regional forum on national education stakeholders...

CARIBBEAN

RREEPPOORRTT

REGIONAL FORUM ON NATIONAL EDUCATION STAKEHOLDERS

CONSULTATIONS

SEPTEMBER 7-10, 2003 BELIZE CITY, BELIZE

Contents FOREWORD………………………………………………..………………………………….. DAY 1 – Sunday September 7, 2003…………………………………………….…………

Welcome Sharing the Consultative Experience

Presentations by Belize and Trinidad and Tobago Where are we on EFA Planning?

Reports from participating countries DAY 2 – Monday, September 8, 2003………………………………………………..……

Opening Ceremony Planning stakeholder consultations to meet EFA Goals

Goals/Purpose and Objectives Workshop methodology Participant introductions The consultative process

Defining consultation The mind map

Identifying objectives of the consultative process Identifying and selecting participants for the consultative process Available roles for the role play Considerations in organising a consultation (Group exercises) Homework

DAY 3 – Tuesday, September 9, 2003……………………………………….………....…

Reports from Homework Group 1 report Group 2 report Group 3 report Group 4 report

Costing the National Forum Consultations Designing a proposal for an EFA consultation

DAY 4 – Wednesday, September 10, 2003…………..………………………….…..……

Closing Ceremony Evaluation

APPENDICES………………………………………………..…………………………………

Appendix 1: Presentation - Permanent Secretary, Trinidad and Tobago Appendix 2 Opening Address - Hon. Prime Minister, Belize Appendix 3: Opening Remarks - Director, UNESCO Office for the Caribbean Appendix 4: Remarks - Secretary-General, National Commission for UNESCO Appendix 5: Group proposals for national consultations

Proposal 1 (Trinidad and Tobago, The Bahamas, Cayman Islands, Suriname) Proposal 2 (Guyana, Netherlands Antilles)Proposal 3 (Belize) Proposal 4 (OECS countries)

Appendix 6: List of participants

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6 7 9

11 12 13 14 18

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19 22 24 26 28 28

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33 33 44 41 39 46 46 49 52 54 56

REPORT ON THE CARIBBEAN FORUM ON NATIONAL EDUCATION STAKEHOLDERS CONSULTATIONSSeptember 2003

Foreword UNESCO, through its Office for the Caribbean, is supporting Education Ministries in the region to ensure that the global commitment to Education For All (EFA) is integrated into existing national development plans and frameworks. The activities undertaken this year, aim at supporting the identification of education priorities at country level. They are focused on promoting informed decision-making, credible action planning, and effective monitoring of education systems for sustainable development. As part of this programme, the UNESCO Caribbean Office hosted a Regional Forum (September 7-10, 2003 in Belize). This Forum, funded through Nordic Funds-in-Trust, targeted high-level education decision makers and aimed at discussing the need for wide stakeholder participation in education planning processes, the necessary steps for the preparation and organisation of national consultations and the expected results and follow-up measures. Chief Education Officers and Senior Education Officials representing Anguilla, Antigua and Barbuda, The Bahamas, Belize, Cayman Islands, Dominica, Grenada, Guyana, Netherlands Antilles, St. Kitts and Nevis, St. Lucia, St. Vincent and the Grenadines, Suriname and Trinidad and Tobago participated in this meeting (see p.56). The meeting was facilitated by the education team of the UNESCO Caribbean Office led by Ms. Sabine Detzel, the Education Programme Specialist, assisted by Ms. Soyini Barrington, Education Project Officer and Dr. Nancy George, a UNESCO consultant. An innovative, participatory approach called Visualisation in Participatory Programmes (VIPP), developed in the mid-1990s by UNICEF in Bangladesh, was the methodology used to conduct sessions (see p.6). As a result, this report is different from traditional report models and reflective of activities undertaken at the meeting. It includes actual unedited output of sessions (see p.14-17), group reports (see p.19-27) and group proposals for stakeholder consultations prepared by participants at the meeting (Appendix 5, p.46-55). As follow-up to the workshop, countries will revise and refine their proposals, which are eligible for UNESCO support. As a second tangible result, a guide for the preparation of national consultations, enriched by the Forum’s discussions, will be published and widely distributed. UNESCO remains fully committed to supporting education in the region and assisting Member States to achieve the Dakar and the Millennium Development Goals. We are pleased to share this report with the participants of the meeting, the countries that were unable to attend, the UNESCO National Commissions and other interested parties. Any comments are welcome.

Hélène-Marie Gosselin Director

UNESCO Office for the Caribbean

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DAY 1 Sunday, September 7, 2003 Welcome Hélène-Marie Gosselin Director, UNESCO Office for the Caribbean Reports: Sharing the consultative experience

Belize •

•

Ernest Raymond Director Planning, Projects and Performance Management Ministry of Education Trinidad and Tobago1 Victoria Mendez-Charles Permanent Secretary Ministry of Planning and Development

Where are we on EFA planning?

•

Participating countries2

1 Address appears in Appendix 1 2 List of Participants appears in Appendix 6

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DAY 2 Monday, September 8, 2003 Opening Ceremony Hon. Said Musa3 Prime Minister, Belize

Hélène-Marie Gosselin4 Director, UNESCO Office for the Caribbean

3 Opening Address appears in Appendix 2 4 Opening Remarks appear in Appendix 3

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Mr. Alan Genitty5 Secretary-General, Belize National Commission for UNESCO

5 Opening Remarks appear in Appendix 4

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Planning Stakeholder Consultations to Meet EFA Goals Goal/Purpose Participants will increase their knowledge and skills in using the consultative process to strengthen their national support for achieving EFA Goals

Forum Objectives By the end of the Forum, participants will be able to:

Set realistic objectives for a consultation Identify relevant stakeholders to participate in a consultation Plan stages in a consultative process Organise consultation activities to reach objectives Develop a consultation plan for at least four countries

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Workshop methodology Visualisation in Participatory Programmes (VIPP) Card-writing rules One idea per card Write only three lines per card Write in key words not sentences Use large letters upper and lower case Write legibly using the broad side of the marker Follow the colour code of the exercise Rules of involvement Every participant is a resource person Everyone helps everyone Every idea counts Yellow card use Everyone has a yellow card Use yellow card to stop people talking too long Hold card up when discussion is going on too long Three yellow cards = speaker stops talking Three yellow cards = discussion is over Three yellow cards = debate will not be solved here Conflicts posted and addressed under lightning sign Questions posted under question mark

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Participant Introductions Workshop expectations Choose a partner you don’t know well Interview that person: (5 minutes)

o Describe a consultation in which s/he was involved o What was greatest benefit from that experience? o What was greatest challenge of experience? o What does s/he expect from this forum?

Best hope Worst fear

Using flip chart paper draw partner’s hopes and fears about the forum (5 minutes) Label the picture/graphic Introduce your partner to the group (3 minutes)

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The consultative process: defining consultation What is consultation? The mind map On paper posted on wall write an element that is part of the national consultative process Draw a line to link the element to the process itself or to another item listed Return to the wall as many times as you want to make links or identify additional elements

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Communication Who presents? Adversaries Divergent views Partners consensus International and Information local context time frame willingness Buy in

Ownership constructive criticism students learning Advertise organising unit issues& concerns listening sharing full participation praise & recognition Publicity venue leadership iterative all political parties commitment respect general support statistical & research documentation information acknowledgement planning constraints need structured

Elements of National consultation

vision listening resources private sector minimum/no politicising policy level mission feedback $$ budget ownership of process grassroots level values partnership

gov’t sanction implementation initiative RO discussion feedback dissemination

goals churches give & take community political parties public/community awareness

stakeholders private sector government teachers unions inspectorate school boards parent associations monitoring objectives evaluation private schools target indicators Mind Map


Identifying objectives of the consultative process (40 minutes) Work in groups of 4-5 Identify 3 goals of national education stakeholder consultations Write each goal on a different colour circle & post Identify 2-3 objectives for each goal [blue card] Identify risks (pink) and benefits (green) of objectives Post on wall Present to revolving plenary (5 minutes) E.G. Goal: To build linkages with national groups Objective: Get employer groups more interested in educational planning Benefit: Strengthen support for educational plan Risk: Costly $$ Objective: Get teacher groups committed to improved quality in classrooms Benefit: Build commitment to activities/actions Risk: Time consuming Revolving plenary Participants move to each group’s wall area for presentation

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Identifying and selecting participants for the consultative process Who to invite? Role Play: Each participant will receive a description of a role to play in a mock national consultation The participant identified as the Chief Education Officer will convene the consultation, identifying the various representative groups to be included in the consultation The goal is to get all of the participants included in the “consultation”6 Considerations in organising a consultation In debriefing the Role Play exercise, the following organisational considerations emerged:

preliminary planning, circulating background information necessary for the consultation

organising the Agenda

planning order of speakers

political considerations in organisation

timing and duration of consultation

6 NOTE: The Chief Education Officer not only got all of the participants included, he identified some persons (e.g. Head of the National Youth Council, Head of the NGO Council) for whom roles had not been assigned. The group agreed that the only persons to be excluded from this initial consultation were the representatives of the donor/international funding agencies.

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Available roles for Role Play Observer – national level role play Observe and record interactions between and among “representatives” included in consultation: Who are they? What are their concerns? How are they included in the discussions? Chief Education Officer Technical Services Director Budget Officer Planning & Development Director President of the National Association of Book Publishers Ministry of Finance Budget Officer responsible for Education Ministry of Planning Officer responsible for Education projects President, National Computing Society Community College President University President

Dean Faculty of Education in University President, National Teachers’ Association President, National Union of Students President, National Employers’ Federation President, National Press Association Education Project Officer UNESCO Education Project Officer CDB Education Project Officer World Bank Education Project Officer European Union Education Project Officer OECS Shadow Cabinet Education Minister Minister of Education

The CEO called on a number of national representatives for which no roles had been prepared e.g. Head of the National Council of Churches, Head of the Police. However, despite the fact that the “consultation” required more participants than there were in the workshop, the exercise produced some valuable learning about the identification/invitation of participants in consultation planning.

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Considerations in organising a consultation Why consult? Divide into groups of 4-5 Identify 3 Goals of national education stakeholder consultations Write each Goal on a different colour large circle and post on the wall in your workspace Identify 2-3 Objectives for each Goal (blue cards) and post on the wall Identify Risks (pink) and Benefits (green) for each objective 40 minutes Present to plenary 5 minutes The plenary will be roving i.e. it will travel to each group’s work area for the presentations. E.G. Goal: To build linkages with national groups Objective 1: Get employer groups more interested in educational planning Objective 2: Get teacher groups committed to improved quality in the classroom Benefits: Build commitment to activities/actions Strengthen support for education plan Risks: Costly Time consuming

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GROUP1 Objective To share information with all stakeholders To obtain feedback from all stakeholders Benefits: Increased understanding of educational issues Helpful feedback

Goal 1 To sensitise and raise awareness on education issues

Risks: Limited resources Potential political interference Objectives To facilitate the identification of roles for key players To identify potential financial resources for specific activities Benefits: Increased relevance of curriculum Greater participation of stakeholders

Goal 2 To garner support, investment & commitment from stakeholders for education development Risks:

Time consuming – inadequate time Overburdened small private sector Objectives To identify relevant cost-effective strategies in teacher education To minimise resistance to change Benefits Ease of implementation of reforms Introduction of innovations in educational reforms Improved quality

Goal 3 To arrive at consensus on issues related to educational reform

Risks Sustainability Insufficient support

GROUP 2 Objectives Identify key stakeholders and innovative ideas Benefits Innovative ideas & ways of doing things

Goal 1 Gain different perspectives Risks

Too many cooks spoil the pot/broth Objective Provide opportunities for participating in decision-making Benefits Willingness to support Wider pool of expertise

Goal 2 Promote ownership of the initiative Risks

Difficult to arrive at agreement Time constraints

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Objectives Identify complementarities with “win-win” situations Benefits Increased human resources Risks Special interest groups may further their own agendas Objective Forge a culture of shared responsibility Benefits Additional financial commitments

Goal 3 Access human and financial resources

Risks Not enough resources available

GROUP 3 Objectives Identify strengths and weaknesses To enhance collaboration Benefits Maximum ownership Resource support

Goal 1 To obtain stakeholder input

Risks Unwillingness to participate Unresolved differences Objectives To identify targets and indicators To determine time frame To project costing of activities Benefits Useable documentation Clear roles and responsibilities

Goal 2 To produce framework for action

Risks Over-ambitious plan Resource constraints Objectives To identify vision and mission To formulate strategies Benefits Improve efficiency & effectiveness Quality output

Goal 3 To reform the education system

Risks Resistance to change (Un)sustainability

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GROUP 4

Objective Active participation of all stakeholders Benefits: Ownership Team building Risks: Time constraints $$ Objective Resolve conflicts Benefits Agreement harmony peace More effective implementation

Goal 1 To arrive at consensus

Risks Lose focus Time consuming Objective Share information Benefits: New ideas Clarifying – better understanding Objective Stakeholder commitment Benefits Mobilisation of resources Advocacy

Goal 2 Mobilise public support

Risks Hidden agendas Unwillingness to change Objective Development of relevant curriculum Benefits Social skills Employment opportunities Risks Lack of resources Lack of expertise Objective Identifying relevant teaching materials Benefits Academic achievement Teachers’ satisfaction

Goal 3 Improve conditions in education system

Risks $, €

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Homework Remain in groups assigned in afternoon Select one national consultation to plan for tomorrow Review objectives Agree on outcome(s) desired Plan who to invite Identify considerations/questions for consultation Identify activities preceding consultation Develop time line for activities leading to consultation Present tomorrow morning to plenary (10 minutes)

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DAY 3 Tuesday, September 9, 2003 Reports from Homework

GROUP 1 REPORT Goal: To arrive at consensus on issues related to education reform Objective To develop relevant and cost effective strategies in teacher education Outcomes Stakeholder participation Increased awareness of issues Agreement to proposal Union support for changes in teacher professional development Shared commitment Increased level of teacher-trainee participation in decision-making More student/learner participation Increased involvement/utilisation of community resources Utilisation of culturally relevant teaching resources Utilisation of cost effective modes of professional development for teachers Long-term outcomes

• Revised course outlines & teaching/learning strategies • Improved classroom pedagogical skills • Improved classroom management • Cadre of master teacher trainers • Improved learner achievement • Increased child-friendly classrooms • Enhanced quality of education

National Consultation Questions

1. Who will coordinate this activity? 2. Who are the key players? Who will do what? 3. How much will it cost? 4. What human resources will be required? 5. What are the methods of consultation to be used? 6. Venues to be considered? 7. Time frame to be considered? 8. Expectations – what are the expected outcomes? 9. What are the sources of funding? 10. Who are the key stakeholders to be involved?

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11. How will the process be • Monitored and evaluated • Reported and disseminated • Publicised (in preparation) PR/Marketing

Planning activities

• SWOT analysis/situation analysis • Pre-consultation paper based on prior research • Identifying themes for meetings • Venues • Identify roles and responsibilities • Public relations • Prepare budget • Confirm funding sources • Establish system of financial reporting • Source A/V materials and equipment • Management team (Secretariat)

Who to invite? 1. First level

MOE • Minister • PS • CEO • HRD Officer • Inspectorate • Financial Officer • Planning Officer • DCEO • District Education Officers • Teacher Education Faculty/Division

- Dean - Faculty - Student Representatives

2. Second level

Representatives of key stakeholders • University/college • Union of teachers • Principals’ Association • National Youth Council

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3. Third level All others and general body of Associations Level 2

• Union • PTA • Media • National Youth Council • Student Boards and Councils • Teachers & Principals • Private sector (+ specialised business representatives)

Activity

1. Preparation of information on status of teacher education 2. Dissemination of info & feedback 3. In house meetings MOE

Preliminary introduction (Level 1) Workshop on plans

4. Preparation of consultation documents 5. Circulation to key stakeholders (Level 2) 6. Public relations – media – interviews, conference 7. Feedback from #5 8. Consultation (Level 2 stakeholders) 9. Documentation and dissemination to Level 3 Consultation

10. Consultation (Level 3) 11. Final documentation for implementation

Time Frame 2 weeks 2 months 1 day 1 day 2 weeks 1 week timely – press release with #5 2 weeks – 1 month 1 day 1 month #6 ongoing 1 day

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GROUP 2 REPORT Goal: National Consultation for the Development of the Core Curriculum for Secondary Schools Objectives

1. Gain different perspectives 2. Promote ownership of the initiative 3. Access human and financial resources 4. Ensure that the curriculum adequately prepares students for life and work in the modern

world Outcomes

1. Spirit of shared responsibility 2. Partnership 3. Relevant effective and high quality curriculum 4. Pool of stakeholders with curriculum expertise

Activities

1. Meetings with internal officers of MOE regarding need for revision 2. Establish an Executing Unit (officers of MOE) 3. Solicit views of special interest groups (questionnaires, interviews, meetings) 4. Conduct research/survey of existing practices in other countries 5. Prepare background/information/position paper with rationale 6. Prepare costing schedule 7. Hold town meetings to sensitise public 8. Acquire services of consultant to manage the Curriculum Development/Reform process 9. Develop Terms of Reference 10. Invite with approval from MOE representatives of special interest groups to participate in

Forum Time Lines Activities

1 & 2 3 4/5 6 7 8/9 10

Period 1 week 1 month 1 month 1 week 1 month 2 weeks 2 weeks

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Considerations/Questions

1. Is there a need for the initiative? 2. Capacity to undertake reform • Expertise • Finances • Time • Technical support 3. Roles & responsibilities/contributions of participants 4. Support/commitment of stakeholders 5.

Who to Invite 1. Ministry personnel/management

• Curriculum Officers • Examinations Officers

2. Union Representatives 3. PTAs (parents) 4. School Boards 5. NGOs/Other Ministries 6. Chamber of Commerce 7. Students/Teachers/Principals 8. Religious bodies 9. Tertiary institutions/Teachers’ Colleges/Schools of Education 10. Employer associations 11. Independent schools 12. Education Councils & Committees 13. Media

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GROUP 3 REPORT Goal: To produce framework for action Objectives: To identify targets & indicators To determine time frame To project cost of activities Benefits: Useable documentation Clear roles and responsibilities Risks: Resource constraints Overly ambitious plan Outcomes • Elements of plan identified • Policies enunciated • Assumptions for targets agreed • Monitoring and evaluation mechanisms in place • Resource requirements and source identified Considerations/questions Stakeholder meaningful involvement Political will Financial support/other support Accepting change/promoting Time Lines Activities prior to consultation 1. Situation analysis 2. Solicit Ministry/Gov’t. support 3. Request for funding 4. Establish planning committee - determine participants - facilitators - determine logistics

- publicity - sensitisation of stakeholders in the districts - invitations: district

national

Time line by November 15/03 December 30/03 January 31/04 January 31/04 February 28/04 February 28/04 ongoing January 31/04 April/04

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Who will participate? University/college reps Government Ministries (Finance/Human Development/Education/Planning) Advisory Boards NGOs (children/social sector) Media Houses Private Sector Organisation Employers Teachers’ Unions Student organisation Parent Association Religious groups Service clubs Managing authorities of schools

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GROUP 4 REPORT Goal: Improving conditions in the education system Objective: To develop relevant curriculum Level 1: Internal consultation Outcomes: 1. Capacity-building 2. Review of policy 3. Plan for revised curriculum Questions Capacity-building questions

1. What kind of expertise do we need to start the process? 2. How can we obtain the persons to help us develop the capacity? 3. What is the time we need?

Review of policy questions

1. What are the areas of change with respect to the curriculum? 2. What are the factors that impact the curriculum?

Plan for revised curriculum questions

1. Who are the persons to be involved in the revised plan? 2. What are the areas we need to revise? 3. How many levels of consultation? 4. What expertise and training is required? 5. Identify relevant resources

Who to invite? Curriculum officers Education Planner Education Officers Examination and measurement & testing officers Guidance & counselling officer Permanent Secretary Teachers’ College personnel Chief Education Officer Financial Analyst IT Officer Activities Prepare policy document, curriculum document, etc.

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Proposed plan for consultation (venue, budget, etc.) Identify resource persons Brief Minister Distribute documents, invitations Communications plan Time line Wk 1: Compile documents Communications plan Looking for resource persons Budget Wk 2: Make proposed plan Look at models from other countries Brief Minister Send invitation letter & other documents Wk 3: Finalising Agenda Wk 4: Send Agenda and updates Wk 5: Lobbying Wk 6: Consultation

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Costing the National Forum Consultations (visualised lecture by facilitator) Terms of reference Objectives To establish a standing EFA National Forum To provide representative feedback on Ministry’s EFA plans To provide cross-sectional input/ideas for Ministry’s EFA plans Planning questions Who to invite? What will members need to know? How long is each consultation? What will members be expected to provide? How often will they meet? What is the lifespan of the Forum? How will the Ministry & the members stay in touch? What will members be expected to do between meetings? What will they be expected to do after each meeting? How will results be evaluated/monitored? Will Forum members be paid an honorarium? Expenses? Each of these issues has a monetary cost that needs to be considered in original planning. Designing a proposal for an EFA consultation (country/interest groups) Using the information provided in the Forum, select an area in which your country/group of countries is interested in planning a National Consultation with Education Stakeholders. Draft the plan addressing all issues discussed in the workshop and present the draft proposal on Wednesday morning.7

7 The draft proposals are appended to the report (Appendix 5). These are not necessarily the proposals that will be finally submitted for UNESCO funding. A time frame of early October 2003 was proposed for finalising the proposals and re-submitting them to UNESCO.

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DAY 4 Wednesday, September 10, 2003 Closing and Presentation of Certificates

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EVALUATION REPORT NATIONAL EDUCATION CONSULTATIVE PROCESS N= 19

Participants ranked each of the following statements by ticking one of: Strongly Agree (SA), Agree (A), Undecided (U), Disagree (D) or Strongly Disagree (SD).

Statement SA A U D SD

1. The workshop addressed issues in which I was interested.

13 6

2. The documents provided prior to the workshop were useful. (1 no response)

2 16

3. The workshop provided information that I found useful for organising consultations.

11 8

4. I plan to use what I learned in the workshop in the coming year.

10 9

5. The sessions were the right length. (2 no response) 3 9 2 3 6. The sessions were interesting. 9 10 7. The sessions were enjoyable. (2 no response) 10 7 8. There was sufficient attention paid to my questions

and concerns. (1 no response) 5 11 1 1

9. I had my questions related to the consultative process answered. (1 no response)

6 12

10. The facilitator was able to adapt the structure of the workshop to meet participants’ needs. (1 no response)

9 7 2

11. The workshop format was helpful for me. (1 no response)

9 8 1

12. There were sufficient resources to accommodate all participants.

11 8

13. The accommodation was suitable. 11 8 14. The lunches/refreshments were satisfactory 12 7 15. I enjoyed the workshop. 14 5 16. I learned something new in the workshop. 16 3

The workshop was (check one) Too long _0__ Too short __7__ The right length __12__

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Ten (10) respondents completed Section C: “I would like a further information/assistance on the consultative process focusing on:” Their responses were as follows: Using collected data 2 Situational analysis 1 Project proposal writing 4 Kinds of results one can realistically expect from a consultation 1 What happens after the consultation 1 Costing the consultative process 2 10 years basic education (compulsory) 1 Funding 1 Additional comments invited in Section D of the evaluation form elicited responses from 10 respondents (52.6% of respondents). Their comments/questions are listed below: The method of delivery was extremely useful and involved all the participants. Visualisation in Participatory Programming is a new interesting area. What about how you deal with conflicting issues in the responses? Very participatory and innovative workshop. Strategies will be used by participate in conducting sessions and workshops Did not receive a package prior to workshop (note: did not respond to item 2) UNESCO should prepare background papers (harmonised) with regard to issues related to the Dakar Goals such as: teacher training/quality of education/10 year compulsory basic education, etc. UNESCO should outline the basic requirements needed in a proposal for funding (specific requirements) A determined group of people who interacted well. Facilitator was flexible and made all comfortable What are UNESCO’s guidelines for applying for agency funding? Session run too late The atmosphere was conducive to sharing/learning – the participants were the correct level – congrats to the facilitator/Belize & UNESCO

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Observations on the results of the evaluation (Workshop Facilitator) The evaluation reflected an extremely positive response from the participants. For nine of the 16 positive statements in Section A (56.3%), all respondents strongly agreed or agreed. For another two statements 18 of the 19 respondents strongly agreed or agreed; for another two statements 17 of the 19 respondents strongly agreed or agreed, and for another two statements 16 of the 19 respondents strongly agreed or agreed. With the exception of #5 in the A section of the form (The sessions were the right length), the participants were overwhelmingly positive about every other statement. Only 15.3% strongly agreed and 47.4% agreed (total 62.7%) that the sessions were the right length. This response is 21.5% lower than the two nearest statements that elicited only 84.2% positive responses.8 The Agenda was extremely packed; therefore, it is understandable that more than one-third of the participants had doubts about whether the sessions were the right length. In actual point of fact, one session “Using the results of the consultation” had to be removed from the Agenda altogether, and another topic, “Considerations in organising a consultation” had to be incorporated into the Homework activity because of the pressures of time. Although participants stayed focused and the work was accomplished in the long run, it was an extremely tight programme. The demands of the programme were reflected in the respondents’ evaluations. The comments documented on 52.6% (10) of the participants’ forms show that even at the end of the Forum a few questions remained unanswered. The only one that recurred (twice) was the need to know how to write a proposal for UNESCO funding. Overall, the evaluation reflects very positive perceptions of the Forum.

8 Three respondents were uncertain (1) disagreed (1) or did not respond to Statement #8. Two respondents were undecided and one did not reply to #10.

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Appendices Appendix 1

Presentation by Ms. Victoria Mendez-Charles Permanent Secretary, Ministry of Planning and Development, Trinidad & Tobago September 7, 2003 Madam Chairperson, participants, distinguished ladies and gentlemen, it is a privilege for me to address you this evening at this Regional Forum for Senior Education Managers to initiate the process of planning for national consultations on education in your respective countries. I would like to congratulate UNESCO on this important initiative. Permit me to extend my sincere appreciation to the Government and people of Belize for their hospitality and the excellent arrangements for the meeting. Ladies and gentlemen, statistics reveal that nearly one seventh of the world’s population or approximately 861 million people – cannot read or write. Moreover, functional illiteracy affects as many as one quarter of the world’s more affluent countries. This points to the global imperative for the increased provision in education. It signals the need for more and better educational facilities. It highlights the requirement as well, for the establishment of more efficient systems to combat these pervasive and persistent levels of illiteracy. This assumes even more significance with the knowledge that illiteracy is a key contributor to the high incidence of global poverty. The promotion and impact of education as a strategy for the eradication of poverty is very well known. As you are aware, in April of 2000, at the World Education Forum, which was convened in Dakar, 164 countries committed themselves to achieving six significant goals, which are essential for human capital development. You will recall that these goals are:

- expanding and improving comprehensive early childhood care and education; - ensuring that by 2015, all children, particularly girls, have access to free and compulsory, quality

primary education; - ensuring that the learning needs of all young people and adults are met through equitable access

to appropriate learning and life skills programmes; - achieving a 50% improvement in levels of adult literacy by 2015; - eliminating gender disparities in primary and secondary education by 2005, and achieving gender

equality in education by 2015; and - improving all aspects of the quality of education and ensuring excellence of all so that recognized

and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills.

It is noteworthy that two of these goals were adopted as Millennium Development Goals in September of 2000. These are: the achievement of universal primary education; and the promotion of gender equality and empowerment of women. These take pride of place among the other six Millennium Development Goals , which are:

- eradication of extreme hunger and poverty; - reduction of child mortality; - improvement of maternal health; - combating HIV/AIDS, malaria and other diseases; - ensuring environmental sustainability; and

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- establishing a global partnership for development.

My point in making the linkages among these goals is to illustrate the thrust for human development as a major developmental goal. These goals all focus on the reduction of poverty by the achievement of significant and measurable improvements in people’s lives. The global picture, however in respect of goal achievement is not very encouraging. In 2002, a review of actions pursued by countries to achieve the goals of Education For All (EFA) by 2015 was undertaken. Key findings indicate that about 83 countries out of 164 are on track in terms of achieving the specified goals. In the countries which have not succeeded in staying on track there are other mitigating concerns. These include: a looming teacher shortage; the negative impact of HIV/AIDS; decreasing levels of aid flows; and the absence of resource requirements to achieve the goals. It is noteworthy that the successful countries account for only 32.4% of the world’s population! Ladies and Gentlemen, I would like to dwell for a moment on the positive side of the situation. In doing so, I would also like to highlight the fact that some of the strategies that are being pursued for the achievement of these goals are also quite instructive. One that is worthy of mentioning is the approach, which seeks to link literacy training with indigenous activities. This approach has shown considerable potential in countries such as India and Bangladesh which account for a large proportion of the world’s population. The successes experienced in these countries in respect of this strategy supports the point that literacy programmes must be country specific if they are to achieve the required successes for the EFA programme. This can primarily be achieved through the medium of stakeholder consultations. A wealth of experience has shown that implementing programmes and projects even with the best intentions has failed in varying degrees because the persons for whom the activities are targeted, were not consulted even at the design stage. The value of stakeholder consultations is immeasurable. And, providing that these consultations are well planned and implemented, the success factor of the associated project or programme is greatly enhanced. It may be useful to note that stakeholder consultations could be most effective using the two-pronged approach of sensitization and feedback. For example, people must be sensitized to the issues, in this case, the improvement in access to quality and relevant education, the eradication of illiteracy, and their impact on personal growth and development, and by extension on national growth and development. Alongside the sensitizaton initiative, the feedback mechanism must be activated so that all persons desirous of contributing to the process can do so via various media such as group meetings, town meetings, written comments, telephone discussions or the Internet. This brings me to the point Ladies and Gentlemen, of a current undertaking, work in progress so to speak, in my country, Trinidad and Tobago. The success of our project will be largely influenced by the inputs from stakeholder consultations, the enrollment and ownership of the public of this national endeavour. Permit me to share the experience of this undertaking with you. In Trinidad and Tobago, we are currently engaged in an exercise that is popularly known as Vision 2020. This is an exercise in which a National Strategic Development Plan is being developed in the context of the Government’s Vision of Trinidad and Tobago becoming a developed country by the year 2020. At the core of this Vision is the goal of improving the quality of life of all of the people of Trinidad and Tobago in accordance with the best standards of the developed world.

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In order to attain this goal, the strategic focus will be on the following:

• Promoting a high level of human development and standard of living through high quality education and health systems, safe communities and by ensuring access to basic amenities, including water, shelter and electricity;

• Sustaining a strong and resilient economy; • Encouraging full participation of citizens in the development process; • Supporting good and effective governance; • Promoting social cohesion; • Preserving the natural environment; and • Creating efficient and effective social and institutional structures.

The approach to achieving this Vision will necessarily be long term in perspective, multi-sectoral and multi-dimensional in scope and will involve significant participation and interaction at all levels of the society. Government has already commenced the process of establishing an effective planning machinery. A Multi-sectoral Group has been established by the Cabinet to guide the planning process leading to the formulation of the Plan. This Group is led by one of Trinidad and Tobago’s foremost entrepreneurs and comprises prominent individuals from the private and public sectors, academia and non-governmental organizations who represent a diverse cross section of interests in the society. The IDB and the UNDP Resident Representatives are also members of the Group. As Permanent Secretary, Ministry of Planning and Development, I have been appointed by Cabinet as Convenor of the Group. A Secretariat comprising dedicated staff of the Ministry of Planning and Development and the Ministry of Social Development is assisting the Multi-sectoral Group. Prior to the start of the exercise, an intensive series of working sessions was held with the Secretariat with the aim of team building, preparation of a Logical Framework for the exercise and identification of the deliverables of Vision 2020.The regular staff in the Ministry of Planning and Development had to be supplemented by the short-term appointment of undergraduate and postgraduate students of the University of the West Indies, through a Summer Programme. This approach had the dual benefit of engaging the students in the process of participation, which is the essence of the strategy, as well as provision of an avenue for them to benefit from the deliberations taking place within the Sub-committees, that they would not otherwise have had. The planning machinery will encompass all phases of the development planning process, which involves the monitoring, review and evaluation functions. These phases will continue to have the involvement of a wide cross-section of interests and extend the partnerships between the Government, the private sector and civil society. The strategy for developing the Plan involves:

(a) The use of local expertise in the public and private domain, in the first instance. Where necessary, international expertise will be sourced for specific tasks;

(b) The adoption of a sectoral focus through the establishment of 28 sub-committees of the Multi-sectoral Group in key areas/sectors of national importance.

To give some examples, sub-committees are giving attention to: Macro-economy and Finance, Energy, Agriculture, Health, Science and Technology, HIV/AIDS, Housing, and with respect to Education, ECCE, Primary and Secondary Education, Tertiary Education and Skills Development and Training.

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Participation in these sub-committees is representative of high levels of expertise in the various areas of national priorities. In an attempt to ensure that there was broad-based representation on these subcommittees, every effort was made to secure participants from the various regions, the different age groups, the gender perspective, the inputs of the differently-abled and of the many religious and ethnic groups that make up our cosmopolitan society. In total, there are about 600 persons, serving pro bono in the national interest, on these sub-committees. A number of the UN organizations serve on the Sub-committees: the FAO on Agriculture and Regional Development, UNESCO on Education, PAHO on Health, UNAIDS on the HIV/AIDS Sub-committee, UNECLAC and the ILO. Other development partners, the IDB and the European Commission are also involved. As regards the work of the sub-committees, each one has the responsibility set out in Terms of Reference agreed by the Multi-sectoral Group and by the sub-committee itself, for developing a strategic plan for its defined area, including a Vision for the sector, objectives with quantifiable targets, strategies with measurable indicators, priorities and action plans with performance milestones, ‘quick wins’ and resource requirements to inform the budgetary process. To continue, the other elements in the strategy for developing the Plan are: (c) the identification of specific actions for implementation in Fiscal Year 2003/2004 and

strategies for 2004-2006 and 2007-2009; (d) Promotion of consensus and broad based ownership of the Plan through an intensive

programme of communication and participatory dialogue; (e) an intensive communication and promotions campaign; and (f) co-ordination and integration of the Sub-Committee reports into a coherent national

strategic planning framework and identifying priority actions for budgetary resources. A two-way interactive process is being instituted to ensure that policies and strategies are implemented effectively and that the development concerns at all levels of the society are addressed in the Plan. Let me hasten to add, that this interactive process is sanctioned at the highest levels. In terms of structured interaction, the Multisectoral Group is required to report on a regular basis to a Sub-Committee of the Cabinet, in order to ensure that the Government’s input is taken into account and that the Cabinet is kept abreast of the progress on the Plan. The Sub-Committee of Cabinet is chaired by the Prime Minister of the Republic, himself. Further, the entire process of formulating the Vision 2020 Plan will have oversight from a Joint Select Committee of Parliament. A significant aspect of the strategy is widespread public participation in the development process. The participatory dialogue process will utilize two types of consultations underpinned by an effective communication strategy: face-to-face community meetings; and focused group meetings with special interest groups. The Ministry of Planning and Development will serve as the focal point for the co-ordination of these functions. As indicated, the key underpinning strategy for the formulation and implementation of the Draft Strategic Plan is the institutionalizing of a national participatory process. The Government of Trinidad and Tobago in collaboration with the United Nations Development Programme is currently undertaking the programme for national participation. This programme comprises a communications strategy and the subsequent public participatory dialogue process, which will be undertaken in three stages.

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During Stage I, in which we are now involved, the public is being sensitized and informed of the Vision 2020 exercise to prepare a Development Plan for the country. The importance of citizen’s participation is being emphasized. The official launch of the Vision 2020 Planning Process and the introduction of the Multi-Sectoral Core Group to the Public of Trinidad and Tobago was done at a ceremony addressed by the Prime Minister and the Minister of Planning and Development to which Members of Parliament and a wide cross section of the national community were invited. This was followed by an official Launch of the public participatory process in Trinidad and a launch in our sister island - Tobago. At the Trinidad Launch, the feature address was delivered by the President of Trinidad and Tobago, His Excellency George Maxwell Richards, and in Tobago by the Honourable Orville London, Chief Secretary of the Tobago House of Assembly. This served to underscore the point of the endorsement of the leadership and of national participation at the highest levels. This official introduction of the planning process was immediately followed by the implementation of an intensive advertising campaign, which is underway in all the media, radio, television and the daily newspapers, with the theme: Vision 2020 Ideas Without Boundaries………We Are Listening. This is intended to encourage thinking ‘outside the box’ and to stimulate innovation and creativity. The objective of the campaign is to elicit from all citizens, their comments on the Draft Vision developed so far by the Multi-Sectoral Core Group and their aspirations for a future Trinidad and Tobago. Their contributions are being made via their medium of choice – mail, fax, telephone, drop in box, or the Internet. Their views, when received, are appropriately acknowledged. They are then studied and channelled to the relevant Sub-committee for consideration in their deliberations. A Vision 2020 Website has been developed on which all available information on Vision 2020 is being placed – Terms of Reference, membership of the Multi-sectoral Core Group, Sub-committees, their membership and Terms of Reference, the situational analysis of Trinidad and Tobago, the performance of comparator countries. We have used our national music as one of the vehicles in the communications strategy through the performance and recording of a theme song by young nationals, on Vision 2020. This is being played on all radio stations and is designed as a unifying theme to rally all persons around one Vision. To quote some words of the song-

‘Sharing aspirations for a better tomorrow future generations growing as one together and forever building our nation

Many thoughts…..One Vision Many people….One heart T&T…..T&T With one vision’

I would like to take a moment, if I may, to signal to you some observations that we have made along the way. The importance of the highest level of the leadership as a visible champion of the process cannot be over-emphasized. The inclusive nature of the process involving public sector, private sector and the rest of civil society is or paramount importance in achieving national ownership. The consultative process is quite time consuming, therefore adequate time must be factored into the design of the consultative process. This is well worth the positive effect of generating a wealth and a cross fertilization of ideas.

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Media time is expensive, but it is a most effective way of reaching out to the entire population. The overall consultative process must be well planned, provided with the requisite human and other resources to derive maximum benefit of national consultations. An adequate budget must be provided. Structured management must be put in place for all phases of the process. Stage 2 of the process is the invitation stage. Here, citizens’ participation will be sought on key issues being discussed at the level of the 28 Sub-Committees. This will be an iterative process and would involve community meetings and focused group meetings with special interest groups. It is of note that the Sub-Committees for Education, Health, Energy and HIV/AIDS – all of critical importance to my country - have had targeted stakeholder consultations already. These fora have brought rich inputs and perspectives to the process. The final stage, Stage III will be feedback. At this phase, the Vision 2020 Planning Committee and the Sub-Committees will acknowledge the contributions made by citizens. The manner in which the contributors enhanced and improved the planning process and outcomes will be highlighted. Additionally, the Planning Committee will communicate the targets and milestones for the achievement of goals set for 2020. These will, of course, form the basis for the monitoring system within the period that the long-term plan covers. Moreover, the monitoring system would include both qualitative and quantitative indicators and provision for participatory monitoring of the attainment of targets. Ladies and Gentlemen, please remember that the process just outlined is comprehensive and multi-sectoral, dealing with the economic, social, environmental, the technological as well as the institutional parameters for development. The comprehensive nature of the exercise has understandingly brought stresses of some complexity. However, your consultations will be targeted at a specific sector – education – and you can look forward to stresses many times reduced. But seriously, I invite you to consider the steps we have taken as well as our experiences, which, although “home grown” and directly applicable to Trinidad and Tobago, may have some value in informing the consultation strategies which you may wish to pursue in your quest for Education For All by the year 2015. I wish you well in your endeavours. Ladies and Gentlemen, I am honoured to have been asked to address this Forum and I thank you for your attention.

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Appendix 2 Opening Address by Hon. Said Musa Prime Minister, Belize September 8, 2003 Education is the foundation on which any country’s development is constructed. Investment in education is undeniably the best investment any nation can make for reducing poverty and improving health and social well-being. I am sure I am not telling you anything you don’t already know. I am sure I am preaching to the converted.

The real task before us is to translate our commitment to making Education for All into an effective strategic plan that will bring about concrete actions for the fulfilment of the goal of universal basic education.

I wish to thank UNESCO for sponsoring this Workshop which will provide you the senior education officials of our Caribbean the opportunity to exchange ideas and share experiences of best practices and lessons learnt to improve the education systems and services in the region.

More than a decade after the World Conference on Education for All held in Thailand 1990 the position remains that millions of children the world over are still deprived of the opportunity even for a basic elementary education.

In our own region, the situation may not be so critical but there are still children not going to school whether because of the opportunity costs of going to school or through lack of physical space in the classrooms. An even greater challenge is to keep them in school for the absentee rate and the drop out rate are still unacceptably high.

The school is not just a place we send our children when they reach a certain age. Schools must be a vital and exciting part of the daily lives of our children and their parents. Schools must be exciting places of learning and socializing, stretching the minds and bodies of children to their fullest potential with creative lessons and active cultural and sports programmes – the things that children love.

Yes, we must continue to emphasize learning to read and write; literacy and numeracy. But in the world of the 21st Century faced with the challenges of a globalization that tends towards alienation and marginalization, our educators must train our young people not only with knowledge but also with skills; not only with facts but also with values; not only with examination of things but equally examination of self and the assertion of our their own identity and self-worth.

Young people are the trustees of prosperity for future generations. No where is this more apparent than the Caribbean region where two-thirds of the population is under the age of thirty. This demographic fact presents both opportunities and challenges.

Youth can play an important role in national development if provided with the right tools, the learning and the empowerment to employ those tools and a supportive environment to use them. If not the energy and vitality of youth left unharnessed or marginalized can have a dramatic negative impact on social and economic stability.

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A recent World Bank study reveals that in the Caribbean; sexual and physical abuse is high; the onset of sexual initiation in the Caribbean is one of the highest in the world; the region has the highest incidence of HIV/AIDS outside of Africa; the incidence of rage among young people is extremely high.

That is enough to make us realize that our education system is up against some very serious challenges. The phenomenon of youth violence and substance abuse is a clear manifestation that we have to re-examine the way we have been doing things.

Of course, we realize that much of societal problems cannot just be put at the door of the school system. We are dealing with problems that are deeply routed in dysfunctionality at the individual, family, macro-economic and social environmental levels.

The solution of these problems must be tackled by the entire community.

But at the risk of over-burdening the school system I would suggest to you that schools must become more involved, working with non-governmental organizations and community organizations in helping to address these problems.

Education must not only be accessible, it must be relevant, effective, of high quality and above all exciting.

We know that education is expensive. It will continue to take a huge slice – the biggest slice of the national budget. But that is as it should be for the alternative – ignorance -- is even more costly to the nation; to all our nations.

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Appendix 3 Opening Remarks by Hélène-Marie Gosselin Director, UNESCO Office for the Caribbean September 8, 2003

Honourable Prime Minister, M. Secretary-General of the Belize National Commission, Distinguished guests,

It is a great pleasure for me to extend a warm welcome on behalf of UNESCO to all of you on the occasion of the Regional Forum on National Education Stakeholder Consultations organised by the UNESCO Caribbean Office. My colleagues and I are delighted that Chief Education Officers and other Senior Education Officials representing 14 Education Ministries in the Caribbean have accepted our invitation: Anguilla, Antigua and Barbuda, The Bahamas, Belize, Cayman Islands, Dominica, Grenada, Guyana, Netherlands Antilles, St. Kitts and Nevis, St. Lucia, St. Vincent and the Grenadines, Suriname and Trinidad and Tobago, and our regional partner from the Organisation of Eastern Caribbean States (OECS). This Forum, follows a number of initiatives already taken by my Office this year in order to support further development of the education sector in the region. As you are aware, in 2000 at the World Education Forum in Dakar, Senegal, national, regional and international commitments were made, founded on lessons learnt over the past decades for Education for All (EFA) accomplishment globally. Resulting from this global assessment, there were six goals identified in the Dakar Framework for Action:

1. Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children

2. Ensuring that by 2015 all children particularly girls, children in difficult circumstance and those belonging to ethnic minorities, have access to and complete free and compulsory education of good quality

3. Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life skills programmes

4. Achieving a 50% improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults

5. Eliminating gender disparities in primary and secondary education by 2001, and achieving gender equality in education by 2015, with a focus on ensuring girls’ full and equal access to and achievement in basic education of good quality

6. Improving every aspect of the quality of education, and ensuring that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills

Education For All is the overriding priority for UNESCO’s education strategy, given our role as the lead agency to coordinate and monitor all EFA partners. Its importance was further emphasised by other international development agreements such as the Millennium Development Goals (MDGs), adopted by Heads of States and Governments at the historic UN Millennium Assembly. Of these, not only universal primary education, but also HIV/AIDS mitigation and prevention as well as gender equality are given strong support through UNESCO’s programmes. I have no doubt that you share our conviction that education is the key to the achievement of all other development goals.

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It is within this framework, that the UNESCO Office for the Caribbean is supporting the education planning process by assisting your Ministries to ensure that these goals are fully integrated into existing sector development strategies and plans. Clearly, EFA and other international commitments should build on what already exists at the national level - bridging gaps where they exist. The responsibility to translate these goals into concrete actions that are nationally relevant, lies at the country-level. The regional EFA assessment conducted by education stakeholders across the Caribbean in preparation for the World Education Forum 2000 and Education Ministers at the CARICOM Special Meeting held earlier this year emphasised the importance of basing policy decisions on reliable information systems. These should provide quality data and show systemic strengths and weaknesses as well as the future impact of policy decisions by analysing trends over time. This is extremely critical for strategic planning and we must invest in building capacities and technical expertise within Education Ministries in this respect. UNESCO has been providing technical support to ministries’ staff within education planning and statistics departments, providing training and support in areas of survey methodology, indicator development (both quantitative and qualitative) and in data analysis. Annual regional meetings are organised to encourage the sharing of best practices by education planners and statisticians, given the similarities in education systems in the Caribbean. Ministries of Education across the region are also benefiting from training in the use of simulation techniques in planning. UNESCO has developed an Education Policy Simulation Software (EPSSIM) to support planners in exploring the implications of various policy options. The feasibility of implementing policy statements can be reviewed using this tool by outlining the resultant financial and other resource requirements for example: “What does universal secondary education mean in 5 or 10 years time in terms of the number of additional teachers, the number of additional classrooms? What is the financial gap between budget allocation and estimated cost of implementing a particular policy?” UNESCO is collaborating with DFID Caribbean to support countries in using this tool, and I wish to highlight the role of the Ministry of Education of St. Lucia as a major partner in this endeavour, in sharing their experiences with the other OECS countries. Ladies and Gentlemen, Today, as we celebrate International Literacy Day around the world, we must not forget the 862 million illiterate people who are denied the basic human right that is education. This cannot be the sole responsibility of governments. Everyone has a right to education, therefore, everyone must have a voice in deciding how education for all can be achieved. Students, parents, teachers, Ministry of Education personnel, business leaders and representatives of other interest groups in communities are all concerned and should be consulted and participate in the monitoring of national plans. Therefore, creating a National Forum in which their ideas can not only be heard but also shared and incorporated into the national planning process is critical for success in implementing the Dakar Goals. A consultative process encourages all stakeholders to become involved in the decisions that will influence the quality and direction of the educational process. As stated in our working document for this meeting, the more discussion there is about the EFA goals, and the broader the involvement in the decision-making about the policies needed and the implementation strategies to accomplish the Dakar Goals, the greater the likelihood that countries will be able to meet their commitments to the timelines of EFA.

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This is why we at UNESCO consider this National Education Stakeholder Consultation Forum so important. Here, you will discuss major issues related to this process and share your experiences, expectations and needs for support. We will then develop guidelines to assist you in planning and organising successful national consultations as part of a sustainable process of monitoring and managing national education systems. Such an approach will support ongoing review of action plans responsive to changing dynamics of education sectors across the region. National disasters, increase in male dropouts, the upsurge in teachers migration are some of the factors that can impact on the education sector and that would require a response within national education plans. I would also like to insist on the need to prepare an education sector response to the HIV/AIDS epidemic in this region. It is an underlying threat to investments currently made in education and can have devastating consequences for young people and societies as a whole. UNESCO has embarked on a major regional initiative in collaboration with CARICOM and other international and regional partners to develop a comprehensive plan for the education sector’s involvement in HIV/AIDS mitigation and prevention. I would like to take this opportunity to thank the Honourable Prime Minister for agreeing to host this meeting, the Belize National Commission for UNESCO and Staff of the Ministry of Education of Belize for their support in its planning. I must also acknowledge the Government of Norway that has supported EFA in the Caribbean and provided funding for this forum.

I wish you a very successful meeting and am confident that you will remember your stay in Belize not only for the hospitality and warmth of its people, but also because this Forum has marked a turning point in the way people feel committed to Education for All in your countries.

Thank you.

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Appendix 4 Remarks by Mr. Alan Genitty Secretary-General, Belize National Commission for UNESCO September 8, 2003 Hon. Said Musa, Prime Minister of Belize Madam Helene-Marie Gosselin, Director UNESCO Caribbean Office for the Caribbean Ms. Marion McNab, Chief Executive Officer, Ministry of Education, Youth and Sports Dr. Nancy George, Facilitator Chief Education Officers and UNESCO Personnel Distinguished and invited guests Good Morning It gives me the greatest of pleasure and honor to deliver the welcome remarks at this Forum for Senior Managers of Education from Caribbean countries. On behalf of the Ministry of Education, Youth and Sports and the people of Belize, I welcome you to this beautiful jewel located on the mainland of Central America in the Heart of the Caribbean. The diversity of this nation is seen the many faces of its people who came from many different places. Our peoples include the Mayans, the Creole, the Garifuna, the Mestizo, the Indians, the Mennonites, The Chinese, as well as other people from the Caribbean, North and Central America, Europe and Asia. Yet as one nation we celebrate the richness of our diversity from the majestic Maya mountains to the World Heritage Barrier Reef the second longest in the world. History informs us that on the 10th day of September 1798 the Baymen, who settled in the colony at that time, defended the settlement against attacks from the Spanards. The Two Hundred and fifth anniversary of the Battle of St. Georges Caye will be celebrated on Wednesday of this week and in little less than two weeks, on September 21; the nation of Belize will also celebrate its twenty-second anniversary of independence. The Theme for these celebrations is “Education: the Hope of A Young and Growing Nation”. Let us for a moment reflect on this national theme and how it relates to the global picture. Thirteen years ago, the World Conference on Education for All in Jomtien in 1990 supported the aim of extending a basic level of education to all children, young people and adults around the world. This was reaffirmed in a series of summits since the World Conference on Education. The Dakar Framework for Action, Education for All: Meeting our Collective Commitments, adopted by the World Education Forum held in Dakar Senegal in April 2000 outlined our commitment to the attainment of certain goals focusing on early childhood care and education, compulsory primary education of good quality, gender equality in education and improving adult literacy. The Millennium Development Goals also of 2000, in part called for universal primary education and the elimination of gender disparities in primary and secondary education as critical to the elimination of extreme poverty. The Declaration of Mexico of August 2003 signed by Ministers of Education of Member Nations of the Organization of American States in the third paragraph states that: “We have assumed the commitment of educating the present and future generations to ensure they are able to participate in a globalized environment and to construct a hemisphere in which no child is left behind”. Paragraph five states that “We recognize the need to make education one of the tools of development to achieve greater social equality and to overcome poverty”. Paragraph fifteen states that “We recognize that although we have made progress with enrolment in and coverage of basic education over the past decade, we agree to continue implementing policies to increase coverage and retention and to prevent scholastic failure. So that the children of the neediest families can remain in school, we recommend implementing support programs, such as scholarships, transfers to cover the

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opportunity costs faced by the very poor, and other social protection policies”. Paragraph nineteen states that: “We urge our educational communities to increase their efforts to channel education toward achieving committed quality”. As we reflect on the theme of this year’s celebrations, “Education: the Hope of a Young and Growing Nation” we can feel proud that we have largely achieved universal primary education, the transition rate to secondary schools has improved and is now in excess of 85%, text book and school financing programmes to assist students to attend school have increased dramatically over the past few years, school transportation system ensures that students living in rural areas are able to attend school, school truancy officers investigate student absence and ensure that all students attend school and so on. But we face many of the same challenges that our brothers and sisters in the Caribbean and even some of the developed countries in North America encounter. Several factors have the potential of seriously affecting our attainment of EFA goals. About 50% of our primary student population lives in rural communities with small school populations. In many instances multi-grade teaching occurs in some of these rural communities very often affecting the quality of education. The migration of Central American families into our Country places a strain on our resources to provide schools and teachers in the areas they settle in. The threat of AIDS and high underachievement of our male students are also challenges which we share with others in the region. These and other challenges may seem daunting but they also provide us with the resolve to work harder with our local and foreign partners in education in order to attain EFA Goals. UNESCO is one such partner. The purpose of the United Nations Educational, Scientific and Cultural Organization, as assigned to it by its Constitution, is to contribute to peace and security by promoting collaboration among the nations through education, science and culture in order to further universal respect for justice, for the rule of law and for the human rights and fundamental freedoms which are affirmed for the people of the world. Rights, freedom and development benefits as well as peace and security constitute a convincing argument for Education for All. UNESCO has a strong mandate to continue to coordinate EFA partners and maintain their collective momentum. The Regional Forum on National Education Stakeholders Consultations meets this objective and we are pleased that UNESCO invited Belize to be the venue for this consultation. It therefore gives me the greatest of pleasure to welcome UNESCO and our Caribbean brothers and sisters to Belize. I pray that our deliberations will be informative, analytical, soul searching and fruitful. Once again welcome to Belize. Thank you.

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Appendix 5

Group Proposals for National Consultations Proposal 1 - Prepared by Representatives: Trinidad & Tobago, Cayman Islands, Bahamas and

Suriname

GOAL: Improve teacher professionalism OBJECTIVE: Provide opportunities for ongoing professional development of mature teachers

in the system. OUTCOMES:

1. Stakeholders sentisized to need for ongoing professional development; 2. Awareness of options for training of these teachers 3. Review of Teacher Training policy; 4. Shared responsibility and partnership (Unions / Funding Agencies etc.); 5. Plan of Action for ongoing Professional Development of these teachers

QUESTIONS:

1. what are the qualities of an adequately prepared teacher: how can we ensure that we have well-prepared teachers in the classroom.

2. What methods / strategies are available for training teachers. How do we address at present the needs of mature teachers.

3. What are the areas of change with respect to Professional Development policy. Factors that effect Professional Development activities.

4. What is your role / responsibility for Professional Development of teachers. 5. what are your recommendations for the way forward for the program

• Who are the persons to be invited ? • Expertise and Training required ? • Identify relevant resources.

WHO TO INVITE:

- Teachers - Professional Development Unit - Curriculum Unit - Supervisors - Measurement and Evaluation - IT Unit - Senior management MoE - Learning Resources - Teacher Colleges - UWI - Ministry of Tertiary Institutions - H.R. Development Unit - Special Education - Community Police

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- Guidance and Social Services - NGO’s - NPTA - School Boards - Students - Reps of Business/ Industry/ Commerce - International Agencies – UNESCO - Adult Education - E.A.P. (Employers Organizations) - Planning Unit

ACTIVITIES: A. Level I consultation Outcome:

1. Situational Analysis / prepare info on status of teachers 2. Review of policy document 3. Out line and agreement on way forward for Consultation Planning approaches. 4. Establishment of Executing Unit for Consultation.

Persons: 1. Planning and Research 2. Ministry of Planning 3. H.R. Development 4. Professional Development Unit 5. Curriculum Unit 6. Measurement and Evaluation Unit 7. Project Officers 8. Regional district heads

B. Executing Unit established with responsibility for:

a. Situational Analysis; b. Compilation of Data / Documents; c. Preparing position paper for the participants d. Briefing Minister and Executive team; e. Developing Consultation and Communication Plans

* Agenda * Methods of dissemination * Venue * Invitation to Participants * Resources * Secure funding

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C. One-day consultation TIME LINE AND COSTING Activities Period Costs in U$ Level 1 Consultation September 3.000,- -transportation; -accommodation; -Per Diem; -Refreshment -Material Meetings of Executing Team 1 October - 1.000,- 1 December First invitation and dissemination of documents to participants for consultation 1 December 3.000,- Reminder and Agenda for consultation January 200,- Consultation (80 persons) 15 January 5.000,- -Venue -Refreshments -Resources -Facilitators Follow-up, evaluation and report 30 January 1.000,- Focus meeting / consultation for February 5.000,- Development of Plan for Professional ongoing Development Total 18.200,-

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Proposal 2 - Prepared by Representatives: Guyana and Netherlands Antilles GOAL To address gender disparity at the primary level OBJECTIVE To improve performance of boys/male learners at grade 6 by 10% over the next 5 years EXPECTED OUTCOMES

• Proposed action plan • Sensitized stakeholders in issue • Stakeholders participation and commitment • Inventory of resources (human material) • Revised primary education policy

LONG-TERM OUTCOMES

• More informed parents • Revised curriculum material/equipment • Revised curriculum guides • Infrastructure adjustments • More trained teachers equipped with pedagogical skills to respond to the learning needs of male

learners • Revised curriculum at the teacher training institutions (re: male learners styles) • Improved male learner achievement

WHO TO INVITE

• CEO and other education officials • Boys Organizations (Orphanages, NOC Drop in Centre) • Religious Organizations • University, Training College • Service Organ (Lions) • Non Government Organizations • Parent Teachers’ Association • Student Councils, Student Government • Schools Welfare Services • Ministry of Lab our, Human Services; MOF • UNESCO, UNICEF (donor agencies)

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QUESTIONS/CONSIDERATIONS

• Who will be in charge/responsible? • Coverage (rural? hinterland? Urban?) • Cost • Time frame • Do we have the expertise, resources • What are some characteristics of boys at the primary level • What are some possibilities for improved performance • What must be done to the curriculum? School level, Teacher training institutions • Type of training for lecturers, education officials, inspectorate, teachers • Frequency of reports • Reporting mechanism • Transportation • Methods of consultation to be used • Venues

ACTIVITIES LEADING UP TO CONSULTATION

Activity Time Line

• Conduct in-country research 2 months • Prepare position paper 2 weeks • Present position paper to Ministry of Education officials 1 day • Use feedback to formulate a draft document/action plan 1 day • Brief Minister of Education, Permanent Secretary 1 day • Review draft document • Prepare agenda, venue, invitations for first meeting

for level (2) stakeholders 3 weeks • Compile list of stakeholders • Conduct public awareness programs ongoing

Level 2

• Circulate position paper to stakeholders for comments to be submitted 3 - 4 weeks

• Issue reminders • Send invitations and agenda to stakeholders 3 weeks • Conduct meeting/consultation 1 day • Document agreements/decisions 2 days • Prepare the second draft document along with project

cost (action plan) 2 weeks • Send /re-circulate draft to stakeholders

(Ministry Of Education officials and other interested groups) 3 weeks • Final draft submitted for approval

By highest decision –making forum 1 week • Submit to donors for considerations/approval 3 – 6 months

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PROJECTED COST $ US In-Country Research Hiring consultant/specialist for 2 months $10,000.00 Other

• Venue for 5 meetings $400 • Transportation (airfare, speedboat, taxi)

for 4 days for 30 persons $3,000 • Accommodation for 30 persons $4,500 • Meals for 30 persons for 4 days $1,200 • Stationery and Supplies $200 • Contingencies $930

$10,230

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Proposal 3 - Prepared by Representatives: Belize

1. Executive Summary (to be inserted) 2. Introduction (to be inserted) 3. Project Description (to be inserted)

Rationale (to be inserted) GOAL: Formulate strategies to establish equitable and adequate financing of education.

OBJECTIVES: (i) Include relevant interest groups in plenary process. (ii) Identify available human and financial resources. (iii) Identify disparities in education funding

LONG TERM OUTCOMES: (i) Clear policy guidelines regarding financing of education. (ii) Realistic costing of the education system

4. Project Activities and Summary of Costing

ACTIVITIES PERSONNEL OUTCOME COST TIME/ DEADLINE

1A. Consultation Level 1 Participatory planning within the Ministry of Education

Researcher Planner Statistician Financing Director MoE Management Team (4) Finance Officer Financial Analyst University

(i) Action Plan of schedules and costing

(ii) Management and Technical team

(iii) Consultations Facilitator

$150.00 October 7 1 day

1B. Consultation Same as 1A Current Situation Analysis data validated

$150.00 October 14 1day

Management/Technical Team (i) Current Situational Analysis Report (ii) Circulate to level 2

October 21 (1 week)

2 Consultation Other Ministries and Key Stakeholders (Level 2)

District Education Managers School General Managers Regional Council Unions Principal Association

(i) Heightened awareness in education sector

(ii) Working document for

$2708.00 October 28 (1 day)

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ACTIVITIES PERSONNEL OUTCOME COST TIME/ DEADLINE

Financing Director MoE Management/Technical Team Ministry of Public Service, Youth and Human Services

further consultation

(iii) Timely re-circulation to L1 and L2

3. Publicity Coordinators and Media Houses

Radio Shows and Advertisements

$8000.00 Month of November

4. Consultation District Level External Community (X9)

Parents Teachers Students Private Sector Religious School associations Interest groups linked to education Private educators

(i) Increased awareness and support (ii)Recommendations

$13500.00 Month of November 9- 1 day consultations

5. Meetings to consolidate and use external input.

Management/Technical Team (i) Report on the realistic Costing of Education

(ii) Guidelines for the future financing of Education

(iii) Proposal for Implementation and monitoring

$1,150.00 5 – 1 day meetings spread over November and December Finalized by Mid- December

$25,358.00 The total project cost is estimated at BZ$ 25,358.00 (US$ 12,679.00)

5. PROJECT MANAGEMENT (to be inserted) 6. CONCLUSION (to be inserted)

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Proposal 4 - Prepared by Representatives: St. Kitts/Nevis, Antigua & Barbuda, St. Lucia, St. Vincent & Grenadines, Grenada, Anguilla, Dominica, OECS Education Reform Unit

Goal To develop a common framework for teacher professional development in the OECS. There is a need to improve the quality of teachers paying attention to the total development of the teacher to improve the quality of interaction with students to make the classroom a place of mutual respect, fun and learning for students and teachers. Objectives 1. To improve the qualitative and quantitative impact of teachers on the school system. 2. To develop relevant and cost effective models of teacher professional development. Outcomes 1. A variety of modes of delivering teacher education. 2. Improved quality of teacher education. 3. Increased numbers of teachers obtaining teacher professional development. 4. Improved quality of teaching and learning. 5. A quality assurance system for teacher education established. 6. Increased effectiveness of governance structures of teacher education. 7. Established priorities for teacher education in terms of levels of the education system and subject

areas. 8. Established affordable system of professional development of teacher. 9. Established system of continuing professional development. 10. A national code of ethics for teachers adopted. 11. An appraisal system for teachers, principals and education officers adopted. Approach Much discussion has taken place at various levels of the system in regards to teacher professional development, mostly expressing discontent with what exists. A regional consultation was held in June 2002, coordinated by the OERU and funded by the DFID. The result of that consultation is a large number of recommendations of actions to be taken by the various actors. The recommendations include both national and regional action on four main areas of Teacher Professional Development. There is a need to bring together all the key stakeholders at national level to discuss the recommendations for action to obtain agreement on a national framework, a plan of action and realistic schedule for implementation. The national consultations will be preceded by a regional meeting of Chief Education Officers, the Education officers responsible for teacher education or instruction in the MoE, Heads of Teacher Education Divisions of the national colleges, as well as the Principals of Colleges. A consultant provided by the OERU will review all the available documentation and facilitate the regional consultation. This meeting will review the existing data on teacher education, including existing frameworks and propose a common framework. This will be framework discussed at national level to obtain feedback and amendments to the proposal. Rationale/Justification To be completed later – discussion took place in deciding what area to focus on. There was unanimous agreement on teacher education.

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Activities 1. A situational analysis will be done in each Member State using a local consultant facilitated by

the OERU where this has not yet been done. 2. A national Teacher Professional Development Committee (TPDC) will be set up to coordinate

and manage the process. 3. Preparation of documentation for national consultations will be done by the TPDC. 4. Dissemination of information to stakeholders and feedback by the TPDC. 5. Preliminary planning meeting with Ministry of Education senior officers and the College Division

of Teacher Education Head and faculty. 6. National Consultation as planned by the preliminary meeting. 7. Regional Meeting to include Ministry of Education and College personnel. Schedule Sub-regional meeting in October, 2003 Antigua & Barbuda – 4 mths – October 1, 2003 – Jan 31st 2004 SVG – January 2004 – April 2004 Grenada – January, 2004 Dominica – January, 2004 Anguilla – January to April, 2004 St. Kitts/Nevis – January – April, 2004 St. Lucia – January – April, 2004.

Consultations Questions to be considered

• entry qualifications • various training programmes at all levels • gaps in terms of national needs • curriculum updating and focus – code of ethics, appraisal system, education act, regulations • methods of delivery • accreditation, certification, assessment, standards • teacher trainers and training needs – staffing • code of conduct, ethics • resources • total development of teachers/quality of graduates of institutions • more creativity in teacher training • incentives for teachers • cost of programmes

Total Budgets ($EC) Dominica - $16,490 Antigua & Barbuda – ($5,300 US Total $6,350) $17,200 Anguilla – St. Kitts/Nevis - $16,100 St. Vincent & the Grenadines - $21,800 Grenada, Cariacou & Petit Martinique - $16,000 St. Lucia - $27,000 OERU contribution - $48,000 EC. Details worked out. To be attached in detailed proposal.

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Appendix 6

List of Participants 1. Anguilla

Verna Fahie Chief Education Officer Ministry of Education The Valley Anguilla Tel: 1 264 497 2875 Gax: 1 264 497 2908 E-mail: [email protected]

2. Antigua and Barbuda

Austin Josiah Chief Education Officer Ministry of Education and Technology Queen Elizabeth Highway St. John’s Antigua Tel: 1 268 462 4959 Fax: 1 268 462 4970 E-mail: [email protected] [email protected]

3. The Bahamas

Leanora Archer Deputy Director (Curriculum) Ministry of Education PO Box N3913 Nassau, N.P Bahamas Tel: 1 242 326 5892 Fax: 1 242 356 6351 E-mail: [email protected]

4. Belize

Maud Hyde Chief Education Officer Ministry of Education West Block Belmopan Belize, C.A Tel: 501 822 3353 Fax: 501 822 3389 E-mail: [email protected]

[email protected]

5. Allan Genitty Deputy Chief Education Officer Ministry of Education West Block Belmopan Belize, C.A Tel: 501 822 3353 Fax: 501 822 3389 E-mail: [email protected]

6. Ernest Raymond Director Projects Ministry of Education 117 North Front Street Belize City Belize, C.A Tel: 501 223 2062 Fax: 501 223 1762 E-mail: [email protected]

7. Yolanda Gongora

Director General, School Services Ministry of Education West Block Belmopan Belize, C.A Tel: 501 822 3353 Fax: 501 822 3389 E-mail: [email protected]

8. Nelson Longsworth

Unit Head Quality Assurance and Development Services Ministry of Education Belize Tel: 501 223 1389 Fax: 501 223 4532 E-mail: [email protected]

9. Cayman Islands Nyda Mae Flatley

Chief Education Officer Education Department PO Box 910 Grand Cayman Cayman Islands Tel: 1 345 914 1733 Fax: 1 345 945 1457 E-mail: [email protected]

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mailto:[email protected]












10. Dominica Stephenson Hyacinth Chief Education Officer Ministry of Education, Sport and Youth Affairs Government Headquarters Roseau Commonwealth of Dominica Tel: 1 767 448 2395 Fax: 1 767 448 0644 E-mail: [email protected]

11. Grenada Jean Martha Brizan Senior Education Officer Curriculum Ministry of Education Botanical Gardens St. Georges Grenada Tel: 1 473 440 2737 Fax: 1 473 440 6650/ 440 7701 E-mail: [email protected]

12. Guyana

Ms. Geneveive Whyte-Nedd Deputy Chief Education Officer (Development) Ministry of Education 26 Brickdam Stabroek Georgetown Guyana

Tel: 011 592 225 6329 Fax: 011 592 225 5570 E-mail: [email protected] 13. Netherlands Antilles

Aignald Panneflek EFA Coordinator/Senior Policy Staff Member Ministry of Education and Culture Education Section APNA Building Schouwburgweg 24 Curacao Netherlands Antilles Tel; 5999 434 3713 5999 561 8377 Fax: 5999 465 2267 E-mail: [email protected]

14. St. Kitts and Nevis

Patrick Welcome Chief Education Officer Church street Basseterre St. Kitts and Nevis Tel: 1 869 465 2521 Ext. 1110 Fax: 1 869 465 2556 E-mail: [email protected]

15. St. Lucia

Fortuna Anthony-Husbands Chief Education Officer Ministry of Education, Human Resource Development Youth and Sport The Waterfront Castries St. Lucia Tel: 1 758 459 0650 Fax: 1 758 453 2299 E-mail: [email protected]

16. St. Vincent and the Grenadines

Tyrone Burke Senior Education Officer Ministry of Education Youth and Sport Halifax Street Kingstown St. Vincent and the Grenadines Tel: 1 784 457 2676 1 784 457 1104 Fax: 1 784 457 1114 E-mail: [email protected]

17. Suriname Adiel Khan Kallan Permanent Secretary Ministry of Education and Community Development Directorate of Education Kafiluddistraat 117-123 Tel: 597 498 129 Fax: 597 462 473 E-mail: [email protected]

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18. Trinidad and Tobago

Victoria Mendez-Charles Permanent Secretary Ministry of Planning and Development Level 14, Eric Williams Finance Building Independence Square Port of Spain Trinidad and Tobago Tel: 1 868 627 9711 Fax: 1 868 623 8123 E-mail: [email protected]

19. Paula Daniel Chief Education Officer Ministry of Education Alexandra Street St. Clair Port of Spain Trinidad and Tobago Tel: 1 868 628 7350 Fax: 1 868 628 9165 E-mail: [email protected]

20. OECS Education Reform Unit (OERU)

Candia Alleyne Head OECS Education Reform Unit P.O. Box 179, Villa apartments Morne Fortune Castries St. Lucia Tel: 1 758 452 2082 Fax: 1 758 453 0841 E-mail: [email protected]

21. UNESCO

Hélène-Marie Gosselin Director UNESCO Office for the Caribbean 25 Dominica Drive The Towers, Third Floor Kingston 5 Jamaica W.I. Tel: 1 876 929 7087-9 Fax: 1 876 929 8468 E-mail: [email protected]

22. Svein Osttveit

Chief of Section Extrabudgetary Activities Coordination Executive Office, Education Sector UNESCO 7 Place de Fontenoy 75352 Paris 07 SP Tel: (33) 1 4568 0890 Fax: (33) 1 4568 5627 E-mail: [email protected]

23. Sabine Detzel

Education Programme Specialist UNESCO Office for the Caribbean 25 Dominica Drive The Towers, Third Floor Kingston 5 Jamaica W.I. Tel: 1 876 929 7087-9 Fax: 1 876 929 8468 E-mail: [email protected]

24. Soyini Barrington Project Officer, Education UNESCO Office for the Caribbean 25 Dominica Drive The Towers, Third Floor Kingston 5 Jamaica W.I. Tel: 1 876 929 7087-9 Fax: 1 876 929 8468 E-mail: [email protected]

25. Nancy George (Workshop Facilitator – UNESCO Consultant) Director, Curriculum Development and Evaluation University of Technology, Jamaica 237 Old Hope Road Kingston 6 Jamaica W.I. Tel: 1 876 512 2297, dl 702 4306 Fax: 1 876 977 4388/ 927 1611 E-mail: [email protected]

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