19 CCEM 2015

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Mr. Speaker, if we are to Build a Safe, Prosperous and Modern Bahamas, then education must become a core value. It must become an intrinsic part of our social identity.

Education cannot just be a priority of some; it must be the core value of ALL. At the end of the day, we must ensure that more students are not just leaving school but graduating from school and the same applies for those school-aged children who find themselves running afoul with the law.

“Our goal is to create an educational system that is technologically sound and competitive and that develops the strength of each child, whether academic or otherwise, towards the maximum contribution that he/she is able to make to the national development of The Bahamas.”

THE HONOURABLE JEROME K.

F I T Z G E R A L D Minister of Education, Science and Technology

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MESSAGE FROM THE MINISTER

OF EDUCATION, SCIENCE AND TECHNOLOGY

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NO CHILD WILL BE LEFT BEHIND

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GEO FORCE PROGRAMME

THE DEPARTMENT 19 CCEM INSIGHTS FUTURE TEACHERS OF THE BAHAMAS PROGRAMME

MESSAGE FROM THE PERMANENT SECRETARY

MESSAGE FROM THE DIRECTOR OF EDUCATION

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STUDENT ACHIEVEMENT SECTION

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INVESTING IN STUDENTS AND PROGRAMMES FOR THE INNOVATIVE REFORM OF EDUCATION (INSPIRE)

THE PATH TO PRESCHOOL: A FOCUS ON PRESCHOOL EDUCATION IN THE BAHAMAS

A SHARED VISION FOR EDUCATION 2030

A CONVERSATION WITH MINISTER FITZGERALD

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THE MINISTER OF EDUCATION TRAVELS TO KOREA FOR THE WORLD EDUCATION FORUM

T.G. GLOVER PROFESSIONAL

DEVELOPMENT & RESEARCH SCHOOL

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THE NEW BAHAMAS HIGH SCHOOL DIPLOMA

EDUCATORS RECEIVE

ADVANCED PLACEMENT (AP) TRAINING

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THE MARJORIE DAVIS

INSTITUTE FOR SPECIAL EDUCATION

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UNIVERSITY OF THE BAHAMAS TO UNDERGIRD NATIONAL DEVELOPMENT

THE MABEL WALKER

PROFESSIONAL DEVELOPMENT INSTITUTION

48 THE BAHAMAS TECHNICAL

AND VOCATIONAL INSTITUTION:

21ST CENTURY TECHNICAL TRAINING

Published by The Ministry of Education, Science and Technology (Communications Department) with Bahamas Information Services in association with A Culture Shock Media/Projects Masters

TABLE OF CONTENTS

table of contents

Welcome to the 19th Conference of Commonwealth Education Ministers

Hosted by the Government of The Bahamas

June 22nd – June 26th, 2015

The 3Ps Defined – As outlined in the 19th Conference of Commonwealth Education Ministers Issues Paper Performance, paths and productivity (3Ps) are the bedrock of high-performing education system and therefore foundational to social and economic advancement and growth in Commonwealth countries. In the 19CCEM concept note, the 3Ps have been defined as follows: Performance – The context of quality education and teaching and learning; often linked to underwriting aspects of quality such as learning outcomes, assessments, curriculum, teaching modalities, supporting frameworks, and overall policy and practices within an enabling environment.

Paths are critical and broader than pathways, and allow for the inclusion of discussion on technical and vocational education and training (TVET).

Productivity is the result of high quality performance and enabling paths that lead to equitable development.

The 3Ps are interconnected so it is essential to examine each of them and detail the issues that emerge. In turn, recommendations are highlighted for consideration within the context of the review, revision and /or development of appropriate Commonwealth responses to existing policies and framework across sectors. The structure of the Issue Paper is so organized, focusing on four themes that serve as a means to establish a frame through which the Commonwealth Ministers of Education might deliberate and seek resolutions to the challenges made visible through the lens of the 3Ps. These themes are: ww Access, Quality and Gender Equity ww Expanding and Enhancing

ICT Use in Education ww Resourcing and Supporting Improvements through Performance and Productivity ww Critical Situations Influencing Improvements in Education Systems: migrations; fragile states, emergency and conflict situations; Education for sustainable development (ESD).

The issues critical to producing high quality, equitable and relevant educational systems that equip children and adults to become active participants in the knowledge economy and society, are identified and analysed within this thematic framework. It also highlights issues for debate and high-level decision-making, forming the basis of a new set of Internationally Agreed Goals (IAGs) for education in the Commonwealth.

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MESSAGE FROM THE HONORABLE JEROME K. FITZGERALD, MP Minister of Education, Science and Technology

I am honoured to a part of history in the making as the Commonwealth sets its agenda for education for the next fifteen years. As we come to the end of the Millennium Development Goals, as Ministers of Education for our respective countries, we have the distinguished responsibility of positioning our people and nations for success.

Education is the most important Ministry of any country. The level of education of a nation’s citizens impacts every sector of society. High levels of education lead to higher outputs; stable economies, less unemployment, minimized crime, less strain on public healthcare and generally speaking a healthy and thriving society. Unfortunately, too many countries have suffered from low levels of education among its people and have suffered the fate that comes with low educational outputs. The 19th Conference of Commonwealth Education Ministers will create the framework for the advancement of education in the 53 Commonwealth countries.

The Bahamas Ministry of Education, Science and Technology is seeking to revolutionize education.

As an archipelagic nation, we are faced with challenges regarding equity in education. To overcome these challenges require us to be innovative, and unorthodox in our approach to education. With a total population of less than 400,000 people, our 170 schools are spread across 17 major islands and ten cays. We have schools with as little as two pupils, and schools with more than 1500 students; thus our approach to “Quality Education for Equitable Development: Performance, Paths and Productivity” must be holistic in approach and take into consideration the multiple factors that hinder equity. As Emmanuel Wabwire puts it, “We can’t be proud of Universal Education, until we ensure its quality. We need to integrate skills development, entrepreneurship, and pro-social skills, allowing us to practically and sustainably transform our societies.” In essence, our educational systems must fit into our society and meet the needs of our people and not the other way around.

I am pleased with the quality of education in our schools. Is there room for improvement? Always!

However, with greater parental involvement, we can make major improvements and increase the graduation rate of our students tremendously. Unfortunately, improving or fixing an education system is not a quick-fix and entails a sustained and consistent effort. With determination, tenacity and persistence, we should be able to see the fruits of our labour manifested within the next fifteen years.

I am reminded that nothing of sustainable value happens overnight. The power of education must never be underestimated and as we strategize on the way forward, may we always be mindful that education must never be used as a political pawn, because doing so, has detrimental implications not just for our countries but more specifically for the individuals who are negatively impacted by poor decisions.

I take this opportunity to applaud our Local Organizing Committee who has worked in tandem with the Commonwealth Secretariat to ensure that we offer a conference that meets its goals and objectives and provides much educational insight for its participants. I am elated to serve as the Chair of the 19CCEM and it is my desire for all participants to return to their respective countries empowered to bring about the change necessary to catapult students, educators and parents into a sphere of success only once imagined. May we all be reminded that education is the key that will unlock many doors and the inventor of opportunities.

Welcome to the 19CCEM and the beautiful islands of The Bahamas!

MESSAGE FROM THE MINISTER OF EDUCATION, SCIENCE AND TECHNOLOGY

NO CHILD WILL BE LEFT BEHIND

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nunciating a broad spectrum of best practices, tested and funded innovative initiatives to jump start inadequacies in the system and better prepare Bahamian students; The Hon. Jerome Fitzgerald, Minister of Science and Technology threw down the gauntlet in the House of Assembly during his contribution on the Government’s ambitious National Budget 2015/2016.

Mr. Fitzgerald implored and invited the entire country to become sensitized to the urgency of the hour in embracing the full throttle of Education and its derivatives to face a changing world with new demands of a new work force in a highly competitive world.

The Minister’s focus was on a new High School Diploma, reaching troubled youth, fortifying technolo-

gy, science and mathematics in the classrooms, and specialized schools catering to career, talent, vocational interests and strengths; moving the College of the Bahamas to University status and national recognition and appreciation of the nation’s educators.

He said these programmes would form the bulwark of “a stronger and modern Bahamas.”

He called on parents, communities and students to join with the nation’s 4,000 plus committed and dedicated teachers, instructors and lecturers in forming a solid partnership to reach the noble goals of this agenda: “Mr. Speaker, if we are to Build a Safe, Prosperous and Modern Bahamas, then education must become a core value. It must become an intrinsic part of our social identity. Education cannot just be a priority of some; it must be the core value of ALL,” the Minister said.

Here is how the Minister detailed and described the agenda of his Ministry and the new programmes in his Budget presentation on the Bahamas National High School Diploma and the Career Academy:“A Modern Bahamas encompasses the Bahamas National High School Diploma. For the first time in the history of our educational system and country, we have embarked on standardizing high school education and creating opportunities to improve the rate of success for our high school students. Now, more than ever, we need to focus on children’s aptitude, whether it is an aptitude for music, an aptitude for painting, an aptitude for solving mathematical equations or an aptitude for writing. The long and short of it is - that our children all have a natural tendency and it is our job to tap into these gifts and enhance them to maximize the child’s potential and position them for success.

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NO CHILD WILL BE LEFT BEHIND

Mr. Speaker, The Bahamas National High School Diploma seeks to do just that. Allowing students to choose paths that are designed to increase their success and provide them with transferrable skills so that they are better equipped for the real world upon the completion of high school.

Concisely, the National High School Diploma will establish a benchmark for what is considered a minimum basic education that every child should obtain before leaving the school system and will include standards for: • Civics • Punctuality • Job readiness • Community service • Parental involvement Mr. Speaker, what The Bahamas National High School Diploma has done, is revolutionized the high school system in the

country. We have redesigned and modernized the curriculum to maximize student achievement and success. The subjects’ students select will no longer be haphazardly chosen but based on the pathway that the student desires. There are five types of courses offered: • College • Academic • Open • Applied and • Workforce Mr. Speaker, the Career Academy concept supports the Government's efforts to strengthen the Career & Technical Education sector in Senior Secondary Education (SSE) in order to improve labor market opportunities for high school graduates, and ensure sufficient skilled labor for The Bahamian economic and industrial development. The Career Academy seeks to address

deficiencies presently observed in our existing educational structure, relative to Career and Technical Education (CTE), specific training and assessment, with a view to continue to improve national examination results, reduce the dropout rate and enhance the capabilities of students presently considered non-performers in the general comprehensive school environment.

The establishment of a Career Academy in the Commonwealth of The Bahamas will result in: • Improved graduation rate • Decreased dropout rate • Increased industrybased training • Expanded employment capacity The Career Academy will also offer considerable advantages over comprehensive schools,

including more diverse course offerings, increased cost-efficiency resulting from economies of scale, and the opportunity to develop stronger teaching and mentoring teams. At the same time, the quality of the model schools will be enhanced by identifying international benchmarks and providing the resources needed to help schools achieve them.

Such Academies focus on competency based training, with an instructional focus on literacy and numeracy across the curriculum.

Career Academy programs prepare students for: • National/Industry certifications • Advanced technical institutions • College or University • Entry into their chosen career • Scholarship opportunities

+ THE DEPARTMENT OF EDUCATION

THE DRIVING FORCE OF THE BAHAMIAN EDUCATIONAL SYSTEM The education system in The Bahamas is as unique as the archipelago of islands and cays. The geographical nature of the country presents challenges and greatly impacts equity in education.

According to the Education Act, Chapter 46.

Section 12 “it shall be the duty of the Minister to ensure that there shall be available in The Bahamas sufficient schools(a) for providing primary education, that is to say, full-time education suitable to the ages, abilities and aptitudes of primary pupils; and (b) for providing secondary education, that is to say, full-time education suitable to the needs of secondary pupils, other than such full-time education may be provided in pursuance of a scheme made under the provisions of this Act relating to further education.”

The Department of Education (DOE), which is responsible for the administration, management and delivery of the instructional programmes in Bahamian public schools is led by the Director of Education, Mr. Lionel K. Sands. “The Director shall be responsible for the organization and administration of the Department and shall be the professional adviser and technical executive officer of the Minister.” Mr. Sands, a veteran, has been employed with the Ministry of Education for 44 years and was appointed Director of Education in 2007.

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iven the number of school aged children in The Bahamas, the Department and Ministry of Education, Science and Technology have partnered with independent and private schools to support the educational needs of the country. Independent schools are those schools with religious affiliation; whereas private schools are usually individually owned and operated or incorporated as a business. The Government of The Bahamas provides subventions to independent and private schools who meet the necessary requirements. As of July 2014, there are approximately 110 independent and private schools operating throughout the country.

The Tertiary and Quality Assurance Division is responsible for the registration of all schools operating in the Commonwealth of The Bahamas.

Vision For Education in The Bahamas Our vision is for a Bahamian Education system that will foster academic excellence and equip students with multiple literacies that will enable them to make meaningful contributions as nation builders who are globally competitive.

Mission of the MOEST/DOE The mission of the Department and Ministry of Education, Science and Technology is to provide all persons in The Bahamas an opportunity to receive a quality education that will equip them with the necessary beliefs, attitudes and skills required for life, both in a democratic society guided by Christian values and in an inter-dependent changing world.”

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THE DEPARTMENT

At the school level, the management team is comprised of district superintendents, district education officers, principals, vice principals, and senior masters and/or senior mistresses. Policy dictates that each school should have one senior master/mistress per 250 students.

Hon. Jerome K. Fitzgerald Minister of Education, Science and Technology

Mrs. Donella Bodie Permanent Secretary Ministry of Education, Science and Technology

All schools are placed in a district and there are 14 Districts; 4 in New Providence and 10 in the Family Islands.

New Providence Districts & District Superintendents are: • Northeastern District: 15 schools – Ms. Dressler Sherman • Northwestern District: 14 schools – Mr. Howard Newbold • Southeastern District: 13 – Mrs. Eulease Beneby • Southwestern District: 11 schools – Mr. Julian Anderson Family Island Districts and District Superintendents are: • Abaco: 14 schools - Mrs. Lenora Black • North/Central Andros & Berry Islands: 12 schools - Ms. Michelle Bowleg • South Andros & Mangrove Cay: 7 schools – Mr. Sheldon Gibson • Cat Island, Rum Cay & San Salvador: 9 schools – Mr. Garth King • Eleuthera: 18 schools – Mrs. Helen Simmons-Johnson • Exuma & Ragged Island: 14 schools – Mrs. Pamela Gorte • Long Island: 7 schools – Mrs. Lillian Culmer-Miller • MICAL (Mayaguana, Inagua, Crooked Island, Acklins & Long Cay): 11 schools – Mrs. Linda Missick-Moultrie • East Grand Bahama & Grand Cay: 12 schools – Ms. Dorothy Kemp • West Grand Bahama & Bimini: 13 schools – Mrs. Mary Cooper Depending on the student enrollment, a school is assigned a grade level. The grade levels of schools are as follows: • 1 - 79 students; Unclassified.

• 80 - 299 students; D. • 300 - 599 students; C. • 600 – 799 students; B. • 800 or more students; A. Schools are categorized based on the grade levels offered at the school. The following are the various categories that schools fall into:

Preschool / Preschool Unit – equivalent to kindergarten in the United States

All-Age: grades 1-12

Primary School: grades 1–6

Junior High: grades 7–9

Senior High: grades 10–12

High Schools: grades 7–12

Special Schools: School catering to specific or special needs

Mr. Lionel K. Sands Director of Education

According to the Education Act, it is compulsory for all children between the ages of five and sixteen to attend school.

THE DEPARTMENT

The Management Team of the DOE consists of three Deputy Directors of Education: Mr. Marcellus Taylor, Ms. Serethea Clarke and Mr. Joel Lewis who all head a Division; Assistant Directors of Education, who are responsible for Sections within a Division and Senior Education Officers who oversee Units within a Section.

THE DEPARTMENT

Primary Schools (94) Grades 1-6 Abaco District 11 Primary Schools • Amy Roberts Primary • Central Abaco Primary • Cherokee Sound Primary • Cooper’s Town Primary • Crossing Rock Primary • Fox Town Primary • Guana Cay Primary • Hope Town Primary • James A. Pinder Primary • Treasure Cay Primary • Man-O-War Cay Primary North/Central Andros & Berry Islands District 9 Primary Schools • Behring Point Primary • Bowen Sound Primary • Fresh Creek Primary • Lowe Sound Primary • Mastic Point Primary • Nicholl’s Town Primary • B.A. Newton Primary • Staniard Creek Primary • Stafford Creek Primary South Andros & Mangrove Cay District 3 Primary Schools • Burnt Rock Primary • Deep Creek Primary • High Rock Primary Cat Island, Rum Cay & San Salvador District 5 Primary Schools • Old Bight Primary • New Bight Primary • Dumfries Primary • Orange Creek Primary • United Estates Primary Eleuthera District 12 Primary Schools • Deep Creek Primary • Emma E. Cooper Primary • Governor’s Harbour Primary • Green Castle Primary • Gregory Town Primary • James Cistern Primary • Current Island Primary • North Eleuthera Primary • P.A. Gibson Primary • Rock Sound Primary • Tarpum Bay Primary • Wemyss Bight Primary Exuma District 8 Primary Schools • Forest Primary • George Town Primary • Moss Town Primary

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Mount Thompson Primary Roker’s Point Primary Rolleville Primary Stuart Manor Primary Williams Town Primary

West Grand Bahama & Bimini District 8 Primary Schools • Bartlett Hill Primary • Bimini Primary • Lewis Yard Primary • Holmes Rock Primary • Walter Parker Primary • Hugh Campbell Primary • Martin Town Primary • West End Primary East Grand Bahama & Cays District 3 Primary Schools • East End Primary • Freeport Primary • Maurice Moore Primary Long Island District 5 Primary Schools • Glinton’s Primary • Lower Deadman’s Cay Primary • Mangrove Bush Primary • Morrisville Primary • Simms Primary MICAL District 6 Primary Schools • Ulric H. Ferguson Primary • Long Cay All-Age • Lovely Bay Primary • Pirates Well Primary • Salina Point Primary • Snug Corner Primary Northeastern District 6 Primary Schools • Centreville Primary • Columbus Primary • Palmdale Primary • Sandilands Primary • Thelma Gibson Primary • Uriah McPhee Primary Northwestern District 6 Primary Schools • Albury Sayle Primary • Gambier Primary • Eva Hilton Primary • Stephen Dillet Primary • T.G. Glover Primary • Woodcock Primary Southeastern District 6 Primary Schools • Carlton Francis Primary • Claridge Primary • Cleveland Eneas Primary • E.P. Roberts Primary • Ridgeland Primary • Sadie Curtis Primary

Southwestern District 6 Primary Schools • Adelaide Primary • Sybil Strachan Primary • C.W. Sawyer Primary • Garvin Tynes Primary • Gerald Cash Primary • Yellow Elder Primary

High Schools (21) Grades 7-12 Abaco District 2 High Schools • Abaco Central High • S.C. Bottle High North/Central Andros & Berry Islands District 2 High Schools • North Andros High • Central Andros High South Andros & Mangrove Cay District 2 High Schools • Mangrove Cay High • South Andros High Cat Island, Rum Cay & San Salvador 3 High Schools • Arthur’s Town High • Old Bight High • San Salvador High Eleuthera District 3 High Schools • North Eleuthera High • Central Eleuthera High • Preston Albury High Exuma & Ragged Island District 1 High School • L.N. Coakley High West Grand Bahama District 2 High Schools • Louise McDonald High • Eight Mile Rock High Long Island District 2 High Schools • N.G.M Major High • North Long Island High MICAL District 3 High Schools • Abraham’s Bay High • Acklins Central High • Crooked Island High Southwestern District 1 High School • Anatol Rodgers High

Junior High Schools (10) Grades 7-9 West Grand Bahama District 1 Junior High School • Mary Patricia Russell Jr. High East Grand Bahama & Cays District 2 Junior High Schools • East End Jr. High • Jack Hayward Jr. High Northeastern District 2 Junior High Schools • L.W. Young Jr. High • D.W. Davis Jr. High Northwestern District 2 Junior High Schools • T.A. Thompson Jr. High • H.O. Nash Jr. High Southeastern District 2 Junior High Schools • C.H. Reeves Jr. High • S.C. McPherson Jr. High Southwestern District 1 Junior High School • A.F. Adderley Jr. High

Senior High Schools (9) Grades 10-12 West Grand Bahama District 1 Senior High School • St. Georges Sr. High East Grand Bahama & Cays District 1 Senior High School • Jack Hayward High Northeastern District 2 Senior High Schools • Doris Johnson Sr. High • C.I. Gibson Sr. High Northwestern District 2 Senior High Schools • C.R. Walker Sr. High • C.C. Sweeting Sr. High Southeastern District 2 Senior High Schools • R.M. Bailey Sr. High • C.V. Bethel Sr. High Southwestern District 1 Senior High School • Government High

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THE DEPARTMENT

South Andros & Mangrove Cay District 2 Preschools • Long Bay Cays Preschool • Victoria Point Preschool East Grand Bahama & Cays District 2 Preschools • East End Preschool • McCleans Town Preschool

Northwestern District 2 Special Schools • Stapeldon School • Centre for the Deaf Southeastern District 1 Special School • Simpson Penn & Willemae Pratt Southwestern District 1 Special School • Programme S.U.R.E

All-Age Schools (13) Grades 1-12

Northeastern District 1 Preschool • Sister Annie Thompson Preschool

Abaco District • Moore’s Island All-Age

Northwestern District 2 Preschools • Naomi Blatch Preschool • Willard Patton Preschool

• R.N. Gomez All-Age

Southeastern District 2 Preschools • Buttonwood Preschool • Coconut Grove Preschool Southwestern District 1 Preschool • Tiny Tot Preschool

Special Schools (13) West Grand Bahama District 1 Special School • Beacon School Eleuthera District 1 Special School • School for Exceptional Learners Exuma Cays & Ragged Island District 1 Special School • Exuma School for Exceptional Learners East Grand Bahama & Cays District 2 Special Schools • The Haven PACE Program • Genesis Academy Programme Sure Northeastern District 4 Special Schools • School for the Blind • P.A.C.E. • T.A.P.S. • Hospital School Project

North/Central Andros & Berry Islands District

Cat Island Rum Cay & San Salvador • Rum Cay All-Age Eleuthera District 2 All-Age Schools • Spanish Wells All-Age • Harbour Island All-Age Exuma District 4 All-Age Schools • Black Point All-Age • Ragged Island All-Age • Staniel Cay All-Age • Farmers Cay All-Age East Grand Bahama & Cays District 2 All-Age Schools • Grand Cay All-Age • Sweetings Cay All-Age MICAL District 2 All-Age Schools • Inagua All-Age • Long Cay All-Age 94 Primary Schools 21 High Schools 10 Junior High Schools 9 Senior High Schools 10 Preschools 13 Special Schools 13 All-Age Schools 170 Schools in Total No. of Students In The Public School System Boys: 24,206 Girls: 23,602 Total: 47,808

Present & Former Ministers of Education

Since 1964, the Ministry of Education has had 15 Ministers of Education. Among that number, there has only been one female Minister of Education, Dame Ivy Dumont, who became the first female Governor General of the Commonwealth of The Bahamas, after serving as Minister of Education for approximately six years.

Honourable Jerome K. Fitzgerald 2012 to present Honourable T. Desmond Bannister – 2009 to 2012 Honourable Carl Bethel 2007 to 2009 Honourable Alfred Sears 2002 to 2007 Honourable Dion Foulkes 2001 to 2002 Honourable Ivy Dumont 1995 to 2001 Honourable Cornelius A. Smith – 1992 to 1995 Honourable Dr. Bernard J. Nottage – 1990 to 1992 Honourable Paul L. Adderley – 1984 to 1990 Honourable Darrell Rolle 1982 to 1984 Honourable Livingston N. Coakley – 1975 to 1982 Honourable Carlton E. Francis – 1970 to 1975 Honourable Sir Cecil Wallace Whitfield – 1968 to 1970 Honourable Arthur D. Hanna – 1967 to 1968 Honourable Godfrey Kelly 1964 to 1967

THE DEPARTMENT

Stand Alone Preschools in the Bahamas (10)

19CCEMINSIGHTS

PURPOSE The overall aim of the conference is to enable Commonwealth Ministers of Education to identify the key enabling factors for: nurturing quality in education in the Commonwealth; improving performance and productivity; and cultivating effective pathways. The meeting will agree on the actions to be taken for advancing equitable growth and development in the Commonwealth.

19CCEM OBJECTIVES ARE TO: • increase the understanding of Commonwealth Ministers and Senior Officials of critical issues in education; • provide a forum for discussion of these issues and lesson sharing of good practices within the Commonwealth; • examine barriers to equity, access and quality education and identify key enabling factors to address these issues; • gain the commitment of Ministers to specific actions identified at the conference; • discuss the process for aligning plans and strategies to support the achievement of the new goals and targets of the Post-2015 education development framework with Commonwealth priorities, processes and platforms.

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In recognition of the role of education in promoting sustainable economic and social development the theme and possible sub-themes are reflective of the thoughts and expressed needs of members. Significant focus will be given to the issues of Quality, Skills and Paths that meet both the dynamic needs of learners, especially the youth and global qualification standards.

Other issues to be discussed include: • Small States – the question of volatility and improved economic growth • Quality in education - Performance, Paths and Productivity • Paths and Pathways for economic growth and investment • Alignment of Commonwealth Ministerial Recommendations to the new Post – 2015 education development framework(s) • Costing and Financing of Education • Information and Communication Technology (ICT) integration in education systems and sectors Features of 19CCEM As is customary for CCEMs, a one-day Senior Officials meeting shall precede the three day Ministerial Meeting. In addition, there will also be Regional Ministerial Caucuses and a Small States Forum prior to the Ministerial Meeting.

Preparation for the 19CCEM began more than a year before the actual conference date as there were various logistical components that were required. The CommSec in London is the driving force behind the conference and the Local Secretariat and Local Organizing Committee have been working in tandem with CommSec to ensure the smooth execution and hosting of the 19CCEM. The LOC has hosted a number of events all geared to building momentum and raising awareness about the conference.

THE LIST BELOW OUTLINES THE VARIOUS 19CCEM LOCAL ACTIVITIES: Local Launch April 2014 Logo Competition Announcement Winner Daniel Hanna

July 2014

Song Competition Announcement Sammie Starr and St. Anne’s School Choir (winner) Alvin “Papa Smurt” Simms (2nd place) Albury Sayle Primary School Choir (3rd place)

December 2014

Website Official Launch January 2015 Roundtable Series Feb. – May 2015 Round table #1 February 2015 Quality Education for Equitable Development Roundtable # 2 March 2015 Performance of the Education System Roundtable #3 April 2015 Paths to a Quality Education Roundtable # 4 May 2015 Productivity gained from the Education System The Conference song is titled “We Can Change the World” performed by Sammie Starr and St. Anne’s School Choir.

19 CCEM INSIGHTS

ISSUES AND TOPICS FOR CONSIDERATION AT 19CCEM

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n 1995, the Ministry of Education recognized a need to recruit bright young Bahamians to the classrooms of our public schools. Teaching is a profession that requires the brightest and the best, and too often, the brightest and the best are attracted to other professions. A deliberate effort was made to develop a programme that would mentor potential teachers while still in high school. In February, 1995, the Future Teachers of The Bahamas was established.

THE FUTURE TEACHERS OF THE BAHAMAS PROGRAMME

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FUTURE TEACHERS OF THE BAHAMAS PROGRAMME

The original cohort went on to study in the School of Education at the College of The Bahamas and many eventually fulfilled their dream of becoming Bahamian educators. Meanwhile, the programme thrived.

The first few years were ones of growth and change for the Future Teachers of The Bahamas programme, or the Teacher Cadet programme, as

it was called. Cadets explored various aspects of teaching, meeting once a month to explore important issues and to participate in valuable experiences that would mold the students into the teachers they would become.

In 1998, a Future Teachers conference was established in New Providence. The conference allowed cadets to meet and dedicate an entire day to exploring their future career. Seeing the benefit of such a conference, schools in Freeport, Grand Bahama hosted conferences of

their own. Today, there is one national conference that Family Island and New Providence cohorts alike look forward to.

In 2004, Mrs. Sharon Creary joined the Tertiary Quality Assurance Unit and was charged with assisting Mrs. Edith Rolle in the coordination of the Future Teachers of The Bahamas programme. She became the coordinator of the programme in 2012. She was successful in implementing a number of competitions and activities for the programme including the first national bulletin board competition in 2005. This competition encouraged cadets across the country to put their

creative skills to work to design bulletin boards that inspire the imaginations of students while giving them valuable information.

Today, the Future Teachers of The Bahamas programme has expanded well beyond the original pilot. The programme exposes the students to the various aspects of teaching and during each of the three years, the curriculum focuses on a different facet of education. During the first year, students “Examine Education”, giving the cadets a general

overview of education from a global perspective. Year two, the teacher cadets “Explore Education”, taking a deep look at the Bahamian educational system. In their final year, the aspiring teachers “Experience Education” taking a hands-on approach by engaging in peer tutoring and then by teaching younger children who may need additional help in school.

It has grown from one cohort on one island, to forty cohorts across the archipelago. It has expanded from twenty cadets meeting at the former Ministry of Education building on Collins Avenue, to more than two hundred and twenty cadets

meeting at various schools in New Providence and the Family Islands. The Future Teachers of the Bahamas has participating schools in: Abaco, Andros, Berry Islands, Bimini, Cat Island, Eleuthera, Exuma, Grand Bahama, Long Island, Mayaguana, New Providence and San Salvador. The 12th grade students in New Providence meet every Monday at the Mable Walker Institute for Professional Development while the 10th and 11th graders meet at their respective schools under the guidance of their advisors. As a result of

technology, all of the cadets meet once per month with the New Providence students assembling at the Learning Resources Section conference room while the Family Island cadets join in by way of Skype.

The Teacher Cadet Programme has produced more than 250 Bahamian teachers who are trained, passionate and committed to improving the standard of education in the country. Many former cadets are now advisors and Mrs. Demetria Dawkins Rolle, one of the original pilot cadets is now the programme’s coordinator.

Many of the cadets are the recipients of scholarships offered by the Government of The Bahamas. Once a Teacher Cadet meets the requirements for the Teacher-Education Grant and the College of The Bahamas admissions process, they automatically receive a four-year scholarship to study education at COB. The Future Teachers of The Bahamas continues to grow; shaping minds, inspiring passions, imparting knowledge and building a nation by nurturing tomorrow’s teachers today.

FUTURE TEACHERS OF THE BAHAMAS PROGRAMME

The pilot programme consisted of a small number of high school students. Only 20 students were selected based on their interest in teaching.

The coordinator for the pilot programme was Mrs. Edith Rolle.

GeoFORCE Programme

M

ore than ever before careers in STEM areas (science, technology, engineering and mathematics) are increasing. However a United States survey reports that less than 10% of US high school students are prepared to pursue these careers. In The Bahamas the percentage is even less.

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GEO FORCE PROGRAMME

increase the number and diversity of high school graduates entering STEM (science, technology, engineering and mathematics) fields through exposure to the geosciences (geography, geology and environmental science). The Bahamas’ programme is fund-

ed through public/private partnership, with the Ministry being one of the major sponsors. The programme is totally free to the participants.

This four-year structured programme is designed and facilitated by the Jackson School of GeoSCIENCES. Students are taken on geological trips around Texas and throughout the United States. In addition to the trips there are lecture

sessions. At the end of each summer programme an assessment is administered and the highest achievers are recognized.

The goals of the programme are to: • engage high-achieving students from junior high

schools and keep them in the programme through college; • provide spectacular learning experiences, which will broaden students’ understanding of the earth and emphasize geosciences and engineering; • build a large cohort of high achievers; • give students the tools, confidence and motivation to pursue college; • help students to achieve college graduation, especially in STEM fields.

During August 4th to 11th, 2015, twenty-six students from Long Island, Grand Bahama and New Providence will participate in the programme. Students will spend the first four days at the University of Texas, while the remaining four days will be spent in New Providence studying sedimentary processes. Each year the focus of study will change.

Each year a new cohort will

begin and after four years it is expected that approximately one hundred Bahamian students will benefit from the programme.

The Ministry of Education, Science and Technology has embraced this partnership with the University of Texas and are encouraging our students to take full advantage of this opportunity. Students entering into STEM areas will be able to pursue careers in a diverse number of areas.

The MOEST will continue to place emphasis on STEM education and will encourage students to explore subjects and careers in STEM fields.

STEM education is now a global phenomenon and will help to define the future. As stated by President Barak Obama, “Leadership tomorrow depends on how we educate our students today – especially in science, technology, engineering and math.”

GEO FORCE PROGRAMME

In September 2014, the Ministry of Education, Science and Technology, after reviewing the format and success of the GeoFORCE programme and in an attempt to introduce the programme to public schools in The Bahamas; and to increase student participation, the MOEST entered into a partnership with the University of Texas in Austin. Its long-term goal is to

MESSAGE FROM THE PERMANENT SECRETARY OF THE MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY MRS. DONELLA BODIE I can vividly recall the anticipation of the new millennium and now fifteen years later the Millennium Development Goals draw to an end. Who would have thought, that the first fifteen years of the new millennium would have progressed so quickly. With that in mind, we must remain focused as we establish the Post Millennium framework for education, which will serve as the educational map for the Commonwealth and the world for the next fifteen years.

I have had the distinct pleasure of working in the Ministry of Education for many years during my time in the public service. There is no question that our educational system has gone through its fair share of changes and I am happy to boast that each year, we are able to attract talented and passionate individuals to a profession that is both noble and admirable. These are the individuals that will help the 19th Conference of Commonwealth Education Ministers theme to materialize. We need all hands on deck if we are to set sail to new frontiers in education. “Quality Education for Equitable Development: Performance, Paths and Productivity” requires the participation of all citizens, at all levels within the society.

The Ministry of Education, Science and Technology has used the 19CCEM to reignite a national awareness for education. The Local Organizing Committee has taken the message throughout the Bahamian society and has used the 19CCEM’s theme as a conversation piece at the community and academic level. I wish to thank the LOC and the Commonwealth Secretariat for organizing all the necessary logistics needed to ensure that we host a conference of the highest caliber.

To the Ministers of Education that represent the 53 countries of the Commonwealth, thank you for accepting the charge to transform our world by means of providing “Quality Education for Equitable Development.” I laud the continued efforts of the Commonwealth Secretariat to continually provide opportunities for the growth and development of the citizens of its member countries. I truly believe that the ideas and best practices shared at the 19CCEM along with the strategies developed will help to change the trajectory of our respective countries and position our students for unrivaled success.

I am proud to be a part of the 19CCEM in my capacity as the Permanent Secretary of The Bahamas Ministry of Education, Science and Technology and wish all members of the Commonwealth and global education community every success as you embark on a mission to change our world through the transformative power of education.

It is a privilege to work with such a dynamic Minister of Education, the Honourable Jerome Fitzgerald.

Each day, he reveals a new dimension of his passion for education. Whether he realizes it or not, he is serving at a critical time both locally and globally, as the world renews it commitment to improving the quality of life for its billions of citizens.

Congratulations to Minister Fitzgerald and all the Education Ministers of the Commonwealth.

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I am both humbled and honored to be serving as the Director of Education and to lead such a talented group of educators in our country. Furthermore, I am happy to serve as the professional adviser and technical executive officer of the Minister of Education. The responsibility placed upon me, is indeed a great one and allows me to affect positive change by means of policy and programmes. Education is the driving force of any progressive nation and now, more than ever, we are placing a renewed focus on education in The Bahamas.

I have had the good fortune of being an educator for the past 44 years. During that time, I have seen the evolution of the Bahamian education system and have been a part of many historical feats. In 1971, pre-independence, I entered the Bahamian public service as an untrained teacher and the following year, I entered the Bahamas Teachers’ College to become a certified teacher. Moving up the ladder, I have worked in multiple capacities at both the school and administrative levels and have witnessed and experienced the good and the bad that come with such responsibilities.

As part of the Commonwealth, we are all familiar with the GCE examinations. In 1993, The Bahamas embarked upon a new national examination endorsed by Cambridge. As a country, it was decided that our students would sit the Bahamas General Certificate of Secondary Education, referred to as the BGCSE. At the helm of the Testing and Evaluation Unit, the pressure fell on me to ensure that the transition was smooth and seamless. Some 22 years later, we have maintained our standing in the global education arena and the examinations are recognized around the world.

I am an ardent supporter of the theme of the 19th Conference of Commonwealth Education Ministers; “Quality Education for Equitable Development: Performance, Paths and Productivity”, is broad enough to encompass a myriad of issues yet specific enough to focus on the 3Ps and what really matters for today’s learner. As an island nation of more than 700 islands and cays, we know all too well of the challenges of providing equity, however, it is an area of critical concern for us.

Positioning our students for success remains our top priority. We are cognizant of the fact that today’s students are different from the students who we would have targeted in the Millennium Development Goals. As we strategize on the Post Millennium Framework for Education, we must do so with foresight and ingenuity to capture the student not only of today, but of tomorrow. I am optimistic about the future of education in our country and there is no question that this conference has helped us to take an inventory of our educational system and to incorporate global best practices and trends to ensure that we offer our students an educational product that is relevant and practical.

Education is not just about classroom and textbook lessons but creating individuals with transferrable skills, confident of their abilities in themselves; to know that they can accomplish whatever they put their minds to. In essence, we must produce life-long learners who understand the value of an education to empower themselves to become global citizens, making a difference in their countries, the Commonwealth and by extension, the world.

Having a vested interest in education, may we all take advantage of the wealth of information that will be disseminated at the 19CCEM. Additionally, may we all embrace the opportunity to use education to propel us into a new dimension of individual, community, national and global growth, development and success.

MESSAGE FROM THE PERMANENT SECRETARY AND THE DIRECTOR OF EDUCATION

MESSAGE FROM THE DIRECTOR OF EDUCATION, MR. LIONEL K. SANDS

T

he Student Achievement Section (SAS) was established in September 2014 to support the Bahamas High School Diploma (BHSD) which was also introduced in September 2014. Aimed at meeting the diverse needs of students in the public schools and improving the public education system in The Bahamas, this section is data driven and focuses on providing the necessary intervention to aide in student success.

The Student Achievement Section serves as a catalyst to provide a system - wide focus on student achievement from K-12 and beyond. The unit provides a framework for the examination of best practices, engagement in deep and purposeful conservations and the impetus for collaborative action.

The unit also facilitates connectivity of all sectors in education; students,

parents, teachers and other relevant community stakeholders in an effort to promote equality of educational opportunities and to elevate the profile of the public educational system.

Data collection, analysis and dissemination play a pivotal role in meeting the Section’s mandate.

Research and data will drive the decision making process relative to policies for the enhancement of programmes and initiatives designed for students. Additionally, intervention in subject areas and within schools where deficiencies are identified will be targeted and addressed. Data will also foster accountability up and down the system.

One of the key initiatives of the SAS in providing support for the BHSD is to ensure that all students are properly tracked as they transition from 9th grade to 10th grade; which is the first year of the threeyear BHSD Programme. To provide

students with increased chances for success, the Section realized that it was necessary to provide afterschool tutoring for those students who would not have met the passing grade on the Bahamas Junior Certificate examinations; the prerequisite for eligibility for the BHSD. The after school BJC classes, which are offered free of charge, is an intervention that was implemented in September 2014 to assist under-performing tenth grade students in order to fulfill the academic requirement of The Bahamas High School Diploma (BHSD).

The greatest challenge with the afterschool BJC classes is getting students to understand the importance of meeting the prerequisites as well as parental involvement and support. This Section, although in its infancy, has already made inroads as it has provided the Ministry of Education with critical data to help in the policy and decision making process. To date, the SAS has gathered data on all students in the

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STUDENT ACHIEVEMENT SECTION

Special focus and attention is given to analyzing the test scores of the Grade Level Assessment Tests and the Bahamas Junior Certificate examination. This initiative creates the foundation needed to track students at various grade levels. Furthermore, the data collected to date has allowed us to identify subject areas of strengths and weaknesses at different grade levels and implement the necessary measures to bring about student improvement.

The Student Achievement Section

is a critical component in the Ministry’s overall objective of increasing the current high school graduation rate from approximately 50% to at least 75% by 2030.

The Ministry of Education, Science and Technology’s overarching goal is to make education a matter of national importance and a core value among all citizens as we re-culture our citizens, especially our parents. Ideally, education and student achievement must become everyone’s business.

STUDENT ACHIEVEMENT SECTION

first cohort of the BHSD and can give exact figures regarding student examination results.

INVESTING IN STUDENTS AND PROGRAMMES FOR THE INNOVATIVE REFORM OF EDUCATION (INSPIRE)

“Our goal is to create an educational system that is technologically sound and competitive and develops the strength of each child, whether academic or otherwise, towards the maximum contribution that he/she is able to make to the national development of The Bahamas.”

Overview INSPIRE is one of the innovative educational initiatives that the Ministry of Education has embarked upon, to improve educational performance and basic skills of the youth of The Bahamas. The newly launched INSPIRE programme was formally called the Support Programme for Transforming Education and Training (SPTET), which started in 2006. In August 2010, SPTET was re branded and relaunched as Investing in Students and Programmes for the Innovative Reform of Education (INSPIRE).The goals of INSPIRE are laudable as they seek to transform the educational system with innovations that have implications for all levels of the educational system of The Bahamas. Some of the innovations are: the establishment of a Career Academy, the establishment of a Technology

Coordination Unit, embedding inclusive education for students with special needs into our education system via demonstration schools and the implementation of a Government Assisted Program (GAP) to assist with certified training of preschool teachers.

Goals The long-term goal of the INSPIRE Programme is to enhance human capital accumulation through the development of a dynamic system of education and training that is aligned with the demands of the economy for skilled human resources. The purpose of the operation is to effectively implement targeted innovations that address the educational needs of Bahamian youth, including: (i) a relevant education and training system, articulated at the secondary and post-secondary

levels; (ii) improved quality and access to early education; and (iii) a strengthened capacity in schools to accommodate children with special needs. It is expected that these innovations will benefit on an annual basis approximately 38,000 secondary and post-secondary students, 12,000 preschoolers, as well as several thousand students with special needs.

Focus of INSPIRE INSPIRE gives focus to strengthening institutional capacity, testing new initiatives and establishing the foundations for the transformation of the country’s technical and vocational education system. It supports the Ministry of Education, Science and Technology’s efforts to: (a) build the required internal systems within MOE and other agencies to improve overall sector management; (b) improve the delivery of secondary education by establishing career academies; (c) develop policy and regulatory frameworks required for a coherent and well-articulated education and training system; (d) implement and evaluate new initiatives in early education and inclusive education; and (e) strengthen the relationship between the public and private sectors deemed important for a more responsive education and training system. The goals of INSPIRE are actual-

INVESTING IN STUDENTS AND PROGRAMMES FOR THE INNOVATIVE REFORM OF EDUCATION (INSPIRE)

COMPONENT 1: A NATIONAL FRAMEWORK FOR TECHNICAL EDUCATION AND VOCATIONAL TRAINING As the process began to formulate and strategize on the framework for Technical Education and Vocational Training, it was identified that: Thousands of Bahamians are unemployed while non-Bahamians are brought into The Bahamas to carry out jobs on the premise that Bahamians are not skilled in relevant trades.

In The Bahamas today, there is an urgent demand for highly skilled people in many areas of employment.

Many adults with incomplete educational training would be more capable of making a meaningful contribution to society if given an opportunity to attain a qualification equivalent to a high school diploma.

National Workforce Development Council The goals of NWDC are: ww Seek approval of NWDC Legislation

by Cabinet; ww Develop the National Qualification Framework; ww Work with advisory committees in crafting national standards based on regional and international norms; ww Conduct initial labor market studies; and work in tangent with Technical and Vocational Education and Training (TVET) in secondary schools and BTVI in providing guidance for the analysis, piloting and development of

Entrepreneurship programs.

Secondary Curriculum Upon closer observation, it was determined that: ww Too many students are leaving the 12th grade without having obtained key academic, social or vocational skills and with nothing more than a certificate of attendance. ww We must ensure that Bahamians in large numbers are afforded the opportunity for professional and intellectual development in an increasingly competitive global environment. ww Our educational system must afford our children every opportunity to identify and prepare for a career choice best suited to their interests and strengths and which will allow them to be self-sufficient, contributing members of society. ww In The Bahamas today, there is an urgent demand for highly skilled people in many areas of employment.

In order for Bahamian youth to be competitive in this job market, it is necessary that appropriate emphasis be placed on training in technology and skills development as a part of the national educational programme. It is accepted that training in each of these areas is necessary to bolster economic growth and the development of our culture and our people.

Presently, our education system offers limited and insufficient focus on applied academic skills, whereby trade and ‘hands-on’ technology and the talents and ability of a large number of students are ignored. ww The field of applied technology provides tremendous opportunity for

innovation that we must prepare our youth to capitalize on. Addressing this reality, the MOEST will introduce into the secondary school system a system of Applied Academics Certifications. Specifically, after Grade 9 with parental consent, students will be permitted to choose, as elective courses, classes that will lay the foundation for a career in trade/technology.

We must capture, foster and direct the talents of every child.

One of the flagship initiatives of the Secondary Education sub-component is the implementation of a Career Academy.

Much of the preparatory work inclusive of professional development has been done for the establishment of the Career Academy. In addition to establishing a Career Academy, effort continues in the achievement of the following goals: '' Evaluation of current TVET system and building capacity of TVET at MOE; '' Revision of TVET and core subjects curricula; '' Provision of professional development and equipment to support new programmes; '' Providing technical support for programmes in the career academy for the Technical Studies, Hospitality and Consumer Sciences and Business/ICT areas; '' Continue the development of skill and competency based certificates.

CAREER ACADEMY Establishment of a Career Academy C. C. Sweeting Senior High School has been selected as a site to establish a Career Academy. C.C. Sweeting was selected as the first school to evolve into a Career Academy because its existing programme offerings will facilitate the transition into a Career Academy. The Career Academy concept supports the Government's efforts to strengthen the Career & Technical Education sector in Senior Secondary Education (SSE) in order to improve labor market opportunities for high school graduates, and ensure sufficient skilled labor for The Bahamian economic and industrial development. The Career Academy seeks to address deficiencies presently observed in our existing educational structure, relative to Career and Technical Education (CTE); specific training and

INVESTING IN STUDENTS AND PROGRAMMES FOR THE INNOVATIVE REFORM OF EDUCATION

ized through the execution of the following components and subcomponents.

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assessment, with a view to continue to improve national examination results, reduce the dropout rate and enhance the capabilities of students presently considered non-performers in the general comprehensive school environment.

The establishment of a Career Academy in the Commonwealth of The Bahamas will result in: ww Improved graduation rate ww Decreased dropout rate ww Increased industry-based training ww Expanded employment capacity At present, our senior high schools provide some exposure in Career and Technical Education (CTE) but, the existing constraints be it financial or otherwise. Additionally, the program offerings in the CTE areas are not as consistent and focused as it needs to be to maximize productive potential.

The centralization of such programs would allow for better funded, staffed and resourced CTE programs. The Career Academy will offer possible interventions to numerous socio-economic challenges faced in our economy and seek to provide the kind of technical training that would lead to national workforce empowerment.

The Career Academy will also offer considerable advantages over comprehensive schools including more diverse course offerings, increased cost-efficiency resulting from economies of scale, and the opportunity to develop stronger teaching and mentoring teams. At the same time, the quality of the model schools will be enhanced by identifying international benchmarks and providing the resources needed to help schools achieve them. Such Academies focus on competency based training, with an instructional focus on literacy and numeracy across the curriculum.

Career Academy programs prepare students for: ww National/Industry certifications ww Advanced technical institutions ww College or University ww Entry into their chosen career ww Scholarship opportunities The Career Academy model is designed to promote the integration of a students’ required core courses, competencies and CTE training within specified program offerings. The initial component areas to be targeted are listed:

ww Business and Computer Studies ww Family & Consumer Sciences ww Technical Studies Component 2: INVESTING IN THE FUTURE Inclusive Education ww As part of a national development plan for education observations have concluded that: ww Education must become more responsive to the ability of each child and more relevant to our national pursuits. ww There is insufficient recognition and encouragement of special needs students. ww There appear to be too many children attending school under conditions that are not conducive to learning. ww The school curriculum does not address individuals’ varying needs and the changing needs for growth and development of the Bahamas in the global market. ww The MOEST will implement programmes for early detection of and assistance to children with special needs. ww Strengthen the literacy programme particularly at the lower primary sections.

The Special Education Unit of MOE, will continue to: ww Provide orientation and training on the standards of practice for inclusive education; ww Work with the five demonstration schools in New Providence, Abaco and Exuma to ensure the embedding of global inclusive education practices; ww Develop a school culture supportive of innovation and improvement in instructional practices to increase student learning and meet the needs of diverse learners; ww Developing training initiatives for teachers, administrators and other stakeholders on inclusive education methodologies; ww Provide resources and support for teachers, school psychologists and language/speech therapists.

Component 3: STRENGTHENING SECTOR MANAGEMENT The field of applied technology provides tremendous opportunity for innovation that we must prepare our youth to capitalize on.

E-Education Plan Educational Management Information systems (EMIS) ICT in Education Consistent with the Government’s stated goal of seeking to “integrate technology in all aspects of learning”, the ICT subcomponent of the INSPIRE project seeks to enhance and strengthen technology in education. Additionally, the closely linked EMIS subcomponent aims to ensure that an effective backbone with accompanying hardware and software systems are implemented so as to support such E-Culture in education. This initiative is designed to increase, reorient and reorganize

INVESTING IN STUDENTS AND PROGRAMMES FOR THE INNOVATIVE REFORM OF EDUCATION (INSPIRE)

Initially produced in December, 2009 and updated in May, 2011 the MOE’s E-Strategy stated vision is “to incorporate a range of technologies into the public school system in order to enable optimal learning opportunities, empower all education stakeholders, and ensure global competitiveness”.

In order to fulfill this vision three strategic thrusts are considered: (i) Ensure effective management of education; (ii) Improve teaching and learning with ICT and (iii) Provide career ICT opportunities for students. A Technology Coordinating Unit within the Department of Education is designed to be responsible for implementing the E-Strategy.

Monitoring and Evaluation (M&E) The capacity of the M&E unit will continue to be strengthened by increasing the staffing capacity. M&E will continue to analyze data, conduct research and provide oversight to the sector and to enhance

sector-wide coordination and quality assurance.

Ideally, the INSPIRE project seeks to do more than incorporate technology into the educational system. To date, more than 5 million dollars has been invested in upgrading computer labs in junior and senior high schools throughout the country.

There is also a public-private partnership with Microsoft and Promethean to provide tools, equipment, services and support to ensure the effective integration of technology in learning. Promethean boards and other Promethean devices are in every junior and senior high school and new initiatives are being implemented, especially as it relates to The INSPIRE project.

As a part of the sustainability plank of the INSPIRE project, the MOEST is consistently looking for innovative ways to sustain the projected outcomes. One of the programmes birthed from this process is the Promethean Bahamas Development Initiative which focuses on STEM (science, technology, engineering and mathematics) education. This is a three-prong approach that includes: Expansion and strengthening of STEM – Promethean

has been very supportive in supporting areas identified as weaknesses, especially regarding equity in education. Physics lessons are being developed to address the acute shortage of physics teachers; math lessons are also being developed and coding lessons have been introduced for the first time under the Business Studies curriculum to teach and train students in app development.

Synchronistic Learning – due to the archipelagic nature of The Bahamas, using technology, students will be able to participate in virtual lessons that are being taught live via Internet stream to optimize paths and opportunities and bring some semblance of equity to learning.

University of South Florida Partnership – As a result of this project, the MOEST is working in tandem with USF, a premier research institution to help develop lessons.

Furthermore, a Technology Integrated Matrix (TIM) and Technology User Perception Survey (TUPS) have also been incorporated into the sustainability phase of the INSPIRE project. TIMS allows the TCU to find out the depth and frequency of technology usage

by teachers; TUPS provides feedback on how teachers feel about using technology in the classroom to enhance learning. Overall, these assessment tools help to determine where teachers are with usage and their level of comfort and efficiency.

Promethean remains committed to the continued success of the INSPIRE project. To ensure that the use of technology is maximized but most importantly, effective, Promethean has hired two full-time Bahamian educators as education consultants to ensure that the necessary support is provided locally and to reinforce their commitment to the project.

As technology continues to play a pivotal role in education; it is not just for teaching and learning but also for administration and management. Another critical component of the INSPIRE project was the implementation of an Education Management System (EMIS). Based on research conducted, several EMIS were considered. To ensure that there is accountability at each tier of the MOEST, the 2015 school year will see the implementation and introduction of an EMIS system in 70 schools and will be an ongoing initiative until all schools are equipped with EMIS. The INSPIRE project is an on-going project with short, medium and long term goals to ensure that the objectives are met in a SMART (specific, measurable, assignable, realistic and time-related) manner. While the INSPIRE project will enhance teaching and learning, it will also enhance our Distance Learning platform and help us to deliver “Quality Education for Equitable Development”.

INVESTING IN STUDENTS AND PROGRAMMES FOR THE INNOVATIVE REFORM OF EDUCATION

persons currently working in the area of instructional technology; thereby, improving and expanding the impact of technology initiatives in terms of educational management as well as integration of technology in teaching and learning.

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THE PATH TO A FOCUS ON PRESCHOOL EDUCATION IN THE BAHAMAS

F

or decades, many children were introduced to official schooling upon entry to first grade at the age of five. Over the

years, it was observed by first grade teachers that there was a huge disparity between those students who would have been exposed to preschool education and those who were not. In some instances, children were entering first grade without prior knowledge of basic skills fundamental to their academic, social and emotional growth and development. There was no question that those children who had entered first grade with preschool experience had an advantage over those who did not.

In an effort to provide access to quality preschool education, the Government of The Bahamas went on an aggressive course of action to increase the number of government owned and operated preschools. Furthermore, there was also an appeal to standardize and regularize private preschools and daycare centres throughout the country. In 1989, the first government preschool, the Coconut Grove Preschool, was established.

Some 26 years later, there are approximately 64 government preschools that are standalone or

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ities obtained certification in early childhood education on the islands of New Providence, Abaco and Grand Bahama; persons from Eleuthera and Andros were able to join in the various cohorts and become certified.

Officers from the Preschool Unit were able to publish and implement materials to parents to enhance the quality of care and education for very young children under the age of three who may not have the opportunity to be exposed to stimulating nursery environments. These materials were implemented and distributed on the islands of Cat Island, South Andros, the Eastern end of Grand Bahama and the MICAL Constituency.

Curriculum Development In 2007 the Preschool Curriculum was revised and implemented to public and private preschool teachers. Addition-

ally, the curriculum was also implemented to officials and students of tertiary institutions offering degrees in early childhood education.

In order to remain current it is necessary to review and revise the curriculum within a period of five years to ensure that best practices necessary for the appropriate development of preschoolers are incorporated in the preschool curriculum.

Technology Our children are living in a world where it is mandatory to use technology to function, to communicate, to learn and to explore the world. The educational experts recognize that Information and Communication Technology (ICT) is now a “life skill�, the same as literacy and numeracy. As we learned to read and write, we have to also learn the language of computers in order to function.

THE PATH TO PRESCHOOL: A FOCUS ON PRESCHOOL EDUCATION IN THE BAHAMAS

attached to a primary school, referred to as a preschool unit.

To ensure the proper operation of preschools throughout the country, the Early Childhood Standards and Regulations were unanimously passed in Parliament in 2013 which resulted in the establishment of a Preschool and Daycare Centre Council (PDCC).

The custodian of preschools throughout the country, the PDCC now has the responsibility for the management and supervision of all private preschools and daycare centres.

In the past two years the Preschool Unit extended training to 100 preschool teachers and caregivers of government and private preschools at the various local colleges. These individuals were successful in completing associate and bachelor degrees in early childhood education. Additionally, more than 250 caregivers and operators of private preschool facil-

Preschool Education was also a part of the INSPIRE project under the sub-heading: Component 2: INVESTING IN THE FUTURE Upon a detailed analysis of early childhood education in the country, it was established that: ''Preschool and early education does not receive the emphasis required for building a strong academic foundation. ''Every Bahamian child must be provided with the necessary training to be as competitive as his ability would allow in any sphere of activity. '' To this end, an early start and a solid foundation are increasingly vital elements. The MOEST

therefore pledges to expand and make public preschool education more available throughout the archipelago. ''Encourage a minimum standard of qualification and training for professionals who provide preschool education in the private sector and implement training programmes to assist in the meeting of this standard where necessary.

The Preschool Unit of MOEST will continue to: ''Oversee the implementation of the new standards; ''Establish and maintain model preschool classrooms and resource centres; ''Develop community based programmes and

parent outreach on the Family Islands, ''Develop professional development initiatives; ''Expand the Government Assisted Programmes (GAP) for Preschool teachers’ tertiary level certification.

Unfortunately technology is not implemented as widespread in preschools as in primary, junior and senior high school. However, it is the intention of the MOEST to ensure that every government preschool student is exposed to technology in the classroom. It is imperative that as we prepare students to function with competence today and in the future, technology is integrated into their educational experience.

Teachers will also have the benefit of technology in

the classroom. The use of computers, LC D projectors, white boards, document cameras and other technological equipment will provide teachers with new and innovative strategies to engage children in learning.

Expansion of Government Preschools Between mid-year 2012 to present, the MOEST has invested more than 10 million dollars in the expansion and improvement of preschool facilities throughout The Bahamas. The islands of New Providence and Abaco have been provided with new, state-of-the-art environments that are conducive to early learning. Further, existing facilities were transformed from primary school to preschools as was the case with the Naomi Blatch pre-

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Responding to the growing demand for preschool facilities in the country, plans are underway for the creation of new stand-alone and attached units. The Buttonwood Preschool, adjacent to a primary school; has the capacity for approximately 65 students. The government is in the process of adding nine additional classroom settings for preschool children. A new preschool facility will also be opened in the Southwestern District to accommodate the growing population of that area.

It is also anticipated that

the Thelma Gibson Primary school will also be afforded two additional units in September 2015 along with the Claridge Primary Preschool Unit.

The Family Islands are not being left out of the preschool expansion project.

On the island of Abaco two

new preschool units were built. One at Fox Town Primary School and the other at James A. Pinder Primary School. The latter, located in Sandy Point provided preschool for the first time in that settlement. The Moore’s Island All-Age School also opened its doors to a new preschool unit. Requests

are also being made for preschool expansion in Grand Bahama, Exuma and Bimini.

Universal Preschool Cognizant of the fact that universal preschool education will mandate access and quality care and education for all four year olds, The MOEST intends to continue its mandate in the expansion of government preschools throughout the Commonwealth of The Bahamas. This will ensure the youngest group of learners are provided with a solid foundation for life-long learning and that through stimulating, fun, engaging learning environments, preschoolers will develop a love of learning that will last throughout their school years and position them to be students of success.

Preschool education is indeed the building block for “Quality Education for Equitable Development; Performance, Paths and Productivity.”

THE PATH TO PRESCHOOL: A FOCUS ON PRESCHOOL EDUCATION IN THE BAHAMAS

school and the Sister Annie Thompson Preschool. The latter which is considered among the most impressive preschool facility in the country, is a multi-functional facility which houses the administrative offices for The Department of Education Preschool Section and the newly formed Preschool and Daycare Centre Council.

A SHARED

FOR EDUCATION 2030

D

uring the last 40 years, there has been a continuous commitment by successive Governments of The Bahamas to providing quality education for its citizens. This commitment has been characterized, however, by what may be termed ‘stops’ and ‘starts’ with changes in political administration. It is accepted that the educational well-being of students in the Commonwealth of The Bahamas will be best served by the execution of a vision which is long-term and comprehensive, and a strategy to achieve it, that is uninterrupted.

In light of the above, the Minister of Education, Science and Technology, the Honourable Jerome K. Fitzgerald charged the National Education Committee (NEC), to prepare a paper that will form a realistic and work-

able plan for education in The Bahamas through to 2030, and to make its report to a political committee for a Shared Vision for Education 2030. Minister Fitzgerald was determined to appoint a bi-partisan commit-

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The NEC, as a part of its work, has considered and sought to build upon the work and recommendation for change in education contained in several past papers prepared for and by the Ministry of Education. Whenever there is a change in government and change in a Minister of Education, there is often an audit conducted to determine the needs of MOEST and identify the programmes and initiatives that may or may not have supported the government’s political agenda.

foundational and skills training which promotes excellence and seeks to ensure the highest level of attainment by all.

potential of each child who becomes a part of it.

In an effort to realize this vision, the NEC has proposed by way of a paper, a system of education

Quintessentially, the Shared Vision for Education 2030 embodies the 19CCEM theme, “Quality

which strives to encourage personal development at all ages and stages, and a system which is intentional in accounting for the building of character and the maximizing of the training and educational

Education for Equitable Development: Performance, Paths and Productivity.” The NEC will help to objectively identify the strengths and weaknesses within the MOEST and to propose policies that

The Objective

Broadly speaking, the vision contained in this paper is underscored by the belief that the role of education is essentially two-fold: • to consciously and intentionally reinforce the values to which our constitution speaks, and • to provide ongoing

will support the overall educational needs of the country. This is an area of great importance and aligns with global practices. As the world focuses on the direction of education for the next fifteen years, The Bahamas will do the same to ensure that those who avail themselves to the public education system graduate with the skills and knowledge to become productive citizens who are able to contribute to the growth and development of The Bahamas.

Ideally, this aligns with Minister Fitzgerald’s belief that education must no longer be considered a priority but a core value, engrained in the hearts and minds of all Bahamians.

A SHARED VISION FOR EDUCATION 2030

tee, comprising representatives from all major political parties. The NEC is also comprised of senior officials from the Ministry of Education, representatives from the Bahamas Union of Teachers, senior educators from the private and public sectors, youth leaders and a cross-section of independent stakeholders.

HON. JEROME K.

F I T Z G E R A L D Minister of Education, Science and Technology

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A CONVERSATION WITH MINISTER FITZGERALD

A CONVERSATION WITH

MINISTER FITZGERALD ON HIS THOUGHTS REGARDING THE 19CCEM

Q1. How does it feel to be the host Minister of a conference of this magnitude?

A2. I am truly honoured that at this time in our country’s development, we are able to host the 19th Conference of Commonwealth Education Ministers, an educational conference of such notability. Undoubtedly, the impact will be far-reaching as we host the 53 member states of the Commonwealth as well as other countries within our region. As you know, we will be deciding on the direction of education for the next fifteen years and developing clear goals. And so, it is a very pivotal time not only for education in The Bahamas but also in the Commonwealth.

Q2.

What is the importance of this conference to you and the country?

A2.

The importance of the conference is really the fact that we are able to look at some of the challenges that we have in the Commonwealth, particularly in our region and more specifically, The Bahamas and be able to bring the world’s attention to them. Also, we

will have some of the best and brightest minds, some of the best practices; looking at different policies that impact student achievement and really have a general discussion about the challenges

facing education and formulating a framework that we can implement over the next couple of years to improve our students’ achievement.

Q3.

How will this conference impact education on a global scale?

A3.

The Commonwealth countries represent billions of people and so the impact of it is really far-reaching. The

goals that are put forth, the policies that are agreed upon, the best practices that we will discuss and agree to, will impact, as I said, billions of persons.

Q4.

Having served as Minister of Education for approximately three years, what are some things that you have learned about education that: a) Intrigue you b) Baffle you c) Inspire you A4. a) I am really intrigued by the fact that there is so much talent in our young people and I am amazed by what the kids are doing, at the ages they are doing them now. As well as their ability to really master what I would consider some complex things which even now as an adult, I find somewhat difficult. I am also intrigued by how the human mind continues to develop over time.

b) I am baffled to some extent by the fact that there continues to be children who fall through the cracks and to a great extent as a country, we have not done enough in order to address that. Most of my time

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A CONVERSATION WITH MINISTER FITZGERALD

driving force behind it?

A5.

I think that the global competitiveness is really going to drive the improvement in our education system.

We are a small country and as a small country, we have to ensure that we are self- sustaining and that we can compete. A big part of that is having a population that is very well educated; that is really the only way we are able to compete and survive in the global economy, and so we have to ensure that our Gross Domestic Product, (GDP) continues to grow. We have to ensure that our economy continues to grow and the only guarantee that your economy will continue to grow is if we have an educated populous. All of the data and statistic I’ve encountered indicate that the countries that have the best educated populous are the ones that grow quickest from an economic standpoint.

continues to inspire you on a dayto-day basis. Additionally, working with people who are really, really committed to improving the education system is inspiring. As I’ve said, it’s the best job I’ve ever had and the reason behind it is, that I work with some extremely committed individuals. At the end of the day you can see where there is a benefit to the sacrifices being made - and that benefit, is to our young people.

cation have on a nation, particularly developing nations?

A6.

It is crucial, as I said , as you develop, you can only develop as fast as your people can develop; and your people can only develop as fast as they can be educated - and properly educated, to compete and also to sustain themselves. Also, we have a small population so we don’t have the luxury of some nations that have millions or billions of people where you can say we only need five or six million or one hundred million people educated. No, we have a population of under four hundred thousand; and so when you say half of your population

Q5.

Where do you hope to see education in The Bahamas in the next 15 years and what do you think will be the

Q6.

What implications does edu-

is not graduating from high school, you know you have a major challenge there because you have a base then of approximately two hundred thousand people, which is not sufficient to sustain our country moving forward. So we know we have to increase educational outputs and educational levels in order for us to have any chance of sustaining ourselves. We have some very bright students, however we also have some students who are not doing that well, and so we have to make sure that we bring equity to the system and that we ensure that every student has the best opportunity for success, and in the long run it will better for the country.

Q7.

This year’s theme is “Quality Education for Equitable Development: Performance, Paths and Productivity.”

What is the essence of that theme for you?

A7.

It is powerful. At the end of the day, the key is EQUITY; no matter your ethnic background, no matter your socio-economic background, or your religious background, once you come into the public school system you will get the best possible education there is across the board. Then, once you are in the system, whatever career choice, or whatever your strengths, we have the PATH that is set for you and we want to ensure that at the end of the day you are able to be a PRODUCTIVE citizen that contributes to the DEVELOPMENT of this great country. So within education, we need equity, we need to ensure that the kids PERFORM and we need to ensure that at the end of the day, they have multiple career paths to chose from, so that when they leave school they will be producers and contribute towards our country’s growth and development. I think the theme is apt. I think it is the right focus, I think it is the right message and it helps us to keep in mind exactly what it is that the education system is all about.

A CONVERSATION WITH MINISTER FITZGERALD

as Minister has really been spent trying to develop a plan, policy and structure within the Ministry of Education and our education system that would put an end to this; and toward addressing and intervening more directly in those students who continue to fall through the cracks. I am baffled when I look back and see that this has been going on now for more than 15, years and there has not been a specific strategy put in place to address it until now. c) I am inspired by the commitment of the staff and teachers and to a great extent the students. There are so many great stories happening in education that really are inspiring. Everyday you think you’ve heard something that is just really awe-inspiring and awesome and you wake up the next day and there is something else that blows you out of the water; and so it

THE MINISTER OF EDUCATION TRAVELS TO KOREA FOR THE

WORLD EDUCATION FORUM Nearly a quarter century ago, the Education for All (EFA) movement was born in Jomtien, Thailand. Delegates from around the world signed the Declaration on Education for All, a historic commitment to “meet the basic learning needs of all” by universalizing primary education and slashing illiteracy rates. Ten years later, in 2000, the six EFA goals, covering all aspects of basic education from early learning and adult literacy to education quality, were formalized at the World Education Forum in Dakar and a deadline to reach those targets in 2015 was set.

Since 2000, the year 2015 has emerged as the horizon toward which the world projects its aspirations to achieve the Education for All and Millennium Development Goals. While accelerating efforts to achieve these goals, the United Nations has been mobilizing the world to define the post-2015 development agenda. In this process, the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the United Nations Children’s Fund (UNICEF) have been working with a wide array of countries and stakeholders to reflect on education beyond 2015. It is widely recognized that EFA goals have led to significant advances in education and The Bahamas was invited to participate in this global conversation to help

frame a post-2015 education agenda.

It was very important that The Bahamas participated in this educational forum as it provided the country with the opportunity to gain a broader understanding and appreciation for global education initiatives and it allowed us to discuss effective education policy and education systems around the world. Most importantly, the forum allowed us to explore how today's global decisions concerning education policy, schools, classroom instruction, and students will affect what our children, our society and our economy need and how we might go about shaping national policy to meet these needs in the future. In short, attendance at the forum allowed us to better understand the dynamics of the new education agenda so that we may align it with our national goals and ensure that we are equipping ourselves for a 21st century model of education.

Additionally, as a participant and host

country of the upcoming 19th Conference of Commonwealth Education Ministers (19CCEM), from the 22nd -26th June, 2015, it was also advantageous to attend the forum in order to meet with the commonwealth ministers and other key education officials in attendance.

It provided an opportunity to establish and develop meaningful partnerships. Attendance at the forum also

allowed for the opportunity to strengthen awareness of and effectively promote the upcoming 19CCEM meeting, which is the second largest Commonwealth Meeting after the Heads of Government Meeting (CHOGM).

Hon. Hwang Woo-yea, Deputy Prime Minister and Minister of Education, South Korea and Hon. Jerome K. Fitzgerald, Minister of Education, Science and Technology, Bahamas

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DEVELOPMENT & RESEARCH SCHOOL

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n August 2013, the Cabinet of The Bahamas approved the establishment of the T. G. Glover Professional Development and Research School to be housed at a stateof-the-art primary school campus that had recently been opened. The purpose of the Professional Development School is four-fold and focuses on: 1. the preparation of new teachers; 2. faculty development; 3. inquiry directed at the improvement of practice and 4. enhancing student achievement.

A universal best practice is for colleges/ universities as well as teacher education institutions to form partnerships with elementary and high schools. As a result of the symbiotic relationship, both the quality of teaching and student learning are improved.

Through a partnership with the College of The Bahamas, the Ministry of Education, Science and Technology is ensuring that the philosophy of a professional development school is being adhered to.

The MOEST will continue to be responsible for staffing and procurement of instructional resources.

Dr. Thalia Micklewhyte, Associate Professor in the School of Education at The College of The Bahamas is the Resident Professor at the T.G. Glover Professional Development & Research School. Pre-service teachers from the COB School of Education continue to be assigned to the school as a part of

their Methods course as well as for their Teaching Practice Module. The students are also given the opportunity to volunteer as Teacher’s Aides. COB will also be involved with research activities at the school.

Dr. Gertrude Tinker-Sachs, a professor at Georgia State University and a former Reading/Language Arts educator at T.G. Glover Primary School has provided her expertise as a volunteer at the school for several years and has mentored both teachers and students. She is currently leading the staff in action research geared towards producing a book on Best Practices. During the summer of 2015, Dr. Tinker-Sachs and a team of graduate students from GSU will meet with the administrators to review the work completed. A publication outlining the scope of work will be released by September 2016.

Mrs. Endirea Virgil-Gibson, a recent graduate of the COB Masters in Reading programme joined the staff at T.G. Glover in September 2014 and was instrumental in the launch of the school’s Literacy Department. There is a school-wide focus to address the literacy needs of the growing student population. As a part of this initiative, greater emphasis is being placed on: ww enhancing parental involvement, ww professional development and ww improving student achievement.

To support the overall objectives, programmes were identified and imple-

mented to strengthen capacity. Realizing the role parents play in the educational success of their children, it was realized that classes to empower parents were a necessary component. The following initiatives were implemented during the academic year: ww Reading classes for parents ww BJC/BGCSE English Language Preparation classes for parents ww Reading workshops for teachers ww School-wide reading tests to determine reading levels so that necessary interventions could be made.

All of the initiatives were deemed successful and data collected will be used to continue to drive decisions at the school.

In the 2014 Bahamas Lego Challenge and the Third Annual First Lego League Tournament, the team from T. G. Glover was declared the overall winner after receiving three of the six awards. They won the following awards: ww Champion’s Award ww Robot Performance Award ww Project Award The Principal, Administration, faculty, staff, parents and students of the school are to be commended for embracing the challenge to transition to the T.G. Glover Professional Development and Research School, as well as establishing a standard of excellence.

T.G. GLOVER PROFESSIONAL DEVELOPMENT & RESEARCH SCHOOL

T.G. GLOVER PROFESSIONAL

The Ministry of Education, Science and Technology recognizes education as essential to enhancing the quality of life of the people of The Bahamas. The specific focus of the Department of Education is to prepare young people to become active, globally competitive, caring and compassionate citizens with the capacity to continuously improve the quality of life for themselves and others.

The New Bahamas High School Diploma

T

he Minister of Education, Science and Technology, the Hon. Jerome K. Fitzgerald is committed to producing students who are equipped with the knowledge, wisdom and skills to become technologically savvy, self-sufficient and able to positively contribute to our national development and to compete in the global arena.

In an effort to ensure that all students have an opportunity to

do this, as well as to graduate, it is the Ministry’s desire to see more students qualify as graduates from high school.

The Ministry has therefore intro-

duced a new initiative to assist students with qualifying for graduation.

This program is called The Bahamas High School Diploma (BHSD), which was piloted in September 2014.

The current tenth-grade students will be the

39

dance and punctuality during the three-year period.

• Parents are required to participate in a minimum of three parent-teacher conferences during grades 10 - 12.

Criteria to Earn a BHSD The following highlights the minimum criteria for a student to graduate with a diploma from a public high school: • Attain for subjects in the Bahamas Junior Certificate (BJC) examinations, including mathematics, English language, science, social studies or a career and technical education subject, administered at the end of the ninth grade.

• Complete a minimum of 27 credit hours in grades 10-12; 15 of the credit hours to be gained from core subjects and 12 to be earned through pathway courses.

• Maintain a cumulative grade point average of 2.0 on a 4.0 scale during the three years, (grade 10 -12).

• Complete 30 hours of community service on the students’ time during the tenth and eleventh grade.

• Complete 20 hours of job readiness training.

• Maintain 90% or higher atten-

The Certificate of Accomplishment Student who leave school without fulfilling the requirements for the Bahamas High School Diploma, may be granted a certificate of accomplishment. This certificate will only be awarded if students have demonstrated competence in specified areas.

Special-needs students who are in their senior year, but who do not fulfill the requirements for the

Bahamas High School Diploma maybe granted a certificate of accomplishment if they have demonstrated competence in specific areas. The certificate will indicate the areas of competence for an employer.

Additional Human Resources As these new graduation guidelines come into play, the teaching cohort will also be strengthened by the employment of an additional 108 teachers: 40 graduates from The College of The Bahamas; 54 teachers appointed as intervention specialists in the senior high schools and specialist Cuban teachers at an additional cost of approximately $2,500,000.

THE NEW BAHAMAS HIGH SCHOOL DIPLOMA

first to graduate with a Bahamas High School Diploma in 2017, which will indicate that a student would have met a standard level of accomplishment during his/her high school life.

T

he Ministry of Education, Science and Technology, in conjunction with The College Board Advanced Placement (AP) Program hosted some 40 educators and administrators from public and private schools throughout The Bahamas to an AP workshop for educators and guidance counsellors at Aquinas College during the month of April 2015. The workshop was led

by Brian Hartman, the Director of International K-12 Initiatives at the College Board, and it provided educators with the support and

training needed to develop effective strategies for teaching AP courses.

Administrators and AP coordinators interested in establishing or building and supporting an AP program were given an opportunity to learn and address questions about the program.

Currently, about 19 thousand high schools in 120 countries worldwide offer AP’s in 36 various subjects. In The Bahamas, Queen’s College in New Providence and St. George’s High School in Grand Bahama, among a few others, have had great success with the AP program.

Ultimately, AP classes are designed to prepare high school students for the rigors of college level work.

Brian Hartman, Director of International K-12 Initiatives at the College Board, addressing some 40 educators from public and private schools across The Bahamas during Friday’s Advanced Placement training session [Photo Credit: Jose Cecil Mango].

Upon completion of AP subject classes, students can sit the $121.00 AP examination, which takes place every year in May. Mrs. Monique Hinsey, Scholarship Resource Centre Consultant for the Ministry of Education, Science and Technology, states that “the ultimate goal of this partnership with the College Board is to serve the needs of our students by ensuring that they are exposed to 21st century best practices and to make sure that they perform just as well as students from any other part of the world.” Hinsey further stated that she was grateful to the “Minister, Director and the Ministry of Education as a whole for embracing the partnership with the College Board

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EDUCATORS RECEIVE ADVANCED PLACEMENT (AP) TRAINING

Similar sentiments were echoed by Mr. Makia Gibson, Deputy Director of Education for Curriculum and Supervisor of the Anglican Central Education Authority (ACEA). Gibson stated that “Bahamian students need to be prepared to compete internationally and be exposed to as much international curriculum as possible. When we in The Bahamas say we are good, we must ask, ‘Good compared to what?’ We need to make sure that we are not only

comparing ourselves to the best in The Bahamas, but the best in the world; pursuing the AP curriculum would be one way to compare ourselves globally and expose our students to a curriculum that is more rigorous than the BGCSE curriculum and additionally, get our students more prepared for university life.”

Gibson went further to state that teachers in the ACEA have been asking for a “different approach or an accelerated program that takes students beyond the BGCSE program” for some time now. He added that the AP program provides the best option for those accelerated

students who have completed their BGCSE’s in grades 10 and 11, but who can still benefit from a high school environment.

These initial AP training sessions were only the first step in the training process for Bahamian educators. AP English and calculus subject training sessions took place with subject teachers later on in the month. Eventually, according to Hinsey, information sessions will be targeted at parents and students, to ensure that they too appreciate the benefits that the AP program can provide.

Members of the AP Training Panel: (L-R): Brian Hartman, the Director of International K-12 Initiatives at the College Board; Keisha Simms, AP Coordinator of St. George’s High School (Grand Bahama), Cassandra Bowles. Guidance Counselor and AP Coordinator of Queen’s College [Photo Credit: Georgette L. Turnquest].

Brian Hartman, the Director of International K-12 Initiatives at the College Board (Middle) along with Monique A. Hinsey, Scholarship Resource Centre Consultant for the Ministry of Education, Science and Technology (Right of Hartman), along with other educators at the Advanced Placement training workshop held on Friday 20 th March at Aquinas College [Photo Credit: Makia Gibson].

A group shot of educators at the Advanced Placement training workshop help on Friday 20 th March, 2015 at Aquinas College, led by Brian Hartman, the Director of International K-12 Initiatives at the College Board [Photo Credit: Georgette L.Turnquest].

EDUCATORS RECEIVE ADVANCED PLACEMENT (AP) TRAINING

and for understanding the urgency and need for improving the overall academic profile of our students, so that more of them can tap into greater scholarship opportunities.”

The Marjorie Davis Institute for Special Education A special ceremony was held on Thursday, April 16th to officially open an institute for special education, located on the site of the former Our Lady’s School, in the name of veteran educator, Marjorie Davis. Prime Minister Christie, who was the keynote speaker for the event, remarked that, “education is a priority for [his] government. It is through education that we promote the development of our people and the nation as a whole.”

H

e noted that the Marjorie Davis Institute for Special Education “is considered a vital step toward fulfilling [his] government’s commitment to making special

education a priority.” He also noted that Miss Davis, is among a small group of “hardworking, civic revolutionaries who ignited the passion for transformation in the Commonwealth of the Bahamas.”

In his introduction of the

Prime Minister, The Minister of Education, Science and Technology, Jerome K. Fitzgerald noted that “Miss Davis was Director of Education during a very difficult period in Bahamian education.

Many teachers felt alienated from the Board of Education.

Through monthly meetings

along with training and development programs, Miss Davis helped to empower our teachers. Her former colleagues recall that her principles, values and standards were never compromised. She embraced challenges and never shied away from hard work.” At the culmination of the ceremony

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THE MARJORIE DAVIS INSTITUTE FOR SPECIAL EDUCATION

Prime Minister Christie stated that he “anticipate[s] that this institute will become the envy of our region.

[The government] will use it to catapult us further into understanding the learning disabilities and challenges that plague our nation.”

Unofficially, Miss Marjorie Winton Theresa Davis began her teaching career in the 1930’s, as she was the second of twelve children born to

the late Sir Cyrus Ulysses Davis and Hilda Davis. As an older sibling and especially during those times, the young Marjorie would have been responsible for the rearing and development of the younger children within her home. This could have been the catalyst for a lifelong career dedicated to putting others before self; a career dedicated to the rearing and development of the children of this nation.

Officially, Miss Davis began her career in education in 1950, as a teacher at Government High School, her alma mater. While there, she primarily taught Latin, a subject dreaded by many, but the foundation upon which most languages of today are based.

During the twenty years she spent at Government High, she came to be known and regarded as a dedicated teacher committed to bringing out the best within each of her students.

Shortly after Miss Davis obtained her Master’s Degree in Education in 1970, she began her career at the Ministry of Education Headquarters where she held various posts, including Senior Assistant Director. During this time she maintained responsibility

for seven sections, including Technical and Vocational education, Special Schools, the Learning Resources and the Examination Section.

In 1977, in an era when the majority of women were still expected to work from the home, Miss Marjorie Davis became the first female Director of Education. Her placement occurred during a time when many women were not given the opportunity to lead. Like the suffragettes in the generations before her, Miss Marjorie Davis blazed a trail for generations of female educators.

During her eleven years as Director of Education, Miss Davis brought great improvements to the Department of Education. She helped to establish in service training for clerical and teaching staff; she established annual teachers conferences and workshops; monthly principals meetings; gave recognition to long standing teachers in the private and public school systems; established student career days; helped to expand technical and vocational education and she helped to establish the College of The Bahamas.

Miss Davis was also instru-

mental in establishing the Bahamas General Certificate of Secondary Education Examination (The BGCSE).

In 1988 she was contracted to coordinate the training of a team that would implement the first sitting of this national exam.

Miss Davis is not only an outstanding educator, but also a model citizen. Miss Davis is a proud Zonta, a devoted member of St. Francis Xavier Cathedral, one of the longest serving active Girl Guide Leaders (serving since 1946), she served as a volunteer with the “Let’s Read Bahamas” programme, the National Art Gallery of the Bahamas, the Ranfurly Home for Children , the PACE programme for unwed mothers and she has also been active with health and HIV/AIDS projects throughout the years. Her achievements and her commitment to service has been recognized through numerous awards such as the Queen’s New Year’s Honour Award (OBE), the Living Legends Award from the Zonta Club of New Providence and the Lady Sassoon Golden Heart Award from the Sir Victor Sassoon Heart Foundation, and this is only naming a few.

THE MARJORIE DAVIS INSTITUTE FOR SCPECIAL EDUCATION

the school sign was officially unveiled along with a commemorative plaque.

The Marjorie Davis Institute was officially opened to students on January 7th of this year. At that time, it held one fifth of its present population. It is comprised of four major areas; Diagnostic and Consultative Services, Intervention Services, Training Services and Research. The institute services children with mild learning and developmental disabilities who represent the largest proportion of all students with disabilities here in The Bahamas.

It is the perfect environment to properly diagnose and assess how our exceptional children learn and wherever possible, help them to be able to matriculate into to the regular school system.

Dr. Rodney D. Smith COB President

University of The Bahamas

A

To Undergird National Development robust, strong and globally recognized University of The Bahamas.

That is the goal around which The College of The Bahamas community of faculty, staff, students and alumni is mobilized. The goal was set more than 40 years ago when the institution was officially opened.

Today, The College is on the cusp of its transition to university status and is building capacity in academic programme development, institutional effectiveness, infrastructure and national development leadership.

“A university represents the strength of a country; an institution of higher education, an institution for research, an institution for innovation, one that treasures its culture and history,” explains College of The Bahamas President Dr. Rodney D. Smith, who is leading the institution for a second term. “There needs to be a repository and an initiator of change and that is what the University of The Bahamas will represent for The Bahamas.”

President Smith’s vision includes creating a University of The Bahamas System that increases access to tertiary education throughout The Bahamas, gives autonomy to The College’s campus in

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Grand Bahama and uses a $23 million infusion from the Caribbean Development Bank and the Government of The Bahamas to improve critical university operations.

Established by an Act of Parliament in 1974, The College of The Bahamas was created through the amalgamation of four institutions: The Bahamas Teachers’ College, San Salvador Teachers’ College, C. R. Walker Technical College and the sixth form programme of The Government High School.

The institution opened its doors for the first time in September 1975, with an enrolment of some 2,000 students, in a range of programmes leading to associate degrees, diplomas and certificates and General Certificate in Education (GCE) ‘A’ Level studies. Today, the student enrolment is approximately 5,000 and the majority of graduates are earning baccalaureate degrees.

From inception, it was envisioned that The College would eventually become a university, as affirmed by former Prime Minister Sir Lynden Pindling at the official opening ceremony.

Since then, the institution has grown steadily in critical areas.

proposal for the financial sustainability of the University is being drafted.

to all the islands of The Bahamas and abroad,” Dr. Smith said.

The real impact of these improvements will be reflected in the quality of research, scholarship, vibrancy of campus life programmes and the contributions of alumni.

In March 2015, the COB Transformation Project, supported by a collaborative $23 million contribution from the Government of The Bahamas and the Inter-American Development Bank to strengthen operational and infrastructural capacity at the institution, was initiated.

Senior administration, in conjunction with the Office of the Attorney General, has reinvigorated its crafting of the proposed University of The Bahamas Bill. A Master Plan is the blueprint guiding key infrastructural changes for the campuses in Oakes Field, New Providence and East Grand Bahama, and a

When he addressed a caucus of more than 400 university leaders at the VII Summit of the Americas in Panama City, Panama in April 2015, President Smith shared his vision for the realignment and development of academic programmes to help stimulate the economy.

The institution offers a range of baccalaureate degrees across a broad spectrum of disciplines in Liberal and Fine Arts, Social and Educational Studies, Pure and Applied Sciences, Business and Culinary and Hospitality Management. In addition to the masters degrees in collaboration with overseas institutions, The College also offers two of its own; the MBA and Master’s of Science in Reading with a concentration in Inclusive Education.

“Gone are the days when we should focus on delivering duplicates of the same academic programme on several islands. It is time to develop Colleges with specialties on respective islands; while extending the outreach of academic degree programming via the online environment

Although the changes that will usher in the University of The Bahamas are extensive, they will pay homage to the noble roots of The College of The Bahamas and leave an imprint that is distinct and unmistakable.

UNIVERSAITY OF THE BAHAMAS TO UNDERGIRD NATIONAL DEVELOPMENT

Members of The College of The Bahamas 2015 Commencement Class participate in the Spring 2015 Commencement ceremony held at the Thomas A. Robinson National Stadium on Thursday, May 28th, 2015.

THE MABEL WALKER

PROFESSIONAL DEVELOPMENT INSTITUTION

T

he Mabel Walker Professional Development Institution is vital to the success of the Ministry of Education, Science and Technology’s shared vision for 2030.

Through this institution, employees will be assured of opportunities to continually keep pace with current 21st Century educational standards that is, to maintain and enhance the knowledge and skills needed to deliver professional service and pursue knowledge that is relevant and up to date. It is believed that with well-planned continuing professional development activities, employees will not only be able to safeguard their careers, but also the interests of the employer, the Ministry of Education, Science and Technology, the public, the schools and the community at large.

The goal of the Mabel Walker Professional Development Institute is to create, in The Bahamas, a cadre of education sector workers who are better prepared with the requisite skills to lead and serve, while promoting the value of ongoing learning and growth for all. The Institute will offer to all educational professionals, administrative and support personnel, a variety of relevant and effective professional development activities and resources that are based on agreed performance standards and competencies. The Institute will seek to align policy with practices; build leadership and capacity to deliver change at all levels; improve the delivery of services to the public, particularly students; and generally, to increase effectiveness and efficiency within the Ministry.

Additionally, the Institute will seek to work with The College of The Bahamas and other tertiary and training institutions, the Bahamas Union of Teachers, the Bahamas Educators Managerial Union, the Bahamas Public Service Union and other partners who seek to advance the quality of job performance and, more specifically, the quality of education.

With the erection of a state of the art 400 capacity auditorium, two demonstration classrooms, an interactive computer classroom, recording and editing studio, and an employee assistance complex, it is envisioned that the institution will provide a range of training opportunities for employees in the education system, acknowledging international and research-based

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access during normal work hours. Additionally, given the availability of adequate lighting and security personnel, evening and Saturday events will be considered. Further, with proper planning, the Institute will become a suitable venue for executive meetings and professional retreats.

institutions; the Public Service and private sector.

Specialist organizations like the Royal Bahamian Defense Force (RBDF), the Royal Bahamas Police Force (RBPF), Bahamas Reef Environment Education Foundation (BREEF), Bahamas Red Cross, and Gladstone Road Agricultural Instruction will be provided Centre (GRAC), will not be excluded from this through multiple sources partnership. Private sector beginning with the large entities such as Abacos’ reservoir of competent Friends of the Environment, staff in the Ministry of Atlantis University, Baha Education, Science and Mar Training Institute, The Technology (MOEST); Bahamas Hotel Association senior and master teachers (BHA), Lowe’s Wholesale, in our school system; Bahamas Landscapers experts from local and Association, and sporting/ international tertiary coaching associations and federations will provide training in specific areas, on an as-need basis.

THE MABEL WALKER PROFESSIONAL DEVELOPMENT INSTITUTION

standards and best practices for professional learning and growth. The estimated cost of this venture is approximately four million dollars. An investment of this magnitude will impact the future of education in The Bahamas as there will be increased opportunities and flexibility in scheduling of professional development activities. Training will be scheduled in such a way as to make optimum use of the facilities. For instance, activities involving classroom teachers will be scheduled for afterschool hours and summer holidays, while other groups such as administrative, technical and support staff will have

The Bahamas Technical a 21st Century Technical Training

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s the premier technical and vocational educational facility in the country, The Bahamas Technical and Vocational Institute (BTVI) continues to provide value to its many students and by extension, the labour force. Exposing students to cutting-edge developments in a world that is technologically-savvy, the BTVI team assiduously assists students in mapping out a progressive future. This underscores the institution’s mission to “Provide learning opportunities

that enable individuals to be globally competitive and economically independent.”

A major milestone for the institution came in January 2014 when Minister of Education, Science and Technology, the Honourable Jerome Fitzgerald announced the names of the institution’s nine-member Board, which was constituted in October 2013. A first for BTVI, the Board was established by the 2010 Bahamas Technical and Vocational Act which came into force in early 2011.

As BTVI continues to expand its

horizons, it seeks access to higher education for qualified students. In 2014, the institution and New England Institute of Technology, Rhode Island, USA, signed two new articulation agreements. The technical schools now have articulation agreements in Information Technology Cyber Security and Information Technology Network Engineering. The agreements facilitate BTVI’s students’ matriculation from the Information Technology Management Associate’s degree program into New England Tech’s Information Technology Network Engineering and Information Technology Cyber Security Bachelor’s

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degree programs. Prior to the two new articulation agreements, BTVI and New England Tech also signed articulation agreements for Electrical Installation, Office Administration and Information Technology.

Meanwhile, BTVI’s students are also receiving international certifications.

Five students obtained international certification in Heating Ventilation and Air Conditioning (HVAC).

Three of the students received universal certifi-

cation, while the other two received core and levels 1 and 3 certifications. The certification used for local technicians is based on section 608 of the United States Environmental Protection Agency’s Clean Air Act, which enforces activities that protect the ozone layer as they apply to air conditioning systems and stationary refrigeration. Under the Montreal Protocol on Substances that Deplete the Ozone Layer, all technicians must be certified. It is also mandatory that all con-

THE BAHAMAS TECHNICAL AND VOCATIONAL INSTITION: 21ST CENTURY TECHNICAL TRAINING

a nd Vocational Institution:

“

“

BTVI offers customized training throughout the Family Islands. The 16week General Maintenance courses include the fundamentals of carpentry, plumbing, tiling and electrical installation.

struction and mechanical trade students are Occupational Safety and Health Administration (OSHA) certified.

In the interim, a few students are afforded extraordi-

nary experiences, including the opportunity to engage in short-term exchange opportunities at the undergraduate levels. Four students are presently studying in Canada for two semesters on Emerging Leaders in the

51

THE BAHAMAS TECHNICAL AND VOCATIONAL INSTITUTION: 21 CENTURY TRAINING

Additionally, BTVI offers customized training throughout the Family Islands. The 16-week General Maintenance courses include the fundamentals of carpentry, plumbing, tiling and electrical installation.

BTVI previously conducted the same course in Harbour Island, Cat Island, Andros, and Exuma.

Understanding the importance of seeking advice on current trends, Professional Advisory Committee meetings have played a pivotal role in the way forward.

The committees consist of subject-matter experts who advise the institution on industry needs to help students better navigate and be prepared for the world of work. Meetings are held with BTVI officials twice each academic year (fall and spring).

As for keeping instructors on the cutting edge of emerging trends, profes-

sional development is vital and BTVI has ensured they stay current. A number of instructors are currently enrolled in the Vocational Education Enrichment Program facilitated by international instructors.

The program aids in BTVI meeting the international standards set by the Council on Occupational Education.

As BTVI gets set to bring the 2014-2015 academic year to a close, it has been a year of growth, which is an indicator of its continued pledge to the students, staff and faculty. The institution remains dedicated to impacting its students. They in turn have gone into the workplace and are making an impact too, having been equipped with skills

to meet industry needs.

Therefore, BTVI’s Board of Directors, management, staff and faculty remain resolute in their commitment to the institution’s vision: “To be known for its innovativeness, quality customer care and achieving business and industry trends in preparing individuals for the world of work.”

THE BAHAMAS TECHNICAL AND VOCATIONAL INSTITION: 21ST CENTURY TECHNICAL TRAINING

Americas Program (ELAP) scholarships. Lynderia Clarke and Renel Pierre are both studying Electrical Installation at Vancouver Island University, while Cordelia Dean and Mystique Stevenson are in the Computer Systems Technician program at Fanshawe College.