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ECA-OOSCI-Regional-Study-2017-En Copyright – UNICEF Office for the Eastern Caribbean 2017 ISBN 978-976-95901-1-3 Suggested citation: Knight, Verna, Dr.; Ogunkola, Babalola, Dr.; Cura, Daniela; Valencia, Daniela; and Vago, Lujan. Out-of-School Children Study in the Eastern Caribbean – Final Report. 2017. 132 p. Cover photo credit: Stanford Kelly Designed by: Kathryn Duncan Disclaimer: “The views and opinions in this report represent those of the authors and are not necessarily those of UNICEF” ALL IN SCHOOL Global Initiative on Out-of-School Children Eastern Caribbean TABLE OF CONTENTS Acknowledgements 4 Abbreviations Table 8 Glossary 9 Foreword 10 Chapter One: Introduction 11 1.1 An Overview of the Global Initiative of OOSC 11 1.2 Education Systems in the ECA 12 1.3 Methodology 14 1.4 Executive Summary 15 Chapter Two: Profiles of Excluded Children 22 2.1 Introduction 22 2.2 The 5DE Dimensions of Exclusion 24 The 5DE in the ECA 25 The Need for Expanding the 5DE Model 28 2.3 A Focus on Total Exclusion 28 2.4 A Focus on Potential Exclusion 33 2.5 Points of Constriction/ Bottlenecks 41 Educational breakdowns at the beginning of Secondary 42 Transition from Lower to Upper Secondary 45 Attrition in Upper Secondary education 47 Graduates 48 2.6 School Level Analysis 52 2.7 The Specific Situations of Exclusion among the population aged 15 to 20 55 2.8 Conclusion 60 Chapter Three: Barriers to Education Inclusion and Student Success 62 3.1 Defining ‘Potential Risk’ in the Eastern Caribbean sub-region 62 The OOSCI Framework for the Analysis of Barriers 63 Barriers in the Enabling Environment 64 Streaming Among and Within Schools 65 2 Discipline, Policies and Practices 66 Inadequate Provisions for Early Childhood Education (ECE) 67 Inadequate Provisions for Students with Special Needs 67 Barriers Affecting the Supply of Education 68 Inadequate Student Support for Struggling Learners 68 Deficiencies in teacher Quality and Training 69 Barriers Affecting the Demand for Education 70 Poverty 71 Negative Attitudes towards Children with Disablities 72 Secondary School Teachers’ Attitude towards Academically Weak Students 72 Boys’ Disadvantage in Educational Participation and Performance 73 Barriers Affecting the Quality of Education 73 Chapter Four: Policies and Strategies for Addressing Barriers 75 4.1 Fixing the Problem of Student Exclusion 75 Recommendations for Addressing Barriers in the Enabling Environment 76 Addressing Limited Education Resources for Students with Disabilities 81 Recommendations for Addressing Supply Barriers 82 Strategies for Addressing Demand Barriers 84 Addressing the Issue of Boys’ Disadvantage in Educational Participation and 86 Performance Strategies for Addressing Barriers to Quality Education 87 Chapter Five: A Methodological Proposal for a Deeper Study of Potential Exclusion 75 in Secondary Schools References 114 Annexes 117 Annex 1: Methodology, Data Sources, and Quality 117 Annex 2: Students and Population Data Sources 122 Annex 3: Definition and Calculation Method of the Indicators 123 Annex 4: Enrollment Profile by Sex and School Status 127 Annex 5: Data Tables 130 OUT OF SCHOOL CHILDREN STUDY IN THE EASTERN CARIBBEAN 3 Acknowledgements This Out-of-School Children Study was conducted in seven Eastern Caribbean countries - Antigua and Barbuda, Dominica, Grenada, St Kitts & Nevis, St. Lucia, St. Vincent and the Grenadines, and the Turks and Caicos Islands. The study used a framework developed by UNICEF and UNESCO Institute of Statistics (UIS) as part of a Global Initiative on Out- of-school Children designed to help support a systematic analysis to identify the bottlenecks to universal primary education and explain why well-intentioned policies were not yielding the expected results. The tools and methodologies developed in this regard were used to inform and guide this Out-of-School Children Study in the Eastern Caribbean in an attempt to assess the scope of and reasons for any exclusion. Given the fact that the study countries have also achieved universal secondary education, some attention was also placed in identifying some of the challenges, gaps and barriers at this level. This Study was executed through an institutional agreement with Asociación Civil Educación para Todos, Argentina and the School of Education, University of West Indies, Cave Hill Campus, Barbados. Deepest appreciation and thanks go to the Asociación Civil Educación para Todos team - Irene Kit, Daniela Cura, Daniela Valencia, Lujan Vago and special advisor - Martin Scasso as well as Verna Knight and Babalola Ogunkola, School of Education, UWI, Barbados who found a way to overcome language barriers and collaborate professionally to produce this study which contributes significantly to an increased appreciation of some of the barriers and bottlenecks to successful schooling in these countries. Credit for the Profile Chapter Coordination: Irene Kit Research Team: Daniela Cura, Daniela Valencia, Lujan Vago Expert Advisor: Martin Scasso Credit for the Barriers and Strategies Chapters Research Team: Verna Knight (PhD) and Babalola Ogunkola (PhD) This report would not have been possible without the invaluable support of the OECS Education Development Management Unit (OECS - EDMU). OECS-EDMU staffers, Marcellus Albertin and Sisera Simon provided the needed leadership and support and worked closely with the OECS Statisticians and Education Planners in the Ministries of Education to ensure all available data was harvested and used to inform the study. Many thanks in this regard go to: Antigua and Barbuda Priscilla Nicholas, Patricia George Dominica Weeferly Jules Grenada Junior Alexis St. Kitts and Nevis Ian Morson St. Lucia Kendall Khodra, Emmanuel Dalsou St. Vincent and the Grenadines Keith Thomas Turks and Caicos Islands Timar Stephenson This Study was facilitated and funded by UNICEF Office for the Eastern Caribbean Area and Regional Office for Latin America and the Caribbean (LACRO). In this regard special thanks go to Regional Education Advisor, Francisco Benavides, LACRO, Panama as well as Wycliffe Otieno and Elaine King from the UNICEF Office for the Eastern Caribbean Area. 4 List of Tables Table 1.1 Demographics of participating countries 12 Table 1.2 ISCED and ECA Country Levels and Grades 14 Table 2.1 Population and enrolment of age 5, circa year 2013 27 Table 2.2 Flow of students between ages 10 and 11, by country 31 Table 2.3 Enrolment in Grades 5 and 6 and difference, around 2013/2014 39 Table 2.4 Enrollment and repeaters by grade and sex, for the year 2013/14 39 Table 2.5 Calculation data for the progress rate in 1stForm, around 2012/13 and 2013/14 43 Table 2.6 Calculation data for the Progress rate in 3rd Form, for the years 2012/13 and 2013/14 46 Table 2.7 Calculation data for the Progress rate in 4rd Form, for the years 2012/13 and 2013/14 48 Table 2.8 Dropout between two consecutive years by age, for the years 2012/13 and 2013/14 59 Table 3.1 The OOSCI framework for the analysis of barriers to education 63 Table 3.2 Heading? 64 Table 3.3 Barriers related to the supply of quality education 68 Annexes Table A1 Graduates definitions at the national level 119 Table A2 Data gaps within the information submitted by countries 121 Table A3 Students and population data sources 122 Table A4 Yesra of reference for the calculation of indicators reporting 2 consecutive years 122 Table A5 Enrolment by grade, sex and school status for the year 2013/14 129 Table A6 Population, enrolment and percentage of population enrolled in school, by age, for the year 2013/14 131 Table A7 Flow of enrolment by age between 2012/10 and 2013/14 131 Table A8 Enrolment and repeaters by grade and sex, for the year 2013/14 132 Table A9 Population by age, sex and Gender Parity Index (GPI) for the year 2014 132 OUT OF SCHOOL CHILDREN STUDY IN THE EASTERN CARIBBEAN 5 List of Figures Figure 1.1 The 5DE Analysis in the Eastern Caribbean Sub-Region -2013/2014 16 Figure 1.2 Enrolment by age condition and grade, indicating point of constriction, for the year 2013/14 17 Figure 2.1 The 5 Dimensions Exclusion Model (5DE) 24 Figure 2.2 The size of the 5 Dimensions of Exclusion in ECA, around 2013 25 Figure 2.3 The Five Dimensions of Exclusion in the Eastern Caribbean Sub-region for the year 2013 26 Figure 2.4 Population and enrolment by age for the school year 2013/14 29 Figure 2.5 Population and enrolment by age, around 2013-2014: detail of dimensions implied in the analysis. 30 Figure 2.6 Flow of enrolment by age, around 2012/13 and 2013/14 30 Figure 2.7 Population and enrolment by age, for the years 2013/14 and 2014/15: detail of dimensions implied in the 32 analysis. Figure 2.8 Flow of students by dimension of exclusion, around 2013/14 and 2014/15 32 Figure 2.9 Students by grade and age condition (absolute values), for the year 2013/14 34 Figure 2.10 Students by grade and age condition (%), for the year 2013/14 34 Figure 2.11 Students by grade and age condition for the year 2013/14 35 Figure 2.12 Total number of students affected by potential exclusion, by dimension. 36 Figure 2.13 Percentage of students enrolled as repeaters, for the year 2013/14 37 Figure 2.14 Percentage of students enrolled as repeaters and percentage of students with overage, around 2013/14. 37 Figure 2.15 Students by grade, sex and repeater condition, for the year 2013/14 38 Figure 2.16 Gender Parity Index by grade, for the year 2013/14 40 Figure 2.17 Enrolment by age condition and grade, indicating point of constriction, for the year 2013/14 42 Figure 2.18 Progress rate in 1st Form, for the years 2012/13 and 2013/14 43 Figure
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