Trinidad and Tobago

May 11, 2016

 

In the annual revision of the programme, six Social Sciences teacher educators explored the experiences of their teacher-participants to ascertain whether such experiences were aligned with the objectives of the Social Sciences curriculum sessions. Through the interpretative phenomenological approach (IPA), the researchers collaboratively explored the views on how 14 teacher-participants, who volunteered to take part in the research, experienced the programme. Using a semi-structured interview protocol, two focus group interviews were conducted simultaneously at the end of the programme. Interviews were transcribed by the teacher educators who also met as a team to undertake the coding exercise done inductively through the application of the constant comparison method of Glaser and Strauss (1967) to arrive at the themes. The findings show that teachers’ experiences were aligned with the session objectives especially with respect to learnings on the nature of their discipline, developing skills for teaching diverse learners, becoming responsible for self-development as teachers. Such learnings seem to indicate a positive change in praxis and professional identity. The recommendations made would lead to a review of the session objectives for the Teaching of Social Sciences in the Dip. Ed. programme for future cohorts.

 

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Please join the Caribbean Partners for Educational Progress (CoP) and Guest Moderator Mrs. Joan Ernandez for an EduExchange on gifted children. To join this discussion, click "Sign in to join the discussion" button to the right and sign in with your CoP account. Please email the Facilitator with any questions about registration or participation in the EduExchange.

Forum

Welcome
Day 1 January 28, 2014 Defining Giftedness
Day 2 January 29, 2014 Identification of Giftedness
Day 3 January 30, 2014 Treatment of Giftedness

While many students develop at a pace that the education system expects and are adequately challenged by the planned curricula for their age group, there are those who exceed these expectations and earn recognition for advanced academic skills early. Cases such as 10 year old Gianluca Webster who earned a grade one in CSEC Human and Social biology and 12 year old Kutu Ra who passed 6 subjects at the CSEC level brings into sharp focus the case of the gifted child. During this EduExchange, we will examine the issue of giftedness with specific focus on the identification and education of gifted students within the regular school system.  

Govt. of T&T MINISTRY OF EDUCATION

The development of this medium-term Education Sector Strategic Plan, covering the period October 2011 to September 2015, is a significant step in the transformation of the education sector in Trinidad and Tobago. The Plan reflects the national education development agenda as well as the commitments to regional and international prerogatives in the achievement of the Education For All (EFA) and Millennium Development Goals (MDG). This is significant as it enables the country to align itself with its regional and global neighbours in the pursuit of the common goal of equitable quality education for all.

Anchored in the first of the seven (7) interconnected developmental pillars of the new government, the Ministry has begun to take steps towards re-orientating its strategic initiatives with a stronger focus on the education and development of the children of the nation. In 2010, with the support of an external consultant, it conducted a strategic assessment to determine the extent to which the Ministry’s operations were aligned with the new government’s policy directions. The assessment produced a strategic assessment report and a strategy report which articulated the Ministry’s new transformation approach.

The process also led to the crafting of a new Vision and Mission - embodying the aspirations and goals of education. Another key development in the Ministry is the creation of a set of Value Outcomes for the children of the nation, which establishes the characteristics of the children that the education system is expected to produce. These various statements collectively define the new policy direction of the Ministry. The Plan identifies three (3) major goals that aim at enhancing and consolidating efforts in the on-going pursuit of improved access, equity and quality of education for improved student outcomes.  

These are:

(1) Design and develop a quality education system

(2) Transform the Ministry into a modern high-performing organization

(3) Engage stakeholders in the change and transformation process

In support of these goals, the Ministry has further identified sixteen (16) priorities that must be addressed through to 2015 (see Table 1). These have been incorporated into the overall plan of the Ministry. The Plan also embodies strategies that will ensure collaboration of the Ministry with its stakeholders in the transformation of the education system. They include, inter alia:

1. Creating or setting the legislative framework to support the education and development of children

2. Designing a quality education and development system that includes,

a. Strengthening school supervision and support systems

b. Achieving Universal ECCE

c. Institutionalising School-Based Management (SBM)

3. Developing and sustaining institutional capability and capacity at every level of the system to support the Ministry’s transformation strategy;

4. Institutionalising corporate and business planning, including the establishing of monitoring and evaluation strategies to measure and report on performance;

5. Researching children’s needs and interests (understanding) to (i) enhance service delivery and (ii) create information systems

6. Developing a management framework that supports people engagement and change management.

In fulfilment of the new education development agenda, this Plan provides a detailed implementation framework presenting the planned approaches for the execution of the strategies, programmes and initiatives, and includes implementation structure, monitoring, reporting and evaluation. Recognising that the transformation initiatives identified will extend beyond 2015, the Ministry will take a two-pronged approach to implementing the Plan. This will see the simultaneous identification and implementation of both transformation strategies, whilst remaining responsive to emerging issues. These two (2) types of interventions have been integrated into one implementation framework, to ensure greater coherence and the identification of internal linkages and synergies. Critical to the implementation of this plan is development and implementation of a comprehensive change and transition programme, led by the senior executives of the Ministry.

 

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Jerome De Lisle Harrilal Seecharan Aya Taliba Ayodike

One of the more critical roles of the education system is to develop human capital. Low quality, unequal human capital development remains an important issue for Trinidad and Tobago as it seeks to align its economic structure with the emerging requirements of a knowledge society. The education system inherited from British colonial rule was noticeably elitist and examination-oriented, designed to filter, segregate and retain students based on perceived meritocracy, as defined solely by performance in public examinations. Significant features of this inherited differentiated system include segregated schools and embedded institutional practices and beliefs supportive of academic tracking, streaming and setting. Despite government?s commitment to a seamless system, the legitimacy of a differentiated system remains high among the populace, with a persistent concern for the fate of “the top 20% of the ability group”. The question then becomes, are the country’s needs (and that of all ability groups) best served by a differentiated or non-differentiated school system? In other words, is the current design of the education system the best strategy for efficient and equitable human resource-centred development? The issue of structure and outcome in education systems has emerged internationally with the growth of regional and international assessments, which allow comparisons and benchmarking across countries and education systems. High quality differentiated systems as in Germany can be compared with high quality non-differentiated systems as in Finland. Trinidad and Tobago is currently enrolled in the PIRLS and PISA international assessments, and benchmarking data is available from the 1990/1991 IEA study of reading at ages 9 and 14 and the 2006 PIRLS. We use this information along with data from national assessments to analyze, benchmark, and compare outcomes from the differentiated education system in Trinidad and Tobago.

 

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Gaston J. Franklyn

The Government of the Republic of Trinidad and Tobago, in keeping with its national development agenda, has initiated a process to build a seamless and sustainable education system. As referenced by (Ashton and Pujadas 2004), Seamlessness refers to the openness and responsiveness of various levels of education and training. Developing a pre-school to tertiary level seamless system necessitates the development of a long term perspective on human resource development and a radically new view of knowledge throughout our society.

The ECCE Division, operating within the administrative structure of the Ministry of Education, is charged with the leadership responsibility for achieving the seamless vision from ECCE to Primary. On the one hand, the ECCE Division is guided by the core Vision of Excellence in Education, The Ministry of Education Corporate Plan ( 2008-2012), The Education White Paper (1993-2003),the White Paper on the National Policy on ECCE – Standards for Regulatory Early Childhood Services and National Early Childhood Care and Education Curriculum Guide. Within the context of the core vision, the Corporate Plan has identified three Strategic Priorities:

a) Focus on Schools.

b) Change the Ministry.

c) Involve the Community.

On the other hand, building on the directional themes and the three Strategic Priorities of the Corporate Plan, the ECCE Division has developed a compatible Vision and Mission. The ECCE Vision is that quality education in a centre and community focused programme of early childhood development is to be achieved with improved access and equity to engage all children in the educational endeavour. In translating that Vision to Action, The Mission has incorporated these fundamental tenets:

a) Child-centred and quality curriculum.

b) Alliances and partnerships with the community.

c) Continuous professional development.

d) Involvement of parents.

From a practical perspective, this institutional strengthening initiative is significant and has far reaching consequences for the ECCE Division as it provides leadership to the integration of this economic, social and educational policy. The effective implementation of this initiative will, most likely, place added pressure on the potential Division's expanded role, as a coordinating and network centre. At the outset, it must be emphasized that the building of a team leadership culture within the ECCE Division is critical to the success of this initiative. As a result, serious consideration must be given to the implementation of the recommendations within the (Moore Report, 2010), particularly those that deal with leadership development and strategic thinking. 

The complexity of the relationship between care, early learning and primary education is a critical public education challenge. Moving forward will require ongoing collaboration, sustained financial and political support to ensure that trained staff, appropriate standards and facilities are developed and monitored. In a nutshell, collaboration, effective partnerships, political will and commitment become the hallmark of its successful implementation.

The words “collaboration”, “co-operation” and “partnership” appear frequently within the Report. They give direction to the fundamental principle of co-determination. The concept of co-determination suggests that, through effective collaboration among key stakeholders, ensuing plans will be based on mutual agreement and therefore more likely to be implemented. In this operational climate, dysfunctional relationships are replaced by effective leadership, transparency and compromise. To that end, it is hypothesized that the successful implementation of plans to achieve the goal of a smooth and seamless transition from ECCE to Primary will require the resolving of perceived differences on child readiness, within the context of a philosophy of child-centred pedagogy and a continuum of learning.

In the final analysis, the successful implementation of plans to achieve a seamless transition from ECCE to Primary will depend on the extent to which there is tangible commitment and support to the ECCE Division, so that it can provide effective and strategic leadership and management to these major challenges:

•Maintaining learning and care quality, building human resource capabilities and 

capacities and improving the learning, technological and facilities infrastructures;

•Developing synergistic and strategic partnership relationships with the Primary sector;

•Providing collaborative leadership to the development of a shared vision. Both the qualitative and quantitative evidence suggest that there are two options for addressing the concept of a seamless transition from ECCE to Primary: (i) continue to perpetuate the current system which, by design, is incongruent with the concept of seamlessness, or (ii) redesign the current system grounded in an early learning framework that is based on a continuum of learning competencies supported by a seamless curriculum.

Clearly, the economic, social and educational priorities are interdependent. We cannot have seamless access without reviewing the educational philosophy. We cannot have an inclusive society without “leveling the playing field” for all early learners; therefore, the status quo is not the answer. In addition, there is conclusive research evidence that suggests that the smooth and effective transition from ECCE to Primary is a fundamental requirement for the start of a successful educational experience. As Logie (1997) so aptly states, placing early childhood at the forefront of the seamless reform ensures that children will start primary school with more advantages and more equal opportunities.

 

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Susan Peters

TThe Trinidad and Tobago Ministry of Education (MOE) and the Student Support Services Divison (SSSD) of the Ministry seek to develop a Seamless Education System that provides inclusive education for all students of the nation. To assist the MOE and the SSSD in these efforts, Miske Witt and Associates conducted research on inclusive education in Trinidad and Tobago from January 2007 to January 2008. This Final Report provides a summary of the data analysis and offers recommendations for strategies to support activities that will enable the MOE to succeed in its inclusive education efforts.

The recommendations are based on a comprehensive analysis of data collected for this report and are presented according to the six major components of the study:

1. Assessment and early intervention

2. System transformation: Development of model schools

3. Profession development and curriculum differentiation

4. Monitoring and evaluation

5. Socialisation and outreach and

6. Cost effectiveness analysis and facilities upgrades

Outcomes of the study related to these components include: (1) a demographic profile of student needs; (2) recommendations and a plan of action for systemic change; (3) training plans for pre-service and in-service special and general education personnel; (4) recommendations and a plan of action to build capacity and to provide an effective monitoring and evaluation system; (5) development of a social communication and outreach plan; (6) recommended funding strategies and a plan of action for upgrading schools. For each component, phased steps that the executing unit or ministry will need to take to implement the recommendations are provided over a ten-year period.

Throughout this study, strategies for inclusive education (IE) encompass all students with special education needs (SEN). Specifically, these students include ?dropouts, students with learning or other disabilities, students who are gifted and talented, students infected or affected with HIV, students with social, emotional, or behavioural difficulties, and ESL students (English for speakers of other languages).? (Ministry of Education Student Support Services Division. Understanding Inclusive Education in Trinidad and Tobago. December 27, 2007.)

To carry out this study, Miske Witt and Associates trained and collaborated with several teams of Trinidad and Tobago (T&T) education professionals to achieve the goal of building local capacity, enhancing sustainability, and ensuring collaboration of key stakeholders. Headed by Miske Witt researchers, these teams collected data from 42 school site-visits in primary and secondary schools across all seven districts of Trinidad and also Tobago. In addition, Miske Witt developed, disseminated, collected and analysed data from a national survey disseminated to 460 primary schools, 150 secondary schools, and 29 special schools. Miske Witt researchers also conducted numerous interviews with heads of agencies, community members, and staff of several ministries.

 

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June George (Principal Investigator)

There is growing concern worldwide about the level of achievement of boys. There is such research published on the gender gap in educational achievement in which girls seem to be outperforming boys. It was against this backdrop that this consultancy was conducted.

The overall purpose of the consultancy was interpreted to be the generation of strategies to correct the perceived underperformance of boys in the school system in Trinidad and Tobago, particularly at the primary level. Such strategies were to be arrived at after certain preliminary work had been undertaken, viz:

• A review of pertinent literature and pertinent government policy documents

• A statistical analysis of the performance of boys throughout the primary, secondary and tertiary levels, with information on the early childhood sector provided where available

• An analysis of steps that are being taken in some schools to deal with the issue

• An analysis of Ministry of Education curricula and testing materials for gender bias with respect to boys‘/girls‘ achievement

• An analysis of the level of implementation in schools of relevant strategies as outlined in government documents

• Consultation with significant stakeholders

Further, the terms of the consultancy stipulated that recommendations were to be made for appropriate library resources and appropriate teacher professional development programmes that could assist in achieving the goal of enhanced performance levels by boys.

 

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Jerome DeLisle

This final report describes a theory-driven evaluation of the Trinidad and Tobago Continuous Assessment Programme (CAP) implemented in the primary school system. Evidence was collected using a multiphase mixed methods research design, with information gathered on the fidelity and strength (intensity) of the programme in a sample of 60 schools in the seamless project and 40 schools in the original CAP pilot project. 

Phase I was an exploratory qualitative study of eleven sites, Phase II was a quantitative modelling study based on a multi-instrument survey of 378 teachers in 35 schools, and Phase III was an explanatory qualitative study of two schools with different levels of implementation and two principals at relatively high implementation sites. 

The evidence collected suggests that programme strength was variable across sites. In schools reporting high programme strength, most of the original CAP activities were still being done. These schools usually had strong leadership by principals who were originally trained under the CAP Pilot programme. However, in schools with low programme strength, some teachers were not even aware of the CAP. 

Overall, the concerns based profiles suggest that the system was dominated by nonusers of CAP, although there might be lower resistance in schools that reported high implementation. 

The most frequently implemented activity was the CAP project, but this activity was not conducted in a way that provided the full benefits of formative assessment. Neither was there efficient use of the data collected even at high implementation sites. Thus, programme fidelity was judged to be universally low, with inadequate formative assessment, a lack of feedback to students, and poor or inappropriate data use. The quantitative modelling study confirmed that fidelity outcomes, such as providing feedback and using multimodal assessment, were very different to ?doing? CAP and, as such, the independent variables in the model were much less predictive of fidelity measures. 

The integrated meta-inferences confirmed that several contextual, organizational, and teacher variables were important, with user variables more important in fidelity. 

Most students in schools had very positive views of assessment, but tended to see classroom assessment as a mechanical recording of grades or used as an accounting procedure, rather than as a tool for improving learning in the classroom. 

The key recommendations focused on the need to develop a coherent and balanced comprehensive assessment policy and a simplified, targeted and restructured CAP, with an emphasis on formative assessment.

Caution should be exercised when developing new policy that seeks to integrate classroom assessment with the placement function currently held by the SEA. The wide variation in practice, universal absence of training, and general lack of support at building sites suggested that teacher measurements and judgements would lack validity and integrity within a high stakes context. 

 

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