Julian Cho

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Published by Ideas Lab Studios Ltd. for:United Nations Children’s Fund, Belize4638 Coney Drive, Gordon House, 3rd FloorP.O. Box 2672Belize City, Belize, Central America

Photography by: Christine Norton, Anna Hoare, Francisco Cuellar, Trang Ho, and Julian Cho Technical High School

Prepared by: Trang Ho, UNICEF TACRO Programme Officer for Adolescent Development and Participation

Acknowledgements: The author would like to express sincere gratitude to the review team, including Christine Norton, Sherlene Tablada, and Anna Hoare. Special thanks go to Mr. Simeon Coc and Mr. Kent Arzu for extensive interviews and comments on the text and the students and staff of Julian Cho Technical High School their precious time and support of this project.

October 2011

© United Nations Children’s Fund (UNICEF), Belize

Disclaimers: The statements in this publication are the views of the author and do not necessarily reflect the policies or views of UNICEF.

This publication or any part thereof may be freely reproduced. Prior permission is not required but credits would be much appreciated. A sample of any publication in which the content or part thereof is reproduced would also be appreciated.

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By Sherlene Neal Tablada, UNICEF Adolescent Development and HIV/AIDS Officer

This Knowledge Lab Series is a set of learning tools designed to discuss promising initiatives. The purpose of the Series is to share experiences with practitioners for dialogue and learning and encourage early documentation of innovative programmes. This document is being used to disseminate Julian Cho Technical High School’s model as a promising practice in education for use in communities where student learning can benefit from a holistic approach that integrates sports, arts, music, theatre, culture, and remedial education into its curriculum.

UNICEF takes this opportunity to share the current experience and lessons learned of Julian Cho Technical High School in this Series not because the programme has reached full maturity but because it has reached a point where several basic lessons can inform other schools. Julian Cho High School faces many challenges similar to other secondary schools. However, the principal and staff at Julian Cho Technical High School have demonstrated exemplary leadership and innovation in identifying solutions to the challenges, thus ensuring that all students at Julian Cho High School succeed.

In documenting the experiences of this secondary school, we hope to encourage the school leaders at secondary level to reflect and make appropriate changes based on this model, allowing room for improvements and adaptations to suit various settings. The factors contributing to the successes and challenges of Julian Cho Technical High School are valuable lessons worth considering in other contexts.

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1. INTRODUCTION

Education is a basic human right that is inalienable and universal. For UNICEF, “education enhances lives … ends generational cycles of poverty and disease and provides a foundation for sustainable development.”1 The United Nations’ Millennium Development Goals (MDGs) consider primary education as the second MDG which ensures that “by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling2.” For children of Belize, this goal may not be with in reach by 2015 since gross enrolment rate3 as of 2009 is only 95.1% and the net enrolment rate4 is 83.7%.5 Table 1 on the next page includes the 2010 MDG Scorecard for net enrolment ratio in primary education in Belize, showing that the country is not on track to achieve universal primary education by 2015.

1 http://www.unicef.org/education/index.php2 http://www.un.org/millenniumgoals/education.shtml3 Number of children enrolled in primary schools institutions as a proportion of the total 5-12 year old population.4 Proportion of primary school aged children (5-12 years old) who are actually enrolled in the primary school system.5 2010 UNICEF Situation Analysis.

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1. INTRODUCTION

Table 1: Belize MDG Scorecard 20106

Belize has made good gains in primary education by developing a policy to create quality child-friendly schools. Unfortunately, though, in Belize, there is also a substantial decline in levels of enrolment and sustained attendance through secondary school when compared to primary school, as seen in Table 2 on the next page. Importantly, this is even more salient for boys as their gross and net enrolment rates are lower than girls nationally7. The difference points to an important gender issue in transition – currently, girls are more successful than boys in transitioning to secondary and higher education in four districts, with Corozal and Orange Walk being the exceptions, as indicated by the 2010 UNICEF Situation Analysis.

6 Belize Scorecard and Outlook Report 2010. Millennium Development Goals. UNDP Belize.7 net enrollment: males = 37.4%, and females = 44.1%; gross enrolment: males = 49.8% and females = 56.4%. Statistics reported in the 2010 UNICEF Situation Analysis.

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1. INTRODUCTION

Table 2: Schools, Teachers, and Enrolment, 2008-20098

In 1989, the United Nations adopted the Convention on the Rights of the Child (CRC) to outline the rights to which each child is entitled. Articles 28 and 29 of the CRC explicitly address the educational rights of children. Article 28 focuses on the obligations of state parties in relation to the establishment of educational systems and in ensuring access thereto whilst Article 29 goes further to articulate the aims of education for children.9

In 2001, a CRC General Comment on Education was issued to further clarify Article 29 indicating that “the education to which every child has a right is one designed to provide the child with life skills, to strengthen the child’s capacity to enjoy the full range of human rights and to promote a culture which is infused by appropriate human rights values. The goal is to empower the child by developing his or her skills, learning and other capacities, human dignity, self-esteem and self-confidence.”10 In other words, the aim of education is to maximise the ability and opportunity of each child to participate fully and responsibly in his or her society.

8 Data from the Belize Ministry of Education 2009, as reported in IDB’s 2010 Report “Towards a Sustainable and Efficient State: The Development Agenda of Belize” by Dougal Martin Osmel Manzano.9 For specific reference to the CRC, please access CRC/Res 44/25/1989, available at: http://www2.ohchr.org/english/law/crc.htm.10 UN Committee on the Rights of the Child (CRC), CRC General Comment No. 1: The Aims of Education, 17 April 2001, CRC/GC/2001/1, available at: http://www.unhcr.org/refworld/docid/4538834d2.html [accessed 19 July 2011]

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The importance of primary education completion cannot be understated for the children of Belize. Just as imperative is the completion of secondary education, whether general, technical and vocational, because it fosters equity, development, and competitiveness for young people in their adult lives. UNESCO’s Regional Bureau for Education in Latin America and the Caribbean proposes a concept of quality that integrates five dimensions of secondary education from a human-rights approach:

1. relevance, fostering learning that takes into account the developmental needs of individuals and societies;2. pertinence, the need for education to be meaningful for people of different social and cultural strata;3. equity, giving to all persons the aid and support that will guarantee equal opportunity to access and complete their education, and fully develop their potential;4. efficacy, ensuring that relevance, pertinence and equity-related goals translate into concrete actions;5. and efficiency, the proper assignation and use of resources in the quest of the proposed objectives.11

Within the context of providing a child-centred, child-friendly, and empowering secondary education to children, Julian Cho Technical High School (JCTHS) is a modest high school that strives to meet the goals set out by Articles 28 and 29 of the CRC, the General Comment on Education, and UNESCO’s concept of quality secondary education for the young people in Toledo district of Belize. A technical high school that sits near a former dumpsite close to Big Falls Village, JCTHS has grown to be a thriving high school with name recognition nationwide and promising student achievements to accompany it.

According to school officials, at least 90% of students enrolled at JCTHS come from families that live below the poverty line established by the Government of Belize. Nevertheless, the students appear to have benefited from its innovative approach, adding to the school’s successes and continuous growth. Julian Cho Technical High School has been selected to be part of this Knowledge Lab Series because of its promising model of delivering a quality and inclusive secondary education, which promotes a vision for equity, equality, and excellence.

11 OREAL/UNESCO. 2008. “Student Achievement in Latin America and the Caribbean: Results of the Second Regional Comparative and Explanatory Study (SERCE).” Executive Summary. Regional Bureau for Education in Latin America and the Caribbean.

1. INTRODUCTION

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2. BELIZE IN CONTEXT

a. Social-economic Situation in Belize Belize is situated on the Caribbean coast of Central America, bordered on the north by Mexico’s Yucatan Peninsula, and in the south and west by Guatemala, with a very small direct sea link to Honduras in the south. Off the Caribbean coast of Belize lies the second largest barrier reef in the world, an attraction for diving and watersports tourism. It is a relatively small country, with a diverse landmass of almost 23,000 square kilometres, but with only a population of 312,698 in 201012. The country is divided into six districts: Corozal and Orange Walk in the north, Cayo in the west, Belize in the east and central, Stann Creek on the southern coastal area, and Toledo in the far south and southernmost coast.

A significant proportion of Belize’s population is young –about 48% of the Belizean population is 19 or under. The Belizean economy faces a number of inherent barriers: it is a small country with little economic power; and its population density is low, limiting the internal market and resulting in a high per capita ratio of infrastructure costs. The percentage of Belizean households that are poor (including vulnerable and generally poor) was 31% in 2009. When measured on

12 2010 Belize Census.

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an individual level, 41.3% of Belizeans were poor in 2009 with poverty for Maya Belizeans substantially higher.13

Toledo, the poorest district in Belize, is disadvantaged by insufficient economic opportunity and weak infrastructure. The social make-up of the District is predominantly rural and traditional Maya14 with Q’eqchi’ and Mopan Maya making up around 10% of the country’s total population and spreading out across approximately 50 villages. Toledo communities are generally remote from the country’s main business and tourist areas. With small villages and small agricultural landholdings, it serves as the country’s major producer of rice, corn and beans under the milpa system and the centre of an expansion of organic cacao production. Figure 1 below demonstrates the indigence15 and poverty16 rates by districts in Belize, with Toledo notably the district with the highest rates.

Figure 1: District Population Poverty Rates, 2002 and 200917

13 Belize Country Poverty Assessment, 2009. 14 with some concentrations of Mestizos, Garifuna, Creoles, and East Indians in other parts of Toledo. 15 Indigence is a state of extreme poverty or destitution where one’s level of expenditure is not high enough to enable them to satisfy one’s basic food requirements. 16 Poverty is essentially related to the notion of absence, lack or deprivation of factors, which are necessary for an acceptable quality of life, as according to the Country Poverty Assessment, 2010. 17 Belize Country Poverty Assessment, 2009.

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b. Education System in Belize The Belizean school system is an aggregate of education sub-systems. The language of instruction is English and largely based on the British/Caribbean educational format, with three levels -- primary, secondary, and tertiary. There are eight years of primary education comprised of two years of infant classes, followed by six standards. Secondary education is divided into four forms requiring examinations before continuation to the next form. Sixth form is actually the first two years of post-secondary education. Schools are largely run by various religious denominations (e.g., Catholic, Anglican, Methodist, etc.), with a relatively small percentage directly managed by the Government of Belize. Figure 2 provides a visual illustration of the education system.

Figure 2: Overview of Belize education system18 As mentioned previously, the education system in Belize faces continued problems, with a downward trend in school enrolment19, increasing level repetition and poor academic performance, indicating policy and quality problems with the educational system as a whole. The education system is also multicultural, but the nature of teacher training and educational curricula does not appear to adequately reflect this reality. Though English is the language of instruction, there are some 10 different languages spoken in Belize20 -- as a first language, 43% speak Spanish, 37% speak Creole (Kriol), a total of about 7.5% speak either Mopan or Q’eqchi’ Maya, 2% speak Garifuna (Garinagu), and only 6% speak English as a first language21. Figure 3 on the next page shows the disparities in secondary enrolment rates according to district, with Toledo being the district with the lowest rate at 7.3% and Belize district with the highest rate at 34.8%.

19 Government of Belize-UNICEF 2010, Midterm Review.20 From Belize Census data 2000.21 the percentages include Plautdietsch/Mennonite, Chinese, Hindi, and Yucatec Maya.

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Figure 3: Secondary Enrolment Rates by Districts, 2004-200522

Furthermore, quality education in Belize is often exacerbated for indigenous children and adolescents because they are usually the poorest of the poor, have parents who are less educated, have higher mortality rates, and are also victims of racism and discrimination, as shown in Figure 4 on the next page. For example, an IDB report indicates that “youth from the Garifuna, Maya, and Mestizo ethnic groups face greater obstacles to attending secondary education than the Creole population,” the net enrolment rate of Creole youth is 1.6 times higher than Garifuna and Mayan youth.23 In the past decade, indigenous people in this region have gone through important changes in terms of their overall lifestyle and their relationship with the rest of society. As such, their relationship with the respective

States has evolved in line with the approval of important international instruments regarding their rights. However, there is still a wide gap between legal frameworks and fulfilment of their rights, according to data gathered on these populations.

22 As cited in Martin, D. & O. Manzano. 2010. “Towards a Sustainable and Efficient State: The Development Agenda of Belize.” Inter-American Development Bank (IDB).23 Martin, D. & O. Manzano. 2010. “Towards a Sustainable and Efficient State: The Development Agenda of Belize.” Inter-American Development Bank (IDB).


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Figure 4: Poverty by Ethnicity, 2002 and 200924

24 Belize Country Poverty Assessment, 2009.


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3. JULIAN CHO TECHNICAL HIGH SCHOOL

a. History The Belizean context described above is salient for the understanding of the educational situation of adolescents attending Julian Cho Technical High School in Toledo District. The school was founded in 2000 as a small high school in rural Toledo in southern Belize. One of the initiatives of the past government of Prime Minister Said Musa was to create a rural school from first form to fourth form that would teach vocational skills. In 1999, an Educational Committee Task Force25 was formed to design the curriculum and to determine the location of the school.

Initially named Toledo Technical High School (TolTech), Prime Minister Musa changed it to Julian Cho Technical High School in honour of the Mayan activist from San Jose Village who fought for Mayan rights before his untimely death. Although the student population is diverse, around 60% of the student body is of Maya descent. The school is proud of its cultural and ethnic diversity and is committed to nurturing this diversity.

25 The task force was comprised of experienced educators who came from different communities in the Toledo District.

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Upon its founding, the school’s main goal was to provide secondary education for students who could not enrol in the district’s other high school, the Toledo Community College (TCC), due to its high selection criteria. TCC requires a score above 55% on the Primary School Examination (PSE), a test students are required to pass to transition to secondary school. As such, many students lacked the opportunity to attend the only high school in the district.

The first class at Julian Cho Technical High School arrived in 2000 with twelve staff and 138 students. Many students did not have the opportunities to start high school on time, thus their ages ranged from 12-16 years. Various students who were already 16 years old had to start in first form, and the teachers had to “meet them where they were at,” according to the inaugurating and current principal, Mr. Simeon Coc.

In 2004, the school graduated its first class—51% of the students that enrolled in 2000 graduated. Statistics from the Ministry of Youth, Education, and Sports indicated that 51.3% of the secondary students who enrolled in the class of 1998-1999 graduated four years later.26 While JCTHS’s graduation rate of the first entering class is very similar to the national average for a similar time period, it is also important to recognise the disadvantaged socioeconomic status of the majority of the students who attend the institution. School administrators shared that for those who did not manage to graduate, it was mostly because of financial reasons. For some students, it became too expensive with books, uniforms, food, and the opportunity cost in lost income from not being able to work. Table 3 on the next page shows the school’s statistics in the last 11 years.

26 Source: MOEYSC. June 2005. QADS: Hemispheric Project for the Preparation of Policies and Strategies for the Prevention of School Failure, Belize Report.

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Table 3: General Statistics of Julian Cho Technical High School27

b. Objective The objective of Julian Cho Technical High School is to provide access to secondary education, especially for those students who are from the remote areas of the district, those with low PSE scores, and those who cannot be enrolled at the other high school in the district due to the high selection criteria. It aims to provide a holistic education for all adolescents, incorporating a rigorous academic curriculum alongside with arts, music, theatre, sports, culture, and various extracurricular activities.28

c. Strategies Julian Cho Technical High School offers its students a variety of options for specialisation during their four years at the school. After completing their second year, students are given the option of choosing one of six specialisations. Based on their interest, academic performance, and availability of space, students are then placed in an area of specialisation. Table 4 on the next page indicates the different areas of technical specialisations that are available to students:

27 Source: Julian School Technical High School Administration Office, 2011. 28 For reference to the school’s mission statement, philosophy, and vision, please see Annex 1.


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Table 4: Areas of Specialisation at Julian Cho Technical High School29

d. Costs and Funding Since 2010, students in Toledo district enrolled in Forms 1 and 2 receive a government subsidy for the full tuition rate; thus, they are responsible food, uniforms, textbooks, and other necessities, which can total approximately 1,500BZ$, according to school officials. Students in Forms 3 and 4 at JCTHS pay a flat rate of 250BZ$ per school year for fees. The approximate cost for Form 3 students per year is 1,750BZ$, and students in Form 4 who graduate pay roughly 2,350BZ$ because of additional fees for graduation and CSEC30. For many families living in Toledo district, this can represent a large portion of their yearly income, especially if they have more than one child enrolled in secondary school.

29 Source: Julian School Technical High School Administration Office, 2011.30 Regional Education Certificate Examination from the Caribbean Education Council (formerly known by the acronym CXC in Belize). This test is required for those who want to receive a government scholarship to transition to tertiary education.


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As a government-sponsored school, the Government of Belize pays for all of the teachers’ salaries according to the standards and scales set nationally. Additionally, it has a good working relationship with the Government of Belize. This is evidenced by the fact that the government has always granted its request for additional teachers each year. The government has also responded to its rapid student growth by adding a building. However, the demand for more classroom space continues to be a challenge.

Aside from government assistance, the school has reached out to partners and the business community within Belize to obtain assistance. JCTHS has extended its request for support for improved Internet service through Belize Telemedia Limited (BTL), the construction of a sport auditorium from the United States Embassy, and a wire fence around the entire perimeter of the school compound from Belize Electricity Limited (BEL). Organisations outside of Belize have helped to defray some of its operating costs, such as the Hank Roos Memorial Foundation that has donated some funds to the school for the purchase of books for the neediest students and some refurbished computers in the past. Finally, UNICEF has initiated a partnership with JCTHS to examine the current model and seek ways in which it can provide technical and financial support to strengthen its model. The school administrators and department heads are fully engaged in planning sessions to discuss the funding of major school projects. These budget exercises will bring additional improvement to the overall development of the institution.

e. Successes of the Programme At first glance, Julian Cho Technical High School seems to be just a regular technical high school like so many others around Belize. However, upon examining the background and gaining in-depth information regarding the school, one begins to notice the characteristics that differentiate it and contribute to its success. Below is a list of some of the successes that JCTHS has experienced.

1. Secondary education to disadvantaged studentsThe most important success is that Julian Cho Technical High School offers opportunities to address the educational rights of indigenous and disadvantaged adolescents who would have otherwise ended their education at primary level. The fact that this secondary school ensures that students from very rural and vulnerable communities complete a relevant secondary education is worthy of highlighting.

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According to JCTHS’s management, the school is determined to take on “new challenges, changes, initiatives, and innovation that will continue to transform the institution into a highly successful school considering the kind of students we accept. It is all about understanding, caring, love, and a high interest in the development of our human resources so that in the end we can help to collectively mould, build, and develop a more friendly, peaceful, and productive Belizean citizenry.”

2. Improved performance on standardised testsToday, one of its most significant educational achievements for the school is its CSEC passes and the increase in its course offerings, according to school administrators. In 2004, for example, of the first JCTHS Fourth Form students who took the CSEC, 62% earned a passing grade in either the basic31 or general component of the examination. By 2010, JCTHS students were taking general as opposed to basic CSECs in 12 subject areas and 69% were successful, meaning more students performed better on a more rigorous component. An increase in course offerings has also meant that students can expand their knowledge foundation and able to sit for the examination in a variety of subjects.

JCTHS has also experienced some growth in relation to the number of higher PSE performing students for its incoming class. While JCTHS continues to welcome most of the rural and economically disadvantaged students who have not traditionally done well on the PSE, it has slowly become a flagship institution that has attracted some of the best students on the PSE, according to interviews with school administrators. In 2007, for example, JCTHS welcomed 88% of students who scored below 60 on the PSE and 12% who scored above 60. At the beginning of the 2010 academic school year, the number of students accepted at JCTHS who had performed above the 60 score in the PSE stood at 25%. In other words, 3 out of every 4 students accepted at JCTHS in the last year had scored below 60%. Mr. Coc believes that “the strength of the JCTHS educational model is built on a bequest that students who are gifted with the right environment, even those who are academically challenged, can be rejuvenated for educational success.” Julian Cho Technical High School has remained steadfast in its commitment to improving the educational output of all students.

31 The test has two levels: Basic and General. The basic component is at a less rigorous level than the general component.

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3. Increased numbers of enrolled students and graduatesAnother success of Julian Cho Technical High School is its increasing number of enrolled students and graduates each year, as shown in Table 3 previously. Starting with only 71 students graduating in 2004 from the first entering class, 125 students from the 2010-2011 school year graduated in June 2011. While this number also took into account those that had to stay more than four years to finish, it shows that the school has been able to increase its enrolment to offer education to growing numbers of students in the district32. If we look further, we can observe that the school’s completion rate has increased over the years. While it may be too early to indicate a statistically significant trend, secondary completion at JCTHS has increased from 40%-48% for the first several years to 53% in 2010 and last year’s 62% completion rate, which is higher than the national average. These successes are an expression of the school’s continued progress in educational achievements and growth in the last decade.

4. Student awards and recognitionAside from the increase in the number of enrolled students and graduates, Julian Cho Technical High School’s successes are exemplified by the variety of awards bestowed on its students. The principal noted that around the third year, the school’s performance began to change, not just because the school accepted higher PSE scoring students but because the students performed better in and outside of class. For example, in 2007 and 2011, Julian Cho Technical High School won first place in the Math Olympiad from the Toledo district. Students at the school are also involved in debate contests against the other schools in the district and have earned first place in the secondary school debates in the last three years.

In terms of its achievements in the arts and sports, the students participated in the 2010-2011 International Year of Youth “Our Year- Our Voice” painting activity and the school’s painting was chosen as first place. Its football team competed in the national level and won first place in the 2007-2008 school year. During the 2008-2009 school year, they were national volleyball champions and went to Costa Rica to compete. They also came in third in softball in the same year at the regional level and third in football at the national level this past year.

32 Even for those who do not manage to graduate, they are still able to obtain part of secondary education.

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f. Factors Contributing to Success Many factors have contributed to JCTHS’s promising experience as can be seen from the successes described above. The school has sought innovative ways to promote change and improve the educational outcomes for students. Below is a list of factors that have led to its success; other educational institutions may find these lessons and guidance useful in shaping their own school environment.

(i) Strong leadership and convictionStrong leadership has played the most critical role in shaping Julian Cho Technical High School. The school administrators indicate that the inaugurating and current principal, Mr. Simeon Coc, has motivated staff and students to perform at their best. He has worked with conviction and tenacity to conquer the challenges and remains steadfast in his mission to keep the school growing for the past eleven years. Just as important are the commitment and leadership of the teachers and staff at the school. All are equally dedicated to the mission and work to the best of the ability to create a strong and caring learning environment for all students. This collective expertise signifies that all teachers have something to contribute to the further development of the institution. Therefore, they are encouraged to use creativity and individual expertise in the formation of clubs, programmes, and activities that not only contribute academically to students’ success but for the development of other talents and also a way for students to have fun and enjoy staying in school.

(ii) Promotion of community spirit and “oneness”JCTHS has learned the importance of promoting a sense of “oneness” and community spirit among students, teachers, staff, and parents. There is a healthy teacher-student relationship where the teachers are always there to support their students. Teachers also perform collaborative planning --- designing and sharing their plans together; no one works in isolation and this improves working relationship among all staff. They have a voice in the decision-making process and collectively decide what is best for the school. Additionally, the teachers all wear uniforms to further promote a sense of oneness.

Another salient example of oneness is demonstrated at graduation time. Whereas most schools request that parents bring their own tables and chairs to sit at graduation, at JCTHS, the school provides

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identical tables and chairs so that parents feel a sense of equality among themselves. The school has also changed the graduation time and date to accommodate students and parents so they can maximise attendance. Instead of holding graduation at 2 p.m. on Sunday, JCTHS holds it on Saturday at 9 a.m. so that parents can easily take the bus to return home before dusk since there is no bus service on Sunday. Both students and parents appreciate these changes; they believe that these actions help to promote a feeling of equity and oneness regardless of one’s background.

Additionally, this community spirit is evidenced by the requirement that students perform community service education at the school. Each year, the students in Fourth Form are required to intern with non-governmental organisations and businesses for at least three weeks every December. Consequently, the organisations they work for evaluate them and the majority of students perform excellently; some of them even receive job offers in the district as a result.

JCTHS also requires students from First to Fourth Forms to perform ten hours of community service each year. For example, students volunteer at the traffic department, police department, social department, and health department where all work diligently for the benefit of the community and themselves. This service requirement teaches the students how to contribute their talents while at the same time engenders a sense of community spirit. By reaching out to the community to establish on-going partnerships, JCTHS increases its visibility and shares the talents of its students for the improvement of the community within which it operates. It also provides quality working experiences for its students.

Julian Cho Technical High School’s experience demonstrates that success is contingent upon the belief that everyone should cooperate to bring out the best in the students and staff. Community spirit and “oneness” can be fostered by thoughtful actions that promote equity and equality.

(iii) Promotion of the individuality of each personJulian Cho Technical High School’s successful model is based on the belief that the individuality of each student and the uniqueness of each teacher are key factors for achievements even as community oneness is promoted. “Effective teachers make effective teaching and happy teachers mean happy students,” according to principal Coc. To do well, these educators bring the human aspect into teaching


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and recognise that there is a strong need to understand individuals and the issues affecting them. They apply their emotional intelligence33 and are able to reach out to students and prepare them for the world of work. For new teachers who may have difficulties in their teaching experience, the school implements a programme in which more experienced teachers serve as mentors to the less experienced ones. This fosters encouragement, capacity building, and knowledge sharing in the teaching process.

Treating every student as a rights holder is also an important paradigm shift at Julian Cho Technical High School. Because many of the students come from vulnerable and disadvantaged backgrounds, the school takes great measures to accommodate their needs and rights. For students who are struggling socially or academically, the school implements a counselling programme to reach out to these students. The fact that students are suspended for a period of time instead of expelled for behavioural problems indicates that the institution works to encourage students to complete their education, even when they face personal difficulties. Overall, the school believes that it can become one of the best high schools in Belize if it harnesses the talents, experience, and skills of each individual through collaborative partnerships and through the creation of policies and practices that support a high standard and quality of secondary education, as expressed by one of its belief statements.

(iv) Continual innovation and reinventionAnother important factor for the school’s success is its willingness to innovate and reinvent itself to promote change, improve the school, and to meet the demands of today’s education. As such, the school has implemented a tutorial programme through the Office of the Vice Principal for students who are failing. It is a school-wide structured programme that is headed by teachers and Heads of Departments (HOD). Each HOD supervises a unit or cluster of teachers who are either subject or homeroom teachers; these teachers train capable and proficient students to tutor less capable ones in mathematics and English, usually beginning at the middle of the school year so as to prevent drop out. They use planned information or content from subjects teachers assign to the various forms. Approximately 230 students were tutored in math and 240 in English in the 2010-2011 academic school

33 As defined by Peter Salovey and John D. Mayer (leading researchers on the topics): emotional intelligence is “the subset of social intelligence that involves the abilityto monitor one’s own and others’ feelings and emotions, to discriminate among them and to use this information to guide one’s thinking and actions” (1990). Availableat http://psychology.about.com/od/personalitydevelopment/a/emotionalintell.htm


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year. This intervention programme helps to improve the performance of all students because the tutors improve their own skills in these subjects and the ones falling behind can catch up. The Vice Principal’s office has also monitored and reached out to counsel at-risk students, as well as their parents so that they become part of the discussion at school.

Julian Cho Technical High School recognises the importance of taking risks to increase the scope of experiences for its students. Aware of the pertinence of vocational training and exposure, the school has partnered with the Institute of Vocational Education Training (ITVET) to provide students with a tertiary or college experience. This partnership is reflected in the joint-instruction of two specialisations (Metal Work and Hospitality Management) by both ITVET and JCTHS instructors. This venture also provides a unique double certification in these two areas over the two-year partnership cycle with ITVET.

This coming school year, the school will harness the Ministry of Education’s child-friendly school initiative supported by UNICEF. This initiative of the Ministry of Education has been piloted at some primary schools in the country, and JCTHS will take on this initiative as a secondary school, which should add to and enhance its already child-friendly approach to education.

Lastly, school administrators have learned the importance of keeping up with the evolving curriculum needs and new research about effective secondary learning and teaching. The school makes an effort to encourage teachers to keep upgrading their qualifications. For example, Mr. Coc is currently finishing his PhD in Education and Leadership at an American institution. In keeping up with research and upgrading their qualifications, school administrators and teachers are able to incorporate new ideas and practices into their pedagogy, ensuring that their students get the best and most appropriate form of education.

In 2009, JCTHS performed a Strategic Plan exercise and produced a list of lessons learned can be summarised below:

1. All students can learn, although not at the same pace or the same way. When fully understood, assisted, and cared for, students’ achievements soar.2. Teachers need a good educational background and training to do a good job. They must have


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a passion for teaching socially challenged students and students at risk. They must come from the heart rather than just teach academics.3. Parents all want a good education for their children but too often they themselves need skills specifically to manage disciplinary issues.4. The involvement of parents, the community, government, and all stakeholders is crucial for the development of education.5. Administrators must be innovative, creative, understanding, flexible, and instructional leaders.6. Teamwork cannot be overemphasised in educational context where the expertise of each individual teacher is so necessary.7. Advisory programmes where teachers familiarise themselves with students in one-on-one settings are key, as they ensure that no student is left unattended.8. Recognition of students, parents, donors, supporters, and especially teachers is crucial for the continued promotion of excellence in school related activities.9. There is only so much a school can do given the limited resources. Limited infrastructure, inadequate facilities and classroom compounds, and disciplinary problems hinder learning but can often be addressed at the school level with some effort.10. Short and temporary exclusion is a better option than expulsion so that students are always given another chance to receive a secondary education.11. Schools must always be open to changes and must learn to break away from the status quo, realising that each institution has its own culture and way of doing things. Understanding the school/organisational culture contributes immensely to how teaching and learning are approached.

g. Challenges and Solutions Julian Cho Technical High School was selected to be part of the Belize Knowledge Lab Series for its proactive approach to addressing challenges while trying to establish a holistic school approach for students from very disadvantaged backgrounds. In meeting the numerous challenges over the past decade, the school has had to come up with innovative solutions to satisfactorily meet the demands of its students and the community.

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1. FinancesPoverty is a definitive barrier to higher education. Despite the achievements of its students and staff, many students that graduate from JCTHS fail to progress to tertiary/vocational education. The key impediment is a lack of financial means. According to school officials, approximately only 30% pursue further studies after graduating. Scholarships are very limited and this constitutes a first challenge. Provision of further scholarships could support better transitions, as illustrated by the examples of two high-achieving students below.

Cases of financial challenges for high achieving students:As a case in point, of the 25 students that majored in Construction at JCTHS, only five took the CSEC which allows them to compete for a government scholarship; it costs 126BZ$ to sit for the first CSEC subject and 30BZ$ for additional subjects. Consequently, very few students manage to take the tests because they need to sit and pass at least six subjects, including Math and English. This condition results in high obligatory fees of approximately 300BZ$.

Roberto Sho was a highly accomplished student at Julian Cho Technical High School. In 2010, Roberto was one of the five students who took the Construction CSEC for the first time in the school’s history and all five students passed. A practical project they had to complete for the CSEC in Construction was a creation of the bench. Roberto scored first nationally. He was given a certificate of recognition at an awards ceremony held in Belize City along with other students around the country who excelled in CSEC in different subject areas. He also ranked second place among his graduating class but unfortunately, he is still not able to attend any tertiary level institution due to financial constraints. According to the principal, he may work

for a period of time to find the money to enrol the next year.

Similarly, Gladys Itch was the valedictorian of the 2010-2011 graduating class. Growing up, Gladys’ father always told her that as a female she did not need to further her education. Facing various difficulties in the home, she and her mother moved out to a relative’s house so she could continue her studies. Through hard work and dedication, she received a scholarship from the International Labour Organisation to attend Julian Cho Technical School. Currently, Gladys is exploring options available to her to enrol in sixth form; though she may not have the opportunity to enrol right away because of financial constraints. These two students’ personal stories demonstrate the discrepancy between student success and their ability to

afford higher education due to limited finance.


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The lack of finance has also hindered its ability to strengthen its sports programme. There is no set allocation for sports within the school budget. For example, each sport comes seasonally and teams for each sport have to compete with TCC to see who will represent the district at the regional games. Travelling to TCC in Punta Gorda, which is 14.5 miles away, costs the school an average of 500BZ$ per sport. If JCTHS wins, the school has to pay up to 1,000BZ$ to attend regional games and up to 2,500BZ$ for national games. The school can only attend international games when sponsors provide assistance because the cost is prohibitive for the school and students.

Aside from personal barriers students face at Julian Cho Technical High School due to lacking the financial means to expand its sports programme or to have its students continue tertiary education upon graduation, the school also faces significant challenges to its day-to-day operations. Below is a list of challenges and how the school has made a concerted effort to industriously resolve many of them.

2. Facilities and InfrastructureIssue: As mentioned above, the biggest challenge for Julian Cho Technical High School has been finance related. A lack of finance translates to challenges in providing sufficient facilities and materials for students. The school particularly lacks an adequate number of books for its students, an aspect which often prevents many from attending or finishing. The cost of books can amount to more than the yearly tuition, according to students interviewed.

For the informational technology (IT) classes, Julian Cho Technical High School also sought computer donations from the United States. In 2007, it received a total of 40 refurbished computers for a student population of more than 600 students. However, over the past few years, these computers have exceeded their life span and have become obsolete.

Solutions: The school has sought assistance from the Government of Belize to receive more books but has not been successful. For a short time, the school attempted to obtain money from outside Belize to buy books locally but this effort was not sustainable. For example, in 2007, the Hank Roos Memorial Foundation from the United States assisted the school with a small donation to buy books but that only lasted until 2010. The school then instituted a system in which it rented out books for a small fee. Students who could not meet this small fee were provided a waiver and received free textbooks.


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Issue: Linked to a lack of adequate finance is the school’s poor infrastructure. There is a lack of adequate buildings and as a result many makeshift classrooms have been built over the years. Some have been built with open design so students regularly become distracted by outside noise or by bad weather.

Solutions: In order to conquer the issue of inadequate space and inclement weather, the school held a fair in 2010 in which they fundraised 20,000BZ$34 from the business and development community. In March 2011, they were able to fundraise another 12,000BZ$. With this money, they bought new paint and school supplies to do minor repairs. The school has also requested assistance from the Government of Belize and other sources such as the United States Embassy, BTL, BEL, and other foundations.

3. NutritionIssue: The third challenge related to poverty is food. Many students leave home at 3 a.m. and arrive at school hungry, especially those who come from faraway villages. It is evident that a lack of food prevents students from performing to the best of their ability.

Solutions: In remedying this challenge, teachers, churches, and other organisations have provided food for student meals. For the 2011-2012 school year, the school has secured some funding and equipment and designated a kitchen to run a feeding programme. There is currently a feeding programme operated by the Ministry of Education that is expected to subsidise some types of food such as flour, rice, and beans. The school is also exploring their agriculture programme to see if the students can be fed with the school-grown crops and livestock such as chickens, pigs, rabbits, and sheep. Once the feeding programme is in full force, this would surely improve students’ performance and well-being even more.

4. Transportation and UniformsIssue: The long distances present a big challenge to some students. Students who live in San Vicente and Dolores villages near the Guatemala border have to ride the bus for 36 miles; this normally takes

34 2010 was the 10th anniversary of the school so it was able to receive more assistance and support.

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approximately three hours due to bad road conditions. Often times, students in these remote villages have to walk at least four miles in the mud and water at 3 a.m. to get to their bus at 4 a.m. and to arrive at school at 7 a.m. On sports days or days when other extracurricular activities are held, they leave at 4 p.m. so that they can be home by 7 p.m., and once home they have to do homework. On various occasions, students have had to stay behind near the school because the buses cannot reach their destinations in the faraway villages due to weather conditions.

Not only do school fees, textbooks, and food costs present financial problems for students, some also face difficulties in buying uniforms (which includes shoes) and having spare money to spend on materials that young people often need or want.

Solutions: The school has tried to remedy this problem to some extent by allowing students to pay the school fee in as many instalments as possible as long as they make an effort to pay all outstanding fees by the end of the school year so that they can receive their report cards. Fortunately, free transportation provided by the Ministry of Education does make it easier for students to attend school.

5. Student Behaviour and Academic PerformanceIssue: Student behaviour and academic performance present challenges for the school at times. Some are transfer students from other institutions and they come with behaviour problems, such as alcohol and drugs consumption on the school grounds, which can create problems for teachers and other students. Other students are challenged in terms of their academic abilities, such as low reading, English, and math skills.

Solutions: To deal with some of these student issues, the school has implemented its own security plans, created a counsellor’s office, and instituted a mentoring programme for students who are falling behind. There is also a school detention system for those who violate school rules to do yard work, and there is a rewards system for good behaviour- those students demonstrating positive behaviour can receive an award or gift from the school counsellor. Many of the students who come to JCTHS are those who receive a second chance; regardless, the school still accepts them because of its belief that every student can learn.


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6. Student Drop Out and SuspensionIssue: Around 35 students drop out each year not only because of financial reasons but sometimes because of a lack of discipline, lack of parental support, and academic failure, according to school administrators. These are suspended and encouraged to take a year off.

Solutions: The school has adopted the practice of suspension rather than expulsion for students with behavioural problems and those who are socially challenged, so that after deep reflection and reform these students can still be given another chance to return to school and obtain a complete secondary education. The school believes that it can strengthen its resolve so that each student can complete his or her education through the support of parents and community partnership.

Another way that the school has resolved its student issues is through strengthened community relationships. Teachers are encouraged to visit families of students who do not show up for school for a period of time. Home visits allow teachers to familiarise themselves with the students’ realities and help them to build a relationship with the families. The families see that the school is making an effort to reach out, which ultimately can foment trust.

Lastly, the school has created a Student Advisory Programme where teachers become advisors to students. They divide the number of teachers by the number of students and each teacher is responsible for the welfare of his/her group of students. This relationship can also help to foster a stronger sense of togetherness within the confines of the school community. On the next page is a chart from the Ministry of Education of the factors for low school completion rates.35

35 Source: MOEYSC. June 2005. QADS: Hemispheric Project for the Preparation of Policies and Strategies for the Prevention of School Failure, Belize Report.


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Figure 5: Factors for low completion rates:

7. Parental InvolvementIssue: School administrators have noted that the participation of parents needs to improve at the school. The difficulties may be due to transportation issues, the varying levels of parental education, and understanding of the importance of participation. Some parents believe that they do not have a role to play and are not involved much in the school activities, leaving the responsibility of student education completely to teachers.

Solutions: To remedy this challenge, the school administrators have now put in place a more active Parent Teacher Association (PTA). Furthermore, they have made efforts to meet with parents one-on-one at registration time, to share with them the importance of education and their role in shaping


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the instructional quality and experience of their children, and to inform them about planned school activities and how they and their children can play a more active role in the development of the institution.

Efforts to make more contact with parents include but are not limited to: 1) inclusion of parents in school activities such as school fairs; 2) prayer worship at the school where parents are encouraged to pray and share their faith with faculty and students; and 3) home visits by the school counsellor and school administrators to meet with parents individually.


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4. DISCUSSION ON THE FEASIBILITY OF SCALE UP

As a high school, the expectation is that students graduate and go on to higher education or to find employment. The importance of considering the successes and challenges of programme models for further scale up or enhancement cannot be overlooked. The same holds true for JCTHS.

To take the programme forward, it would be useful for programme leaders to consider a monitoring and evaluation framework. This framework should include changes in intended outcomes (impact) as well as assessment of quality of programme delivery and adherence to core components with a theory of change (implementation). A clear theory of change for Julian Cho Technical High School articulates the school’s belief of how specific core components lead to specific changes in student outcomes. It also supports programme dissemination and evaluation. These steps would provide necessary data for scaling up and further development of the programme model. Indicators for well-being established by UNICEF in the past few years could be used in establishing measures for student outcomes. Ongoing monitoring systems and feedback loops should be considered carefully.

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To generate quantitative data, the school should continue tracking the retention rates and standardised tests performance of its students over their four-year education to see if the overall school performance is increased over time. JCTHS could also assess innovative features such as mentoring and remedial education in terms of the extent to which they contribute to student retention and performance. If student dropout decreases over time, it could suggest that the school has made progress in retaining more students (assuming that changes are not simply due to higher in-take of higher performing students).

Another suggestion would be for programme leaders to closely follow the successes of its graduated students in a systematic way, such as maintaining contact with those that continue with tertiary education and/or find jobs. With the increased availability of technology and social media nowadays in Belize, it may be feasible that contact be made systematically through an Alumni Association. Increased communication with former students can allow JCTHS to count on them to come back and share their experience post-high school as well as serve as mentors for the younger students.

4. DISCUSSION ON THE FEASIBILITY OF SCALE UP

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5. CONCLUSION

Julian Cho Technical High School has been the institution that provides a holistic and enriching experience for disadvantaged young people from rural backgrounds in the Toledo district. Its philosophy is built on the ideal that each student can learn, each at their own rate, and the staff at the school work to ensure that special programmes are in place for students to maximise their full potential and become life-long learners. The school creates and sustains a school culture that supports and recognises special skills, talent, excellence, multiculturalism, and collaboration amongst its students, teaching staff, and the community. It has effectively invested time and efforts to improve the educational performance and experience of its students over the years. Its focus on providing a relevant, pertinent, efficacious, efficient, and equitable secondary education to disadvantaged students successfully has garnered it the attention of this Belize Knowledge Lab Series.

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Julian Cho Technical High School’s dedication and success have led to more parents choosing it as the place for their students; it is no longer a last option. While it has attracted more high-achieving students, it remains resolute in its commitment to providing effective learning community for all students regardless of socio-economic and academic backgrounds. With further investments and support, JCTHS will continue to play an active role in ensuring that the educational rights of vulnerable and marginalised young people are respected, protected, and fulfilled. It could be useful for other high schools in Belize to consider the model that JCTHS has adopted and refined over the years to deliver quality and inclusive secondary education for all young people.

5. CONCLUSION

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6. BIBLIOGRAPHY

Belize Country Poverty Assessment, 2009. Available at www.belize.gov.bz/public/Attachment/131612504571.pdf [accessed 3 August 2011].

Belize Scorecard and Outlook Report 2010. Millennium Development Goals. UNDP Belize.

Government of Belize - UNICEF Plan of Cooperation. “Situation Analysis of Children and Women in Belize, 2010: An Ecological Review.”

Government of Belize - UNICEF. 2010. Midterm Review.

Government of Belize. 2010. Belize Census.

Martin, D. & O. Manzano. 2010. “Towards a Sustainable and Efficient State: The Development Agenda of Belize.” Inter-American Development Bank (IDB).

MOEYSC_ QADS: Hemispheric Project for the Preparation of Policies and Strategies for the Prevention of School Failure, Belize Report, June 2005.

OREAL/UNESCO. 2008. “Student Achievement in Latin America and the Caribbean: Results of the Second Regional Comparative and Explanatory Study (SERCE).” Executive Summary. Regional Bureau for Education in Latin America and the Caribbean.

UNICEF. “Basic Education and Gemder Equality.” Last updated 2 July 2011. Available at: http://www.unicef.org/education/index.php [accessed 19 July 2011].

United Nations. “Goal 2: Achieve Primary Education.” Available at: http://www.un.org/millenniumgoals/education.shtml [accessed 19 July 2011].

UN Committee on the Rights of the Child (CRC), CRC General Comment No. 1: The Aims of Education, 17 April 2001, CRC/GC/2001/1, available at: http://www.unhcr.org/refworld/docid/4538834d2.html [accessed 19 July 2011].

UN Convention on the Rights of the Child (CRC), 20 November 1989, CRC/Res 44/25/1989, availableat: http://www2.ohchr.org/english/law/crc.htm [accessed 19 July 2011].

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7. ANNEX

Mission Statement Julian Cho Technical High School is a co-educational, government institution based on a firm foundation of discipline that is rooted in the philosophy that every student can learn and embraces the full richness and diversity of its population. It provides quality academic and vocational technical education through the use of improved research-based teaching strategies; promotes a student-centred learning environment that ensures the holistic development of all students and inspiring in them a love for learning, civic engagement, and academic excellence thus empowering them to live and contribute positively to the development of themselves, their families, communities, and country.

School Philosophy Every student can learn and every teacher can become an effective, caring, and professional teacher. Furthermore, we embrace present and future challenges by building on our successes.

Vision Statement The Julian Cho Technical High School is a symbol of tolerance and high respect for its diverse culture, and a student-centred learning community committed to academic excellence, competence, collaboration, innovation, and transformation. Its graduates will be capable of returning to their community to live, work or continue to pursue higher educational goals.

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Documents

Julian Cho