CfBT

GUYANA EDUCATION ACCESS PROJECT (GEAP)

UK Study Visit

Reading – Bristol

25th March – 8th April 2001

June 2001

Guyana Education Access Project

UK Study Visit

Reading – Bristol 25th March – 8th April 2001

REPORT

June 2001

GUYANA EDUCATION ACCESS PROJECT

UK STUDY VISIT

29th March – 6th April 2001

Content

1. Background

Page 2

2. Visit Framework Page 2

3. The Visit Timetable

Page 2

4. The Initial Meeting Page 2

5. The Programme

Page 2

6. Outcomes

Page 3

7. Evaluation Page 3 Appendices A1 List of Participants Page 4 A2 List of Secondary represented Page 5 A3 Study Visit Programme Page 6 A4a Secondary School Visit Programme, 28th March Page 8 A4b Secondary School Visit Programme, 29th March Page 10 A5 Some Elements for Research Planning, Michael Crossley, 29th March Page 11 A6 The Role of the Community in Schools, Andrew Borthwick, 30th March Page 12 A7 Primary School Visit Programme, 2nd April Page 16 A8 Leadership Programme for Serving Headteachers, Rod Young, 3rd April Page 17 A9 Questions for Secondary Headteachers, 5th April Page 21 A10 Programme for final morning, 6th April Page 22 A11 Summary of Action Points, 6th April Page 23 A12 Key Learning and Development Points, 6th April Page 25 A13 Copy of Certificate Page 26 A14 Participation Evaluation Questionnaire Page 28 A15 Participants’ Evaluations Page 30

1. Background

The purpose of this report is to summarise the immediate outcomes of the

study visit and to summarise conclusions about the management of the visit. The visit was co-ordinated by Frank Courtney, on behalf of Serco-QAA. The visit was funded by the Department for International Development (DFID) as part of the Guyana Education Access Project managed by CfBT.

2. Visit Framework

This visit focussed on education management. The objectives of the visit were agreed with the in-country project management team and are set out in an earlier report Study Tour Planning (September 2000). This earlier report also sets out the general arrangements for the visit, including pre-visit meetings and follow-up.

3. The Visit Timetable

The basic timetable of meetings, workshops and meetings was agreed with the participants (through the in-country Project Director) prior to the visit. It was stressed to participants that this should be regarded as a flexible starting point for the visit, rather than a rigid constraint. Due to national elections in Guyana, it was necessary to defer the start of the visit. The actual visit schedule is given in Appendix 3. The main change that this prompted was to reduce the time in Reading and to move the personal time in London from the first weekend to the end of the visit. Neither change was seen as negative by the participants or the visit co-ordinator.

4. The Initial Meeting

The co-ordinating agency considers the initial meetings in study visits to be very important. The group were met at Heathrow by Allison Butcher of CfBT. On the evening of arrival, there was an initial briefing by Frank Courtney and Bob Langton of QAA. After the end of the first day’s activity (Monday 26th March) a series of individual meetings took place. The purpose of these was to discuss individual aspirations and objectives for the visit. In addition, each participant had previously been required to identify a key area for implementation of an action plan on return to Guyana. The individual meeting therefore focused on the topic of the proposed action plan with the intention of identifying those areas of experience that were necessary. Although some of the participants were still, to an extent, very tired after their journey, all the participants seemed to find the preliminary meetings helpful. The visit co-ordinators found the meetings particularly valuable.

5. The Programme

The appendices set out the main programme (Appendix 3) and the detailed

programmes for the school visits (Appendix 4a and 4b). The programme for the final morning is given in Appendix 10. In general terms, the programme required little major adjustment. As the two weeks developed, it became clear that the participants needed some “reflective time” in order to internalise the experience they had had, and to see how to apply this. This could be accommodated without difficulty. Appendices 5 and 6 summarise presentations and action sheets from presentations by Michael Crossley and Andrew Borthwick, respectively. Appendix 8 summarises the presentation by Rod Young. The group reviewed key issues to raise with Headteachers and these are given in Appendix 9.

6. Outcomes

The individual action plans were to be followed up by the individuals concerned. The general action points for the Ministry and in the two regions are given in Appendix 11. Key learning points are summarised in Appendix 12.

7.

Evaluation

An evaluation form (Appendix 14) was completed by participants who were asked to score their opinions on the various aspects of the visit. In addition, there was space for narrative comments. These comments are reproduced in full in Appendix 15. The evaluation in itself is self-explanatory, and the comments were, in general, extremely positive. There had previously been a concern that some of the UK activity, through interesting, night be of limited relevance to the participants. A small number of participants found some of the sessions more difficult to relate to their personal circumstance but generally the scores were extremely positive.

Appendix A1 Guyana: Participants in UK Study Visit, 25th March – 9th April 2001 Ms Genevieve Whyte-Nedd, Ministry of Education, Guyana Ms Donna Chapman, Ministry of Education, Guyana Ms Cherrilene Baxter-Dennis, Ministry of Education, Guyana Ms Yvette Layne, Region 10, Department of Education, Guyana Ms Gloria Britton, Region 10, Department of Education, Guyana Ms Ruth Mentore, Region 10, Department of Education, Guyana Ms Miriam Gillis, HT New Silvercity Secondary School, Guyana Ms Yvette Phillips, HT Linden Foundation Secondary School, Guyana Ms Janice Gibson, HT Mackenzie High School, Guyana Ms Ena Gittens, HOD/Business, Mackenzie High School, Guyana Ms Ruth Jaundoo, Region 6, Department of Education, Guyana Mr Bashir Khan, Region 6, Department of Education, Guyana Mr Bridjanand Mahadeo, HT Skeldon Line Path Secondary School, Guyana Ms Amelia Newland, HT Tagore Memorial Secondary School, Guyana Mr Rajpal Bhim, DHT Skeldon High Secondary School, Guyana

Appendix A2 List of Secondary Schools – Addresses and Phone Numbers School name & Address Area of interest

Region Six 1. Skeldon Line Path Secondary School

Brijanand Mahadeo, Headteacher Line Path Corriverton Corentyne Berbice Tel: #339-2346

Pre-vocational training

2. Skeldon High School Rajpal Bhim, Deputy Headteacher Skeldon Corriverton Corentyne Berbice Tel: # 339-2435

Business School / Community links

3. Tagore Memorial High School Amelia Stephen-Newland, Headteachers #63 Village Corentyne Berbice Tel: # 337-2735

ICT

4. Ruth Jaundoo, Education Officer (Secondary) Department of Education, Region 6 Philadelphia Street New Amsterdam Berbice Tel: # 592 333 2594 Fax: # 592 333 2517

Region Ten 5. Mackenzie High School

Janice Gibson, Headteacher Purpleheart Street Mackenzie Linden Tel: #444-6469 E-mail: j.gibson448@yahoo.com

ICT and technical/vocational education

6. Linden Foundation Secondary School Yvette Phillips, Headteacher Noitgedacht Linden Tel: 444-6231

Literacy

7. New Silvercity Secondary School Miriam Gillis, Headteacher Wismar Linden

Family Learning

8. Yvette Layne Regional Education Officer (Ag) Education Department Republic Avenue Region Ten (Linden) Phone: 444-4302/6139/4002 Fax: 444-6139

Appendix A3

GEAP – UK Study Visit

Programme Saturday 24th March 1600 Leave Georgetown - Flight BW 424 1705 Arrive Port of Spain (Barbados) 1925 Leave Port of Spain - Flight BW 900 Sunday 25th March 1010 Arrive London Heathrow Transfer to Reading Hotel

Hanover International Hotel & Club Pingewood Reading Berkshire RG30 3UN Phone: 0118 950 0885 Fax: 0118 939 1666

1700 Introductory meeting with QAA and CfBT 1930 Dinner Monday 26th March am School visits 1230 Lunch at CfBT 1330

Presentations by Roy Richardson, National Numeracy Strategy Deputy Director, and Steve Anwyll, National Literacy Strategy Director.

1800 Individual Discussions 1930 Dinner 2030 Individual Discussions Tuesday 27th March Transfer to Bristol Hotel

Jurys Bristol Hotel Prince Street Bristol BS1 4QF Phone: 0117 9230333 Fax: 0117 9007886

1045 Coffee, QAA Bristol Office 1100 Presentation: The UK Education System (Frank Courtney /

Bob Langton) 1230 Lunch 1400 Meeting with Bob Sommers and Eric Dolling, Secondary

Schools Headteachers (City of Bristol College, room 4W9) Wednesday 28th March 0930 Secondary School visits: Gordano School, Patchway School

and St Mary Redcliffe School 1400 School Development Planning workshop (Dr Bob Langton)

Thursday 29th March

Group 1

0945 Dr Michael Crossley, University of Bristol: Action Research 1230 Lunch 1400 Presentation: “Education Management in Local Education

Authorities” (Frank Courtney, Dr Bob Langton and Andrew Borthwick, Senior Consultant)

Group 2 0930 Visit to Culverhay School (Special focus on areas of interest) 1530 Depart from school Friday 30th March 0930 Presentation: “The Role of the Community in Schools”

(Andrew Borthwick) 1230 Lunch 1400 Workshop: International School Linking (Louise Counsell,

International Education Officer, Bath and North East Local Education Authority / Andrew Camp, International Co-ordinator, Culverhay School)

Monday 2nd April 0930 Visit to Primary Schools 1315 Return to Bristol 1500 Presentation: “Excellence in Cities”(Peter Scholey)

Tuesday 3rd April 0930 Action Planning Meeting 1215 Lunch 1315 Rod Young: Leadership Programme for Serving

Headteachers Wednesday 4th April 0930 Visit to Learning Partnership West 1030 Presentation: ”Technical and Vocational Education” (David

Hunt, Education Business Development Manager, LPW) 1215 Lunch 1400 Presentation: “Community Education”, Bob Woodward (at

Community Education Centre, Alexandra Park, Fishpond) Thursday 5th April 0930 Review of implementation in Guyana 1200 Lunch 1330 Meeting with David Mc Gregor, Bob Sommers and John

Barnbrook, Secondary Headteachers. 1930 Reception dinner Friday 6th April 0930 Final Review Meeting (Bob Langton, Frank Courtney) 1230 Lunch 1400 Transfer to London Hotel

The Hogarth Hogarth Road Kensington London SW5 0QQ Tel: 020 7370 6831 Fax: 020 7373 6179

Monday 9th April 12.15pm Leave London Heathrow – Flight BW 901 3.45pm Arrive Port of Spain 6.10pm Leave Port of Spain – Flight BW 431 7.30pm Arrive Georgetown

Appendix A4a

Wednesday 28th March 2001

Secondary School Visits - Programme

Visit to Gordano School (St Mary’s Road, Portishead, Bristol BS20 7QR

Phone: 01275 842606) Headteacher: Bob Sommers MA

Miriam Gillis, Amelia Newland, Rajpal Bhim,

Genevieve Whyte-Nedd, Cherrilene Baxter-Dennis

0815 Taxi(s) to collect from hotel

0925 Assemble in foyer – pupils helpers to bring to Head’s office

0930 Welcome by Headteacher – preliminary discussion about the school and school development planning

1000 Tour of the school with Sixth Formers

1100 Continuation of discussion re SDP, plus opportunity for questions, plus discussion of business and community links – Head’s office

1150 Discussion relation to IT with Dan Rogan (DPR’s office)

1220 Sandwich lunch in Head’s office

1245 Visit ends – Taxi(s) to collect visitors and drive back to QAA office

!!!!

Visit to St Mary Redcliffe and Temple CE School (Somerset Square, Bristol BS1 6RT,

Phone: 0117 3772100) Headteacher: Dr David Mc Gregor

Ena Gittens, Ruth Mentore, Ruth Jaundoo, Bashir Khan, Donna Chapman

0900 Meeting with Richard Badley, Deputy Headteacher: Development

Planning and Staff Development

1000 Meeting with Janet Hubble, Department Head Curriculum, and Anne Begg: Literacy, IT and Assessment

Tour of the school

Lunch

!!!!

Visit to Patchway High School (Hempton Lane, Almondsbury, South Gloucestershire BS34 4AJ,

Phone: 01454 862020) Headteacher: Mrs Brenda Spenceley

Yvette Phillips, Janice Gibson, Brijdanand Mahadeo, Gloria Britton, Yvette Layne

0815 Taxi(s) 1200 Taxi(s) to collect visitors from school and drive back to QAA office

for lunch

In case of emergency during the day, phone Emmanuelle or Frank at the office on 0117 909 66 77.

Appendix A4b

Thursday 29th March 2001

Visit to Culverhay School

Programme 0815 Taxis to collect from Hotel

0930 Welcome. Tea and Coffee. Context setting for the day

0950 Presentation: Education Management and the School Development Plan

(Andrew Camp)

1020 Presentation: Professional Development of Teachers at Culverhay, including Inset Days, Performance Management, Threshold, Target Setting, the SDP etc.

1050 Coffee break

1110 Personal reflection time and / or tour of the school with two students

1140 Presentation: Literacy, policy into practice – whole school initiative, delivery at cross-curricular level (Sarah Wallin, Literacy Co-ordinator)

1210 IT and the Curriculum: Hardware, software, maintenance, curriculum delivery, assessment, future trends (Colin Carle)

1310 Lunch

1425 Presentation: Business-School-Community Links

1455 Question / Answer feedback session

1530 Depart from school by taxi – back to hotel

Appendix A5

Thursday 29th March 2001

Some Elements for Research Planning

Dr Michael Crossley

• Identifying the problem / background information

• Identify working title

• Rationale: why is it important? - For the system as a whole (Guyana) - For the participants - For you, as leader / co-ordinator

• Aims: What are research aims? Action / Policy / Change [Empowerment] Vehicle for CPD

• Research questions + instruments etc.

• Methodology and methods – eclectic

• Research timetable: logistics including: - Target dates - Personnel. Who? When? - Sources of data: different types - Dates of visits - Resources implications

• Intervention(s)

• Reflection and dissemination

• Recommendations

• Ongoing: ACTION RESEARCH CYCLE In document: Selected research references

Appendix A6

Friday 30th March

The Role of the Community in Schools

Andrew Borthwick

GROUP ACTIVITY Participants: Cherrilene Baxter-Dennis, Ruth Jaundoo, Rajpal Bhim Question: What can I do to build up a good community relationship? Aim: Improving the relationship between the school and the community

• Know the community in which you work, i.e. visit the community and interface with community members

• Create links through moral talks, e.g. minister of religion, social worker, judge etc.

• Bartering: helping members / making contributions to the community through NGOs, e.g. sports gears

• Breaking barriers: social evening with parents, introduce subjects – music, arts and dances

• Funding: sharing cost of projects

• Inviting resource persons from the business community to talk about business entities; what is required for employment in different organisations

BUILDING COMMUNITY RELATIONSHIPS

LRC (LEARNING RESOURCE CENTRE) will be renamed CLRC (COMMUNITY LEARNING RESOURCE CENTRE). The television will be used to make the community aware of programmes. Call-in programmes can be planned and face the community meetings can be held. WORK STUDY – LINFEB (LINDEN FORUM FOR EDUCATION AND BUSINESS) was launched. Schools will have the Calendar of Activities well planned so that businesses will know in advance of places required and make them available. COMMUNITY SUPPORT TO EDUCATIONAL PROGRAMMES - Nurses / doctors can do specific topics on syllabus. These lectures will be put on video and kept for future usage. CAREER SEARCH DAY – Professionals from the community are invited to come in and interface with students. Community Outreach PROGRAMMES – Music group / band of school can be used to bring cheer to parts of the community, e.g.. hospitals. Home Economics students can share their knowledge on low cost meals. PARENTAL CLUBS – Parents will be educated about Stages of Development of the child. Encouraging volunteers to work with clubs e.g. home work clubs. SHARING FACILITIES OF THE SCHOOL WITH COMMUNITY – e.g.. for evening classes, courts for games. NB ground rules must be put in place.

TOPIC: SUGGESTED WAYS OF DEVELOPING A BETTER SCHOOL / BUSINESS COMMUNITY RELATIONSHIP Meeting between school and business in the Community: Invite:

• Written invitation to a meeting • Attending any NGO meeting to verbally invite • Visit with staff/pupils to personally invite

Meeting programme:

• Expectations of the business community of pupils - Behavioural - Educational - Physical - General

• Meeting should follow a workshop approach

• Teachers / parents / business community to work together to work out expectations

• Work on additional resource suggestion - Class visit – during school time - Group visit – during school time - Part of school programme

• There would be NO money involved

• Some difficulties identified and solutions suggested - Health and Safety - NIS

• Gains to both parties enhanced (school/business) - Publicity - Free service - Identify prospective employees - Feedback - Communication skills - Maths / business subjects - Personal skills

• Fixed programme to follow Bashir Khan, Bridjanand Mahadeo, Amellia Newland

HOW CAN THE ROLE OF THE SCHOOL AND THE COMMUNITY BE BROUGHT TOGETHER?

• Invite the business community as resource personnel, e.g.. in sports, music, wood work, classroom teaching, etc;

• Organise reach out activities, freely e.g. visit the hospital, old folk home, shut in, during Easter, Christmas etc. sing to them, present gifts, paint rooms;

• Special days for parenting funded by organisations e.g. UNICEF, using various ways to invite them, such as hand bills, flyers, posters at strategic points, have students and teachers wrap on doors;

• Teaching / learning situations at PTA meetings;

• Involve business community and parents in special projects, report progress, ask opinions, send thank you cards;

• Have open days inviting the business community and parents. Involve the media to highlight points and bring about awareness

• Invite parents to listen to children reading;

• Encourage students to share their knowledge with small businesses e.g. POB students can assist in accounting, Home Economics Students can design menu cards etc;

• Write letter to the editor of a newspaper asking that parents be thanked publicly after an activity;

• Student Enhancement Scheme using social clubs e.g. Lions, Football. These members adopt students to help them in their personal / academic development;

• Schools involved in street theatre – on market days e.g. dramatise the effects of AIDS / HIV;

• Face the community meetings through churches and other organisations.

Appendix A7

Monday 2nd April 2001 School Visits

1. Old Sodbury CE Primary School

Church Lane Old Sodbury South Gloucestershire BS17 6NB Phone: 01454 313682 Mr Chris Williams, Headteacher Visitors Bashir Khan Bridjanand Mahadeo Genevieve Whyte-Nedd Gloria Britton Ena Gittens

Taxi to collect from Jurys Hotel at 08.30am Taxi to collect from school at 02.00pm, back to QAA office.

2. Barrs Court Primary School St Stephen’s Drive Longwell Green South Gloucestershire BS15 7AA Phone: 01454 867799 Mrs Barbara Fox, Headteacher Visitors Ruth Jaundoo Donna Chapman Rajpal Bhim Janice Gibson Yvette Layne

3. Longwell Green Primary School Ellacombe Road Longwell Green South Gloucestershire BS15 6BA Phone: 01454 866460 Mr Andy Leggatt, Headteacher Visitors Cherrilene Baxter-Dennis Yvette Phillips Miriam Gillis Amelia Newland Ruth Mentore

Minibus to collect from Jurys Hotel at 08.30am Minibus to collect from schools at 02.00pm, back to QAA office

Appendix A8

Tuesday 3rd April 2001

Leadership Programme for Serving Headteachers

Framework for this Presentation

Rod Young Introduction

# Rod Young – LPSH Programme Director for SERCO QAA – a background in schools, LEAs and private sector. Main focus of work – team and leadership development in schools and colleges. LPSH trainer (plus FE equivalent);

# We are one of seven national organisations delivering the LPSH in England and the sole provider in Wales since late November 1998 and January 2001 respectively;

# Close relationship with DfEE in England and NATED in Wales; # Our tasks: quality in administration, selection, deployment and development of

trainers; # A maximum of 50 programmes in each year; # Each programme with 14 participants and two trainers; # A four day residential workshop and a follow-up day 9/12 months later;

The National Context

# Supporting better leadership in schools to raise standards and aspirations for all pupils;

# Identifying the crucial role of Heads in leading their schools; # Placing the future of professional development for school leaders within the

context of the National College for School Leadership. Introduction to the Programme

# LPSH is national programme available to experienced Headteachers in England and Wales;

# Is managed by the DfEE and NATED; # Involved partner organisations – the seven national LPSH providers, HayMcBer,

Business in the Community and the Open University; # Is structured to offer: # A four-day workshop, in a high quality location, away from the Head’s immediate

locality. Preparation of diagnostic data is required;

# The opportunity, after the workshop, to partner a senior business leader to explore generic leadership issues;

# The opportunity to participate in electronic conferencing; # A follow-up day, about one year earlier, which looks at progress towards targets.

The Benefits of the Programme

# In concept and design, the LPSH: - Is based on research by Hay McBer into effective school leadership and has been designed to meet the needs of experienced Headteachers fro all types of schools; - Is an opportunity for personal professional development which provides heads with insights into how their leadership can impact on a school and raises awareness about staff development; - Gives in-depth diagnoses and is values-driven;

# LPSH is proven to be successful: - Reference to the headline percentage findings from the external evaluation; - Personal feedback – quotations or case-study feedback.

# The number of Heads to date who have been through the programme – c 7000 (c 18000 to go!)

What the programme can feel like The “how” of headship Test of impact and influence – immediate with peers An individualised experience Development of a “learning set” – HT to HT Challenging and supportive What the programme looks like… LPSH SLIDE PRESENTATION

Characteristics of the Effective Facilitators for LPSH Programmes Competency

Superior Performance Low Performance

I. Motivation Enabling Motive Profile: balanced Ach, Aff, and Pow, emphasising Soc Pow. (If the facilitator is low on Aff he/she will have difficulty in working with others over 4 days) Occupation Preference: liking of group work

Concerned about what others are thinking; able to establish good relationships and friendships network Enjoys leading groups, working with people

Interested in results or influence and very frustrated when unable to change others’ behaviour; tends to avoid socialising, as “waste of time” Feels ill at ease in front of groups; dislikes “people work”.

II. Consulting Skills (ability to create an atmosphere of psychological safety)

Accurate Empathy: Social sensitivity Non-possessive Warmth: positive expectations of people Genuineness

Sensitivity to others’ concerns; appears sympathetic Feels warmth toward others; tends to believe the best of people and to have faith in their ability to solve their problems and improve Feels and appears relaxed and open with others

Insensitive; appears unsympathetic; handles people in a way that prevents productive relationships from developing; Tends to be critical and deprecating of others; doesn’t really have faith in others’ ability to solve their own problems without direct help; Feels and appears formal, rigid, controlling or uncomfortable with others

III. Diagnostic Skills Cognitive Flexibility: ability to draw conclusions from complex individual and school data, to make

Conceptualises; quickly sees meaningful patterns in data, and can state the most important problems

Does not see “big picture”; cannot organise data to state significant findings.

accurate diagnoses IV. Initiation Skills Presentation skills: enjoys making presentations to groups, presenting exercises and briefs in concise, interesting and informative manner Group Management Skills: ability to manage group dynamics Problem-solving, Goal Setting, Planning Skills: ability to (1) recommend and/or help individuals identify solutions to problems, (2) set goals, and (3) plan steps to improve school performance

Presents information in an interesting, persuasive way; enjoys making presentations; Knows what is going on in a group and has a sense of timing and the influence to lead group in task accomplishment. Actively motivates and otherwise helps individuals to take action; challenges where necessary

Not good at, and dislikes presentations (prefers informal chats); his/her group presentations are disorganised, rambling, dull. Appears awkward, not “with it” in group-leadership roles; gets overly involved in individual problems; tends to abdicate or lose control of group activities. Concentrates on analysis of the issues without progressing actions to resolve them.

Appendix A9

Questions to Secondary Headteachers, 5th April 2001 Do teachers write daily lesson plans? Is there a standardised format?

1

Is there a house system in your school? 0

Are competitions held among schools 0

What recommendations would you make for establishing an ICT lab? 9

Typical agenda for a parent-school meeting re school-community or business links?

3

How would you manage staff development if there was no funding for it? 4

Do technology teachers need more CPD than others? 3

Are Headteachers responsible for staff welfare? – If so, how do you fulfil it? 4

What exactly is done at school inset days? How do you plan for inset days? 5

What strategies do you use to motivate your staff? And to keep them motivated? 4

What happens when students fail to meet their targets?

Is your school linked to others internationally? What are the benefits? +2

Are you schools open to family learning? How do you monitor this use of your facilities?

2

What are specific duties of Heads of Department? Senior teachers? 0

What benefits are derived from performance management? Administratively? Other aspects of teachers’ roles?

1

What measures are in place to ensure teachers attend regularly and punctually? 0

Why are there problems with student attendance? [when not with staff!] 1

What are the main areas that OFSTED investigates? 2

How do schools try to enhance community relations? 1

What happens if an employer does not appropriately place a work experience student?

2

How do you deal with parent-child differences over work placements? 1

Appendix A10

GEAP Study Visit

Programme for Final Morning Friday 6th April 2001

1000 Presentations by Region 6 and Region 10 teams: Action Plans.

Comments and discussion

1030 Ministry of Education Action Plan including outline of timetable for action on return to Guyana

1050 Overview of Study Visit Programme

1100 Coffee

1115 Group Activity: What have been the main points of interest and learning during the visit?

1130 Plenary Session

1145 Evaluation of Visit

1215 Closing remarks Presentation of Certificates Photographs

Appendix A11

Friday 6th April 2001

Summary of Action Points

Ministry of Education – Action Plan

• Reporting to Schools’ System Management Committee by Assistant Chief Education Officer (Secondary) – 12th April;

• Reporting to Regional Education Officers – 18th –20th April [DCEO(D) + ACEO (S)];

• Reporting to Education Systems Committee – 24th April [DCEO (D) + ACEO (S)]; • Re-introduce Quarterly Meeting with GEAP counterparts, REDOs + Central Ministry – 31st May;

• Sharing with the National Reading Committee – 19th April [DCEO (D)]; • Sharing with Magnet Schools’ Co-ordinator, Counsellors, School Welfare Officers of the Department of Education (GT) by DECO – 27th April;

• Accelerate the implementation of Health and Family Life Education Programme by DCEO by the end of 2001;

• Attend Headteachers to give support to members of the Study Tour – Region 10, 26th April & Region 6, 27th April by DCEO and ACEO;

• Propose name changes from: 1. Learning Resource Centre to Community Learning Resource Centre 2. Workstudy Unit to Career Guidance Unit

Region 6 – Action Plan

1. Sharing information with other offices in the Department of Education (12th April 2001);

2. Infuse innovation with current reading programme (18th April 2001); 3. Encouraging the use of positive reinforcement i.e. teacher-teacher, teacher-pupil,

pupil-pupil (27th May 2001); 4. Reinforce existing school-business community links (27th May 2001) 5. Staff development session for middle-management (SMs, HODs), (4th – 8th June); 6. Orientation of newly appointed teachers at the sub-districts (3 sub-districts, 2 days

each) (8th to 9th June 2001) Region 10 – Action Plan

1. Officers’ Meeting 24th April 2001 2. Headteachers’ Meeting 26th April 2001

3. RDC meeting 30th April 2001 4. Exhibition of Materials May to July 2001 (ongoing) 5. Year Heads (reinforcing) Sept 2001

/ mentoring Skill for all teachers Areas of emphasis

1. Literacy Drive (ongoing) 2. Numeracy Drive (ongoing) 3. Continuing Professional Development with emphasis on ICT (ongoing) 4. Establish links with the Primary School -Transition Levels 5,6 (ongoing) 5. Review Resource Centre Programmes and Personnel – May 2001 6. Regularise Subject Co-ordinator System – September 2001 7. Build Directory of “Resource Persons / Experts” (ongoing) 8. Enhanced, Learner Friendly – Display of students efforts (ongoing) 9. Encouraging Work Logs (ongoing) 10. Peer Counselling Training (ongoing) 11. Have in a place Computer Technician – May 2001 (ongoing)

Appendix A12

Key Learning and Development Points

Friday 6th April 2001

• Teaching strategies (e.g. numeracy strategy, time management etc, orderliness etc.)

• Positive motivation…praise. Reinforcement (teachers & students)

• Meaningful use of available space – e.g. displays

• How informed the children were (tour guides, courteous) and teachers

• Target setting and monitoring (students, teachers, schools)

• Role of the community in schools

• Family learning concept

• Reinforcing moral aspects through teaching

• Guidance shop

• Leadership training concept…sharing with non-educational leaders

• Use of ICT equipment (For ICT & cross-curricular)

• Integration of arts subjects

• Excellence in Cities $ “Excellence in Regions”

• Use of teacher aids and display of student work

• Interface with Secondary Headteachers: especially rich experience

Appendix A13

This is to certify that

…………………………………………… from -------------------------------------------------------------

successfully attended a study visit to the United Kingdom (Details are given overleaf).

The visit was based in Reading and Bristol, arranged in

association with CfBT.

from Sunday 25th March to Friday 6th April 2001

(A further certificate will be issued on successful completion of the Action Research Project planned during the visit.) Frank Courtney Dr Bob Langton Head of International Operations Senior Consultant

[included on rear of certificate] The Study Visit included:

• meetings and workshops with Headteachers and education officers;

• visits to primary and secondary schools;

• visits and discussions concerning education-business links;

• presentations on national numeracy and literacy strategies;

• a seminar on international school linking;

• workshops on community-education links.

Appendix 14

GEAP – UK Study Visit Sunday 25th March – Friday 6th April 2001

Participant Evaluation Questionnaire

- Summary of Responses -

[The numbers indicate the total of responses for each category] Please answer all questions. If you have any additional comments, we would find that very helpful. The return is anonymous. Specific Activities Presentation Relevance to you Good Poor Good Poor

1. Session on Literacy (Reading)

Did you find this session… 14 1 13 1 1

2. Session on Numeracy (Reading) 12 3 10 4 1

3. First meeting with Secondary

Headteachers (Bristol) 15 12 1

4. Secondary School Visits

(Wednesday 28th March) 15 13 1 1

5. School Development Planning

workshop 12 3 8 5

6 6

6 3

6. EITHER Workshop on Action planning OR Session on Education Management in Local Authorities OR Visit to Culverhay

9

8

7. Session on role of community in

schools 15 13 2

8. Workshop on International

School Linking 12 3 11 4

9. Visits to Primary Schools

8 5 7 2

10. “Excellence in Cities”

presentation 13 2 8 3 2

11. LPSH Presentation

9 6 6 6 1

12. Learning Partnership West (Connexions) visit and workshop

13 2 8 5

13. Community Education Visit

and Workshop 13 2 10 4

14. Second Meeting with

Secondary Headteachers 12 3 8 5

General Support 15. Flexible 14

1

Did you feel the visit organisers were sufficiently flexible in responding to your needs? (Please tick one box)

Not very flexible

16. Did you feel you had sufficient access to the visit organisers? Good access 14

1

Poor access

Logistic and Accommodation Arrangements 17. Please tick one box in each row:

Good Bad Arrival arrangements in London

13 1

Hotel in Reading

15

Transfer Reading to Bristol

12 3

Hotel in Bristol 14 1

Bristol lunch arrangements

10 5

Bristol local travel arrangements

14

Bristol meeting room arrangements 14

Do you have any other comments?

Appendix A15

GUYANA STUDY VISIT: PARTICIPANT EVALUATIONS Sunday 25th March – Friday 6th April 2001

The following comments were received in the anonymous evaluation forms. They have been reproduced unedited: each comment is from one of the fifteen education officers and Headteachers “I am particularly impressed with the general effort at all levels to enhance teaching and learning in this country (the UK). Everyone seems to be a committed professional individual with one main focus: student achievement in an all-round context. Much thought was put into the planning of this programme and so time was meaningfully used and valuable reinforcement given. The facilitators – Frank and Bob – gave us a meaningful lesson in mentoring. We will remain grateful”. “`Thanks to our organisers Bob and Frank for making our stay here so meaningful. I can assure you that I have learnt much through this exposure and I plan to try as many innovations as possible. I look forward to future study tours.” “Thank Bob and Frank for being good facilitators of this Study Tour.” “This workshop / visit / study tour has been particularly good for me. I have had the misfortune of working with persons who care nothing about the professional development of self and others. This has been a “shot in the arm”, a definite boost to morale and encouragement to work hard at whatever the targets may be.” “The programme was intense, relevant and meaningful. My exposure on this study tour has opened my horizons toward improving my professional attitude to education and the need to impart my experiences to my colleagues. Special thanks are extended to Bob and Frank and the other resource educators.” “This study tour was generally useful as one was given an insight into the education system in the UK. The experiences can be used to strengthen those programmes/ideas/policies we have in place and to introduce new initiatives that can enhance teaching/learning in the Guyana. The tour will enable me to successfully complete the research. Even though anonymous, I would like to express thanks to GEAP and the Guyana Government for affording me this opportunity, to our many facilitators, especially Frank and Bob and the office staff at QAA for ensuring all arrangements for our comfort were in place. Thanks to you all and may God bless you!”

“This was my first visit to the UK. Exposure to the education system within the two-week period was enlightening, inspiring and encouraging. There are some concepts I can now apply almost immediately. I have found some solutions. I have some new ideas for professional development. I am now able to stay clear of some mistakes that were already made, and try innovations that were successful. Special commendation to the facilitators Frank Courtney, Bob Langton and support staff for careful planning and hard work. This was a truly rich experience.” “The praise factor needs to be implemented at all levels in the education sector – Ministry / Regional / Headteacher / SMT / Teachers / Pupils. Programmes cost money. Greater allocation to schools must be addressed. Greater flexibility needed in management of schools. Study tour was well organised. Excellent time management.” “Lunch in QAA: dishes with meat should have been placed in different containers, e.g. chicken in one container, and pork (so labelled) in another. The sessions were sometimes too taxing”. “I have learnt so much on the professional side that I am sure it will make me a better administrator. The incidental learning was so much that my vision has expanded. I have also gained a few lifelong friends. The hospitality of QAA staff and the two facilitators Bob and Frank was incomparable.” “This study tour was timely and very educative. It was well-organised and executed. Participants were high in praise for firstly the hospitality of all the organisers, especially Bob and Frank (QAA). They were eager to pass on all information necessary to make our tour a great success. Sessions were informative in that persons felt free to communicate. I do hope that there will be a follow-up to such an activity at another location or in another environment where we can be exposed to another environment to make comparisons.” “The variety for breakfast at Hanover Hotel in Reading was better than at the Jurys Hotel in Bristol, e.g. persons not eating pork had to eat egg or cheese each morning. Frank Courtney and Bob Langton did their best to ensure that our stay in the United Kingdom was worthwhile. As an individual, I have benefited tremendously from this exercise. The objectives of this study tour have been met. A special thanks for you Frank and Bob. Emmanuelle did a fine job in making sure our lunch was ready on time at the QAA office. Lunch here was the best as compared with what we got at the other venues.”

“I am very impressed and pleased with the way in which this study tour was conducted. Many doubts were cleared up in my mind and questions were answered. Frank and Bob were the very best organisers and I have gained immensely from this whole experience.” “I wish to express sincere thanks to the organisers of this study tour for affording me the opportunity of being a participant. It was well-planned and I appreciate the time and effort that was put into it and also the thoughts. I wish it can be continuous so that more of my colleagues can benefit from such an opportunity. I wish to express my thanks to all Headteachers, teachers, senior teachers and students who helped to make this programme the success it was. Finally, thanks to you both Bob and Frank for all that you have done for us to make our stay the memorable one it was. Thanks to QAA and all others. God bless.”