I Part 1 - Descriptive Sections

1. Education For All - Goals and Targets

This Report serves to document the goals, targets, achievements and

education sector projections of the government of the Turks and Caicos

Islands. The activities, though not necessarily conforming to Education For

All - Goals and Targets for 1990 to 2000 are consistent with Regional and

International commitments for global developments and does reflect the

requirements of Education For All. It is within this context that the following

information is presented.

(a) Early Childhood Care and Development

Goals and Targets

The goals of the Early Childhood Education Development Programme as

outlined in The Education Department Five Year Development Plan 1988/93

of the Turks and Caicos Islands are as follows:

• To ensure that the child's introduction to formal education is pleasant,

wholesome, stimulating and enjoyable.

• To provide a planned programme of stimulating experiences to meet the

development needs of the child.

• To discover at an early age the special needs of our children and have

these addressed.

• To develop a common philosophy for the pre-school.

• To establish a basis for young children to be able to make a smooth

transition from pre-school to primary school.

• To provide the necessary facilities and resources financial and otherwise

which will facilitate all of the above requirements.

• To set up an Infant Department which would make it possible to meet the

needs of the children and encourage teachers to share common goals.

As a continuation and expansion of the policy objectives enunciated in the

previous plan, the Five-Year Education Development Plan 1999-2004 aims to:

• To develop an integrated ECECD policy through cooperation with the

Departments of Education, Health, Labour and Immigration to provide

formal teacher training for all teachers.

• To expand the provision at the Early Childhood level.

• To provide continuous in-service teacher training in methodology and

content for all teachers of the early childhood level.

• To provide scholarships to a selected number of teachers to attend

regional teacher training programmes.

• To review the K1-K2 curriculum, placing emphasis on a healthy lifestyle.

• To improve levels of supervision of curriculum delivery in order to ensure

that acceptable standards of education are maintained.

(b) Universal Access to and Completion of Primary Education by the

Year 2000

Goals and targets

The Education Department Five-Year Development Plan 1988/93 of the Turks

and Caicos Islands outlines the following objectives of the Primary Education

Development Programme:

• To review the free-flow system with a view to establishing an improved

criterion for promotion to secondary school.

• To prepare a strong cadre of primary school teachers for transfer to

secondary school teaching.

• To provide professional and academic training for promising young school

leavers recruited into teaching.

• To upgrade physical facilities at all primary schools.

• To improve the quality and quantity of school supplies/equipment and

furniture.

• To encourage commitments and high level performance among teachers.

• To improve the working environment of teaching staff.

The Five-Year Education Development Plan 1999-2004 further states that

during this plan period, the objectives will be:

• To facilitate further access to Primary Education through the construction

of new and the refurbishing of existing school facilities to cater for

appropriate class sizes.

• To enrich the professional knowledge and skills of teachers and school

managers through the establishment of staff development programmes to

ensure an adequate supply of specialist teachers in areas such as English

as a second language.

• To review and revise the primary curriculum.

• To improve the learning environment in and around schools so that

students and members of the public can take advantage of sporting,

cultural and library facilities.

• To facilitate pupil transition from the primary to the secondary level by

providing secondary school principals with individual student performance

on the Grade Six Achievement Test.

• To expand the cadre of Education Officers to improve the level of school

supervision and ultimately the quality of primary education.

• To enable schools to become more responsible for their development.

• To develop a policy/implementation plan for children with special needs.

• To identify children with special needs and provide education appropriate

to those needs.

• To effectively deploy teachers trained in Special Education.

(c) Special Education/Remedial Education

Goals and TargetsThe education of children with Learning Disabilities has always been a part of

Government's formal education system. For the Turks and Caicos Islands the

Terms of Reference for Special Education include those students with special

needs.

The main focus has been on:

• Learning Disabilities,

• Special Physical Disabilities

• Mental Disabilities

The Education Department Five Year Development Plan 1998/93 lists the

following goals and targets:

• A comprehensive survey to determine the incidences of physical and

mental learning challenges and the extent of their disability in the present

school population.

• To encourage voluntary organisations to continue to assist with the

provision of education for the physically and mentally challenged.

• To continue to encourage and expand the integration already in place in

schools.

• To develop local in-service training and also seek funding for overseas

training for those persons required to work with the physically/mentally

challenged.

• To liaise with other Governments in seeking information regarding

alternatives which are educationally and socially acceptable and financially

less taxing.

• To liaise with Medical and Health Departments in devising educational

programmes of prevention aimed at the reduction of future cases of the

physically and mentally challenged.

(d) Improvement in Learning Achievement

Goals and Targets

The mission of the Ministry of Education, the Turks and Caicos Islands

indicates, in part, to:

"Strengthen and maintain an effective and efficient education system which

facilitates the consistent improvement of educational standards, the primary

thrust being, the promotion of literacy and numeracy amongst compulsory

school aged children ... "

Within this contextual framework, several tangible outputs will be realised by

the year 2002. According to the Education Action Plan (1999) the following

activities are targeted:

• Implementation of standardised reading curriculum for primary schools

• To monitor student achievement through the annual administration of

standardized tests to pupils in Grades 3, 4 & 5.

• To control pupil flow from Grades 3, 4 & 5 based on pupil mastery of

literacy and numeracy to internationally acceptable standards.

• Reduction in the proportion of untrained teachers

• Introduction of teachers to current methodology related to the teaching of

mathematics and reading

• Establishment of the cycle of review and revision

• Identification, procurement and distribution of a wide range of textbooks,

instructional materials and equipment for each grade and subject.

• Preparation and production of teachers' guides for each level

• Introduction of National Tests of Standards between Grades 1-4.

• Revision of the Grades Six Achievement Tests in line with the revised

curriculum

• Production of local reading material and instructional aids

• Construction, furnishing and equipping of primary school libraries with

books and other resource materials

• Revision and introduction of Policy Guidelines for Homework Handbook

• Appointment of Truancy Officers

• Establishment of Annual Parents' Forum

• Monitoring of the intake of non-national students

• Training of at least one teacher per school in computer literacy

• The introduction of computer assisted learning in all primary schools

• Installation of computer hardware and software in schools for computer-

aided

learning

(e) Reduction of Adult Illiteracy

Goals and Targets

This government of the Turks and Caicos Islands, through a component of the

Education Project has given consideration to Adult Literacy. The preliminary

stages of the Adult Literacy Programme are to be delivered through the Turks

& Caicos Islands Community College.

(f) Expansion of basic education and training in other essential skillsrequired by youth and adults.Goals and Targets

During the period under review, the overall objective of the government is to

provide pre-vocational education for 4th & 5th formers (i.e. the last 2 years of

high school) whereby opportunities are presented to provide self confidence

to practise basic skills (literacy, numeracy, social and life skills) to continue to

make vocational choices, to solve problems, and to work and develop as

members of a group as well as self-reliant individuals.

Some objectives of the Pre-Vocational Programme:

• To produce a common framework for a Pre-Vocational course in the 4th/5th

years of all High Schools

• Within the framework to provide a curriculum relevant to the needs of the

majority of pupils

• Within the curriculum to provide programmes to:-

1. Increase basic skills of Literacy/numeracy.

2. In year 3, provide a range of experiences to enable students to

make a considered choice of a VocationalfTechnical preparatory

module.

3. In years 4/5 enable students to develop skills in depth in one

vocational area.

4. Increase personal/social skills to enable students to be self

confident, self reliant, enterprising individuals able to work in teams

to cope in a changing world.

5. Enable students to experience the world of work.

• To assess students' progress by profiling, recording progress on a record

of achievement

• To accredit students' work via "The School Leaving Diploma" which will be

validated by an international organisation such as the Royal Society of

Arts

• To provide adequate equipment and resources to deliver the programme

• To develop teachers' professional skills through In-service Training and

through involvement in Curriculum Development

(g) Increased acquisition by individuals and families of the

knowledge

skills and values required for better living, made available through

education channels

•

Goals and Targets

• The dissemination of information pertaining to the social well being of the

public.

2. National EFA Strategy and / or Plan of Action

a) Early Childhood Care and Development

Broadly speaking, the pre-primary, primary and secondary education

programmes share a similar strategic approach towards the provision of a

high quality of education for children between the ages of 4 & 16 years.

The main features of the agreed strategy or plan of action, as stated in the

1988/93 Education Department Five Year Development Plan, makes

reference to:

The education system making provision for 4 - 6 year olds at the pre­

primary level and expanding early childhood facilities and equipment

• Government assuming full responsibilities for all Early Childhood Centres

throughout the Islands

• The selection of teaching staff for government schools having the approval

of the Education Department

• The registration of all pre-schools with the Ministry of Education

• All Schools meeting specific requirements prior to them being established.

• Pre-school and in-service training of teachers to be monitored by the

Education Department.

Universal Access to and completion of Primary Education by the

Year 2000 - Strategy/Plan of Action

One of the major strategies deployed during the period under review was the

training of all Primary School teachers which was to become mandatory for

continuing service in the classroom. As a result, PINSTEP was introduced.

PINSTEP is the acronym for the Primary In-Service Teacher Education

Project. This is an ODA funded project which includes the provision of a

Technical Cooperative Officer. The project has undertaken a number of

initiatives in the areas of teacher development and training. The main

components are described below:

• Mixed Ability Teaching in Primary schools

• Teaching Reading in all primary school grades

• The role of the Reading Specialist in Schools

• Teaching in Multi Grade Schools

Mixed Ability Teaching in Primary SchoolsThe main focus of this component has been on the teaching of reading. The

purpose of workshops on mixed ability methodology was to introduce

teachers to a teaching approach that would be applicable to all subjects and

which would take into account all students in the class. It was anticipated that

the introduction

of mixed ability teaching techniques would enable teachers to make sensible

decisions about grouping and individualization in order to cater to students

across the ability range.

Teaching Reading in Primary School Grades

This component of the project was designed to encourage teachers to

recognize that learning to read is a process of skill development rather than

the learning of a series of facts. The importance of reading for meaning was

also stressed. A number of alternative methods were presented together with

advice for implementation.

The Role of the Reading Specialist in Schools

The purpose of this aspect of the project was to strengthen the capacity of the

reading specialists encouraging them to act as catalysts for the development

of effective reading programmes in schools. It was also recommended that

they should not allow themselves to be pressured into taking large classes of

slow learners because successful remediation programmes are extremely

difficult to achieve when classes are too big.

Teaching in Multi-Grade Schools

Multi-grade teaching involved three schools. These were Salt Cay, Kew

(North Caicos), and Middle Caicos. This aspect focussed on problems

relating to multi-grade teaching, developing and presenting appropriate

methodologies for multi-grade teaching, and assisting teachers of

mathematics and the teachers of multi-grade classes with lesson planning.

The Project has continued to concentrate on the professional development of

teachers through school-based workshops and on the development of

resource

materials for use in the Primary Schools. These inputs had a positive effect

on teacher morale and on teaching skills, thereby leading to enhanced

learning opportunities for Primary School students. The Project addressed

the educational needs of the lowest achieving 40% of children in the system.

One strategy employed was the upgrading of the existing management

structure. In this regard, the Project - Improving Quality & Management On

Secondary Schools In The Turks & Caicos Islands (1998) addressed the

following:

• Strengthening the capacity of the Ministry of Education to plan,

implement, monitor and sustain educational change; and to

gradually decentralise management and supervision of schools

• Strengthening the management of schools by forming School

Management Teams and training them to prepare, implement and

monitor School Development Plans

• Developing a succession planning programme to train 'belonger'

teachers to manage high schools without recourse to employment

of expatriate principals

• Providing consultancy to enable English as a Second Language

programmes and courses for lower achieving students to be written

and resources along with appropriate INSET (In-service Training)

through a strengthened INSET Programme and system of school

support

• Providing training in teaching and learning strategies including ICT

• Providing books and library resources to facilitate independent

learning

• Improving the quality of the environment for learning by replacing

two teaching blocks at HJ Robinson High School, expanding

teaching space at Clement Howell High School and refurbishing

some facilities at the other two High Schools

• Improving partnerships with parents and the community to

strengthen school support and reducing emerging negative

influences on education through changes In employment and

lifestyles

• Evaluating the Pre-Vocational Education curriculum and making

recommendations for matching it to the labour market

• Introducing a Curriculum & Evaluation Unit in the Education

Department

• Introducing a Test of Standards of primary students, Grades 4 - 6

Administrative training for all persons in administrative positions was another

major strategy employed during the period under review. One component

was the

training of School Supervisors.

In 1995 a Primary School Principals Workshop was held with the main

objectives being:

• To assist Principals in approaches to staff supervision

• To clarify the relationship between the Department of Education and

the Ministry of Education and schools

• To give all Principals an opportunity to discuss issues of mutual

concern and to share these issues with staff in both the Ministry and

the Department

Other strategies used to facilitate universal access to and completion of

primary education by the year 2000 included:

• Upgrading of all school buildings

• Increasing the provision of supplies, furniture and equipment to all schools

• The sale of basic textbooks at first cost 50%

• Compulsory attendance of 100% of school hours per term

• Introduction of short language courses for students whose second

language is English before entry to Government Schools

b) Special Education/Remedial Education

The Strategies/Plan of Action used by the Ministry of Education involved:

• Improving the Special Education Unit in Grand Turk by increasing the

supply of materials and equipment and providing an additional Specialist

Trained Teacher

• Introducing a similar unit in Providenciales

• Expanding the existing facility in North Caicos

• Introduction of Remedial Teaching at South Caicos Primary

Formation of a committee whose duties were:

To make recommendations on screening and assessment of students with

special needs

To provide a directory on severity of cases that exist and the location of

children involved

To formulate a programme of studies for implementation

c) Improvement in Learning Achievement

Apart from PINSTEP, other strategies for the improvement in learning

achievement involved book support and school visits.

Book Support

In September of 1993, each primary school was provided with a classroom

library and given advice on how to operate it. This version of 'book flood' was

expected to improve reading skills by giving children increased access to

appropriate and interesting reading material. The provision of books was

accompanied by detailed instructions to teachers on how to make the best

use of them.

Strategies included: paired reading, individualised reading programmes,

teachers reading aloud to students, using reading to stimulate creative writing,

and parental involvement in reading. In addition, teachers were encouraged to

design worksheets for use in classes. These were intended to supplement

the classroom libraries and were targeted primarily at those students in need

of enrichment and remediation.

The provision of reading materials, together with in-service support was

expected to impact positively on reading skills of children in Turks and Caicos

Island government schools in both the short term as well as the long term.

School Visits

To facilitate assessment of levels of implementation of new methodology, the

Education Officer in charge visited each school at least once a term. During

the visit, classroom teachers were questioned about their teaching methods

and were reminded of methods introduced in previous workshops. Advice

was given on the operation of classroom libraries.

Other strategies supporting achievement in learning included:

• Continuation of the Infrastructure Development Programme for identified

schools on the islands

• Expansion of North Caicos and Providenciales High Schools and

refurbishing of Science Labs

• Increasing the funds for the provision of furniture and specialist equipment

in schools

• Upgrading of a TechNoc Curriculum

• Implementation of a Family Life Education Programme

• Improvements of the Guidance and Counselling service

• Implementation of a Healthier Life Curriculum

3. EFA Decision-Making and Management

Although there was no Education For All Committee established for the Turks

and Caicos Islands, initiatives concerning education programmes and projects

were undertaken by the Ministry of Health, Education, Youth, Sports and

Women's Affairs, which is the primary decision-making body for all matters

pertaining to education. They are guided by the recommendations of the

Department of Education.

Generally the Department consults with school managers, PTA's and other

stakeholders in education on important educational issues. The Department

and the Ministry of Education coordinate all education projects.

At the local level, Principals and Head Teachers are the immediate

supervisors in their schools and as such ensure that the goals and objectives

of the Ministry are carried out and the entire performance of the school is

monitored. At the National level supervision is administered by the Director of

Education, the Deputy Director of Education and Primary School Advisors.

4. Cooperation in Education For All

Basic education services are primarily provided and financed by the

Government of the Turks and Caicos Islands through the Ministry of Health,

Education, Youth, Sports and Women's Affairs. Additionally, a number of

churches, Non-Government Organisations (NGO's), Commercial

organisations and private individuals are providers of basic education. In a

number of instances they are subsidized by the Turks and Caicos Islands

Government (TCIG). Media groups (local newspapers, radio and television,

sister departments, private sector and donor agencies) also give support to

basic education.

International donor agencies have also contributed to Education in the Turks

& Caicos Islands. Funds are administered through the Dependent Territories

Regional Secretariat (DTRS), others include:

• Caribbean Development Bank (COB)

• European Union (EU)

• United Nations Development Programme (UNDP)

• Overseas Development Agency (ODA)

5. Investment in Education For All since 1990

In its thrust to constantly improve the quality of basic education, the Turks and

Caicos Island Government (TCIG) has made a number of changes in public

expenditure in the primary sector. Investments have been made in

developing and enhancing schools' infrastructure (the three primary schools

in Providenciales, the fastest growing community, have been extended and

refurbished) to modern day standards.

Other investments involved:

• Strengthening the education system by the upgrading of teachers and the

development of curricula in Mathematics, Science, Language Arts, Social

Studies and Technical and Vocational Education (PVEP)

• Producing and distributing to fourteen schools (now amalgamated to ten)

Early Childhood Education materials

• Facilitating the PINSTEP Programme

• Revision of the locally developed Social Studies textbook entitled "My

Country the Turks and Caicos Islands (1996)"

• Establishing Teacher Resource Centres on three islands

• Employing additional teachers to keep pace with the increases in student

population

• Increasing teachers' salaries and allowances

• Increasing the vote to facilitate the production of support materials, and the

procurement of commercially produced materials to complement

curriculum delivery

• Increasing the opportunities for the training and upgrading of teachers

• Providing computer laboratories in the high schools

Private sector expenditure on basic education has improved, but this has

been concentrated on specific islands. Primary Schools on Middle and North

Caicos, for example, have benefited tremendously from financial and

technical support from two major commercial agencies. One has gone as far

as employing a full time Reading Specialist to work between schools. A major

Hotel Resort recently adopted one of the primary schools in Providenciales.

During this period, UNICEF provided resource materials for Early Childhood

Education although this provision has been discontinued in more recent

years.

UNDP has made a sound investment in the Drug Demand Reduction Project.

Major investments in education during the decade 1990-2000 included:

• Curriculum Development

• Teacher Training

• Institutional Strengthening

• Development of learning materials

• Acquisition of school computers and office equipment

• Provision of Typewriters

• Refurbishing of schools identified for upgrading

I Part 11 - Analytic Sections

6. Progress toward Goals and Targets

Early Childhood Care and Development

Target: Expansion of early childhood care and development activities,

including family and community interventions, especially for poor

disadvantaged and disabled children.

Gross enrolment in early childhood development programmes,

including public, private and community programmes, expressed as a

percentage of the official age group concerned. If any, otherwise the

age group 3 to 5.

Due to the unavailability of inter-censal data for the period 1990-99, data from

the 1990 National Census Report will form the base of all calculations

requiring demographic statistics.

In the Turks & Caicos Islands, the Early Childhood Education (ECE) is

provided for children in the age group 3-5 years old in K1 and K2 of primary

schools. Table 1 is a presentation of the data for the three year period

1996/97 - 1998/99.

Table 1. Gross Enrolment Rates of Early Childhood EducationProgrammes

By Gender - 1996/97 to 1998/99Years Total Male Female

% %1996/97 70.7 77.3 64.5

1997/98 67.5 69.7 65.4

1998/99 68.6 66.4 70.8Public sector data available for the penod under review indicate that the

highest ECE gross enrolment rate recorded was 70.7 percent in 1996/97, with

the rate for boys being 77.3 percent or almost 13 percent higher than that for

girls. The sector experienced a marginal 3.2 percent decline in 1997/98

moving to 67.5 percent. Although there was a narrowing in the disparity

between the participation of boys and girls, the boys continued to account for

the higher proportion of the enrolment recording a gross enrolment rate of

69.7 percent.

During the year 1998/99 there was a 1.1 percent recovery with the gross ECE

moving to 68.6 percent. Of significance is that the disaggregation of the data

by gender showed a reversal in the participation rate of boys, with the gross

enrolment for girls being 70.8 percent higher than that for boys.

Attention must be drawn to the fact that the Private Sector accounts for

approximately 7 percent of the ECE provision resulting in approximately 80

percent of young children in TCIG benefiting from Early Childhood Care and

Development Programmes.

~jUfiCator1]Percentage of the new entrants to basic Grade 1 have attended some

form of organised early childhood development programme.

Although data are not available to inform this Indicator, if one assumes that all

the graduates of ECE programmes flow to grade 1 of the primary level, then it

is safe to conclude that more than 70 percent of the pupils who enter Grade 1

have some exposure to organised early childhood development programmes.

BASIC EDUCATION

Target: Universal access to, and completion of, primary/basic education by

the year 2000

Apparent (gross) intake rate: new entrants in basic grade 1 as a

percentage of the population of official entry age.

In TCIG nine years of basic education is provided in Grades 1 - 9 of public

(primary, Grades 1 - 6 and secondary Grade 7 - 9) schools to pupils in the

age cohort 6 - 14 years. Estimate of private sector participation indicate a 20

percent provision of basic education by that sector. Data in respect of the

Gross Intake Rate in grade 1 of public primary schools are presented in Table

2 for the 1996/97 to 1998/99 period.

Table 2. Apparent Intake Rate by Gender

1996/97 -1998/99

Years Total Male Female

1996/97 123.6 118.8 129.1

1997/98 142.3 147.9 136.0

1998/99 131.3 134.4 127.9

The available data Indicate a consistent acceptance and or retention of

over-aged / under-aged pupils in grade 1 with year 1997/98 reflecting an

almost 50 percent over-enrolment of 142.3 percent. Although the situation

showed some improvement in 1998/99, the rates were approximately 30

percent in excess of the age-specific cohort.

Analysis of the data by gender indicate that with the exception of 1996/97,

boys accounted for the higher proportion over-enrolment with the rate for boys

exceeding that for girls by approximately 6 percent. Figure 1 is a graphical

presentation of the grade 1 enrolment made up of over-aged and under-aged

pupils.

Figure 1

Over-aged and Under-aged Enrolment inGrade 1 by Gender 1996/97 -1998/99

35 ..-- ----,

30

25

20

15

10

5

o1996/97 1997/98 1998/99

o U-nder-age0/;;-­Male

• Under-age %Female

o Over-age %Male

o Over-age %Female

Further analysis of the data reveal that over-aged pupils accounted for the

higher proportion of over enrolment in grade 1. During the period under

review, there was an incremental decline in the proportion of over-aged pupils

in grade 1 moving from 28.9 percent in 1996/97 to 25.5 percent in 1998/99.

This was evident for both sexes with girls recording the lowest proportion of

over enrolment (24.5%). Of interest also is that no under-aged girl was in

Grade 1 in 1998/99.

n cNet intake: new entrants to basic Grade 1 who are of the official basic

school-entrance age as a percentage of the corresponding population.

This Indicator is a converse of the preceding Indicator and addresses the

grade 1 age-specific cohort Le. the proportion of 6 year old pupils in the

population enrolled in grade 1. Table 3 represents the Net Intake Rate (NER)

by gender for the period 1996/97 - 1998/99.

Table 3. Net Intake Rate by Gender

1996/97 to 1998/99

I Years Total Male%

Female%

1996/97 83.5 78.1 89.5

1997/98 100.0 100.1 98.8

1998/99 95.6 94.8 96.5The data indicate that over the three-year penod, the system showed

significant improvement in its ability to cater for six years olds in grade 1

moving from 83.5 percent in 1996/97 to almost universal enrolment in

1998/99.

The performance of boys showed the most dramatic improvement recording a

16.7 percent improvement of 94.8 percent in 1998/99. The slight excess in

NER (100.1%) in 1997/98 can be accounted for by the lack of current inter-

censal information. Notwithstanding the decline in the NER for girls between

1997/98 and 1998/99, the girls recorded the highest NER by the end of the

period under review.

Ilna'icafor:!jGross enrolment ratio (GER)It is to be expected that the feature of under-aged and over-aged enrolment

observed in Grade 1 would continue through the entire range of grades at the

basic level. The data presented in Table 4 refer to the Gross Enrolment

Rates at the basic level for the period 1996/97 - 1998/99.

Table 4. Gross Enrolment Rates at the Basic Level by Gender1996/97 -1998/99

Years Total Male Female% %

1996/97 103.1 105.0 101.2

1997/98 109.9 112.4 107.3

1998/99 113.1 114.8 111.5This analysis IS marked by an Increase In the incidence of over and under

enrolment of age-specific pupils with the rates moving incrementally by 6.8

percent in the first instance, then by 3.2 percent, resulting in a movement from

103.1 percent in 1996/97 to 113.1 percent in 1998/99. As noted, in the rates

for new entrants, the rates for boys were in all instances, higher than that for

girls with the highest recorded disparity being 5.1 percent in 1997/98.

Like earlier findings, over-aged enrolment was the main contributor of the

excesses noted, peaking to a high of 32.4 percent in 1998/99. Although there

was a significant decrease of 11.4 percent in the proportion of the over-aged

males, the boys consistently recorded the highest level of over-aged pupils at

the basic level.

Worthy of mention is the gradual decline in this feature over the period.

Figure 2 presents the comparison of over-aged and under-aged pupils by

gender for the period 1996/97 -1998/99.

5040

1

30120,10

o -

Proportion of Enrolment of Over-aged &Under-aged by Gender 1996/97 -98199

o Under-age oroI Male

- '. Under-age %Female

O°\er-age %I Male

IO°\er-age %

1996/97 1997/98 1998/99 Female---'I

Figure 2

Net enrolment ratio. (NER)The Net Enrolment Rates (NER) in excess of 100 percent suggest that the

1990 census data used in the calculations are lower than actual population

data.

Table 5 is a presentation of NER by gender for the period 1996/97 - 1998/99.

Table 5. Net Enrolment Rates by Gender at the Basic level1996/97 - 1998/99

Years I Total I--::M--=-~---'ol'---e----r--=Fe-m-%-a-:-Ie--

1996/97 102.5 104.4 100.6

1997/98 109.1 111.8 106.4

1998/99 112.7 114.2 111.2Despite the absence of current data It IS however, Instructive to note that

although the differences are marginal being less than 1 percent, the NER's

are consistently

lower than the GER's. Figure 3 gives the relative comparison between the

GER and the NER for 1996/97 -1998/99.

Relative comparison between Gross EnrolmentRates & the Net Enrolment Rates for 1996/97 ­

1998/99

115

110

105 -1--------1..

100

loGERl~~~j

1996/97 1997/98

Figure 3

1998/99

Public current expenditure on basic education (a) as a percentage of

GNP and (b) per pupil, as a percentage of GNP per capita.

But for the three year period 1991 to 1993 the share of the value of the Gross

National Product (GNP) voted to basic education has shown incremental

improvement. Table 6 presents expenditure as a percentage of GNP for 1990

-1998.

Table 6. Expenditure of Gross National Product for 1990 -1998

_____I_P_u_b_l_ic c_u_rr_e_n--..,;tI

Year expenditure onbasic educationas % of GNP

1990 0.5

1991 0.4

1992 0.4

1993 0.4

1994 0.9

1995 1.1

1996 1.0

1997 1.0

1998 1.2Analysis of the data reveals that the allocation to this level remained constant

at 0.4 percent between 1991 and 1995. By 1995, the contribution to this level

more than doubled, moving to 0.9 percent in 1994 and just over 1 percent in

1995. In 1996, the sector experienced a decline in allocation slipping to 1

percent, which was maintained for the two subsequent years, 1997 and 1998.

The GNP of 1.2 percent recorded in 1998 indicates a positive recovery by the

sector.

rtr!arcato~~

Public expenditure on basic education as a percentage of total public

expenditure on education.

Analysis of the public current expenditure devoted to basic education as a

proportion of the total education budget indicate that this level of the

education system is the main beneficiary of financial allocation within the

sector.

Table 7 presents the current public annual expenditure on basic education as

a percentage of total public current expenditure on education.

Table 7. Public Current Expenditure on Basic Education

as a Percentage of Total Expenditure on Education

Public currentYear expenditure on

basic educationas % of totalexpenditure oneducation.

1990 40.9

1991 42.4

1992 43.9

1993 43.6

1994 40.0

1995 54.0

1996 56.9

1997 52.7

1998 58.0Despite some level of fluctuations In the allocations dunng the period 1990 to

1998, the expenditure on basic education has shown significant

improvements record ing a 17.1 percent leap moving from 40.9 percent in

1990 to 58 percent in 1998.

The period 1990 to 1993 experienced a steady decline with a notable reversal

in the trend resulting in the 1994 allocation falling slightly below that of 1990.

The sub-sector recovered in 1995 and despite marginal decline in allocations

over the next three-year period moved to an admirable high of 58 percent in

1998.

Figure 4 indicates the trend in the proportion of expenditure allocated to basic

education during the period 1990 to 1998.

--- ---'-----"-.

... .

Figure 4

Expenditure on Basic Education asPercentage of Education Budget

70

60 -!------'-:-.,,-----­

50

40

30

20 ­

10

o f-,------r----,----,...--------;--~

1 2 3 4 5 6 7 8 9

I • Series1 I

Percentage of primary school teachers having the required academicqualifications.In the Turks and Caicos Islands approximately 25 percent of the teachers

employed in the service are untrained teachers however, all untrained

teachers satisfy stipulated academic/educational standards.

n le rPercentage of primary school teachers who are certified to teachaccording to national standards.Information on teachers does not refer to the basic level due to the difficulty in

isolating the Grade 7 - 9 teachers from the total pool of teachers at the

secondary level.

In the TCI approximately four out of every five teachers at the primary level

are certified to teach. Table 8 presents the percentage of trained teachers by

gender for 1996/97 - 1998/99.

Table 8. Percentage of trained teachers by gender1996197 - 1998199

Years Total Male Female% %

1996/97 74.4 100.0 72.3

1997/98 76.9 100.0 76.1

1998/99 79.8 100.0 78.9Overall, the education sector has expenenced marked Improvement in this

area, recording gradual increases in the proportion of trained to untrained

teachers in the system. The improvement by 1998/99 is encouraging.

At the primary level the teaching force is female dominated with females

accounting for 92 percent of the teachers in the service. Of importance is that

all the males employed were certified to teach.

Pupil/teacher ratio (PTR).For the period under review, the pupil-teacher ratio has remained almost

constant fluctuating between 15 and 15 .8, as shown in Table 8.

Table 9. Pupil-Teacher Ratio at the Primary Level1996/97 - 1998/99

Year PIT Ratio1996/97 15.0

1997/98 15.8

1998/99 15.0Attention must be drawn to the fact that this ratio Includes trained as well as

untrained teachers.

Repetition rates by grade.Pupil movement through the basic level is regulated by automatic age-grade

promotion, hence the incidence of repetition is relatively low. Repetition rates

by grade and gender are presented in Table 9 for 1997/98 only.

Table 10. Repetition Rates by Grade and Gender1997/1998

TOTAL 10.0% 8.5% 6.3% 5.6% 4.2% 3.4% 1.8% 13.5% 8.2%(Mf=~ t

Male 11.1% 9.7% 7.3% 6.5% 5.0% 4.1% 1.3% 14.7% 7.9%(M)

" 8.9% 7.2% 5.3% 4.7% 3.5% 2.8% 2.3% 12.2% 8.5%Femal~

(F)AnalysIs of the data Indicate an Inverse relationship between rate and grade,

with the rate inching down as the pupils move from grade 1 to grade 7. Grade

8 marks a reversal of this trend with the highest recorded incidence of 13.5

percent occurring at this grade.

Disaggregation of the data by gender reveal that repetition is more a feature

of the boys than girls as noted in all grades excepting grade 7 where the rate

for boys was 1.3 percent compared to 2.3 percent for girls. Interestingly,

grade 7 recorded the lowest repetition of all grades. Figure 5 is a graphical

representation of the falling trend by grade and the domination by males.

Repitition Rates at the Basic Level by Grade &Gender for 1997/98

16.0%

14.0%

12.0% -I-"---------I'I"-\-­

10.0%8.0%6.0% -4.0%

2.0% ­0.0%

123456789

Figure 5

-+- Male (M) I-- Female (F) I

Survival rate to Grade 5 (percentage of a pupil cohort actually reachingGrade 5.

The available data is limited to three years (1996/97 -1998/99) only.

Computation of Survival Rate to Grade 5 would require 1993/94 baseline data

for starters.

n le orCoefficient of efficiency (ideal number of pupil years needed for a pupilcohort to complete the basic cycle, expressed as a percentage of theactual number of pupil-years).The available data is limited to three years (1996/97 -1998/99) only.

Computation of the coefficient of efficiency would require at least one life

cycle of a cohort.

LEARNING ACHIEVEMENT AND OUTCOMES

Target:

Improvement of learning achievement such that an agreed percentage of an

appropriate age cohort (for example, 80 percent of 14 year olds) attains or

surpasses a defined level of necessary learning achievement

r

The last

Literacy Survey conducted in the Turks and Caicos Islands was in 1980.

TRAINING IN ESSENTIAL SKILLSTraining in essential skills addresses a wide range of learning activities at the

basic level with the aim of imparting knowledge, skills and attitudes that are

necessary for the young people and adults of the Turks and Caicos in their

everyday lives, and in their work, in order to improve their quality of life. The

scope of this target extends beyond the provision of basic education and

training to cover programme effectiveness and impact, as seen in behavioural

change and improvements in health, employment rates productivity and

overall in the general contribution of individuals to the economic productivity of

the country.

In recognition of the need to expand training in essential skills beyond basic

education and training, the Government in 1990 undertook a pre-vocational

education programme with specific emphasis on developing a pre-vocational

curriculum for secondary school students in Form 4 and 5. These two forms

represent the final two years of secondary schooling.

Pre-vocational Education as used by the Department of Education is about

providing students with opportunities. Opportunities to develop self­

confidence, to practice basic skills - Literacy, Numeracy, Social and Life skills

- to make vocational choices, to solve problems, and to work and develop as

members of a group as well as self-reliant individuals. The emphasis is on

personal development of the students rather than on vocational training as

such.

The intention of the Lifeskills programme was intended to foster adult attitudes

and attributes which include:

a) adequate literacy, numeracy and communication skills

b) ability to take initiatives and attempt to solve problems

c) responsibility for oneself and towards others

d) flexibility and adaptability towards change at school and in

personal life

e) ability to extend one's own potential and performance at school

and at leisure

f) ability and willingness to make contribution at school and in the

community

g) awareness of the implications of Equal Opportunities as they

relate to gender, race and disability

h) ability to cope with new technologies as they affect one's life at

school and in the society at large.

The 1990 Development Plan for the Turks and Caicos made reference to a

number of potential growth areas including Tourism, Banking and Insurance,

Construction and Agriculture/Aquaculture. The plan was therefore to develop

an appropriately educated workforce with vocational skills, while at the same

time one which would be flexible and adaptable to change. Any Pre­

vocational programme would therefore need to prepare young people for the

future as well as for the existing environment.

There was also much evidence that there was a lack of environmental

awareness on all the Islands, as students appear to have little knowledge

about their natural environment, the impact of man upon it, or the need to

conserve what they have. There was therefore a strong case for including an

element of Environmental Study within the Pre-vocational curriculum.

The technical/vocational (tech/voc) aspects of the framework which was

developed comprised a core of three elements:

eEnglish -- related to pre-vocational education

-Mathematics -related to pre-vocational education and

.Broad -Based Environmental Science

Introductory modules were offered in:

• Business Studies

.Woodwork

.Art and Craft

-Food Preparation and Catering

A Work Experience component was introduced in which pre-vocational

students would spend at least 3 weeks on attachment to an industry, firm or

institution. Work experience was seen as an important and integral element

within the overall framework.

A Lifeskills component was also seen as crucial in helping students to cope

with a changing world, and in many social contexts. Lifeskills is seen as

having four main elements:

.Communication Skills - including personal effectiveness

.Community Education - including external influences on self and on

the community e.g. tourism

.Social Education - including management of money

.. Health Education - including First Aid

In developing the framework which would give individuals basic lifeskills, a

Mini Enterprise component was also conceived. This is seen as one means

of developing an enterprise culture within students as well as encouraging

multi-skilling, as students would be required to work in more than one

tech/voc area.

EDUCATION FOR BETTER LIVINGTarget: Increased acquisition by individuals and families of the knowledge,

skills and values required for better living and sound and sustainable

development, made available through all education channels including the

mass media, other forms of modem and traditional communication, and social

action, with effectiveness assessed in terms of behavioural change.

In 1997, the Ministry of Education in association with the United Nations Drug

Control Programme (UNDCP) introduced the Preventative Education

Project in all government schools. The outcome of the project was a

curriculum for primary and secondary school children embodying "A Guide to

Healthier Living" that would give students the skills and knowledge necessary

to prevent them from getting involved in drug trafficking and drug use, and to

provide them with an alternative to drug involvement.

Community Awareness Programmes including radio talks, meetings with

PTAs, Civic groups etc. are commonly used to disseminate information.

Through the use of the medium of television, advertisements relating to the

Rights of the Child are aired from time to time. Written publications such as

bulletins, pamphlets and posters are disseminated throughout the islands

encouraging positive lifestyles.

Another vehicle for disseminating information on the knowledge, skills and

values required for better living, is that of the curricula used across and within

schools. Chief among this is Health and Family Life Education, which is

taught in all schools at all levels.

The objectives of the Health and Family Life Education curricula include:• Guidance that would lead to the development of a positive self image

• Guided learning experience that would lead to the development of a

disciplined citizenry

• Guidance that would foster a healthy value system

• Fostering patriotism

• Inculcating in student's respect for self and others

• Fostering discipline in and out of the school system

• Encouraging healthy work attitudes

• Providing opportunities for socializing and sharing

• Providing information that would lead to an understanding and

appreciation of the human being, encouraging healthy minds and bodies

• Encouraging and fostering healthy family relationships

The Government also has access to a local television channel which is used

occasionally to disseminate information to the general public. In addition, the

local newspaper has devoted a number of columns to the Ministry of

Education for its use. Articles and other pertinent information relating to

knowledge, skills and values for better living are published for the general

public.

One other non-traditional means of disseminating information is the use of

community meetings. Panel discussions on current topical issues such as

"Continuing Education for Teen-Age Mothers" are held in local church halls.

The public is invited to attend and participate. Using this forum, information is

disseminated to heighten public awareness and valuable feedback gained

immediately through direct telephone links.

7. Effectiveness of EFA Strategy, Plan and Programmes

Three principal achievements during the period under review are:

• PINSTEP

• Drug Demand Reduction Programme

• Pre-Vocational Education

Generally, the agreed strategies were realistic and achievable. One common

thread in all three was the fact that teacher and community involvement was

high which perhaps aided the successful implementation of these strategies.

Additionally, they were well resourced financially and they were directly

addressing critical areas of needs.

8. Main Problems Encountered and Anticipated

One major problem experienced by the Turks and Caicos Islands is its

geographic fragmentation. The scattered island system creates its own

problems for the organisation and management of the educational system.

The territory consists of two island groups, the Caicos Islands to the West,

and the Turks Islands to the East. Separated by a 35 km deep water channel

- the Turks Passage. Eight of the 30 islands are inhabited covering an area

spreading over 500 hectares wide.

Communication between the islands is mainly by air which adds significant

infrastructural cost burden on the territories.

Another problem is that of a lack of human resources, and the consequential

dependence on external labour. This element places an additional burden on

the existing resources. High attrition rates and limited resources for effective

administrative support contribute to the problems experienced in the Turks

and Caicos Islands.

In-migration mainly from neighbouring islands, Haiti, the Dominican Republic

and other Caribbean territories have put a strain on the social and public

infrastructure which has in turn affected the educational system. Many of

migrants are non-English speakers, and measures have had to be put in

place to deal with this problem as well as that for the expanding population.

Resource Centres established in the islands which were intended to support

the institutional strengthening and capacity building have not functioned as

anticipated.

Other major difficulties were the lack of follow-up activities and programmes.

It is a fair assessment that once the initial funding had been exhausted, inputs

by TCIG were not readily available to sustain the programmes. The

Education Department to some extent restricted the level of follow-up

activities, as there was a lack of resources to carry them through.

9. Public Awareness, Political Will and National Capabilities

Even though the population is small, and islands scattered over a wide area,

public awareness is strong. There is strong public support and demand for

basic education in the sense that the citizens want the nation to excel

educationally. They also feel that there should be equal access to primary

education. On the other hand, this support is not reflected in their efforts in

helping to make this a reality.

10. General Assessment of the Progress

In general, there has been progress of the quality of the educational system

in the Turks and Caicos Islands. Success has been realised in a short period

of time in raising primary achievement , channeled particularly through

PINSTEP. There has also been relative success on the introductory phase of

the Pre-vocational Programmes in Grade 9 of high schools.

However, there are a number of concerns which will have to be urgently

addressed if the quality of the educational system is to be raised. Chief

among these are:

• The quality of the academic performance of students

transferring from primary schools to secondary schools

• The need to address pupils with special learning needs

• Upgrading of computer and science laboratories

• English as a second language for many students in the system

• The levels of Literacy and Numeracy in some students

• Strengthening of the Educational Management System

• Infrastructure upgrading

• Provision of resource materials

[part 111 - Prospects

11. Policy Directions for the Future

According to the Government of the Turks and Caicos Islands Five-Year

Education Development Plan 1999-2000, the overriding objective of the

Government's development activities is... "enhanced productivity,

prosperity and spiritual well-being both for the individual and for the

country as a whole." Efforts will be made to ensure that increases in the

Gross Domestic Product are in line with population increases so that the

annual growth rate in per capita GDP reaches one per cent by the end of the

plan period June, 2004.

Within the overall Human Resource Development Policy Framework, it is

expected that the proportion of Turks and Caicos Islanders (Belongers)

employed in middle to senior level positions in the public and private sectors

combined, will have increased by 15% by June 2004.

Following Government's standard of living assessment exercise in 1999, and

the national census scheduled to take place during the year 2000, an

accurate picture will emerge of the standard of living of every family in the

Turks and Caicos Islands. The Government is intent upon increasing the

proportion of the population living above an acceptable minimum family

income level and thereby substantially reducing poverty.

Education Sector Objective

For the education sector, the objective over the Plan period is... "to secure an

increased number of better educated and skilled Turks and Caicos

Islanders." It is projected that the proportion of school leavers from

government and private high schools with the equivalent of four or more

passes in the regional external examinations (CXC) will increase from 31 % to

50%, and the number of full-time equivalent students successfully completing

courses at the community-based (adult) level, will increase by 75% by June

2004.

Education Programme Objectives

Opportunities for a high quality pre-primary and primary education (Basic) will

be provided for a number of children within the appropriate age range so that

the net enrolment ratio of 4 to 11 year olds in infant classes (K1-K2) and in

Grades 1 - 6 will be increased to 100% by June 2004. By improving the

quality of teaching and learning, it is expected that at least 80% of pupils will

achieve levels in reading and mathematics that are acceptable for their age,

as assessed through grades 3 - 5 standardised tests. At the same time, the

proportion of pupils attaining 50% and above in the Grade 6 Achievement

Test will be increased from 40% in 1998 to 80% by June 2004.

Currently the Department for International Development (DFID) has entered

the final stages of approving the Primary Education Improvement Project

(PEIP) through which twelve additional classrooms are to be built. They are

currently developing another project, Education Improvement Project (EIP)

which addresses the needs of the secondary sectors and education

administration. TCIG has also made financial provision for the development

of a literacy programme. This will no doubt require further financial

assistance for its implementation.

An enhanced capacity to plan, manage and monitor the education service in

the TCI will be sustained. The 5-Year Education Development Plan will be

managed, and its progress will be reviewed and monitored by the Ministry of

Education. From September 2000, whole school development plans will be

prepared and implemented annually by the four high schools, and in the 10

primary schools.

Implementation of the Five Year Education Plan and management of the

education sector involving learners at the forefront, will be governed by a

series of inter-dependent elements including:

• Human Resource Development

• Learning Resource Development

• Performance Assessment

• Programme Integration

• Quality Control

• Resource Management

• Strategy Development

• Corporate Strategy

The focus of corporate endeavour and of actions taken in each area of the

education system will be firmly upon the learners - children, youth and adults

alike.

Strategies

Pre-Primary Primary and Secondary Education

The Pre-primary and Primary Education Programme and the Secondary

Education Programme share a similar strategic approach towards the

provision of a high quality education for children between the ages of 4 and

16. According to the Five Year Development Plan 1999-2004, in general, four

strategies will be employed to achieve programme objectives.

Firstly, Government school facilities will be expanded and improved to cater

for appropriate class sizes with a suitable range of subjects. It is intended that

all 4-5 year olds attend K1-K2 levels in classes of 20 or less, all 6 - 11 year

olds attend Grades 1-6 in classes of 28 or less and all 12 - 16 year olds

attend Forms 1-5 in classes of 20 or less by June 2004.

Secondly, the professional knowledge and skills of infant teachers, general

and specialist primary teachers, high school teachers and school managers

will be enhanced through the preparation and implementation of school staff

development programmes. The proportion of teachers with full teaching

qualifications will increase from 77% to 95% in primary schools, and from 92%

to 98% in high schools by June 2004, and all teachers will be undertaking at

least 30 days in-service education in any three year period.

Thirdly, the pre-primary curriculum and the primary curriculum, as a whole will

be reviewed, revised and standardised by September 2003. Particular

emphasis will be given to the teaching of English as a second language. In

high school, the curriculum for Forms 1-3 will also be revised and

standardised to be in full operation by September 2003. To match the

requirements of the revised and expanded curricula, appropriate textbooks,

instructional materials and equipment will be provided, teacher guides

prepared, and assessment procedures will be reviewed and adjusted.

Fourthly, both the physical and the learning environment of the primary school

will be improved, so that with effect from September 2001, safe and

stimulating play areas will be in use in all schools. Primary school libraries or

resource rooms will be fully functional and pupils in Grades 3 - 6 will take

advantage of computer-assisted learning environment. In each of the high

schools, the school environment and sports facilities will be upgraded by the

year 2004.

Partnership in Education

The partnership in Education Programme is integral to the primary and

secondary programmes. Three broad strategies will be applied. Firstly,

moves will be made to expand the educational needs of the community so

that (a) the overall health and nutritional status of school children is improved,

and (b) the joint use of school facilities by the students and member of the

community is increased by June 2001. Activities will include implementing

and monitoring health and hygiene, drug awareness, family life education and

school feeding programmes. Meeting and sports facilities in primary and high

schools will be upgraded and shared more widely with community groups, and

a public library system linked to schools and the community college.

Secondly, an increase in the contributions of the wider community to the

education process will be secured by, on the one hand, parents and members

of the public becoming are involved in educational activities, and on the other,

putting in place schemes for regularising private sector funds for educational

development, from September 2000. Activities will include:

(a) A review and revision of the functions of the National Education

Advisory Board

(b) Compiling and updating a register of individuals, interest groups

and organisations linked to the education sector and

encouraging their active participation in teaching programmes

and

(c) The establishment of a fund for promoting scholarships and

projects for the islands.

Thirdly, formal linkages between schools, the Community College and

employers will be developed to the extent that contractual agreements for

work experience and programmes and apprentices will be in operation from

September 2000. Activities include:

(a) developing a career guidance service in high schools

(b) preparing a register of all local employers and

(c) developing appropriate marketing strategies for the Community

College

Management of the Education Sector

The Management of the Education Sector Programme has five broad

strategies that

are closely linked with the other programmes.

Firstly, within the education system, capacity for disseminating information for

planning and policy analysis and for performing monitoring and reporting will

be strengthened.

Secondly, the capacity for schools to be managed effectively and to take

responsibility for their own development will be improved through the

establishment of School Boards, the preparation of whole school development

plans and training in school management with technical assistance from

DFID.

Thirdly, mechanisms will be put in place to increase education sector staff

motivation and reduce staff turnover in schools, so that the proportion of

qualified and trained indigenous teachers retained in the education service is

increased, and reliance upon expatriate short-term contract staff is decreased

over the Plan period.

Linking the second and third strategy will be a review of staffing needs in high

schools with a view to increasing student: teacher ratio.

Fourthly, the Department of Education's advisory, supervisory and monitoring

services to schools will be strengthened so that both a planned programme of

school-focussed in-service education for teachers and managers and a

programme of regular school supervision are in operation by September

2000. The Department's capacity for student assessment, guidance and

counselling will also be strengthened.

Fifthly, operational procedures for procurement and maintenance in schools

will be improved, with schools taking greater responsibility for budget

preparation and financial management in this respect, from September 2000

for high schools and September 2002 for primary schools.

The objectives, strategies and activities of the Five Year Education

Development Plan have been developed as a result of wide consultation,

through seminars, workshops and meetings, with representatives of the

education sector, other public sectors and the private sector and therefore is

representative of the peoples of the Turks and Caicos Islands.

IPart 111 - Prospects

11. Policy Directions for the Future

According to the Government of the Turks and Caicos Islands Five-Year

Education Development Plan 1999-2000, the overriding objective of the

Government's development activities is... "enhanced productivity,

prosperity and spiritual well-being both for the individual and for the

country as a whole." Efforts will be made to ensure that increases in the

Gross Domestic Product are in line with population increases so that the

annual growth rate in per capita GDP reaches one per cent by the end of the

plan period June, 2004.

Within the overall Human Resource Development Policy Framework, it is

expected that the proportion of Turks and Caicos Islanders (Belongers)

employed in middle to senior level positions in the public and private sectors

combined, will have increased by 15% by June 2004.

Following Government's standard of living assessment exercise in 1999, and

the national census scheduled to take place during the year 2000, an

accurate picture will emerge of the standard of living of every family in the

Turks and Caicos Islands. The Government is intent upon increasing the

proportion of the population living above an acceptable minimum family

income level and thereby substantially reducing poverty.

Education Sector Objective

For the education sector, the objective over the Plan period is ... "to secure an

increased number of better educated and skilled Turks and Caicos

Islanders." It is projected that the proportion of school leavers from

government and private high schools with the equivalent of four or more

passes in the regional external examinations (CXC) will increase from 31% to

50%, and the number of full-time equivalent students successfully completing

courses at the community-based (adult) level, will increase by 75% by June

2004.

Education Programme Objectives

Opportunities for a high quality pre-primary and primary education (Basic) will

be provided for a number of children within the appropriate age range so that

the net enrolment ratio of 4 to 11 year olds in infant classes (K1-K2) and in

Grades 1 - 6 will be increased to 100% by June 2004. By improving the

quality of teaching and learning, it is expected that at least 80% of pupils will

achieve levels in reading and mathematics that are acceptable for their age,• as assessed through grades 3 - 5 standardised tests. At the same time, the

proportion of pupils attaining 50% and above in the Grade 6 Achievement

Test will be increased from 40% in 1998 to 80% by June 2004.

Currently the Department for International Development (DFID) has entered

the final stages of approving the Primary Education Improvement Project

(PEIP) through which twelve additional classrooms are to be built. They are

currently developing another project, Education Improvement Project (EIP)

which addresses the needs of the secondary sectors and education

administration. TCIG has also made financial provision for the development

of a literacy programme. This will no doubt require further financial

assistance for its implementation.

An enhanced capacity to plan, manage and monitor the education service in

the Tel will be sustained. The 5-Year Education Development Plan will be

managed, and its progress will be reviewed and monitored by the Ministry of

Education. From September 2000, whole school development plans will be

prepared and implemented annually by the four high schools, and in the 10

primary schools.

Implementation of the Five Year Education Plan and management of the

education sector involving learners at the forefront, will be governed by a

series of inter-dependent elements including:

-Human Resource Development

-Learning Resource Development

-Performance Assessment

.Programme Integration

-Quality Control

-Resource Management

-Strategy Development

-Corporate Strategy

The focus of corporate endeavour and of actions taken in each area of the

education system will be firmly upon the learners - children, youth and adults

alike.

Strategies

Pre-Primary Primary and Secondary Education

The Pre-primary and Primary Education Programme and the Secondary

Education Programme share a similar strategic approach towards the

provision of a high quality education for children between the ages of 4 and

16. According to the Five Year Development Plan 1999-2004, in general, four

strategies will be employed to achieve programme objectives.

Firstly, Government school facilities will be expanded and improved to cater

for appropriate class sizes with a suitable range of subjects. It is intended that

all 4-5 year olds attend K1-K2 levels in classes of 20 or less, all 6 - 11 year

olds attend Grades 1-6 in classes of 28 or less and all 12 - 16 year olds

attend Forms 1-5 in classes of 20 or less by June 2004.

Secondly, the professional knowledge and skills of infant teachers, general

and specialist primary teachers, high school teachers and school managers

will be enhanced through the preparation and implementation of school staff

development programmes. The proportion of teachers with full teaching

qualifications will increase from 77% to 95% in primary schools, and from 92%

to 98% in high schools by June 2004, and all teachers will be undertaking at

least 30 days in-service education in any three year period.

Thirdly, the pre-primary curriculum and the primary curriculum, as a whole will

be reviewed, revised and standardised by September 2003. Particular

emphasis will be given to the teaching of English as a second language. In

high school, the curriculum for Forms 1-3 will also be revised and

standardised to be in full operation by September 2003. To match the

requirements of the revised and expanded curricula, appropriate textbooks,

instructional materials and equipment will be provided, teacher guides

prepared, and assessment procedures will be reviewed and adjusted.

Fourthly, both the physical and the learning environment of the primary school

will be improved, so that with effect from September 2001, safe and

stimUlating play areas will be in use in all schools. Primary school libraries or

resource rooms will be fully functional and pupils in Grades 3 - 6 will take

advantage of computer-assisted learning environment. In each of the high

schools, the school environment and sports facilities will be upgraded by the

year 2004.

Partnership in Education

The partnership in Education Programme is integral to the primary and

secondary programmes. Three broad strategies will be applied. Firstly,

moves will be made to expand the educational needs of the community so

that (a) the overall health and nutritional status of school children is improved,

and (b) the joint use of school facilities by the students and member of the

community is increased by June 2001. Activities will include implementing

and monitoring health and hygiene, drug awareness, family life education and

school feeding programmes. Meeting and sports facilities in primary and high

schools will be upgraded and shared more widely with community groups, and

a public library system linked to schools and the community college.

Secondly, an increase in the contributions of the wider community to the

education process will be secured by, on the one hand, parents and members

of the public becoming are involved in educational activities, and on the other,

putting in place schemes for regularising private sector funds for educational

development, from September 2000. Activities will include:

(a) A review and revision of the functions of the National Education

Advisory Board

(b) Compiling and updating a register of individuals, interest groups

and organisations linked to the education sector and

encouraging their active participation in teaching programmes

and

(c) The establishment of a fund for promoting scholarships and

projects for the islands.

Thirdly, formal linkages between schools, the Community College and

employers will be developed to the extent that contractual agreements for

work experience and programmes and apprentices will be in operation from

September 2000. Activities include:

(a) developing a career guidance service in high schools

(b) preparing a register of all local employers and

(c) developing appropriate marketing strategies for the Community

College

Management of the Education Sector

The Management of the Education Sector Programme has five broad

strategies that

are closely linked with the other programmes.

Firstly, within the education system, capacity for disseminating information for

planning and policy analysis and for performing monitoring and reporting will

be strengthened.

Secondly, the capacity for schools to be managed effectively and to take

responsibility for their own development will be improved through the

establishment of School Boards, the preparation of whole school development

plans and training in school management with technical assistance from

DFID.

Thirdly, mechanisms will be put in place to increase education sector staff

motivation and reduce staff turnover in schools, so that the proportion of

qualified and trained indigenous teachers retained in the education service is

increased, and reliance upon expatriate short-term contract staff is decreased

over the Plan period.

Linking the second and third strategy will be a review of staffing needs in high

schools with a view to increasing student: teacher ratio.

Fourthly, the Department of Education's advisory, supervisory and monitoring

services to schools will be strengthened so that both a planned programme of

school-focussed in-service education for teachers and managers and a

programme of regular school supervision are in operation by September

2000. The Department's capacity for student assessment, guidance and

counselling will also be strengthened.

Fifthly, operational procedures for procurement and maintenance in schools

will be improved, with schools taking greater responsibility for budget

preparation and financial management in this respect, from September 2000

for high schools and September 2002 for primary schools.

The objectives, strategies and activities of the Five Year Education

Development Plan have been developed as a result of wide consultation,

through seminars, workshops and meetings, with representatives of the

education sector, other public sectors and the private sector and therefore is

representative of the peoples of the Turks and Caicos Islands.