DOCSLIB.ORG

Boys' Underperformance in Education

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Boys' Underperformance in Education CENTRE FOR BUDGET AND POLICY STUDIES Boys’ Underperformance in Education Revisiting the Issue in the Commonwealth Final Draft 10 April 2017 Dr JyotsnaJha Dr Niveditha Menon Debanita Chatterjee Centre for Budget and Policy Studies Table of Contents Executive Summary 4 Acknowledgements 5 Acronyms 6 1.0 Introduction 8 1.1 Method and Data-Sources 9 1.2 The Report 9 2.0 What does data reveal 11 2.1 Participation Error! Bookmark not defined. 2.2 Broad regional and national trends 23 2.3 Performance 24 Summary of the critical pointers from the analysis of data 28 3.0 Factors that explain Boys’ Underperformance 32 3.1 Socio-economic-cultural background 33 3.2 Gender Socialisation and Macho Masculine identity 36 3.3 Laddish behaviour of boys in the school 37 3.4 Gendered schooling processes and teachers’ expectations 38 3.5 The role of male models 40 3.6 Measurement and Practice 41 Summary of the factors 43 4.0 Lessons from Experiments 45 4.1 Overarching messages emanating from successful experiments 46 4.2 Leads for Community-based Interventions 48 Page | 1 Centre for Budget and Policy Studies 4.3 Leads for School or/and Teacher based Interventions 50 Summary of the Interventions 53 5.0 Conclusion and Recommendations 56 5.1 Major Conclusions: Understanding performance patters and underlying causes 57 5.2 Recommendations for Action: Towards a gender-responsive school, supportive parenting and empowering friendships 63 School and teachers 64 Home and Community 66 Policy 67 Technology aided solutions and the possible role of ODL (Open and Distance Learning) 69 Short term challenges and long term goals 70 Annexure 1: Case Studies of Selected Commonwealth Countries 72 Introduction 72 Antigua and Barbuda 73 Bahamas 80 Belize 84 Grenada 90 Jamaica 94 Kenya 99 Mauritius 105 Rwanda 111 Zambia 117 References 121 Page | 2 Centre for Budget and Policy Studies Page | 3 Centre for Budget and Policy Studies Executive Summary Every child, regardless of gender, has the right to an education that offers not only learningbut also training in the skills they will need to be successful in their particular environment. However, as recent statistics indicate, a significant percentage of children are still unable to access good quality education and so are denied its associated benefits. While a majority of these children are girls, concerns about boys’ underperformance in schools have also been raised. This report follows up on a 2006 report that addressed the factors that are crucial to understanding boys’ underperformance in the Commonwealth countries (Jha& Kelleher, 2006), and aims to: document the changes in participation and performance of boys in the Commonwealth countries since 2006, examine factors that continue to contribute to boys’ underperformance, and summarise lessons learnedfrom various interventions in different countries duringthe past ten years. This current report is based exclusively on a review of data and literature from secondary sources, augmented by an analysis of data and reports received from some of the Commonwealth countries themselves. A gender-based framework was used to analyse the data and took into account the gender-differentiated factors that could influence the contextual situations and scenarios as represented within the Commonwealth countries. One of the major changes since 2006 documented in this report is that boys’ underperformance tends to arise where there is gender parity in education. As countries move towards greater gender parity in school participation, boys’ underperformance is being noticed more and more, and tends to be concentrated in literacy more than in any other learning area. These gaps start to show early in primary education, so it would be more effective to intervene at that level of education to combat the problem. The same gender regimes in schools that influence girls’ underparticipation in schools are responsible for boys’ underperformance. An examination of the various factors suggests Page | 4 Centre for Budget and Policy Studies that unmodifiable factors such as gender and family background, in addition to other factors such as social capital (as indicated by parents’ education and socio-economic status), gendered schooling processes, teachers’ varying expectations of boys and girls, and the role of male rolemodels are linked to many of the trends in boys’ underperformance and should be taken into account when designing interventions. Interventions that address pedagogic practices that move away from reinforcing authoritative practices and engage both boys and girls to provide the space, the tools and the capabilities to address the larger anti-social behaviours incorporated within sexism, communalism, homophobia and racism have led to positive outcomes for both girls and boys. Interventions that include institutional, social and familial support have also led to emancipatory and transformative changes with respect to boys’ underperformance. Acknowledgements [To be added] Page | 5 Centre for Budget and Policy Studies Acronyms BELS Building European Links towards Southeast Asia BGCSE Bahamas General Certificate Education BJC Bahamas Junior Certification COL Commonwealth of Learning CSEC Caribbean Secondary Education Certification CXC Caribbean Examinations Council Exam EGRA Early Grade Reading Assessment GCE General Certificate of Education GDP Gross Domestic Product GER Gross Enrolment Rate GLAT Grade Level Assessment Tests GPI Gender Parity Index GSAT Grade Six Achievement Examination IIEP International Institute for Educational Planning JNEP Jamaica National Education Profile KCPE Kenya Certificate of Primary Education KCSE Kenya Certificate of Secondary Education NER Net Enrolment Rate PCR Primary Completion Rate Page | 6 Centre for Budget and Policy Studies PIRLS Progress in International Reading Literacy Study PISA Program for International Student Assessment SACMEQ Southern and Eastern African Consortium for Monitoring EducationalQuality SLE School Life Expectancy SOBP Stand Out Boys Project STEM Science, Technology, Engineering and Mathematics TIMSS Trends in International Mathematics and Science Study Page | 7 Centre for Budget and Policy Studies 1.0 Introduction Every child, regardless of gender, has the right to an education that offers not only academiclearningbut also training in the skills they will need to be successful in their particular environment. However, recent statistics indicate thatin 2013, at least 124 million childrenwere unable to access a good quality education and the associated social and economic benefits(UNESCO,, 2015a) A majority of the children not in school were girls (UNESCO, 2015a). While there are systematic barriers to girls’ achievement such as gender discrimination in the family and the educationsystem, which contribute to generalised gender attitudes towards the education of girls in some societies, there are also concerns aboutboys’ underperformance in schools (Jha& Kelleher, 2006; Watson, Kehler& Martino, 2010; Weaver-Hightower, 2003). While it is unarguably important to address the systemic gender discrimination towards girls, a 2006 report that assessed the underparticipation and underperformance of boys in education in Commonwealth countriespointed to the necessity of addressing boys’ underperformance in schools as well (Jha& Kelleher, 2006). The underperformance of boys is of significant concern to many member countries,whichreiterates the importance of addressing this issue in order to ensure quality education for all and to eliminate gender disparities in learning at the Commonwealth Conference of Education Ministers in 2015. The purpose of this current report is to: succinctly capture the changes in participation and performance of boys in schools in Commonwealth countries since 2006, when the first Commonwealth research on this topic was published, examine the factors that contribute to boys’ underperformance, and summarise lessons learned from various interventions with communities and schools, and to develop recommendations based on these lessons. Therefore, this report revisits some of the key findings of Jha and Kelleher’s(2006) report, and studies the current situation of boys’ performance and participation in education in the Page | 8 Centre for Budget and Policy Studies Commonwealth countries. It provides recommendations for Commonwealth governments and institutions so that they may address the problem of boys’ underperformance by developing, adopting and implementing appropriate strategies and interventions in their respective countries. Although primarily meant for the Commonwealth countries, the analysis is valid for other countries that are facing similar issues. 1.1Method and DataSources This report is primarily based on the review of data and literature from secondary sources. AWeb-based search was supported by an analysis of data and reports received from some of the Commonwealth member countries that responded to the Commonwealth of Learning’s (COL)request for the same.The sources can be divided into four main categories: 1. Results of a Web-based literature search for published papers and articles (journals, books, etc.). 2. Results of a Web-based search for reports from international agencies and NGOs, and other materials such as reflective pieces by teachers on self-carried-out experiments. 3. Results of a Web-based data search from UNESCO, PISA, SACMEQ and other open sources. 4. Responses from the Commonwealth countries to a request by COL to share data and other details about the strategies that they have
Load more

Recommended publications
  • Honourable Curtis King Minister, Ministry of Education and National Reconciliation (St Vincent and the Grenadines)
    Honourable Curtis King Minister, Ministry of Education and National Reconciliation (St Vincent and the Grenadines) St Vincent and the Grenadines Curtis M. King is a Vincentian by birth. He received his early education at the Belair Government School, the St. Vincent Grammar School, the St. Vincent Teachers Training College and the Commonwealth Caribbean Youth Centre in Georgetown, Guyana. He taught for 13 years (1983-1996) at the Gomea Methodist and CW Prescod Primary Schools before attending the University of the West Indies, St Augustine Campus. He graduated from UWI in 1999 with a Bachelor of Arts Degree, in History with honours. Mr. King also holds a Post Graduate Diploma in Educational Management and Leadership from the University of Technology of Jamaica. Upon his return to St. Vincent and the Grenadines, Mr. King was assigned to the St. Vincent Grammar School as Graduate History Teacher. He later served as Deputy Principal (Ag.) of the JP Eustace Memorial Secondary School and the West St. George Secondary School. In 2010 Mr. King was appointed Deputy Headmaster of the St. Vincent Grammar School. A post he held until 2013 when he was finally elevated to the position of Headmaster of his beloved alma mater, the St. Vincent Grammar School. He held the post until his retirement from the public service on 24th January, 2019. Mr King’s period of administration at the St. Vincent Grammar School witnessed significant strides in academic, sports and extra –curricular activities. The School recorded an average pass rate of just over 92% at the annual CXC-CSEC Examinations and won all of the annual Inter-Secondary School Athletics, Table Tennis and U-15 Cricket competitions during that period.
    [Show full text]
  • Proquest Dissertations
    AN ANALYSIS OF CANADIAN EDUCATIONAL ASSISTANCE TO THE COMMONWEALTH CARIBBEAN LEEWARD AND WINDWARD ISLANDS, 1960-1970 by Mavis E. Burke Thesis presented to the School of Graduate Studies of the University of Ottawa as partial fulfillment of the requirements for the degree of Doctor of Philosophy o* % BiBiioTHjijuEs Rfrn\ "'&&' Ottawa, LIBRARIES (C) Mavis E. Burke, Ottawa, Canada, 1975 UMI Number: DC53932 INFORMATION TO USERS The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleed-through, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. UMI® UMI Microform DC53932 Copyright 2011 by ProQuest LLC All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 ACKNOWLEDGEMENTS The researcher wishes to thank Dr. Mary Mulcahy, Chairman of the Department of Educational Foundations, University of Ottawa, for her unfailing support and encouragement in the preparation of this thesis. The project could not have been completed without the cooperation of officials representing the sources of development assistance included in this study. A special debt of gratitude is due to Mr. W.A. Teager, Director of the Overseas Book Centre,and his staff, for permission to make the fullest use of OBC material for purposes of this research.
    [Show full text]
  • National Report on Higher Education in Grenada
    Higher Education in Grenada NATIONAL REPORT ON HIGHER EDUCATION IN GRENADA Prepared by Yvonne Bobb-Smith for IESALC/UNESCO International Institute for Higher Education in Latin American and the Caribbean Caracas, Venezuela April, 2005 1 Higher Education in Grenada CONTENTS I HISTORICAL DEVELOPMENT OF HIGHER EDUCATION 1. Overview 6 2. Evolution of Higher Education in phases 6 (i) 1930-1951 6 (ii) 1952-1957 6 (iii) 1960-1969 7 (iv) 1970-1983 7 3. Outstanding features of Higher Education programmes 7 (i) Programme suitability 7 (ii) Effects of regionalization 7 (iii) Effects of internationalization 8 (iv) Effects of the Grenada Revolution 8 (v) Institutional development, 1984-1966 8 II STRUCTURE AND FUNCTION OF HIGHER EDUCATION INSTITUTIONS 10 1. Introduction 10 2. Type of institution 10 (i) University of the West Indies Centre (UWI Centre) 10 (ii) T.A. Marryshow Community College (TAMCC) 10 (iii) St. George’s University (SGU) 11 3. Functions 11 (i) UWI Centre 11 (ii) TAMCC 11 (iii) SGU 12 4. Regulations and laws governing the structure and functions 12 (i) UWI Centre 12 (ii) TAMCC 12 Committee functions 13 (iii) SGU 14 2 Higher Education in Grenada III HIGHER EDUCATION: ADMINISTRATION OF ACCESS & DEMOGRAPHICS 1. Characteristics of procedures 15 (i) UWC 15 (ii) TAMCC 15 (iii) SGU 15 2. Administration 16 3. Mechanism regulating access 16 (i) UWC 16 (ii) TAMCC 16 (iii) SGU 16 (iv) TLIU 16 4. Demographics 17 (i) UWC 17 (ii) TAMCC 17 (iii) SGU 17 IV HIGHER EDUCATION: ADMINISTRATION AND MANAGEMENT 18 1. Characteristics 18 2. Election and appointment of authorities 18 (i) UWC 18 (ii) TAMCC 18 (iii) SGU 18 3.
    [Show full text]
  • The Impact of Pre-Kindergarten Programs on Student Achievement in Mississippi Elementary Schools
    University of Mississippi eGrove Electronic Theses and Dissertations Graduate School 2017 The Impact Of Pre-Kindergarten Programs On Student Achievement In Mississippi Elementary Schools Fletcher B. Harges University of Mississippi Follow this and additional works at: https://egrove.olemiss.edu/etd Part of the Educational Leadership Commons Recommended Citation Harges, Fletcher B., "The Impact Of Pre-Kindergarten Programs On Student Achievement In Mississippi Elementary Schools" (2017). Electronic Theses and Dissertations. 513. https://egrove.olemiss.edu/etd/513 This Dissertation is brought to you for free and open access by the Graduate School at eGrove. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of eGrove. For more information, please contact [email protected]. THE IMPACT OF PRE-KINDERGARTEN PROGRAMS ON STUDENT ACHIEVEMENT IN MISSISSIPPI ELEMENTARY SCHOOLS A Dissertation Presented for the degree of Doctor of Philosophy in the Department of Educational Leadership The University of Mississippi by FLETCHER B. HARGES August 2017 Copyright © 2017 by Fletcher B. Harges All rights reserved ABSTRACT Each of the states bordering Mississippi invests large amounts of money in providing children with state-funded pre-k programs in their public schools. However, Mississippi falls behind these states and does not similarly invest in this effort to provide many of its children with the opportunity to attend state-funded pre-k programs. Because school readiness is such a huge concern for instructional leaders of Mississippi schools, there is a need to determine the benefits associated with offering pre-k to all students throughout the state. Therefore, the purpose of this study was to examine the impact pre-k has on the academic achievement of students in Mississippi school districts.
    [Show full text]
  • Universalising Secondary Education in the Caribbean: Contrasting Perspectives
    Caribbean Educational Research Journal The University of the West Indies Vol. 4, No. 1, April 2016, 97-114 Cave Hill Campus Universalising Secondary Education in the Caribbean: Contrasting Perspectives Verna Knight University of the West Indies, Cave Hill Campus, Barbados Having adopted a regional conceptualisation of basic education as being necessarily inclusive of secondary level schooling, emerging research on Caribbean countries’ experiences with Universal Secondary Education (USE) highlight a plethora of concerns which have implications for educational quality at the secondary level (Knight, 2014; Knight & Obidah, 2014; Marks, 2009; Thompson, 2009). Such concerns mandate a re-examination of national justifications and extent of support for USE. As such, this paper discusses the national justifications for USE, and uses data collected from students, teachers, principals and ministry officials as a basis for an evaluation of stakeholder reactions and support USE in the tri-island state of Grenada. The findings show that students strongly support being granted the opportunity for a secondary education, and share a belief in a direct relationship between completion of secondary schooling and improved life prospects. Principals and teachers however, have concerns that USE may have limited secondary schools’ capacity to provide a quality education for every child. Given new global support for USE as a post-2015 education goal (UNESCO/UNICEF, 2013; UIS/UNICEF, 2015) this paper adds to a growing body of work relevant to informing effective education planning and policy development at the regional and international levels. Keywords: Caribbean Education, Universal Secondary Education, Secondary Education Introduction “Education represents the hopes, dreams and aspirations of children, families, communities and nations around the world – the most reliable route out of poverty and a critical pathway towards healthier, more productive citizens and stronger societies.” (UNESCO/UNICEF, 2015, p.
    [Show full text]
  • Development and Strengthening of Agricultural Education in Grenada
    DOCUMENT RESUME CE 042 719 AUTHOR Headers, 0. Donald TITLE Development and Strengthening of Agricultural Education in Grenada. A Report. INSTITUTION Michiagn State Univ., East Lansing. Dept. of Agricultural and Extension Education. PUB DATE 26 Mar 85 NOTE 31p.; A study conducted during October-November 1984 at the request of the Caribbean Agricultural Extension Project in cooperation with the Ministry of Agriculture and the Ministry of Education. For related documents, see CE 042 720-723. PUB TYPE Reports - Research/Technical (143) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Agricultural Education; *Change Strategies; Curriculum Development; Economic Development; Educational Cooperation; *Educational Improvement; *Educational Needs; Educational Policy; Elementary Secondary Education; *Foreign Countries; Government Role; Government School Relationship; Needs Assessment; Policy Formation; Postsecondary Education; Public Policy; School Roie; Teacher Education; *Vocational Education IDENTIFIERS Caribbean Agricultural Extension Project; *Grenada ABSTRACT A study examined present agricultural education programs in Grenada and made recommendations for needed improvements. Data for the evaluation were obtained from numerous documents and publications, field trips, and discussions with key officials in various ministries and institutions, including the Ministry of Agriculture, Ministry of Education, Technical and Vocational Institute, Institute for Further Education, and Food and Nutrition Council. The data collected from these sources indicated
    [Show full text]
  • Early Childhood Education in Small Island States: a Very British Story
    EARLY CHILDHOOD EDUCATION IN SMALL ISLAND STATES i EARLY CHILDHOOD EDUCATION IN SMALL ISLAND STATES ii Early Childhood Education in Small Island States: A Very British Story Anna Baldacchino A thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy The University of Sheffield School of Education Submission Date: September 2018 EARLY CHILDHOOD EDUCATION IN SMALL ISLAND STATES iii Abstract How postcolonialism has impacted primary, secondary and tertiary education in small island states (defined as those each with a resident population of up to one million) is well documented. This research study is inspired by postcolonial theory, island studies and small state studies, extending this analysis to the practice and pedagogy of early childhood education (2 - 5 years) in such countries. The study explores the origins and character of colonial lingering in the pedagogy and practice of early childhood education in small island states, with special reference to Malta and Grenada, both former British colonies. Interviews, observations and focus groups have been conducted in both countries. An online questionnaire was completed by 64 individuals residing in the world’s 27 small island states, (and of which 20 secured independence from Britain). The research findings suggest a colonial lingering in early childhood education in small island states. Manifestations of this include: the preference for school uniforms; the widespread use of standard English as the language of instruction; a top-down, exam-driven pedagogy that obliges an early start to schooling; and a strong focus on literacy and numeracy in the early years. There are also restrictions in play-based learning; and story books, weather and alphabet charts that are not necessarily relevant to the country’s culture and tradition and written in the English language, even though Malta and Grenada have their own vernacular.
    [Show full text]
  • Statistical Digest 2014
    MINISTRY OF EDUCATION AND HUMAN RESOURCE DEVELOPMENT to 2015/2016 ions up oject d pr s an ion sit po nt se re p STATISTICAL s, nd re t st DIGEST pa 2014 S T A T I S T I C A L D I V I S I O N PLANNING AND DEVELOPMENT UNIT Education Statistical Digest, July 2014 Past Trends, Present Position and Projections up to 2015/16 Statistical Division Planning and Development Unit Ministry of Education and Human Resource, Grenada Produced by: Statistical Division, Planning and Development Unit Ministry of Education and Human Resource Development First Printing: Statistical Division, Planning and Development Unit Ministry of Education and Human Resource Development Mass Production: Production Unit, Ministry of Education Data input and Collation: Special recognition to Mrs. Ann DuFont-Lee, Statistical Assistant, for her unstinting work and assistance. Design of Cover And Separators: Production Unit Ministry of Education Binding: Production Unit, Ministry of Education © Ministry of Education and Human Resource Development, 2014 Page CONTENTS List of Tables ii List of Figures xv Introduction xvii Technical Notes on Concepts and Methods Used xviii Section 1: Pre- School Centres …………………………………. 1 Section 2: Primary Schools …………………………………. 13 Section 3: Special Education Centres …………………………………. 70 Section 4: Secondary Schools …………………………………. 74 Section 5: Skills Training Centres …………………………………. 112 Section 6: Tertiary Education ………………………………… 113 Section 7: Private Schools ………………………………… 121 Section 8: Demand for and Supply of Resources………………………………... 129 Section
    [Show full text]
  • The Early Childhood Developmental Checklist Teacher’S Guide (2015) Ministry of Education & Human Resource Development Grenada
    PRESCHOOL CURRICULUM AND PROGRAMME DELIVERY Annex D. The Early Childhood Developmental Checklist Teacher’s Guide (2015) Ministry of Education & Human Resource Development Grenada Early Childhood Developmental Checklist Teacher’s Guide • Mathematics • Language, Literacy and Communication • Social and Emotional Development • Physical Development and Health Early Childhood Unit 26/8/2015 Table of Foreword 3 Acknowledgements 4 Purpose 5 Content Categories of the Checklist 6 How to Use the Checklist 8 Scoring 11 Guiding Instructional Planning 12 Glossary of Terms 13 Bibliography 14 Contents 2 Foreword The publication of the Early Childhood developmental Checklist is another significant milestone in Early Childhood Education in Grenada. Based on consultation with Early Childhood practitioners, in-depth review of the existing checklist, as well as the implementation of a new curriculum, it was clear that an updated checklist was needed to gather information about children’s academic, social emotional and physical progress. As a result of this, the Ministry of Education and Human Resource Development embarked on a project to develop this Early Childhood Developmental Checklist to monitor student performance in an ongoing manner. It is important that teachers should use this checklist to document and assess children’s skills, knowledge and behaviours in content categories on a daily basis. In addition, this checklist will inform teachers and supervisors of the appropriate intervention needed to enhance learning. I therefore urge all practitioners to use the checklists and maximize the true potential of our children. Pauleen Finlay (Mrs.) Permanent Secretary (AG.) Ministry of Education and Human Resource Development 3 Acknowledgements The development of this checklist could not have been completed without the expertise, and hard work of a number of people.
    [Show full text]
  • Education and Training in Grenada a Partially Annotated Bibliography
    CARIBBEAN EDUCATIONAL RESEARCH INFORMATION SERVICE (CERIS) SCHOOL OF EDUCATION THE UNIVERSITY OF THE WEST INDIES ST. AUGUSTINE EDUCATION AND TRAINING IN GRENADA A PARTIALLY ANNOTATED BIBLIOGRAPHY Compiled by Lynda Quamina-Aiyejina Prepared on the occasion of the Grenada Conference: Beyond Walls: Multi-Disciplinary Perspectives, convened by the School of Continuing Studies, UWI at St. George’s, Grenada, January 7-9, 2002. St Augustine 2002 CONTENTS List of Acronyms and Abbreviatons..................................................................................................iii Introduction........................................................................................................................................ iv Bibliographies..................................................................................................................................... 1 Academic Achievement...................................................................................................................... 2 Adult Education .................................................................................................................................. 3 Agricultural Education........................................................................................................................ 6 Assessment and Examinations............................................................................................................ 7 Curriculum Development...................................................................................................................
    [Show full text]
  • Academic Recovery Programmes in the Eastern Caribbean — Literature Review
    OECS Academic Recovery Programme Report 1 Contextualising Academic Recovery Programmes for the Eastern Caribbean — Literature Review Dr Björn Haßler 2021-02-02 https://opendeved.net Commissioned by 1 Academic Recovery Programmes in the Eastern Caribbean — Literature Review Recommended citation: Haßler, B., Adam, T., Blower, T., & Megha-Bongnkar, G. (2021). Academic Recovery Programmes in the Eastern Caribbean — Literature Review (OECS Academic Recovery Programme Report No. 1). Open Development & Education. https://doi.org/10.5281/zenodo.4780577. Available at https://docs.opendeved.net/lib/DZA3GVBD. Commissioned by the Organisation of Eastern Caribbean States, Castries, Saint Lucia. Version 1 ❘ February 2021 Details about the references used in this report can be found in the OpenDevEd Evidence Library at https://docs.opendeved.net. Individual references are hyperlinked throughout this report. This report is available under a Creative Commons Licence (Attribution 4.0 International). https://creativecommons.org/licenses/by/4.0 Open Development and Education 2 Academic Recovery Programmes in the Eastern Caribbean — Literature Review Contents 1. Introduction 7 1.1. Purpose 7 1.2. Definitions 8 1.3. Overview of this report 10 2. Methodology 11 2.1. Research questions 11 2.2. Part 1: Consult the literature 11 2.3. Part 2: Consult people (interviews and focus groups) 13 2.3.1. Participants 13 2.3.2. Activities 14 2.3.3. Setting up technical working groups in focus countries 14 3. Situational analysis 15 3.1. Context of the Eastern Caribbean 15 3.1.1. COVID-19 in the OECS region 16 Figure 1. COVID-19 cases and deaths among OECS Member States and Associate Member States, as of 1st December 2020 (⇡WHO,2020) 16 3.2.
    [Show full text]
  • Survey of ICT and Education in the Caribbean
    + MAINstREAMING ICT and Education Series SURVEY OF ICT AND EDUCATION IN THE CARIBBEAN SURVEY OF ICT AN SURVEY A Summary Report, Based on 16 Country Surveys A Summary Report Based on SURVEY OF ICT 16 Country Surveys: Anguilla, This project seeks to gather together in a single resource the most relevant and useful information Antigua and Barbuda, Aruba, on ICT in education activities in the Caribbean. AND EDUCATION Barbados, British Virgin The study addresses the following general topics: IN THE CARIBBEAN Islands, Cayman Islands, • The state of policy and planning D Dominica, Grenada, Jamaica, • Current usage of ICT in the primary, secondary and tertiary education systems ED U VOlumE II: Montserrat, St. Kitts and Nevis, • Pre-service and in-service teacher professional development (TPD) C A St Lucia, St. Vincent and the • Critical challenges TI COUNTRY REPOrts ON Grenadines, Trinidad and I Contents: N Tobago, Turks and Caicos T Islands, U.S. Virgin Islands • Regional trends in ICT in Caribbean education HE CAR An infoDev PUBLICATION PREPARED BY: • Global trends in ICT and education, and their relevance to the Caribbean context Edmond Gaible, PhD • Selected regional ICT initiatives in education I The Natoma Group • Regional and national EMIS initiatives bbean – ICT AND EDUCATION SERIES This Summary Report is complemented by 16 separate Country Reports addressing policy and planning; ICT in primary and secondary schools; TPD; tertiary education; non-formal learning V OLUME SERIES EDITOR: and TVET; education management information systems (EMIS) and Ministry of Education (MOE) Michael Trucano capacity; barriers and challenges. I Please note that Cuba, the Dominican Republic, Haiti, and the U.S.
    [Show full text]