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Anguilla Country Report
ANGUILLA Caribbean Symposium on Inclusive Education Kingston, Jamaica, 5 – 7 December 2007 UNESCO International Bureau of Education CARIBBEAN SYMPOSIUM ON INCLUSIVE EDUCATION Kingston Jamaica 5-7 December, 2007 Anguila Country Report Ms. Sandra Fahie, Education Officer, Curriculum Department of Education - The Valley Introduction Recognising the importance of education as a potent instrument for national development, the Anguilla government is committed to: - promoting equity in and universal access to education; - providing tuition free public and comprehensive education at the primary and secondary levels; - promoting and developing technological and technical education with particular emphasis on information technology; - providing public community college/junior college education; - supporting private preschool, primary and secondary education that conform to criteria and regulations established by the government; - supporting adult and continuing education programmes and tertiary education; - promoting education focused on morals, norms, values and ethics and culture; - promoting participatory governance of education; - promoting life-long education; - ensuring accountability in education at all levels; and - ensuring high standards and excellence in education. The Government of Anguilla recognises that education plays a fundamental role in helping to determine the character of Anguillian society, its rate of change and direction of development into the 21st Century. As articulated in the Education Policy document, underpinning Government's mandate for education is the belief that all human beings have a right to education; one that will help them to be productive members of society, and also be able to enjoy the benefits of the society. This belief is encapsulated in its goals which are to: i. acquire knowledge, skills, attitudes and values for meaningful participation in national development and a satisfying adult life; ii. -
Programming Document Anguilla the Territorial
PROGRAMMING DOCUMENT ANGUILLA THE TERRITORIAL ALLOCATION OF THE 11th EUROPEAN DEVELOPMENT FUND PROGRAMMING DOCUMENT ANGUILLA STRATEGIC COOPERATION BETWEEN THE GOVERNMENT OF ANGUILLA AND THE EUROPEAN UNION BUDGET SUPPORT FOR THE EDUCATION SECTOR 2014 - 2020 1 The Government of Anguilla and the European Commission hereby agrees as follows: The Government of Anguilla, represented by …………………………, ………………………….. and the European Commission, represented by …………………….., ……………………………., hereinafter referred to as 'the parties', held discussions with a view to determining the general approach to cooperation between Anguilla and the European Union. During these discussions this Programming Document was drawn up in accordance with the provisions of the Association of the Overseas Countries and Territories with the European Union as provided for in the Treaty on the Functioning of the European Union, in particular Article 198, as well as the Council Decision 2013/755/EU of 25 November 2013 on the association of the overseas countries and territories with the European Union ('Overseas Association Decision'). Signatures For the Government of Anguilla For the European Commission Date: Date: 2 Contents Part A: EU RESPONSE STRATEGY ....................................................................................... 4 Summary ................................................................................................................................ 4 1. Objectives of EU’s financial cooperation with Anguilla .................................................. -
Anguilla: a Partially Annotated Bibliography
CARIBBEAN EDUCATIONAL RESEARCH INFORMATION SERVICE (CERIS) SCHOOL OF EDUCATION THE UNIVERSITY OF THE WEST INDIES ST. AUGUSTINE ANGUILLA: A PARTIALLY ANNOTATED BIBLIOGRAPHY Compiled by Lynda Quamina-Aiyejina Prepared on the occasion of the Anguilla Conference: Beyond Walls: Multidisciplinary Perspectives, convened by the UWI Open Campus Anguilla at the Training Room, National Bank of Anguilla, The Valley, Anguilla, April 28-29, 2011. St. Augustine, Trinidad and Tobago 2011 CONTENTS Introduction ................................................................................................................................................... ii Bibliographies ............................................................................................................................................... 1 Administration of Justice .............................................................................................................................. 1 Agriculture and Forestry ............................................................................................................................... 2 Arts and Culture ............................................................................................................................................ 4 Communications ......................................................................................................................................... 10 Economic Development ............................................................................................................................. -
Curriculum Development for Learning to Live Together: the Caribbean Sub-Region
DOCUMENT RESUME ED 479 847 SO 034 153 AUTHOR Byron, Isabel, Ed.; Rozemeijer, Saskia, Ed. TITLE Curriculum Development for Learning To Live Together: The Caribbean Sub-Region. The Final Report of the Sub-Regional Seminar (Havana, Cuba, May 15-18, 2001). INSTITUTION International Bureau of Education, Geneva (Switzerland). SPONS AGENCY Organizacion de Estados Iberoamericanos para la Educacion, la Ciencia y la Cultura, Madrid (Spain).; Caribbean Network for Educational Innovation in Development (CARNEID)(Barbados).; Ministry of Education, Havana (Cuba). PUB DATE 2002-00-00 NOTE 73p. AVAILABLE FROM International Bureau of Education, P.O. Box 199, 1211 Geneva 20, Switzerland. Web site: http://www.ibe.unesco.org. For full text: http://www.ibe.unesco.org/Regional/CaribbeanSurvey/ CaribbeanPdf/havanne.pdf. PUB TYPE Collected Works Proceedings (021) EDRS PRICE EDRS Price MF01/PC03 Plus Postage. DESCRIPTORS Citizenship Education; Cultural Differences; *Curriculum Development; Daily Living Skills; Foreign Countries; *Intercultural Communication; *Regional Cooperation IDENTIFIERS *Caribbean; Development Education; UNESCO ABSTRACT A sub-regional seminar based on the theme, "Curriculum Development for Learning to Live Together" (Havana, Cuba, May 15-18, 2001), brought together 20 member states of the United Nations Educational, Scientific, and Cultural Organization's Caribbean Network of Educational Innovation for Development: Antigua and Barbuda, Anguilla, Aruba, Bahamas, Barbados, Belize, British Virgin Islands, Cuba, Dominica, Dominican Republic, -
Women's Autonomy in Changing Economic Scenarios
Women’s autonomy in changing economic scenarios XIV Regional Conference on Women in Latin America and the Caribbean Santiago, 27—31 January 2020 Thank you for your interest in this ECLAC publication ECLAC Publications Please register if you would like to receive information on our editorial products and activities. When you register, you may specify your particular areas of interest and you will gain access to our products in other formats. www.cepal.org/en/publications ublicaciones www.cepal.org/apps Foreword Economic Commission for Latin America and the Caribbean (ECLAC) Alicia Bárcena Executive Secretary Mario Cimoli Deputy Executive Secretary Raúl García-Buchaca Deputy Executive Secretary for Management and Programme Analysis Mario Castillo Officer in Charge, Division for Gender Affairs Ricardo Pérez Chief, Publications and Web Services Division This document was prepared by the Economic Commission for Latin America and the Caribbean (ECLAC) for the fourteenth session of the Regional Conference on Women in Latin America and the Caribbean (Santiago, 27–31 January 2020). This document was prepared under the supervision of Mario Castillo, Officer in Charge of the Division for Gender Affairs of ECLAC, and María Lucía Scuro, Social Affairs Officer of the same Division. Iliana Vaca Trigo of that Division was responsible for the overall coordination of the document. The drafting work was carried out by Nicole Bidegain, Diana Rodríguez, María Lucía Scuro and Iliana Vaca Trigo of the Division for Gender Affairs. The following staff members, consultants and interns of the Division provided substantive inputs, statistical processing or valuable comments: Paula Aghon, Francesca Bagala, Amparo Bravo, Lucía Cirmi, Marta Dell’Aquila, Nicolás Grimblatt, Shreya Kumra, Hayley Leulorec, Carolina Miranda, Consuelo Mucientes, Carolina Muñoz, Francisca Orellana, Valentina Pineda, Vivian Souza, Alejandra Valdés, Ana Catalina Valencia, María Elena Valenzuela, Belén Villegas and Tina Vrh. -
Trustworthiness and Jurisdiction in the Stanford Financial Group Fraud
Trustworthiness and Jurisdiction in the Stanford Financial Group Fraud by Camilo Arturo Leslie A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Sociology) in the University of Michigan 2015 Doctoral Committee: Professor Margaret R. Somers, Co-Chair Professor George P. Steinmetz, Co-Chair Professor Donald J. Herzog Associate Professor Greta R. Krippner Associate Professor Geneviève Zubrzycki © Camilo Arturo Leslie 2015 DEDICATION I dedicate this dissertation to the memory of my father, Camilo Antonio Leslie, and to the love, good humor, and perseverance of my mother, Lourdes Leslie. ii ACKNOWLEDGEMENTS This grueling, absurd, intermittently wonderful journey began a very long time ago, and I’ve racked up a list of debts appropriate to its duration. I arrived in Ann Arbor in the early 2000s without a plan or a clue, and promptly enrolled in a social theory course co-taught by George Steinmetz and Webb Keane. Both professors, and several graduate students enrolled in that course (Mucahit Bilici, Hiroe Saruya, John Thiels), were more welcoming than I had any right to expect, and my application to the sociology program the following year was largely in response to their generosity of spirit. Before long, I was enrolled as both a 1L at the University of Michigan Law School and as a doctoral student in the Department of Sociology. For their many forms of support and indispensable friendship during these trying first few years, I wish to thank the entire Horwitz family (Beth, Jeremy, Larry, and Tobi); Marco Rigau and Alexandra Carbone; and Ryan Calo and Jean Brownell. -
Curriculum Development for Learning to Live Together: the Caribbean Sub-Region
CURRICULUM DEVELOPMENT FOR LEARNING TO LIVE TOGETHER: THE CARIBBEAN SUB-REGION THE FINAL REPORT OF THE SUB-REGIONAL SEMINAR HELD IN HAVANA, CUBA, 15–18 MAY 2001 IBE MINISTRY OF EDUCATION OF CUBA INTERNATIONAL BUREAU OF EDUCATION CARIBBEAN NETWORK OF EDUCATIONAL INNOVATION FOR DEVELOPMENT ORGANIZATION OF IBERO-AMERICAN STATES CURRICULUM DEVELOPMENT FOR LEARNING TO LIVE TOGETHER: THE CARIBBEAN SUB-REGION THE FINAL REPORT OF THE SUB-REGIONAL SEMINAR HELD IN HAVANA, CUBA, 15-18 MAY 2001 Edited by Isabel Byron and Saskia Rozemeijer MINISTRY OF EDUCATION OF CUBA INTERNATIONAL BUREAU OF EDUCATION CARIBBEAN NETWORK OF EDUCATIONAL INNOVATION FOR DEVELOPMENT ORGANIZATION OF IBERO-AMERICAN STATES Table of contents Foreword, by Cecila Braslavsky, page 3 PART I: CURRICULUM DEVELOPMENT FOR LEARNING TO LIVE TOGETHER ● Synthesis of country reports and responses to the questionnaire, by Isabel Byron, page 6 ● Quality education for all: living together, democracy and social cohesion, by Simon A. Clarke, page 18 PART II: CITIZENSHIP EDUCATION: LEARNING AT SCHOOL AND IN SOCIETY ● Education for democratic citizenship: Cuba’s system for the protection of minors, by Pedro Jorge Pascual Betancourt, page 24 ● Citizenship education: experiences from the classroom, by Erik Prinds, page 27 ● Report of Workshop 1, page 30 PART III: SOCIAL EXCLUSION AND VIOLENCE: EDUCATION FOR SOCIAL COHESION ● Education for the promotion of social cohesion and a culture of non-violence, by Winthrop Wiltshire, page 32 ● Education for social cohesion, by Juan Esteban Belderrain, page 35 ● Report of Workshop 2, page 39 PART IV: SHARED VALUES AND CULTURAL DIVERSITY: WHAT TO LEARN AND HOW ● Charting a new course for education in Anguilla: the Teacher Gloria Omololu Institute, by Oluwakemi M. -
Anguilla NON-INDEPENDENT COUNTRIES and TERRITORIES MINIMAL ADVANCEMENT
Anguilla NON-INDEPENDENT COUNTRIES AND TERRITORIES MINIMAL ADVANCEMENT In 2013, Anguilla made a minimal advancement in efforts to eliminate the worst forms of child labor. During the reporting period, the Government participated in an initiative with the UNDP to assist at-risk youth. The Ministry of Social Development continued to sponsor the National Conference on Youth and Development, in which the National Youth Council made recommendations on the protection of children and access to education. While the extent of the problem is unknown, some children in Anguilla are reported to engage in the worst forms of child labor, specifically in commercial sexual exploitation. The Government appears to lack a list of hazardous occupations prohibited to children. It also lacks a developed framework and targeted programs that address the commercial sexual exploitation of children. I. PREVALENCE AND SECTORAL DISTRIBUTION OF CHILD LABOR While the extent of the problem is unknown, some children in Anguilla are reported to engage in the worst forms of child labor, specifically in commercial sexual exploitation.(1-3) Table 1 provides key indicators on children’s work and education in Anguilla. Data on some of these indicators are not available from the sources used in this report. Table 1. Statistics on Children’s Work and Education Children Age Percent Working (% and population) 5-14 yrs. Unavailable Attending School (%) 5-14 yrs. Unavailable Combining Work and School (%) 7-14 yrs. Unavailable Primary Completion Rate (%) 78.7 Source for primary completion rate: Data from 2008, published by UNESCO Institute for Statistics, 2014.(4) Source for all other data: Understanding Children’s Work Project’s analysis, 2014.(5) Based on a review of available information, Table 2 provides an overview of children’s work by sector and activity. -
Anguilla Country Profile Health in the Americas 2007
British Virgin Islands Anguilla Guadeloupe Netherlands Antilles Antigua and Barbuda ANGUILLA Saint Kitts and Nevis Sombrero Scrub Island Dog Island ^The Valley Anguilla 0105Miles nguilla, a small (35 square miles), low-lying, limestone island in the Eastern Carib- bean,is part of the Leeward Islands in the British West Indies.It stretches for 16 miles Afrom tip to tip and spans 3 miles across its widest point. It is surrounded by several offshore cays. Its highest point is Crocus Hill, which rises 65 m above sea level. The territory has a tropical climate, with average temperatures ranging between 27°C and 30°C. GENERAL CONTEXT AND HEALTH racy.Of the 12 members of the unicameral House of Assembly, 7 DETERMINANTS are elected by direct popular vote.General elections were last held in 2005. Anguilla is prone to hurricanes and has recently suffered from The Governor presides over the Executive Council,which com- violent storms, the last being in November of 1999, when Hurri- prises the Chief Minister, who is the head of government; three cane Lenny, a category 4 hurricane, damaged the island’s coast- ministers; and two ex-officio members, namely the Deputy Gov- line. The estimated direct total cost incurred by damage caused ernor and the Attorney General.The Executive Council is respon- by this hurricane was US$ 65.8 million. Damages to the social sible for the government’s political, fiscal, and administrative sector amounted to US$ 7.7 million and to the health sector was functions; it reports to the House of Assembly.Policies are devel- US$ 410,410. -
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The Situation Analysis of Children in Anguilla SITUATION ANALYSIS OF CHILDREN INANGUILLA The Government of Anguilla PB 1 Work of Consultant Marcio Carvalho Published by the UNICEF Nations Children’s Fund Office for the Eastern Caribbean Area March 2016 Cover Photos by: UNICEF ECAO/2016/Browne © UNICEF Office for the Eastern Caribbean Area UNICEF Office for the Eastern Caribbean Area 1st Floor, UN House Marine Gardens Christ Church BARBADOS Tel: 246-467-6000 Fax: 246-436-2812 Email: [email protected] 2 3 The Situation Analysis of Children in Anguilla ACKNOWLEDGEMENTS The Situation Analysis for Anguilla is a product of collaborative effort by various stakeholders. UNICEF acknowledges with gratitude the contribution of everyone who participated in the process culminating in this report. The report provides vital information on the realization of children’s rights in Anguilla. UNICEF would like to thank the following organisations and people for their valuable contributions and insights: ► The Ministry of Health and Social Development, which supported and guided the process of development of the situation analysis report; ► The National steering committee composed of officials from the ( social services) line ministries who supported the cross-sectoral approach utilized in conducting the situation analysis; ► The consultant who gathered quantitative and qualitative information from various sources and analysed them using an equity-focused approach with reference to international commitments made for the realization of children’s rights (CRC, MDGs, regional and national development objectives); ► Key stakeholders who were an invaluable source of information including officials from the line ministries, frontline workers (e.g., teachers and school supervisors, health care personnel, social workers, police officers, magistrates, etc.) faith- based organizations, and non-governmental organizations, media. -
Cavehilluwibrianfrancis.Pdf
Cover features an Ashanti Talking Drum made by Kumasi craftsmen. The drum stands 5 feet 8 inches in the lobby of The UWI, Cave Hill Campus Administration Building. The University of the West Indies Cave Hill Campus, Barbados Departmental Reports 2009–2010 The University of the West Indies MISSION STATEMENT The enduring mission of The University of the West Indies is to propel the economic, social, political and cultural development of West Indian society through teaching, research, innovation, advisory and community services and intellectual leadership. These Reports, which represent the research and teaching activities of the departments and the activities of non-teaching departments at Cave Hill, are presented annually to Campus Council and to the University Council. Reports are similarly presented at Mona and St. Augustine. Contents 4 Faculty of Humanities 104 Faculty of Pure 192 Institute for Gender and & Education & Applied Sciences Development Studies: 5 Dean’s Overview 105 Dean’s Overview Nita Barrow Unit 7 Cultural Studies Department 110 Department of Biological 12 Department of History and Chemical Sciences Non-Teaching Departments & Philosophy 119 Department of Computer 200 Learning Resource Centre 18 Department of Language, Science, Mathematics and 207 The Main Library Physics Linguistics & Literature 214 Office of Student Services 125 Centre for Resource 30 Errol Barrow Centre for 230 UWI HIV/AIDS Response Creative Imagination (EBCCI) Management and Environmental Studies Programme (UWIHARP) 33 School of Education (CERMES) -
Human and Economic Impact Assessment
UNDP, UNICEF and UN Women COVID-19 | Policy Documents Series UNDP,UNICEF and UN Women EASTERN CARIBBEAN ANGUILLA COVID-19 MACROECONOMIC AND HUMAN IMPACT ASSESSMENT DATA Based on research conducted by Dr. Simon Naitram www.bb.undp.org https://caribbean.unwomen.org www.unicef.org/easterncaribbean COVID-19 | POLICY DOCUMENT SERIES COVID-19 | IMPACT ASSESSMENT DATA FOR THE EASTERN CARIBBEAN POLICY DOCUMENTS SERIES ANGUILLA Macroeconomic and Human Impact Assessment Data ANTIGUA AND BARBUDA Macroeconomic and Human Impact Assessment Data BARBADOS Macroeconomic and Human Impact Assessment Data BRITISH VIRGIN ISLANDS Macroeconomic and Human Impact Assessment Data COMMONWEALTH OF DOMINICA Macroeconomic and Human Impact Assessment Data GRENADA Macroeconomic and Human Impact Assessment Data SAINT LUCIA Macroeconomic and Human Impact Assessment Data SAINT VINCENT AND THE GRENADINES Macroeconomic and Human Impact Assessment Data Disclaimer: COVID-19 Policy Documents Series April 2020 The views, designations, and recommendations that are presented in this report do not necessarily reflect the official position of UNDP, UNICEF or UN Women. 2020 | UNDP, UNICEF & UN Women 2 COVID-19 | POLICY DOCUMENTS SERIES COVID-19 MACROECONOMIC AND HUMAN IMPACT ASSESSMENT FOR ANGUILLA INDICATORS VALUE Demographic Age Dependency Ratio (AP&H Census, 2011) 45% % of Labour Force Female 51% Population 13,572 Children Population (0-17 years) 3,778 Male 1,908 Female 1,870 Macroeconomic GDP percapita (UNSD, 2018) USD$19,891 GDP growth rate (Caribbean Development Bank) 10.9%