.

National Workforce Development CouncilThe goals of NWDC are:

w Seek approval of NWDC Legislation by Cabinet;

w Develop the National Qualification Framework;

w Work with advisory committees in crafting national standards based on regional and international norms;

w Conduct initial labor market studies; and work in tangent with Technical and Vocational Education and Train-ing (TVET) in secondary schools and BTVI in providing guidance for the analysis, piloting and development of

Entrepreneurship programs.

Secondary CurriculumUpon closer observation, it was deter-mined that:

w Too many students are leaving the 12th grade without having obtained key academic, social or vocational skills and with nothing more than a certificate of attendance.

w We must ensure that Bahamians in large numbers are afforded the oppor-tunity for professional and intellectual development in an increasingly com-petitive global environment.

w Our educational system must afford our children every opportunity to identify and prepare for a career choice best suited to their interests and strengths and which will allow them to be self-sufficient, contribut-ing members of society.

w In The Bahamas today, there is an urgent demand for highly skilled people in many areas of employment. In order for Bahamian youth to be competitive in this job market, it is necessary that appropriate emphasis be placed on training in technology and skills development as a part of the national educational programme. It is accepted that training in each of these areas is necessary to bolster economic growth and the development of our culture and our people.

Presently, our education system offers limited and insufficient focus on ap-plied academic skills, whereby trade and ‘hands-on’ technology and the talents and ability of a large number of students are ignored.

w The field of applied technology provides tremendous opportunity for

innovation that we must prepare our youth to capitalize on. Addressing this reality, the MOEST will introduce into the secondary school system a system of Applied Academics Certi-fications. Specifically, after Grade 9 with parental consent, students will be permitted to choose, as elective courses, classes that will lay the foundation for a career in trade/tech-nology.

We must capture, foster and direct the talents of every child.

One of the flagship initiatives of the Secondary Education sub-component is the implementation of a Career Academy. Much of the preparatory work inclusive of professional development has been done for the establishment of the Career Acad-emy. In addition to establishing a Career Academy, effort continues in the achieve-ment of the following goals:

' Evaluation of current TVET system and building capacity of TVET at MOE;

' Revision of TVET and core subjects curricula;

' Provision of professional develop-ment and equipment to support new programmes;

' Providing technical support for pro-grammes in the career academy for the Technical Studies, Hospitality and Consumer Sciences and Business/ICT areas;

' Continue the development of skill and competency based certificates.

CAREER ACADEMYEstablishment of a Career Academy

C. C. Sweeting Senior High School has been selected as a site to establish a Career Academy. C.C. Sweeting was selected as the first school to evolve into a Career Academy because its existing programme offerings will facilitate the transition into a Career Academy. The Career Academy concept supports the Government's efforts to strengthen the Career & Technical Education sector in Senior Secondary Education (SSE) in order to improve labor market opportunities for high school graduates, and ensure sufficient skilled labor for The Bahamian economic and industrial development. The Career Acad-emy seeks to address deficiencies pres-ently observed in our existing educational structure, relative to Career and Technical Education (CTE); specific training and

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assessment, with a view to continue to improve national examination results, reduce the dropout rate and enhance the capabilities of students present-ly considered non-performers in the general comprehensive school environment. The establishment of a Ca-reer Academy in the Com-monwealth of The Bahamas will result in:

w Improved graduation rate w Decreased dropout rate w Increased industry-based

training w Expanded employment

capacity At present, our senior high schools provide some exposure in Career and Technical Edu-cation (CTE) but, the existing constraints be it financial or otherwise. Additionally, the program offerings in the CTE areas are not as consistent and focused as it needs to be to maximize productive potential. The centralization of such pro-grams would allow for better funded, staffed and resourced CTE programs. The Career Academy will offer possible interventions to numerous socio-economic challenges faced in our economy and seek to provide the kind of techni-cal training that would lead to national workforce empower-ment.

The Career Academy will also offer considerable ad-vantages over comprehensive schools including more diverse course offerings, increased cost-efficiency resulting from economies of scale, and the opportunity to develop stron-ger teaching and mentoring teams. At the same time, the quality of the model schools will be enhanced by identify-ing international benchmarks and providing the resources needed to help schools achieve them. Such Academies focus on competency based training, with an instructional focus on literacy and numeracy across the curriculum.

Career Academy programs prepare students for:

w National/Industry certifi-cations

w Advanced technical insti-tutions

w College or University w Entry into their chosen

career w Scholarship opportunities

The Career Academy model is designed to promote the integration of a students’ required core courses, com-petencies and CTE training within specified program offerings. The initial compo-nent areas to be targeted are listed:

w Business and Computer Studies

w Family & Consumer Sci-ences

w Technical Studies

Component 2:INVESTING IN THE FUTURE

Inclusive Education w As part of a national devel-

opment plan for education observations have conclud-ed that:

w Education must become more responsive to the ability of each child and more relevant to our na-tional pursuits.

w There is insufficient recog-nition and encouragement of special needs students.

w There appear to be too many children attending school under conditions that are not conducive to learning.

w The school curriculum does not address individ-uals’ varying needs and the changing needs for growth and development of the Bahamas in the global market.

w The MOEST will imple-ment programmes for early detection of and assistance to children with special needs.

w Strengthen the literacy pro-gramme particularly at the lower primary sections.

The Special Education Unit of MOE, will continue to:

w Provide orientation and training on the standards of practice for inclusive education;

w Work with the five demon-stration schools in New Providence, Abaco and Exuma to ensure the em-bedding of global inclusive education practices;

w Develop a school culture supportive of innova-tion and improvement in instructional practices to increase student learning and meet the needs of diverse learners;

w Developing training initiatives for teachers, administrators and other stakeholders on inclusive education methodologies;

w Provide resources and support for teachers, school psychologists and language/speech thera-pists.

Component 3:STRENGTHENING SECTOR MANAGEMENT

The field of applied technology provides tremendous oppor-tunity for innovation that we must prepare our youth to capitalize on.

E-Education PlanEducational Management Information systems (EMIS)ICT in EducationConsistent with the Govern-ment’s stated goal of seeking to “integrate technology in all aspects of learning”, the ICT subcomponent of the INSPIRE project seeks to enhance and strengthen technology in education. Additionally, the closely linked EMIS subcom-ponent aims to ensure that an effective backbone with accompanying hardware and software systems are imple-mented so as to support such E-Culture in education. This initiative is designed to in-crease, reorient and reorganize

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persons currently working in the area of instructional tech-nology; thereby, improving and expanding the impact of technology initiatives in terms of educational management as well as integration of technol-ogy in teaching and learning.

Initially produced in Decem-ber, 2009 and updated in May, 2011 the MOE’s E-Strategy stated vision is “to incorporate a range of technologies into the public school system in order to enable optimal learning opportunities, empower all education stakeholders, and ensure global competitiveness”. In order to fulfill this vision three strategic thrusts are con-sidered: (i) Ensure effective management of education; (ii) Improve teaching and learn-ing with ICT and (iii) Provide career ICT opportunities for students. A Technology Coordinating Unit within the Department of Education is designed to be responsible for implementing the E-Strategy.

Monitoring and Evaluation (M&E)The capacity of the M&E unit will continue to be strength-ened by increasing the staffing capacity. M&E will continue to analyze data, conduct re-search and provide oversight to the sector and to enhance

sector-wide coordination and quality assurance. Ideally, the INSPIRE proj-ect seeks to do more than incorporate technology into the educational system. To date, more than 5 million dollars has been invested in upgrading computer labs in junior and senior high schools throughout the country. There is also a public-private partnership with Microsoft and Promethean to provide tools, equipment, services and support to ensure the effective integration of technology in learning. Promethean boards and other Promethean devices are in every junior and senior high school and new initia-tives are being implemented, especially as it relates to The INSPIRE project.

As a part of the sustainability plank of the INSPIRE project, the MOEST is consistently looking for innovative ways to sustain the projected outcomes. One of the pro-grammes birthed from this process is the Promethean Bahamas Development Initia-tive which focuses on STEM (science, technology, engi-neering and mathematics) ed-ucation. This is a three-prong approach that includes:Expansion and strengthen-ing of STEM – Promethean

has been very supportive in supporting areas identified as weaknesses, especially regarding equity in educa-tion. Physics lessons are being developed to address the acute shortage of physics teachers; math lessons are also being developed and coding lessons have been introduced for the first time under the Business Studies curriculum to teach and train students in app development.

Synchronistic Learning – due to the archipelagic nature of The Bahamas, using technol-ogy, students will be able to participate in virtual lessons that are being taught live via Internet stream to optimize paths and opportunities and bring some semblance of equi-ty to learning.

University of South Florida Partnership – As a result of this project, the MOEST is working in tandem with USF, a premier research institution to help develop lessons.

Furthermore, a Technology Integrated Matrix (TIM) and Technology User Perception Survey (TUPS) have also been incorporated into the sustain-ability phase of the INSPIRE project. TIMS allows the TCU to find out the depth and frequency of technology usage

by teachers; TUPS provides feedback on how teachers feel about using technology in the classroom to enhance learn-ing. Overall, these assessment tools help to determine where teachers are with usage and their level of comfort and efficiency.

Promethean remains commit-ted to the continued success of the INSPIRE project. To ensure that the use of tech-nology is maximized but most importantly, effective, Promethean has hired two full-time Bahamian educators as education consultants to ensure that the necessary sup-port is provided locally and to reinforce their commitment to the project.

As technology continues to play a pivotal role in educa-tion; it is not just for teaching and learning but also for administration and man-agement. Another critical component of the INSPIRE project was the implementa-tion of an Education Manage-ment System (EMIS). Based on research conducted, sever-al EMIS were considered. To ensure that there is account-ability at each tier of the MOEST, the 2015 school year will see the implementation and introduction of an EMIS system in 70 schools and will be an ongoing initiative until all schools are equipped with EMIS.

The INSPIRE project is an on-going project with short, medium and long term goals to ensure that the objectives are met in a SMART (specif-ic, measurable, assignable, realistic and time-related) manner. While the INSPIRE project will enhance teach-ing and learning, it will also enhance our Distance Learn-ing platform and help us to deliver “Quality Education for Equitable Development”.

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For decades, many children were intro-duced to official schooling upon entry to first grade at the age of five. Over the years, it was observed by first grade teachers that there was a huge disparity between those students who would have been exposed to preschool education and those

who were not. In some instances, children were entering first grade with-out prior knowledge of basic skills fundamental to their academic, social and emotional growth and development. There was no question that those

children who had entered first grade with preschool experience had an

advantage over those who did not.

THE PATH TO

A FOCUS ON PRESCHOOL EDUCATION IN THE BAHAMAS

In an effort to provide access to quality preschool education, the Government of The Bahamas went on an aggres-sive course of action to increase the number of government owned and operated preschools. Furthermore, there was also an appeal to standardize and regularize private preschools and daycare centres throughout the coun-try. In 1989, the first government pre-school, the Coconut Grove Preschool,

was established. Some 26 years later, there are approximately

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attached to a primary school, referred to as a preschool unit.To ensure the proper operation of preschools throughout the country, the Early Childhood Standards and Regulations were unanimously passed in Parliament in 2013 which resulted in the establishment of a Preschool and Daycare Centre Council (PDCC). The custodian of preschools through-out the country, the PDCC now has the responsibility for the management and supervision of all private pre-schools and daycare centres.In the past two years the Preschool Unit extended training to 100 pre-school teachers and caregivers of government and private preschools at the various local colleges. These individuals were successful in com-pleting associate and bachelor degrees in early childhood education. Addi-tionally, more than 250 caregivers and operators of private preschool facil-

ities obtained certification in early childhood education on the islands of New Providence, Abaco and Grand Bahama; persons from Eleuthera and Andros were able to join in the vari-ous cohorts and become certified.

Officers from the Preschool Unit were able to publish and implement materials to parents to enhance the quality of care and education for very young children under the age of three who may not have the opportunity to be exposed to stimulating nursery environments. These materials were implemented and distributed on the islands of Cat Island, South Andros, the Eastern end of Grand Bahama and the MICAL Constituency.

Curriculum DevelopmentIn 2007 the Preschool Curriculum was revised and implemented to public and private preschool teachers. Addition-

ally, the curriculum was also imple-mented to officials and students of tertiary institutions offering degrees in early childhood education.In order to remain current it is necessary to review and revise the curriculum within a period of five years to ensure that best practices necessary for the appropriate devel-opment of preschoolers are incorpo-rated in the preschool curriculum.

TechnologyOur children are living in a world where it is mandatory to use tech-nology to function, to communi-cate, to learn and to explore the world. The educational experts recog-nize that Information and Communi-cation Technology (ICT) is now a “life skill”, the same as literacy and numer-acy. As we learned to read and write, we have to also learn the language of computers in order to function.

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Preschool Education was also a part of the INSPIRE project under the sub-head-ing: Component 2:

INVESTING IN THE FUTURE Upon a detailed analysis of early childhood education in the country, it was estab-lished that:

'Preschool and early ed-ucation does not receive the emphasis required for building a strong aca-demic foundation. 'Every Bahamian child must be provided with the necessary training to be as competitive as his ability would allow in any sphere of activity. ' To this end, an early start and a solid foundation are increasingly vital elements. The MOEST

therefore pledges to expand and make public preschool education more available through-out the archipelago. 'Encourage a minimum standard of qualification and training for pro-fessionals who provide preschool education in the private sector and implement training pro-grammes to assist in the meeting of this standard where necessary.

The Preschool Unit of MOEST will continue to:

'Oversee the implemen-tation of the new stan-dards; 'Establish and maintain model preschool class-rooms and resource centres; 'Develop community based programmes and

parent outreach on the Family Islands, 'Develop professional development initiatives; 'Expand the Government Assisted Programmes (GAP) for Preschool teachers’ tertiary level certification.

Unfortunately technology is not implemented as wide-spread in preschools as in primary, junior and senior high school. However, it is the intention of the MOEST to ensure that every govern-ment preschool student is exposed to technology in the classroom. It is imperative that as we prepare students to function with competence today and in the future, technology is integrated into their educational experience. Teachers will also have the benefit of technology in

the classroom. The use of computers, LC D projectors, white boards, document cameras and other tech-nological equipment will provide teachers with new and innovative strategies to engage children in learning.

Expansion of Government PreschoolsBetween mid-year 2012 to present, the MOEST has in-vested more than 10 million dollars in the expansion and improvement of preschool facilities throughout The Bahamas. The islands of New Providence and Abaco have been provided with new, state-of-the-art environments that are conducive to early learning. Further, existing facilities were transformed from primary school to preschools as was the case with the Naomi Blatch pre-

29school and the Sister Annie Thompson Preschool. The latter which is considered among the most impressive preschool facility in the country, is a multi-function-al facility which houses the administrative offices for The Department of Education Preschool Section and the newly formed Preschool and Daycare Centre Council.

Responding to the growing demand for preschool facili-ties in the country, plans are underway for the creation of new stand-alone and attached units. The Button-wood Preschool, adjacent to a primary school; has the capacity for approximately 65 students. The government is in the process of adding nine additional classroom settings for preschool children. A new preschool facility will also be opened in the Southwestern District to accommodate the grow-ing population of that area. It is also anticipated that

the Thelma Gibson Primary school will also be afforded two additional units in Sep-tember 2015 along with the Claridge Primary Preschool Unit.

The Family Islands are not being left out of the pre-school expansion project. On the island of Abaco two

new preschool units were built. One at Fox Town Pri-mary School and the other at James A. Pinder Primary School. The latter, located in Sandy Point provided pre-school for the first time in that settlement. The Moore’s Island All-Age School also opened its doors to a new preschool unit. Requests

are also being made for preschool expansion in Grand Bahama, Exuma and Bimini.

Universal PreschoolCognizant of the fact that universal preschool edu-cation will mandate ac-cess and quality care and education for all four year olds, The MOEST intends to continue its mandate in the expansion of govern-ment preschools through-out the Commonwealth of The Bahamas. This will ensure the youngest group of learners are provided with a solid foundation for life-long learning and that through stimulating, fun, engaging learning environments, preschool-ers will develop a love of learning that will last throughout their school years and position them to be students of success. Preschool education is indeed the building block for “Quality Education for Equitable Development; Performance, Paths and Productivity.”

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During the last 40 years, there has been a continuous commitment by successive Governments of The Bahamas to providing quali-ty education for its citizens. This

commitment has been characterized, however, by what may be termed ‘stops’ and ‘starts’ with changes in political administration. It is accept-ed that the educational well-being of students in the Commonwealth of The Bahamas will be best served by the execution of a vision which is long-term and comprehensive, and a strategy to achieve it, that is uninterrupted.

A SHARED

In light of the above, the Min-ister of Education, Science and Technology, the Honourable Je-rome K. Fitzgerald charged the National Education Committee (NEC), to prepare a paper that will form a realistic and work-

able plan for education in The Bahamas through to 2030, and to make its report to a political committee for a Shared Vision for Education 2030. Minister Fitzgerald was determined to appoint a bi-partisan commit-

FOR EDUCATION 2030

31tee, comprising repre-sentatives from all major political parties. The NEC is also comprised of senior officials from the Ministry of Education, representa-tives from the Bahamas Union of Teachers, senior educators from the private and public sectors, youth leaders and a cross-sec-tion of independent stake-holders.

The NEC, as a part of its work, has considered and sought to build upon the work and recommenda-tion for change in educa-tion contained in several past papers prepared for and by the Ministry of Education. Whenever there is a change in gov-ernment and change in a Minister of Education, there is often an audit conducted to determine the needs of MOEST and identify the programmes and initiatives that may or may not have supported the government’s political agenda.

The ObjectiveBroadly speaking, the vision contained in this paper is underscored by the belief that the role of education is essentially two-fold:

• to consciously and intentionally rein-force the values to which our constitu-tion speaks, and

• to provide ongoing

foundational and skills training which promotes excellence and seeks to ensure the highest level of attainment by all.

In an effort to realize this vision, the NEC has pro-posed by way of a paper, a system of education

which strives to encour-age personal development at all ages and stages, and a system which is inten-tional in accounting for the building of character and the maximizing of the training and educational

potential of each child who becomes a part of it.

Quintessentially, the Shared Vision for Educa-tion 2030 embodies the 19CCEM theme, “Quality

Education for Equitable Development: Perfor-mance, Paths and Produc-tivity.” The NEC will help to objectively identify the strengths and weaknesses within the MOEST and to propose policies that

will support the overall educational needs of the country. This is an area

of great importance and aligns with glob-al practices. As the world focuses on the direction of education for the next fifteen years, The Bahamas will do the same to ensure that those who avail themselves to the public education sys-tem graduate with the skills and knowledge to become productive citizens who are able to contribute to the growth and develop-ment of The Bahamas. Ideally, this aligns with Minister Fitzger-ald’s belief that edu-

cation must no longer be considered a priority but a core value, engrained in the hearts and minds of all Bahamians.

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F I T Z G E R A L DHON. JEROME K.

Minister of Education, Science and Technology

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Q1. How does it feel to be the host Minister of a conference of this magnitude?A2. I am truly honoured that at this time in our country’s development, we are able to host the 19th Conference of Commonwealth Education Ministers, an educational conference of such notability. Undoubtedly, the impact will be far-reaching as we host the 53 member states of the Commonwealth as well as other countries within our region. As you know, we will be deciding on the direction of education for the next fifteen years and developing clear goals. And so, it is a very pivotal time not only for education in The Bahamas but also in the Commonwealth.

A CONVERSATION WITH MINISTER FITZGERALDON HIS THOUGHTS REGARDING THE 19CCEM

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Q2. What is the importance of this conference to you and the country?A2. The importance of the confer-ence is really the fact that we are able to look at some of the challenges that we have in the Commonwealth, partic-ularly in our region and more specifi-cally, The Bahamas and be able to bring the world’s attention to them. Also, we

will have some of the best and bright-est minds, some of the best practices; looking at different policies that impact student achievement and really have a general discussion about the challenges

facing education and formulating a framework that we can implement over the next couple of years to improve our students’ achievement. Q3. How will this conference impact education on a global scale?A3. The Commonwealth countries represent billions of people and so the impact of it is really far-reaching. The

goals that are put forth, the policies that are agreed upon, the best practices that we will discuss and agree to, will impact, as I said, billions of persons.

Q4. Having served as Minister of Education for approximately three years, what are some things that you have learned about education that:a) Intrigue youb) Baffle youc) Inspire you

A4. a) I am really intrigued by the fact

that there is so much talent in our young people and I am amazed by what the kids are doing, at the ages they are doing them now. As well as their ability to really master what I would consider some complex things which even now as an adult, I find somewhat difficult. I am also intrigued by how the human mind continues to develop over time.

b) I am baffled to some extent by the

fact that there continues to be chil-dren who fall through the cracks and to a great extent as a country, we have not done enough in order to address that. Most of my time

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as Minister has really been spent trying to develop a plan, policy and structure within the Ministry of Education and our education system that would put an end to this; and toward addressing and intervening more directly in those students who continue to fall through the cracks. I am baffled when I look back and see that this has been going on now for more than 15, years and there has not been a specific strategy put in place to address it until now.

c) I am inspired by the commitment of the staff and teachers and to a great extent the students. There are so many great stories hap-pening in education that really are inspiring. Everyday you think you’ve heard something that is just really awe-inspiring and awesome and you wake up the next day and there is something else that blows you out of the water; and so it

continues to inspire you on a day-to-day basis. Additionally, work-ing with people who are really, really committed to improving the education system is inspiring. As I’ve said, it’s the best job I’ve ever had and the reason behind it is, that I work with some extremely committed individuals. At the end of the day you can see where there is a benefit to the sacrifices being made - and that benefit, is to our young people.

Q5. Where do you hope to see ed-ucation in The Bahamas in the next 15 years and what do you think will be the

driving force behind it?A5. I think that the global com-petitiveness is really going to drive the improvement in our education system. We are a small country and as a small country, we have to ensure that we are self- sustaining and that we can compete. A big part of that is having a population that is very well educated; that is really the only way we are able to compete and survive in the global economy, and so we have to ensure that our Gross Domestic Product, (GDP) continues to grow. We have to ensure that our economy continues to grow and the only guarantee that your economy will continue to grow is if we have an educated populous. All of the data and statistic I’ve encountered in-dicate that the countries that have the best educated populous are the ones that grow quickest from an economic standpoint.

Q6. What implications does edu-

cation have on a nation, particularly developing nations?A6. It is crucial, as I said , as you develop, you can only develop as fast as your people can develop; and your people can only develop as fast as they can be educated - and prop-erly educated, to compete and also to sustain themselves. Also, we have a small population so we don’t have the luxury of some nations that have millions or billions of people where you can say we only need five or six million or one hundred million people educated. No, we have a population of under four hundred thousand; and so when you say half of your population

is not graduating from high school, you know you have a major challenge there because you have a base then of approximately two hundred thousand people, which is not sufficient to sus-tain our country moving forward. So we know we have to increase educa-tional outputs and educational levels in order for us to have any chance of sustaining ourselves. We have some very bright students, however we also have some students who are not doing that well, and so we have to make sure that we bring equity to the system and that we ensure that every student has the best opportunity for success, and in the long run it will better for the country.

Q7. This year’s theme is “Quality Education for Equitable Development: Performance, Paths and Productivity.” What is the essence of that theme for you?A7. It is powerful. At the end of the day, the key is EQUITY; no matter your ethnic background, no matter your socio-economic background, or your religious background, once you come into the public school system you will get the best possible education there is across the board. Then, once you are in the system, whatever career choice, or whatever your strengths, we have the PATH that is set for you and we want to ensure that at the end of the day you are able to be a PRO-DUCTIVE citizen that contributes to the DEVELOPMENT of this great country. So within education, we need equity, we need to ensure that the kids PERFORM and we need to ensure that at the end of the day, they have multi-ple career paths to chose from, so that when they leave school they will be producers and contribute towards our country’s growth and development. I think the theme is apt. I think it is the right focus, I think it is the right mes-sage and it helps us to keep in mind exactly what it is that the education system is all about.

A CONVERSATION WITH MINISTER FITZGERALDA

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THE MINISTER OF EDUCATION TRAVELS TO KOREA FOR THE WORLD EDUCATION FORUMNearly a quarter century ago, the Education for All (EFA) movement was born in Jomtien, Thailand. Dele-gates from around the world signed the Declaration on Education for All, a historic commitment to “meet the basic learning needs of all” by universalizing primary edu-cation and slashing illiteracy rates. Ten years later, in 2000, the six EFA goals, covering all aspects of basic education from early learning and adult literacy to education quality, were formalized at the World Education Forum in Dakar and a deadline to reach those targets in 2015 was set.

Since 2000, the year 2015 has emerged as the horizon toward which the world projects its aspirations to achieve the Education for All and Millennium Develop-ment Goals. While acceler-ating efforts to achieve these goals, the United Nations has been mobilizing the world to define the post-2015 develop-ment agenda. In this process, the United Nations Educa-tional, Scientific and Cultural Organization (UNESCO) and the United Nations Children’s Fund (UNICEF) have been working with a wide array of countries and stakeholders to reflect on education beyond 2015. It is widely recognized that EFA goals have led to significant advances in edu-cation and The Bahamas was invited to participate in this global conversation to help

frame a post-2015 education agenda.

It was very important that The Bahamas participated in this educational forum as it provided the country with the opportunity to gain a broader understanding and appreciation for global education initiatives and it allowed us to discuss effective education policy and edu-cation systems around the world. Most importantly, the forum allowed us to explore how today's global decisions concerning education policy, schools, classroom instruc-tion, and students will af-fect what our children, our society and our economy need and how we might go about shaping national policy to meet these needs in the fu-ture. In short, attendance at the forum allowed us to better un-derstand the dynamics of the new edu-cation agenda so that we may align it with our national goals and ensure that we are equipping ourselves for a 21st century model of educa-tion.Additionally, as a participant and host

country of the upcoming 19th Conference of Com-monwealth Education Min-isters (19CCEM), from the 22nd -26th June, 2015, it was also advantageous to attend the forum in order to meet with the commonwealth ministers and other key edu-cation officials in attendance.It provided an opportunity to establish and develop meaningful partner-ships. Attendance at the forum also

allowed for the opportunity to strengthen awareness of and effectively promote the upcoming 19CCEM meeting, which is the second largest Commonwealth Meeting af-ter the Heads of Government Meeting (CHOGM).

Hon. Hwang Woo-yea, Deputy Prime Minister and Minister of Education, South Korea and Hon. Jerome K. Fitzgerald, Minister of Education, Science and Technology, Bahamas

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In August 2013, the Cabinet of The Bahamas approved the establish-ment of the T. G. Glover Profes-sional Development and Research School to be housed at a state-of-the-art primary school cam-

pus that had recently been opened. The purpose of the Professional Development School is four-fold and focuses on:

1. the preparation of new teachers;2. faculty development; 3. inquiry directed at the improve-

ment of practice and4. enhancing student achievement.

A universal best practice is for colleges/universities as well as teacher education institutions to form partnerships with elementary and high schools. As a result of the symbiotic relationship, both the quality of teaching and student learning are improved.

Through a partnership with the College of The Bahamas, the Ministry of Educa-tion, Science and Technology is ensuring that the philosophy of a professional development school is being adhered to. The MOEST will continue to be respon-sible for staffing and procurement of instructional resources.

Dr. Thalia Micklewhyte, Associate Pro-fessor in the School of Education at The College of The Bahamas is the Resident Professor at the T.G. Glover Professional Development & Research School. Pre-service teachers from the COB School of Education continue to be assigned to the school as a part of

their Methods course as well as for their Teaching Practice Module. The students are also given the opportunity to volun-teer as Teacher’s Aides. COB will also be involved with research activities at the school.

Dr. Gertrude Tinker-Sachs, a professor at Georgia State University and a former Reading/Language Arts educator at T.G. Glover Primary School has provided her expertise as a volunteer at the school for several years and has mentored both teachers and students. She is current-ly leading the staff in action research geared towards producing a book on Best Practices. During the summer of 2015, Dr. Tinker-Sachs and a team of graduate students from GSU will meet with the ad-ministrators to review the work complet-ed. A publication outlining the scope of work will be released by September 2016.

Mrs. Endirea Virgil-Gibson, a recent graduate of the COB Masters in Reading programme joined the staff at T.G. Glover in September 2014 and was instrumen-tal in the launch of the school’s Literacy Department. There is a school-wide focus to address the literacy needs of the growing student population. As a part of this initiative, greater emphasis is being placed on:

w enhancing parental involve-ment,

w professional development and w improving student achievement.

To support the overall objectives, pro-grammes were identified and imple-

mented to strengthen capacity. Realizing the role parents play in the educational success of their children, it was realized that classes to empower parents were a necessary component. The following initiatives were implemented during the academic year:

w Reading classes for parents w BJC/BGCSE English Language

Preparation classes for parents w Reading workshops for teachers w School-wide reading tests to

determine reading levels so that necessary interventions could be made.

All of the initiatives were deemed suc-cessful and data collected will be used to continue to drive decisions at the school.

In the 2014 Bahamas Lego Challenge and the Third Annual First Lego League Tour-nament, the team from T. G. Glover was declared the overall winner after receiv-ing three of the six awards. They won the following awards:

w Champion’s Award w Robot Performance Award w Project Award

The Principal, Administration, faculty, staff, parents and students of the school are to be commended for embracing the challenge to transition to the T.G. Glover Professional Development and Research School, as well as establishing a standard of excellence.

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The Ministry of Education, Science and Technology recognizes education as essential to enhancing the quality of life of the people of The Bahamas. The specific focus of the Department of Education is to prepare young people to become active, globally competitive, caring and compassionate citizens with the capacity to continuously improve the quality of life for themselves and others.

The Bahamas High School Diploma

New

The Minister of Education, Science and Technology, the Hon. Jerome K. Fitzgerald is committed

to producing students who are equipped with the knowledge, wisdom and skills to become tech-nologically savvy, self-sufficient and able to positively contribute to our national development and to compete in the global arena.

In an effort to ensure that all students have an opportunity to

do this, as well as to graduate, it is the Ministry’s desire to see more students qualify as graduates from high school. The Ministry has there-fore intro-

duced a new initia-tive to assist stu-dents with qualify-ing for graduation.

This program is called The Baha-mas High School Diploma (BHSD), which was piloted in September

2014.The current

tenth-grade stu-dents will be the

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first to graduate with a Bahamas High School Diploma in 2017, which will indicate that a student would have met a standard level of accomplishment during his/her high school life.

Criteria to Earn a BHSDThe following highlights the mini-mum criteria for a student to grad-uate with a diploma from a public high school:• Attain for subjects in the Ba-

hamas Junior Certificate (BJC) examinations, including math-ematics, English language, sci-ence, social studies or a career and technical education subject, administered at the end of the ninth grade.

• Complete a minimum of 27 credit hours in grades 10-12; 15 of the credit hours to be gained from core subjects and 12 to be earned through path-way courses.

• Maintain a cumulative grade point average of 2.0 on a 4.0 scale during the three years, (grade 10 -12).

• Complete 30 hours of commu-nity service on the students’ time during the tenth and elev-enth grade.

• Complete 20 hours of job readi-ness training.

• Maintain 90% or higher atten-

dance and punctuality during the three-year period.

• Parents are required to partic-ipate in a minimum of three parent-teacher conferences during grades 10 - 12.

The Certificate of AccomplishmentStudent who leave school without fulfilling the requirements for the Bahamas High School Diploma, may be granted a certificate of accomplishment. This certificate will only be awarded if students have demonstrated competence in specified areas.

Special-needs students who are in their senior year, but who do not fulfill the requirements for the

Bahamas High School Diploma maybe granted a certificate of ac-complishment if they have demon-strated competence in specific areas. The certificate will indicate the areas of competence for an employer.

Additional Human Resources As these new graduation guidelines come into play, the teaching cohort will also be strengthened by the employment of an additional 108 teachers: 40 graduates from The College of The Bahamas; 54 teach-ers appointed as intervention spe-cialists in the senior high schools and specialist Cuban teachers at an additional cost of approximately $2,500,000.

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The Minis-try of Ed-ucation, Science and Tech-nology, in con-junction

with The College Board Advanced Placement (AP) Program hosted some 40 educators and adminis-trators from public and private schools throughout The Bahamas to an AP workshop for educators and guidance counsellors at Aqui-nas College during the month of April 2015. The workshop was led by Brian Hartman, the Director of International K-12 Initiatives at the College Board, and it provided educators with the support and

training needed to develop effective strategies for teaching AP courses. Administrators and AP coordina-tors interested in establishing or building and supporting an AP pro-gram were given an opportunity to learn and address questions about the program.

Currently, about 19 thousand high schools in 120 countries worldwide offer AP’s in 36 various subjects. In The Bahamas, Queen’s College in New Providence and St. George’s High School in Grand Bahama, among a few others, have had great success with the AP program. Ultimately, AP classes are designed to prepare high school students for the rigors of college level work.

Upon completion of AP subject classes, students can sit the $121.00 AP examination, which takes place every year in May.

Mrs. Monique Hinsey, Scholarship Resource Centre Consultant for the Ministry of Education, Science and Technology, states that “the ulti-mate goal of this partnership with the College Board is to serve the needs of our students by ensuring that they are exposed to 21st centu-ry best practices and to make sure that they perform just as well as students from any other part of the world.” Hinsey further stated that she was grateful to the “Minister, Director and the Ministry of Edu-cation as a whole for embracing the partnership with the College Board

Brian Hartman, Director of International K-12 Initiatives at the College Board, addressing some 40 educators from public and private schools across The Bahamas during Friday’s Advanced Placement training session [Photo Credit: Jose Cecil Mango].

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Members of the AP Training Panel: (L-R): Brian Hartman, the Director of International K-12 Initiatives at the College Board;

Keisha Simms, AP Coordinator of St. George’s High School (Grand Bahama), Cassandra Bowles. Guidance Counselor and

AP Coordinator of Queen’s College [Photo Credit: Georgette L. Turnquest].

Brian Hartman, the Director of International K-12 Initiatives at the College Board (Middle) along with Monique A. Hinsey, Scholarship Resource Centre Consultant for the Ministry of Education, Science and Technology (Right of Hartman), along with other educators at the Advanced Placement training workshop held on Friday 20 th March at Aquinas College [Photo Credit: Makia Gibson].

A group shot of educators at the Advanced Placement training workshop help on Friday 20 th March, 2015 at Aquinas

College, led by Brian Hartman, the Director of International K-12 Initiatives at the College Board [Photo Credit: Georgette

L.Turnquest].

EDUCATORS RECEIVE ADVANCED PLACEMENT (AP) TRAINING

and for understanding the urgency and need for improving the overall academic profile of our students, so that more of them can tap into greater scholarship opportunities.” Similar sentiments were echoed by Mr. Makia Gibson, Deputy Director of Education for Curriculum and Supervisor of the Anglican Central Education Authority (ACEA). Gib-son stated that “Bahamian students need to be prepared to compete internationally and be exposed to as much international curriculum as possible. When we in The Baha-mas say we are good, we must ask, ‘Good compared to what?’ We need to make sure that we are not only

comparing ourselves to the best in The Bahamas, but the best in the world; pursuing the AP curricu-lum would be one way to compare ourselves globally and expose our students to a curriculum that is more rigorous than the BGCSE curriculum and additionally, get our students more prepared for university life.” Gibson went further to state that teachers in the ACEA have been asking for a “different approach or an accelerated program that takes students beyond the BGCSE pro-gram” for some time now. He added that the AP program provides the best option for those accelerated

students who have completed their BGCSE’s in grades 10 and 11, but who can still benefit from a high school environment. These initial AP training sessions were only the first step in the training process for Bahamian educators. AP English and cal-culus subject training sessions took place with subject teachers later on in the month. Eventually, according to Hinsey, information sessions will be targeted at par-ents and students, to ensure that they too appreciate the benefits that the AP program can provide.

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A special ceremony was held on Thursday, April 16th to officially open an institute for special education, located on the site of the former Our Lady’s School, in the name of veteran educator, Marjorie Davis. Prime Minister Christie, who was the keynote speaker for the event, remarked that, “educa-tion is a priority for [his] government. It is through education that we pro-mote the development of our people and the nation as a whole.”

The Marjorie Davis Institute for Special Education

He noted that the Marjorie Davis Institute for Special

Education “is considered a vital step toward fulfilling [his] government’s com-mitment to making special

education a priority.” He also noted that Miss Davis, is among a small group of “hardworking, civic revo-lutionaries who ignited the passion for transformation in the Commonwealth of the Bahamas.”

In his introduction of the

Prime Minister, The Minister of Education, Science and Technology, Jerome K. Fitz-gerald noted that “Miss Davis was Director of Education during a very difficult period in Bahamian education. Many teachers felt alienated from the Board of Education. Through monthly meetings

along with training and devel-opment programs, Miss Davis helped to empower our teach-ers. Her former colleagues recall that her principles, val-ues and standards were never compromised. She embraced challenges and never shied away from hard work.” At the culmination of the ceremony

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the school sign was officially unveiled along with a com-memorative plaque.The Marjorie Davis Institute was officially opened to stu-dents on January 7th of this year. At that time, it held one fifth of its present popula-tion. It is comprised of four major areas; Diagnostic and Consultative Services, Inter-vention Services, Training Services and Research. The institute services children with mild learning and de-velopmental disabilities who represent the largest propor-tion of all students with dis-abilities here in The Bahamas. It is the perfect environment to properly diagnose and assess how our exceptional children learn and wherever possible, help them to be able to matriculate into to the regular school system.

Prime Minister Christie stated that he “anticipate[s] that this institute will be-come the envy of our region. [The government] will use it to catapult us further into understanding the learning disabilities and challenges that plague our nation.”

Unofficially, Miss Marjorie Winton Theresa Davis began her teaching career in the 1930’s, as she was the second of twelve children born to

THE MARJORIE DAVIS INSTITUTE FOR SPECIAL EDUCATION

the late Sir Cyrus Ulysses Davis and Hilda Davis. As an older sibling and espe-cially during those times, the young Marjorie would have been responsible for the rearing and development of the younger children within her home. This could have been the catalyst for a lifelong career dedicated to putting others before self; a career dedicated to the rearing and development of the children of this nation.

Officially, Miss Davis began her career in education in 1950, as a teacher at Gov-ernment High School, her alma mater. While there, she primarily taught Latin, a sub-ject dreaded by many, but the foundation upon which most languages of today are based. During the twenty years she spent at Government High, she came to be known and regarded as a dedicated teacher committed to bring-ing out the best within each of her students.

Shortly after Miss Davis ob-tained her Master’s Degree in Education in 1970, she began her career at the Ministry of Education Headquarters where she held various posts, including Senior Assistant Director. During this time she maintained responsibility

for seven sections, including Technical and Vocational education, Special Schools, the Learning Resources and the Examination Section.

In 1977, in an era when the majority of women were still expected to work from the home, Miss Marjorie Da-vis became the first female Director of Education. Her placement occurred during a time when many women were not given the opportu-nity to lead. Like the suffrag-ettes in the generations be-fore her, Miss Marjorie Davis blazed a trail for generations of female educators.

During her eleven years as Director of Education, Miss Davis brought great improve-ments to the Department of Education. She helped to establish in service training for clerical and teaching staff; she established annual teach-ers conferences and work-shops; monthly principals meetings; gave recognition to long standing teachers in the private and public school systems; established student career days; helped to ex-pand technical and vocation-al education and she helped to establish the College of The Bahamas.

Miss Davis was also instru-

mental in establishing the Bahamas General Certificate of Secondary Education Examination (The BGCSE). In 1988 she was contracted to coordinate the training of a team that would implement the first sitting of this nation-al exam.

Miss Davis is not only an outstanding educator, but also a model citizen. Miss Davis is a proud Zonta, a de-voted member of St. Francis Xavier Cathedral, one of the longest serving active Girl Guide Leaders (serving since 1946), she served as a vol-unteer with the “Let’s Read Bahamas” programme, the National Art Gallery of the Bahamas, the Ranfurly Home for Children , the PACE pro-gramme for unwed mothers and she has also been active with health and HIV/AIDS projects throughout the years. Her achievements and her commitment to service has been recognized through numerous awards such as the Queen’s New Year’s Honour Award (OBE), the Living Legends Award from the Zonta Club of New Provi-dence and the Lady Sassoon Golden Heart Award from the Sir Victor Sassoon Heart Foundation, and this is only naming a few.

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University of The Bahamas

To UndergirdNational Development

A robust, strong and globally recognized University of The Baha-mas. That is the goal around which The College of The Bahamas community of faculty, staff, students and alumni is mobilized. The goal was set more than 40 years ago

when the institution was officially opened.

Today, The College is on the cusp of its transition to university status and is building capacity in academic programme development, institutional effectiveness, infra-

structure and national development leadership.

“A university represents the strength of a country; an institution of high-er education, an institution for research, an institution for innova-

tion, one that treasures its culture and history,” explains College of The Bahamas President Dr. Rodney D. Smith, who is leading

the institution for a second term. “There needs to be a repository and an initiator of change and that is what

the University of The Bahamas will represent for The Bahamas.”

President Smith’s vision includes creating a University of The Bahamas System

that increases access to tertia-ry education throughout The

Bahamas, gives autonomy to The College’s campus in

Dr. Rodney D. SmithCOB President

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Grand Bahama and uses a $23 million infusion from the Caribbean Development Bank and the Government of The Bahamas to improve critical university operations.Established by an Act of Par-liament in 1974, The College of The Bahamas was created through the amalgamation of four institutions: The Baha-mas Teachers’ College, San Salvador Teachers’ College, C. R. Walker Technical College and the sixth form programme of The Govern-ment High School.

The institution opened its doors for the first time in September 1975, with an enrolment of some 2,000 students, in a range of pro-grammes leading to associate degrees, diplomas and certif-icates and General Certificate in Education (GCE) ‘A’ Level studies. Today, the student enrolment is approximately 5,000 and the majority of graduates are earning bacca-laureate degrees.

From inception, it was envisioned that The College would eventually become a university, as affirmed by former Prime Minister Sir Lynden Pindling at the official opening ceremony. Since then, the institution has grown steadily in critical areas.

In March 2015, the COB Transformation Project, sup-ported by a collaborative $23 million contribution from the Government of The Ba-hamas and the Inter-Amer-ican Development Bank to strengthen operational and infrastructural capacity at the institution, was initiated. Senior administration, in conjunction with the Office of the Attorney General, has reinvigorated its crafting of the proposed University of The Bahamas Bill. A Master Plan is the blueprint guiding key infrastructural changes for the campuses in Oakes Field, New Providence and East Grand Bahama, and a

proposal for the financial sustainability of the Univer-sity is being drafted.

The real impact of these im-provements will be reflected in the quality of research, scholarship, vibrancy of cam-pus life programmes and the contributions of alumni.

When he addressed a caucus of more than 400 university leaders at the VII Summit of the Americas in Panama City, Panama in April 2015, President Smith shared his vision for the realignment and development of aca-demic programmes to help stimulate the economy.

“Gone are the days when we should focus on delivering duplicates of the same aca-demic programme on several islands. It is time to develop Colleges with specialties on respective islands; while extending the outreach of ac-ademic degree programming via the online environment

to all the islands of The Bahamas and abroad,” Dr. Smith said.

The institution offers a range of baccalaureate degrees across a broad spectrum of disciplines in Liberal and Fine Arts, Social and Educational Studies, Pure and Applied Sciences, Business and Culinary and Hospitality Management. In addition to the masters degrees in collaboration with overseas institutions, The College also offers two of its own; the MBA and Master’s of Science in Reading with a concentration in Inclusive Education.

Although the changes that will usher in the University of The Bahamas are exten-sive, they will pay homage to the noble roots of The College of The Bahamas and leave an imprint that is distinct and unmistakable.

Members of The College of The Bahamas 2015 Commencement Class participate in the Spring 2015 Commencement ceremony held at the Thomas A. Robinson National Stadium on Thursday, May 28th, 2015.

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The Mabel Walker Professional Develop-ment Institution is vital to the success of the Ministry of Education, Science and Technology’s shared vision for 2030. Through this institution, employees will be assured of opportunities to continually

keep pace with current 21st Century educational stan-dards that is, to maintain and enhance the knowledge and skills needed to deliver professional service and pursue knowledge that is relevant and up to date. It is believed that with well-planned continuing profession-al development activities, employees will not only be able to safeguard their careers, but also the interests of the employer, the Ministry of Education, Science and Technology, the public, the schools and the community at large.

The goal of the Mabel Walker Professional Development Institute is to create, in The Bahamas, a cadre of education sector workers who are better prepared with the requisite skills to lead and serve, while promoting the value of on-going learning and growth for all. The Institute will offer to all educational professionals, administrative and support personnel, a variety of relevant and effective professional development activities and resources that are based on agreed performance standards and competencies. The Institute will seek to align policy with practices; build leadership and capacity to deliver change at all levels; improve the delivery of services to the public, particularly students; and generally, to increase effectiveness and efficiency within the Ministry.

THE MABEL WALKER PROFESSIONAL DEVELOPMENT INSTITUTION

Additionally, the Institute will seek to work with The College of The Bahamas and other tertiary and training institutions, the Bahamas Union of Teachers, the Bahamas Educators Managerial Union, the Bahamas Public Service Union and other partners who seek to advance the quality of job performance and, more specifically, the quality of education.

With the erection of a state of the art 400 capacity auditorium, two demonstration classrooms, an interactive computer classroom, recording and editing studio, and an employee assistance complex, it is envisioned that the institution will provide a range of training opportunities for employees in the education system, acknowledging international and research-based

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standards and best practices for professional learning and growth. The estimated cost of this venture is approximately four million dollars. An investment of this magnitude will impact the future of education in The Bahamas as there will be increased opportunities and flexibility in scheduling of professional development activities. Training will be scheduled in such a way as to make optimum use of the facilities. For instance, activities involving classroom teachers will be scheduled for afterschool hours and summer holidays, while other groups such as administrative, technical and support staff will have

access during normal work hours. Additionally, given the availability of adequate lighting and security personnel, evening and Saturday events will be considered. Further, with proper planning, the Institute will become a suitable venue for executive meetings and professional retreats.

Instruction will be provided through multiple sources beginning with the large reservoir of competent staff in the Ministry of Education, Science and Technology (MOEST); senior and master teachers in our school system; experts from local and international tertiary

institutions; the Public Service and private sector. Specialist organizations like the Royal Bahamian Defense Force (RBDF), the Royal Bahamas Police Force (RBPF), Bahamas Reef Environment Education Foundation (BREEF), Bahamas Red Cross, and Gladstone Road Agricultural Centre (GRAC), will not be excluded from this partnership. Private sector entities such as Abacos’ Friends of the Environment, Atlantis University, Baha Mar Training Institute, The Bahamas Hotel Association (BHA), Lowe’s Wholesale, Bahamas Landscapers Association, and sporting/coaching associations and federations will provide training in specific areas, on an as-need basis.

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The Bahamas Technical a 21st Century Technical Training

As the premier technical and vocational education-al facility in the country, The Bahamas

Technical and Vocational Institute (BTVI) continues to provide value to its many students and by extension, the labour force. Exposing students to cutting-edge developments in a world that is technologically-savvy, the BTVI team assiduously assists students in mapping out a progressive future. This underscores the institution’s mission to “Provide learning opportunities

that enable individuals to be globally competitive and economically inde-pendent.”

A major milestone for the institution came in January 2014 when Minister of Education, Science and Technolo-gy, the Honourable Jerome Fitzgerald announced the names of the institu-tion’s nine-member Board, which was constituted in October 2013. A first for BTVI, the Board was established by the 2010 Bahamas Technical and Vocational Act which came into force in early 2011.

As BTVI continues to expand its

horizons, it seeks access to higher education for qualified students. In 2014, the institution and New England Institute of Technology, Rhode Island, USA, signed two new articulation agreements. The technical schools now have articulation agreements in Information Technology Cyber Se-curity and Information Technology Network Engineering. The agree-ments facilitate BTVI’s students’ matriculation from the Information Technology Management Associate’s degree program into New England Tech’s Information Technology Net-work Engineering and Information Technology Cyber Security Bachelor’s

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The Bahamas Technical a 21st Century Technical Training

nd Vocational Institution:degree programs. Prior to the two new articulation agreements, BTVI and New England Tech also signed articulation agreements for Electrical Installation, Office Administration and Information Technology.

Meanwhile, BTVI’s stu-dents are also receiving international certifications. Five students obtained international certification in Heating Ventilation and Air Conditioning (HVAC). Three of the students received universal certifi-

cation, while the other two received core and levels 1 and 3 certifications. The certification used for local technicians is based on sec-tion 608 of the United States Environmental Protection Agency’s Clean Air Act, which enforces activities that protect the ozone layer as they apply to air condi-tioning systems and station-ary refrigeration. Under the Montreal Protocol on Substances that Deplete the Ozone Layer, all technicians must be certified. It is also mandatory that all con-

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struction and mechanical trade students are Occu-pational Safety and Health Administration (OSHA) certified.

In the interim, a few stu-dents are afforded extraordi-

nary experiences, including the opportunity to engage in short-term exchange oppor-tunities at the undergrad-uate levels. Four students are presently studying in Canada for two semesters on Emerging Leaders in the

BTVI offers customized training throughout the Family Islands. The 16-week General Maintenance courses include the fundamentals of carpentry, plumbing, tiling and electrical installation.

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Americas Program (ELAP) scholarships. Lynderia Clarke and Renel Pierre are both studying Electrical Installation at Vancouver Island University, while Cordelia Dean and Mys-tique Stevenson are in the Computer Systems Techni-cian program at Fanshawe College.

Additionally, BTVI of-fers customized training throughout the Family Is-lands. The 16-week Gener-al Maintenance courses in-clude the fundamentals of carpentry, plumbing, tiling and electrical installation. BTVI previously conducted the same course in Harbour Island, Cat Island, Andros, and Exuma.

Understanding the impor-tance of seeking advice on current trends, Professional Advisory Committee meet-ings have played a pivotal role in the way forward. The committees consist of subject-matter experts who advise the institution on industry needs to help stu-dents better navigate and be prepared for the world of work. Meetings are held with BTVI officials twice each academic year (fall and spring).

As for keeping instruc-tors on the cutting edge of emerging trends, profes-

sional development is vital and BTVI has ensured they stay current. A number of instructors are currently enrolled in the Vocational Education Enrichment Program facilitated by international instructors. The program aids in BTVI meeting the international standards set by the Coun-cil on Occupational Educa-tion.

As BTVI gets set to bring the 2014-2015 academic year to a close, it has been a year of growth, which is an indicator of its continued pledge to the students, staff and faculty. The institution remains dedicated to im-pacting its students. They in turn have gone into the workplace and are mak-ing an impact too, having been equipped with skills

to meet industry needs. Therefore, BTVI’s Board of Directors, management, staff and faculty remain resolute in their commit-ment to the institution’s vision: “To be known for its innovativeness, quality customer care and achiev-ing business and industry trends in preparing indi-viduals for the world of work.”

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