ministry of education action plan 2005 2010 planes...the ministry of education’s action plan 2005...

U P D A T E

action plan 2005 -

Ministry of Education

2010Ministry of Education

W W W. M O E S . G OV. B Z

Belmopan City, Belize, Central AmericaTel: (501)822-2380 or (501)822-2698

Fax: (501)822-3389

BELIZE

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Action Plan 2007 - 2010

To educate. To transform. To liberate.

Table of Contents

Foreword 2

Preface 4

Action Plan 2005 - 20�0 Update

Background 6

MinistryofEducationMissionStatement 7

RationaleofthePlan 7

GeneralObjective 8

SpecificObjectives 8

KeyActionAreas 9

ProgresstoDate 9

Early Childhood Education and Development �0

Teacher Education �3

Curriculum And Assessment �7

Special Education 22

Technical and Vocational Education and Training 25

Adult and Continuing Education

Access 28

Linkages 29

Higher Education 30

Policy Development 3�

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Ministry Of Education


ForewordMinister of Education Hon. Francis Fonseca

Educationisanever-endingprocess,andthesystemofeducationwithwhichweliveandworkalsoremainsfluidandflexible.Theoneconstantisthefactthatthesystemmustworkforourstudents.Ultimately,ourchildrenreceivethefruitsofthesystem.

IcalledontheparticipantsintheNationalEducationSummitofMay2004torememberthatwemetonthosethreedays“inthenameoftheBelizeanchildwhosehopesandaspirationsareournation’shopesandaspirations”because“itisforthemthatwelive,

work,andriseeachmorning.”Ourgoaltodayremainsthesame.Inthefaceofachangingworld,wecontinuetoworkforeachBelizeanchild.

TheMinistryofEducation’sActionPlan2005–2010wastheresultofthemanyhoursofdiscussionsanddeliberationsthatculminatedintheSummitandhassinceservedastheguidingforcebehindtheactionsoftheMinistry.Italsoservesasaconstantreminderthatourapproachtotheeducationneedsofournationcannotbestaticeither.

ThisreportisareflectionofthefactthatmuchhasbeendoneintheMinistryofEducationoverthepastthreeyears,underthedirectionofthePlan.Muchisbeingdone,andmuchremainstobedone.Wemustcontinuetoworkstepbystep,areabyarea,yearafteryeartowardachievementofthetargetsofthePlan.

Ithasbeensaidthatlearningislikerowingupstream;nottoadvanceistodropback.Soistheworkofeducation.Droppingback,forusattheMinistryofEducation,isnotanoption.WewillcontinuouslystrivetoadvanceineducationtoensurethateveryBelizeanstudentbenefitsfromahealthyandprogressivesystem,andsowewillensurethegrowthanddevelopmentofBelize.

Hon. FonsecaMinister Of Education

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PrefaceChief Education Officer, Maud Hyde

Educationiseverybody’sbusiness.TheextensiveconsultationsundertakenpriortotheEducationSummitareaclearindicatorofthehighvaluetheMinistryofEducationplacesoncommunityinvolvement.Thepre-SummitcountrywideconsultationsdrewparticipantsfromawidecrosssectionoftheBelizeanpublicandattractedinputfromavarietyofpeopleofallagesandexperiences.Evenchildrenweregivenanopportunitytovoicetheiropinionsontheeducationalservicestheywerereceivingandsubmittheirrecommendationsonhowtheybelievedtheirneedscouldbebestserved.

DuringthedaysoftheSummit,May22to24,2004,publicparticipationwasoverwhelming.Thehighlevelofparticipationmadeeverysessionmeaningfulandrichwithinformationsharingandrecommendations.Post-Summitactivitiesensuredthateveryrecommendationwascarefullyreviewedandanalyzedbyareaspecialistswhowereabletoshapethemintoaconcreteactionplanwithclearlydefinedoutputsandtargetdates.Hence,thepostSummitActionPlanhaschartedthewayforwardfortheDepartmentofEducationoverthelastthreeyears;thatisasitshouldbe,astheMinistrywasgivenaclearmandatefromtheBelizeanpublictotakenecessaryactionthatwouldbringmeaningfulchangetotheeducationsystem.

Thisdocumentisintendedtoprovideanupdateontheareasidentifiedaskeyareasforimmediateaction.Thepost-SummitActionPlansetmanytargets,someofwhichrequiredmoreimmediateactionthanothersandweremorereadilyachievedthanothers.ThreeyearsaftertheSummit,webelievethatwehavemadesignificantprogressinaddressingthoseareasrequiringimmediateattention.WehavealsoworkedtowardsestablishingstrongfoundationsuponwhichotherinitiativescanbeadvancedinordertofurtheraddressthemediumandlongtermobjectivesoftheActionPlan.

Someareaswheresignificantprogresswasmadeoverthelastthreeyearsincludeteachereducation,earlychildhoodeducation,technicalandvocationaleducationandtraining,specialeducationandcurriculumdevelopment.Priorto2004,accesstoteachereducationwasavailableonlyattheUniversityofBelize;todayfourJuniorCollegesinfourdistrictsofferteachereducationprogrammesforprimarylevelteachers.Itisanticipatedthatby2008thenumberofprimaryschoolteacherscompletingprofessionaltrainingwillhavedoubled.

Accesstoearlychildhoodeducationalsosawextensivegrowthwithinthelastthreeyears.Withpre-Summitfiguresindicatingamere15%ofpreschoolagechildrenenrolledinpreschoolscountrywide,thiswasanobviousareathat

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calledforimmediateaction.MOEadoptedanexpansionstrategythatservedtomorethandoublepreschoolenrollmentwithinthethreeyearperiod.Thisstrategycalledforexistingprimaryschoolstoaddapreschoolclasswherethespacewasavailable.Inmanyinstances,theMinistryassistedwithfinancialandtechnicalsupporttofacilitatethisexpansion.TheMinistryalsoprovidedthesalariesofadditionalteachersforthenewpreschoolclasses.

Asaccesstoeducationalopportunitiesexpandedatalllevelsoftheeducationsystem,measureswereinstitutedtoensurethatqualitywasnotsacrificed.Themostsignificantqualityassurancemeasureaddressedcurriculumdevelopment.Duringtheperiodthisreportseekstoaddress,anewpreschoolcurriculumwasintroduced,theprimaryschoolcurriculumwasreviewedandanumberofareasupgraded,andoccupationalstandardsandcurriculaweredevelopedforTVET.Becausecurriculumdevelopmentisanongoingprocess,itisanticipatedthatworkinthisareawillcontinue.

AlthoughmanyrecommendationshavebeensuccessfullyaddressedoverthethreeyearperiodsincetheSummit,muchremainstobedone,asaccesstoeducationcontinuestoexpandatalllevelsoftheeducationsystem.Increasedaccesstoeducationwillrequiregreaterinvestmenttobemadeineducationbywayofhumanandmaterialresources.Aneducatedworkforceiskeytonationaldevelopment,andinvestmentineducationcontinuestobethemosteffectivepovertyalleviationstrategy.Thework,therefore,mustcontinueasweapproachtheendofthefirstfive-yearperiodoftheActionPlan.

Maud Hyde Chief Education Officer

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TheNationalEducationSummitofMay2004andtheextensivecountrywideconsultationsthatleduptoitbroughttogetherhundredsofpeoplefromallwalksoflifeandyieldedhundredsofrecommendations.Theguidingprinciplebehindallthesemeetings,largeandsmall,wasthedesiretoprovidetheBelizeanpeoplewiththeopportunitytohavesomeinputintowhatwouldhappenastheMinistryofEducationbegantochartitswayforward.

Fullyawarethatoursystemofeducationisinneedofreform,theMinistryofEducationworkedhandinhandwithUNICEFandaPlanningCommitteemadeupofmembersofboththeseorganizationsandrepresentativesofmanyaspectsofBelizeansociety.Theywereunitedinthebeliefthatthebestwaytodecidewhatchangesshouldbemadeandwhatgoalsshouldbesetwastoaskthepeoplewhattheythought.

Sotheconsultationsbegan,everyoneimplicitlyaskingpeoplewhattheythoughtwaswrongwithoursystemofeducationandwhatcouldbedonetomakeitbetter.AndeveryconsecutivegatheringbroughtforthmorerecommendationsfromthepeopleofBelize.

TheSummititselfgeneratedcountlessrecommendations.Whenthefactthatover400peopleparticipatedineachdayofthathistoricthree-dayworkingsessionistakenintoaccount,thesheervolumeoftheworthwhileideasthatwererecordedandtheextentofthescopeoftherecommendationsshouldnotsurpriseanyone.

Ingeneral,therecommendationsmadeitveryclearthattheMinistryofEducationwouldhavetotakeboldanddecisivestepstoreshapetheeducationsystem.MoreinnovativewaystomeetBelize’seducationneedsforthe21stcenturyhadtobefound.

Onamorespecificnote,therecommendationstouchedoneverypossibleareaofeducationrelevanttoourcountry.Someweredocumentedaspartofthegroupworkdoneduringthebreak-awaygroupsessionsoftheSummit.Otherswereindividualthoughtsthatranthegamut,fromcriesformorepreschoolsandbettertrainedteacherstoideasonwhatshouldbeincludedinthecurriculumandsuggestionsforamalgamationofsomeschoolsinruralareas.

Therecommendationswerecompiled,sorted,andhandedovertoworkingcommitteescomprisedofMinistrypersonnelandexperiencededucators.ThesepeoplewereassignedthetaskofreviewingtherecommendationsandorganizingthemsotheycouldbecomeanintegralpartofanimplementationplanthatwouldguidetheMinistryofEducation’sactivitiesoverthenextdecade.

Fromthereview,eightareasemergedaskeyactionareas.Thesethenbecamethefocusofamoredetailedplanofactioneachworkingcommitteebegantodevelop.TheproductoftheireffortswastheMinistryofEducation’sAction Plan 2005 – 20�0.

Action Plan 2005 - 2010 UpdateBackground

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Action Plan 2005 - 2010 UpdateMission Statement of the Ministry of EducationRationale of the Plan

Mission StatementTheMinistry,onbehalfoftheGovernmentofBelize,ischargedwiththeresponsibilityofensuringthatallBelizeansaregiventheopportunitytoacquiretheknowledge,skills,andattitudesrequiredforfullandactiveparticipationinthedevelopmentofthenationandfortheirownpersonaldevelopment.

Rationale of the PlanInhisaddressontheOpeningNightoftheNationalEducationSummit,MinisterofEducation,Hon.FrancisFonsecaspokeplainlyoftheworktobedoneattheSummit:

Identifyingissuesandchallengesistheeasypart.Ifourdiscussionsoverthenextthreedaysaretobemeaningful,wemustemergefromthemwiththeframeworkforaclear,practicalplanofactionunderpinnedbyspecifictargets,arealistictimeschedule,assignedareasofresponsibility,andidentifiedsourcesofrequiredfinancing.

Thisplanofactionmustthendeliverrealresultsoverthenext10years:

1. Universalaccesstoprimaryschoolby2008.

2. UniversalSecondaryEducationby2010.

3. 75%trainedteachersby2010.

4. Averageclasssizeof25by2010.

5. NationalnetworkofCentersforEmploymentTrainingby2008.

6. RepetitionandDropoutratesbelow5%atalllevelsby2010.

7. 100%Preschoolcoverageby2012.

8. NationalExaminationperformanceaveragesover75%inMath,Science,and Englishby2010.

9. 100%increaseintertiarylevelenrollmentby2012.

10. 100%secondaryschoolgraduatecompetencyinSpanishasasecondlanguage by2010.

Thesewerethetargets,the“realandachievabletargets”theMinisternamedinthatvisionaryspeech.

ThesetargetsstayedinthebackgroundwhiletheMinistry’sworkingcommitteessortedthroughthewealthofrecommendationsthathadcomefromtheconsultationsandtheSummit.ThetaskbecamenotonlytomeshthedesiresofthepeoplewiththegoalsstatedsoclearlyherebytheMinister,butalsotoputtheresultsofthatcombinationintoaproperformat,onethatwouldgopastsayingwhatneededtobedonetosayalsohowitwouldgetdone,whowouldberesponsible,andhowmuchtimewouldbeallottedtotrytoachievethespecificgoals.AndsotheMinistryofEducation’sAction Plan 2005—20�0 wasborn.

Education is the most powerful weapon which you can use to change the world.(Nelson Mandela)

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TheMinistryofEducationissuchadiverseorganization,somanyserviceareasandunitsworkingseparatelyyetunitedintheirdesiretoprovidethebestpossibleeducationandeducationservicesforthepeopleofourcountry,thatperhapsthebestwaytokeepeveryonefocusedonthelong-termgoalswastowriteaplanlikethis.ThisplanencompassestheMinistry’sproposalsforeffectingchangeinkeyactionareas.BecausetheareasspantherangeoftheentireMinistry,everyonewhoispartoftheMinistry,then,knowsofthenewvisionforeducationandcanhelptoworktomakeitcometrue.

General Objective of the Action PlanTorecordtheMinistry’slong-termgoalsandstrategiesforachievingthosegoals,assignresponsibilityforthedifferenttasks,andattacharealistictimeframetothetasks;toensurethatallmembersoftheMinistryareawareofthesetargetsandabletodirecttheirdaytodayendeavorstowardmeetingthem,evenastheycontinuetostrivetoprovidethebestpossibleeducationandeducationservicesforthepeopleofBelize.

Specific Objectives• Tocreate accesstoeducationalopportunitiesforlearnersatalllevels: early childhood,adult and continuing education,teacher education,and technical and vocational education;toincrease accesstohigher educationto15%by2010

• Toenhance qualityinearly childhoodandtechnical and vocational education;toassure qualityinteacher education,adult and continuing education,andhigher education

• Toestablish accountability measuresinearly childhood education andteacher education;toensure propermonitoring and evaluationof programsinadult and continuing education

• Toestablish linkageswithintheMinistryofEducationandwithother ministries,withtheprivatesectorandthepublicingeneral,andwithregional andinternationalagenciesforearly childhood education,adult and continuing education,andcurriculum and assessment

• Toensure parental involvementinearly childhood education

• Toestablish aresource centreforteacher education

• Tobuild capacityinspecial educationandadult and continuing education

• Toensure inclusionforspecial educationservices

• Tocreate an enabling environmentforspecial educationschoolsandservices

• Toensure relevant curriculainallareasbystandardizing,strengthening, expanding,reviewingandintroducingprogramsincurriculum and assessment

Action Plan 2005 - 2010 UpdateGeneral Objective of the Action PlanSpecific Objectives

Education is not the filling of a pail, but the lighting of a fire.(William Butler Yeats)

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• Toimplement and formalize assessment inareasrelatedtocurriculum and assessment

• Toimprove efficiencyintechnical and vocational education

• Toensure policy developmentinhigher educationandinanyotherkey areaslackingpolicy

Key Action AreasTheActionPlan,bornofhundredsofrecommendationsfromthepeopleofBelize,definesthefollowingareasasmostimportant:

• EarlyChildhoodEducationandDevelopment

• TeacherEducation

• AdultandContinuingEducation

• CurriculumandAssessment

• SpecialEducation

• TechnicalandVocationalEducationandTraining

• HigherEducation

• PolicyDevelopment

Progress to DateNow,standingatthehalfwaymarkoftheoriginalActionPlan’stimeline,theMinistryofEducationhastakenthetimetochecktheprogressofitstargets.ThetextaheaddefinestheeightActionAreasoftheplan,outliningthespecificgoalsandtargetsandtheprogressmadetodate,foreach.

ThepasttwoandahalfyearsofactivelyworkingtoaccomplishtheplanhasgiventheMinistryofEducationtheopportunitynotonlytobringmanyoftheSummitrecommendationstofruition,butalsotorecognizethepracticalitiesandlongtermimplicationsoftheplan.

Significantprogresshasbeenmadeinmanyoftheactionareas.Sometargetsonthetablesaheadcanbetickedoff,likeachecklistofworkaccomplishedorinprogress.Othertargetshavehadtoberevisedinsomecases,toshiftslightlythefocusofthegoalsthemselves,ortoadjusttheinitialdatestowhatcannowbeseenasamorefeasibletimeframe.

TheextentofthetimeandeffortwhichwentintotheNationalEducationSummitofMay2004isundeniable.Andthepromisewasmadethen,thatthepeople’srecommendationsandtheplanwhichtheyproducedwouldnotbeshelvedandforgotten.ThistextisproofofthefactthattheActionPlanremainsavitalandvisiblepartoftheworkofalldepartmentsoftheMinistryofEducation.

Action Plan 2005 - 2010 UpdateKey Action AreasProgress to Date

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Theperiodofearlychildhoodisthatperiodofachild’slifefrombirthtoeightyears.Oureducationsystemhastraditionallygivenfarfromsufficientattentiontothismostimportantphaseinachild’sdevelopment.TheMinistryofEducationrealizestheurgentneedtoincreaseopportunitiesforaccesstopreschooleducationandtoimprovethequalityofeducationinpreschoolscountrywide.Theactionplanseekstoaddressboththeseconcernsinordertobringaboutmeaningfulchangeinthisarea.

Althoughtheplanmostlyaddressesactivitiesrelatingtopreschooleducation,itisalsodesignedtostrengthenthelinksinthethreestagesofearlychildhood:thefirststage,frombirthtothreeyears;thesecondstage,thepreschoolyears;andthethirdstage,whichincludesthetransitionfrompretoprimaryschool.Theplanalsoemphasizestheimportanceofinitiatingandmaintainingstronglinkswithothersectorsconcernedwithearlychildhoodissues.

Goals1. tocreateaccesstoearlychildhoodeducationfor50%ofpreschoolage childrenby2010

2. toenhancethequalityofearlychildhoodeducationinallpreschoolcenters andprimaryschools

3. toinstituteaccountabilitymeasuresforallprovidersofearlychildhood education

4. toestablishlinkagesbetweenrelatedMinistriesandregionalorinternational organizationswithsimilarinterests

5. tostimulateparentalinvolvementineducationforparentsofpreschool-age children

Status of Targets

Specific Targets

Status of Targets

Projections

Pay salaries for all preschool teachers in licensed preschools.

153 teachers in 125 schools now being paid by GoBPolicy in place to reduce fees in preschools where teachers are now paid by GoB. Attaching preschools to existing primary schools and providing salaries for preschool teachers in approved preschools have effectively reduced the cost of preschool education.

Early Childhood Education and DevelopmentGoals Status of Targets

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Construct or support construction of preschools where none exist to provide equal opportunity for access to preschool experience and to increase access by an additional 25% by 2010.

2 model preschools established, one in Belize City by MoE and one in Belmopan by UB; centers refurbished in many communities

Construct one model preschool in each district by September 2010.Complete the attachment of preschools in remaining 22 villages that do not have a preschool by 2010.

Establish the Summer Preschool Experience program in all districts to give every child an opportunity to prepare for preschool and entrance to primary school.

2005: SPE program ran in 41 centers countrywide for 1071 children2006: 17 schools participated in 2006 in Cayo, Stann Creek, and Toledo, and 517 children attended2007: Program ran again only in Cayo, Stann Creek, and Toledo, with 20 schools and 650 children participating.

Phase out SPE programs by 2010 to coincide with the opening of new preschools countrywide.

Establish and resource a specialized Unit — the Early Childhood Education and Development Center — by April 2005 to provide greater efficiency and effectiveness in delivery of services.

Center established Sept. 2005Early Childhood Coordinators (Itinerant Resource Teachers) engaged full time to provide support at the district level.Initial training for IRTs completed.

National Coordinator for Early Childhood Education and Development hired by January 2008

Train and certify 50% of preschool teachers by 2010 to improve the quality of the preschool experience.

91 teachers (80%) have completed basic training since 2003; basic training done each term and in – service training done countrywide 2006-07.Associate of Arts in Early Childhood Education program introduced at SJCJC with effect from September 2007.

By 2010, 25 Early Childhood educators trained to Associate degree level and at least 75 more in training.Develop BzNVQ certification program for Early Childhood teachers and care providers through coordination with ITVETs by September 2008.

Early Childhood Education and DevelopmentStatus of Targets

Specific Targets

Status of Targets

Projections

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Complete the development of the preschool curriculum and implement in all preschools to standardize the material being taught.

Curriculum revision and Preschool Readiness Guides, new Assessment booklets, and Teachers’ Activity Books completed and implemented March 2007.

Implement monitoring to ensure appropriate use of curriculum materials. EC IRTs will provide training and supervision to ensure effective delivery of the new curriculum. They will also conduct regular teachers’ workshops to reinforce the planning process. Enforce standards with respect to teacher qualifications and licensing of preschools. Persons applying to become preschool teachers will be required to hold, at minimum, a high school diploma.

Continue monitoring of preschools countrywide by district supervisory teams.

Ongoing with assistance from district curriculum officers; ECED training for district officers completed April 2007.

Monitoring is ongoing.

Hold training workshops to aid teachers with easing children’s transition from pre to primary school and to eliminate repetition at lower primary.

Expose Infant 1 teachers to Early Childhood curriculum to prepare them to be better able to aid children in the transition from pre to primary school.

Encourage inter-ministerial cooperation in health and childcare initiatives to share resources and strengthen partnerships and increase dialogue and collaboration on early childhood issues across ministries.

Ongoing with NCFC, MoHD, and other programs/ agencies, e.g. OAS Hemispheric Project to reduce repetition rate and Child Focus III project. Personnel from the MoE have met with MoHD to see how this can be done; nothing concrete in place yet.

Use ITVET certification programs to help standardize/ upgrade daycare/child care centers.Enhance capacity of EDEDC Unit by engaging additional staff including a National Coordinator for ECEDC.

Encourage regional and international collaboration to maintain currency and provide opportunities for professional development.

Belize has participated in regional and international forums on ECED

Establish workshops or training programs for parents of preschool-age children to increase their knowledge and encourage greater and more effective home support.

Parent workshops provided by ECEDC annually in both rural and urban communities.

Continue the delivery of Parenting Workshops.

Early Childhood Education and Development Status of Targets

The important thing is not so much that every child should be taught, as that every child should be given the wish to learn.(John Lubbock)

Specific Targets

Status of Targets

Projections

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ThemanyrecommendationsonteachertrainingthatemergedfromtheSummitaddressedissuesofaccess,quality,andtheneedtocreateopportunityfortrainingofthelargenumbersofuntrainedprimaryschoolteachers.AtthetimeoftheSummit,theexistingprogramsofferedbytheUniversityofBelizeandSt.John’sCollegeJuniorCollege(completingitspilotphaseatthetime)werenotperceivedassufficienttomeettheneedforincreasedaccesstoinitialteachereducation.

Theconceptofaninstitutedesignedtomeettheparticulartrainingneedsofteachersemergedasaprominentoneamongthemanysummitrecommendations.ThisconceptevolvedintotheestablishmentoftheTeacherEducationandDevelopmentUnit,aUnitwhichtheactionplanseesasanarmoftheMinistryofEducationthatwillfocusonensuringthatwhileaccesstotrainingisincreased,qualityisnotlostintheprocess.TEDUwillalsocoordinatewithotherrelevantUnitswithintheMinistryofEducationtoprovideopportunityforin-servicetrainingtoaidteachersinmeetinglicensingrequirements.

Goals:1. tocreateaccesstoapprovedteachereducationprogramsthroughoutthe countryinordertoincreaseopportunitiesforteachereducationatthe initialorbasiclevelaswellasin-servicetraining

2. toensuretheimprovedqualityofteachereducationprogramsandservices

3. toregulatemonitoring,evaluation,andaccountabilitymeasuresforteachers andteachereducationprograms

4. tofacilitatetheproductionanddisseminationofrelevantresearch

A teacher affects eternity; he can never tell where his influence stops. (Henry B. Adams)

Teacher EducationGoals

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Facilitate provision of pre-primary/primary teacher education to Associate level at various regional centers to ensure increased opportunity for training at district level, with a minimum of 175 teachers in training every year.

Accomplished with Associate degree program in Primary Ed program at UB and 4 junior colleges – CJC, SJCJC, EJC, and SHJCBBTE endorsed the AA in ECE program to be piloted at SJCJC on a part-time basis starting August 2007

500 more primary school teachers trained to the AA level by 201025 early childhood educators trained to AA level by 2010 and at least 75 more in training

Provide opportunity for continuous professional development of Newly Qualified Teachers with Associate Degrees at the pre-primary and primary levels.

In process; 1-year Induction program approved by BBTE (17 enrolled in pilot program – projection of 75-100 for 2007-08)

At least 300 NQTs certified by 2010

Establish Teacher Education and Development Unit (TEDU) physically by August 2006 to ensure effective monitoring of provision and quality of teacher education in Belize.

AccomplishedAdditional member of staff appointed August 2007

Full complement of staff to be appointed by August 2008

Facilitate provision of training in pedagogy for secondary teachers with a content area Bachelor’s degree.

In process; UB offering Certificate program in Secondary Ed

At least 100 more secondary teachers with content area bachelor’s degree equipped with relevant pedagogy by 2010

Facilitate provision of training in pedagogy for primary teachers with a content area Associate degree.

Development of cert. ed. program began August 2007

Implementation of pilot to begin August 2008Pilot program to be completed by 2010

Develop system and capacity for provision of teacher training through distance mode.

Not yet started. Scheduled to start in August 2010.

Assist with the development of mechanisms to recruit an increased number of “high quality” entrants into teacher education programs starting August 2007.

In process; initiated on an informal level only Entry requirements for initial teacher training will be formalized by August 2008

Standardize core curriculum development and implementation courses in pre and in-service teacher education programs at Associate and Bachelor’s degree levels

Standardizing of core curriculum for primary school teacher training about 50% completedA standardized curricula at the AA level (Early Childhood Education) approved and endorsed by the BBTE was instituted in August 2007.

Standardized curricula for initial teacher training (AA in Primary Education), approved and endorsed by the BBTE will be instituted in all teacher training institutions by August 2008.Articulation agreements between this initial teacher education program and Bachelor’s degree level programs will be established during the 2007-2008 academic year.

Teacher educaTionStatus of Targets

Specific Targets

Status of Targets

Projections

Status of Targets

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Link licensing to inclusion of standardized curriculum courses in teacher education programs

In processOnce programs are approved/endorsed by the BBTE, the trainees would have been exposed to a standardized curriculum; the licensing should then be automatic upon completion of such training programs.

By 2010, approximately 700 more preschool, primary school, and secondary school teachers would have completed a program of studies with an approved standardized curriculum and should be granted a full teaching license.

Appoint members to establish an operational Belize Board for Teacher Education (BBTE) August 2006.

BBTE established and operational. BBTE currently meets on a quarterly basis.

Develop and formalize BBTE terms of reference to clearly articulate the power and function of the BBTE by September 2006.

ToR completed and published in brochures and on MoE website

Establish and consolidate services TEDU will provide by December 2006.

Completed Clearly articulate the power and function of the TEDU through a catalogue of services in a brochure, newsletter and online. Quarterly newsletter to publicize the activities and/or accomplishments of the TEDU to begin October 2007

Facilitate and/or provide professional training and certification for principals, teachers, and teacher educators; make available credited short term professional training.

Short term training for teacher educators in process

Clearly articulated professional standards (competencies) for teacher educators (for Belize and the region) will be instituted by January 2008.Pilot of training program for principals may be initiated by August 2009.

Establish physical location of TEDU to enhance services and sustainability by August 2006.

Completed

Formulate articulation agreements between programs and/or institutions starting January 2007.

Work has begun on formalizing standards of all Teacher Education programs (including UB’s)

AA in Primary Education program to be articulated to B.Ed in Primary Education at UB, Galen and UWI by August 2008

Institute training for monitoring, evaluation, and accountability mechanism to increase performance and efficiency in the classroom and make available observation instruments.

Not yet started Formal observation instruments can be reviewed and adopted by Sept. 2008.

Institute monitoring, evaluation, and accountability mechanisms for teacher education programs.

Informal monitoring and evaluation have begun.

Formal monitoring instrument to be endorsed by BBTE by October 2007.

Teacher EducationStatus of Targets

Specific Targets

Status of Targets

Projections

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Standardize assessment system for teacher certification across institutions to moderate standards for the delivery and assessment of teacher education programs and assure quality among institutions.

Monitoring visits to institutions offering Teacher Ed programs have begun (aiming for 3 visits per academic year).Training for teacher educators has begun.JBTE has conducted final Assessment for clinical component of initial primary education training program.

Unified national initial training program for primary teachers to be instituted by August 2008Boards of Studies to be instituted by August 2008 to standardize curricula and assessments for initial teacher training

Develop a database of records of trained teachers and teachers in training in the system starting August 2006.

In process Formal database designed and functional by December 2007

Reinstate teacher awards for outstanding teachers by May 2005, provide incentive for teachers, clearly articulate the criteria for outstanding teachers, and start an annual Awards Ceremony to coincide with Education Week.

Outstanding Teachers’ Award Ceremony held on May 19, 2006 and again on May 18, 2007 as part of Education Week activities.

BBTE to coordinate the selection of Outstanding Teachers beginning with the 2007- 2008 academic year

Establish an appropriate library/ resource center to increase availability of current information and developments in teacher education and start a library/resource center of publications and educational materials for teachers starting January 2007.

Not yet started Functional resource center can be set up by August 2008.

Disseminate research relevant to teaching in Belize starting August 2006.

In process Publication of Action Research conducted by NQTs in the Induction Program to be published and circulated annually, starting Oct./Nov. 2007

Teacher educaTionStatus of Targets

Teaching is not a profession; it’s a passion.

Specific Targets

Status of Targets

Projections

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TheBelizeanjobmarkethaschangedinanumberofwaysoverthelastdecade,incorporatingrapidandcomprehensivetechnologicaldevelopmentsandthegrowthoftheservicesectorandthetourismindustry,amongotherthings.Thenationalcurriculum,then,musthelpstudentstobeadaptablesothattheycanplaytheirfullpartinthedevelopmentofthenation.Manysummitrecommendationspointedtotheneedtoensurethatourschoolcurriculumremainrelevantatalllevelsoftheeducationsystem.

Muchemphasiswasalsoplacedontheneedforlifeskillsdevelopment,particularlyattheprimaryandsecondarylevels.Drivenbywhatseemstobeperceivedasageneralbreakdowninvaluesandlossofmoralcharacter,manyparticipantsexpressedtheconvictionthatschoolsneedtotakemoretimetoaddresstheseissuesthroughthecurriculum.Alsoprominentamongtherecommendationsforcurriculumreformwasthesuggestionthatagricultureandcitizenshipbeincluded.Theactionplanisdesignedtoaddressbothcurriculumandassessmentneedswhileseekingtoreformthecurrentsystem,thusimprovingnationaleducationstandards.

Goals:1. tostrengthenandstandardizecorecurriculatoensurethatprimary, secondary,andteachereducationprogramsarecurrent,relevant,and meaningful

2. toformalizeandimprovenationalassessmentandutilizerelevantdatato establishnationalstandardsandinformnationalplanning

3. toestablishformalandmutuallybeneficiallinkswithotherMinistries,NGOs, communitygroups,andanyothergroupwithsimilarinterestsinorderto increasecommunityparticipationinandsupportofeducationalprograms

curriculum and assessmenTGoals

“Belize is leading the way regionally by being the first CARICOM Member State to have incorporated the UN Convention on the Rights of the Child into National Law... Our challenge now is to ensure that we develop and strengthen the mechanisms and institutions to support the laws to ensure the care and protection of our children... to build capacity to assist individuals in establishing a supportive and enabling environment for children in their care... to develop healthy lifestyle practices and values and strengthen the links between school, home, and the community. The Health and Family Life curriculum we have adopted is aimed at developing these capacities, so very important to all our children, especially those with special needs.” (Hon. Francis Fonseca)

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Include HFLE as a core program at all levels of the education system.

HFLE Curriculum included in all primary schools; HFLE curriculum materials developed, reproduced, and disseminated National HFLE policy developed; awaiting printing and dissemination in 2008 Six HFLE district officers now in place to assist with the implementation and monitoring of curriculumMaster teachers as well as over 2,000 primary school teachers trained to implement HFLESecondary students trained in HIV Peer Education, Aug 06 and July 07; youths at risk trained in Life skills and HIV, Oct 06Secondary level peer trainers trained in and then delivered Disaster Preparedness Training to other students MoE sensitized to the problem of HIV/AIDS and made aware of its capacity to respond to HIV/AIDS300 copies of teacher resource guides provided to schoolsWorkshops were conducted in Environmental Education for Std V teachers in all districtsThe section on Marine Ecology in the upper division curriculum was strengthened with the development of a student workbook and a teacher resource kit and the delivery of a teacher training program.Environmental and Archeological Education promoted through an annual one-week workshop for Belizean and US teachers

100% of Primary Schools to receive HFLE curriculum by September 2008Incorporate HFLE into pre and secondary schools’ curriculum by 2010100% of primary school teachers trained in life skills methodology by Sept 201018 Peer Clubs formed by Sept 200880% of students and teachers sensitized to HIV and AIDS issues by Dec 200875% of trained students conducting peer sessions by 200895% of MOE’s staff sensitized by 2010Hire consultant to do M&E training for all HFLE officersDeliver focus group presentations on HIV/AIDS Education sector policy to partner organizations and communities to begin drafting of a Policy for Belize

Pilot proposal for strengthening of School Feeding Program approved by Cabinet Proposals for assistance with additional food supplies, based on recommendations by District School Feeding and Nutrition Program (SFNP) Committees, developed and executed.Ongoing SFNP Committee Meetings occur in four districts58 pre and primary schools benefiting from dried fruits program in Stann Creek and Toledo, Nov 06; limited distribution done in Belize district, Jan –June 07.

New recipe developed for snack program to be piloted in Belize district, Nov 07HFLE District Officers to chair SFNP Meetings by Nov 07HFLE and other district officers to assist in distribution process, Nov 07

curriculum and assessmenTStatus of Targets

Specific Targets

Status of Targets

Projections

Status of Targets

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Expand the child-friendly school program to include 32 schools by June 2006

Child Friendly Schools (CFS) project assessment study completed.Project being implemented to develop CFS criteria

Schools linked to criteria in 2008Expansion of CFS project to continue in 2009

Ensure that physical education (PE) is effectively taught at all levels.

PE teacher training manual being introduced to primary schools through collaboration with JICA

Training done for secondary teachers to address PE at CSEC level

CARICOM PE framework developed for lower secondary curriculum.

PE manuals to be introduced nationally in 2008A national lower secondary PE curriculum to be developed in 2009

Ensure that citizenship or civic education is embedded in the primary and secondary curricula

Development of Life Skills is the emphasis for Primary and Lower secondary students via the Lions Quest Program. Whole school implementation in specific schools provides student manuals and Teachers Guides that were disseminated to selected schools, September 06 and 07

Seek funding from potential donors by March 2008.

The Civic education video ready be introduced to primary school students.Three other videos on Constitution, Governance, and Civil Society being produced and made available for schools

3 manuals developed to promote the teaching of the “Conventions of the Rights of Children” and to support teachers in addressing the CRC strand of the newly revised Social Studies and HFLE curriculum.

Teacher sensitization to effective use of the videos to be conducted in the future.

Initiate campaign to promote the teaching of Spanish at primary level

All schools now have a course of Spanish textbooks.Methodology workshop conducted for 42 master teachers to conduct training in the teaching of Spanish as a Second language using the Primary Spanish text ChispasOngoing teacher training done in methodologies for the teaching of Spanish in primary schools

Ongoing monitoring of the use and the effectiveness of the books in the delivery of the primary school Spanish curriculum Address the gaps and diverse situations in the teaching of Spanish across the country by 2008


Specific Targets

Status of Targets

Projections

20



Ensure that agriculture is included in the primary and secondary curricula by August 2006 to promote development of knowledge and skills for self sustainability and national development.

MOE, in collaboration with MOA, has been supporting primary and secondary schools with existing backyard gardens. Strong relationship and support being established with PLENTY Belize.An FAO proposal (pending approval) seeks to address the issue of agriculture education being more pronounced in the National curricula through a “Garden-based Learning”

23-month project to be initiated in 2008

Initiate a campaign to retrain teachers to deliver the Language Arts Curriculum effectively.

The Language Arts curriculum “Teacher document” has been revised at the Lower Division

Training of Trainers workshops conducted to ensure sufficient facilitators for district training of teachers. More than 80% of teachers trained in the teaching of L.A.A systematic, synthetic Phonics program developed and piloted in 2006-07; student workbooks and teachers’ guides produced and made available for national implementation; program included teacher training.Caribbean Centre of Excellence for Teacher Training continues to produce quality methodology for improving reading.

Middle and upper division documents to be ready by 2008

Review core curriculum areas to ensure currency.

Revision process is ongoing; Social Studies completed 2005, HFLE completed 2006, Language Arts is ongoing.Science, Mathematics and Spanish have been initiated. (Standards and Learning outcomes to be developed for Sept 08)Ongoing school supervisions, interventions, and support at the district level. In addition, standardization activities have been completed to support curriculum advisers.

Ongoing revision feeds into the National Textbook Programme

Upgrade current resources used by teachers to improve the teaching of mathematics and Information Technology and make resource guides available for teachers.

The National Textbook Programme provides a significant thrust toward improving resources for teachers, since teacher training and teachers’ guides are an integral part of the programA team of IT teachers currently working on an ITC curriculum for primary Schools

Revised Math curriculum to be ready by 2008


Specific Targets

Status of Targets

Projections

2�



Complete and pilot core curriculum for upper secondary.

Consultation ongoing with high schools for the development of an upper core curriculum. Language and Mathematics are already accepted as a core.Belize has adopted the CCSLC programme as a basic competency level for the core subjects for secondary.

Formalize the use of assessment data to inform educational planning at all levels of the system to make school examination data available to managing authorities.

Accomplished The examination results are reported to the system. Principals are being sensitized to translate results into improvement plans.

Improved information sharing system in place by 2010

Align curriculum to national assessment by establishing clear standards of expected performance by August 2006.

Accomplished

Implement national assessment at secondary level – Form 2 by August 2007.

Accomplished through the implementation of the CCSLC

Create program that will encourage volunteerism and greater parental involvement in schooling and increase numbers of active PTA’s by 100%.

The Life Skills Lions Quest program is a part of the model being used to encourage both parental and community involvement in schooling. Training to stakeholders is ongoing.

Establish strong formal links with ETES, ACE programs, YFF, and Sports Council for the development of relevant curricula to meet the needs of formal and non-formal education to ensure collaborative planning of programs.

Ongoing; very strong relationships established

Initiate programs to attract voluntary participation of specialists in training programs and increase community involvement.

Ongoing and tied to the increasing involvement of PTAs in school activities and as a vibrant support to the schools’ curricula.

You learn to speak by speaking, to study by studying, to run by running, to work by working; and just so, you learn to love by loving. All those who think to learn in any other way deceive themselves.(Saint Francis de Sales)


Specific Targets

Status of Targets

Projections

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BasedonthereviewofrecommendationsfromtheSummit,itisevidentthattwomajorprinciplesmustgoverntheprovisionofeducationforchildrenwithspecialeducationneeds–theprincipleofInclusionandtheprincipleofMost Enabling Environment (MEE).Inclusiveeducationdemandsasystemwhichseekstodevelopabetterqualityoflifeforallwithoutanyformofdiscriminationandwhichrecognizesandacceptsdiversityasabasisforsocialcoexistence.Theprincipleofinclusionisbasedontheaffirmationofthesamerighttoequaleducationforeverypersontolearnwithinhisorherowncommunity.

TheprincipleofMostEnablingEnvironmentrecognizesthewiderangeofdiversityamongstudentsateitherendofthelearningcontinuumaswellastheiruniqueformsofneed.Thisdoesnotcontradictinclusion;itactuallysupportsit,becauseitallowsforstudents’needstobemetinthemostappropriateways.ThephilosophyofMEEistomovechildrenasclosetothenormalclassroomsettingasisfeasible.Thisprinciplerecognizesthatwhereitisnotinthebestinterestofthechildtobeincludedintheclass,heorshemayneedadifferentsettingfortheteaching-learningprocess.Bothhomeschoolingandthemaintenanceofspecialschoolsandclassesandresourceclassroomsmust,therefore,beconsideredintheplanofaction.

Goals:1. tobuildthecapacityoftheMinistryofEducation’sSpecialEducationUnitto providemoreeffectiveandefficientservices

2. topromotetheconceptofinclusionandworktowardsuniversalaccessto primaryeducationby2010

3. tocreateanenablingenvironmentinallSpecialEducationCentersandschools

Status of Targets

Strengthen capacity of Special Education Unit (rename as National Resource Center for Inclusive Education) to provide more efficient services by December 2005.

SEU renamed during a public launch/ inauguration of new building in June 2007

Provide support to all six centers and two schools at least twice per year.Get vehicle assigned to NaRCIE by January 2008

Increase number of specialized educational diagnostic assessors at NaRCIE to ensure greater efficiency and effectiveness by August 2007.

Five more staff members appointed: 1 itinerant resource teacher of the deaf;1 IRO for Corozal District; 1 IRO for Cayo District; 2 teachers on special assignment for the Targeted Intervention Programme

special educaTionGoals Status of Targets

Specific Targets

Status of Targets

Projections

23



Ratify and enforce Special Education Policy by August 2005.

Meeting held with the Policy consultant, Jan. ’06; SpEd policy being reviewed and updated internally by Unit.

Revision will be completed by March 2008

Foster strong external linkages with appropriate donor agencies and NGO’s to ensure support with resources and funding.

A project proposal has been written for equipment (for the new portion of the building); strong links established with Peace Corps, Care/Belize, BCVI, Friends of Pediatrics, visiting audiologists, Speech and Language Pathologists, SUNY Cortland, U of Louisville, and U of New Hampshire

Continue to seek external funding in September 2007 for additional equipment for the new Speech and Language Development Unit and the Targeted Intervention for Educational Development programme.

Provide annual training support, local and abroad, for Center staff and teachers to increase efficiency.

Last series of training done in 4 tracks – Jan 05, August 05, March 06, and August 06

Continue to work with SUNY Cortland to improve the teacher-education practices of in-service teachers.

Complete upper flat of Special Education building on Freetown Road by December 2005.

Completed; building inaugurated June 8th, 2007

Locate appropriate equipment needed for programmes.

Establish an organized system for client referral, diagnostic assessment, and placement to guarantee parent and community involvement.

Progress is slow; Referral forms have been updated; SpEd database has been reviewed and updated; Informal links have been established with pediatricians and health centers.

Work together with the Ministry of Human development to ensure the establishment of a smooth transition between levels of service rendered to persons with special needs.

Enhance capacity of schools to accommodate diverse learning needs of students and achieve universal access to primary education by 2010.

Being done largely through staff workshops given by SpEd Unit; Unit has designed a Workshop Request Form for schools who want help. Adjustments to be made to primary school curriculum through introduction of HFLE program.

NaRCIE together with TEDU, will continue to provide specific professional development to teachers that are engaged with students that have special educational needs, e.g. students who are deaf and autistic.

Develop an intervention plan for addressing learning disabilities in regular schools by September 2005 to reduce repetition rate to 5% by 2010.

The Targeted Intervention for Educational Development (TIED) programme will begin with a pilot phase in September 2007. Ten students from Stella Maris school will participate in this program of Prescriptive Diagnostic teaching proposed for remedial work/ student intervention to assist teachers in closing “learning gaps” of students performing below the required levels.

In January 2008, students from regular primary schools will be able to participate.

Develop and pilot program for gifted and talented students by September 2008.

No progress yet.

special educaTionStatus of Targets

Specific Targets

Status of Targets

Projections

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Establish the use of “special arrangements” for all examinations to increase access rate for children with disabilities.

Final copy of the manual for special arrangements has been completed and distributed via District Ed managers.

Develop operational manual for Special Education Centers/ Schools by August 2005 to establish standards across special schools and centers.

Manual completed on schedule in May 2005.Manual reviewed with new teachers in August 2007.

Establish system for program planning and evaluation in special education schools to improve quality of programs by August 2005.

An evaluation checklist for SpEd centers completed in January 2007; piloted over the next two terms. Slow progress on a list of best practices.

Continue to use the evaluation form in the school year 2007 – 2008.

Establish Special Education Centers in Cayo and Toledo by August 2008.

Centers established in Punta Gorda and Forest Home

Establish center in San Ignacio by Sept 2008

Establish an appropriate post primary institution/ program for students who require intensive support by August 2007.

Presently developing a project to institute this program (possibly transferring students from SMS to ACE institutions).

Continue to explore the process of integrating students into Excelsior High School.Explore other post-primary option for students with special needs.

Facilitate access to educational buildings for students with disabilities to increase enrolment of children with special needs by 100%.

Continue to recommend that new buildings and extensions to buildings are accessible to students with special needs.

Develop a holistic approach to the education of the deaf and hearing impaired students; complete Procedures Manual by June 2005.

Intermediate Sign Language course offered Feb. ’06 Video produced for Finger Spelling Bee. Advanced Sign Language and Interpretation course offered.New IRO employed in June 2007. Manual designed for training in July 2007. Training conducted in August 2007.

Pilot holistic approach Sept 2007 - June 2008

Review all teacher training programs by August 2005 to ensure that methodologies for the teaching of students with special education needs are included.

Slow progress; Meeting for this discussion took place on August 24, 2007

Teacher training to begin in January 2008 for in-service teachers in TIED programme

Establish a program to provide educational services to children who require extensive and pervasive support by 2010.

Activities within schedule. NaRCIE will continue to keep records of children that are referred. Work out details of relevant programmes.

special educaTionStatus of Targets

Good schools, like good societies and good families, celebrate and cherish diversity.(Deborah Meier)

Specific Targets

Status of Targets

Projections

25



TheSummitrecommendationsreinforcedthebeliefthatawelltrainedworkforceiscriticalforimprovedeconomicandsocialdevelopment.ThisrealizationledtheGovernmentofBelizetoseektoinvestmillionsinthedevelopmentofTechnicalandVocationaleducationservicesevenbeforetheNationalEducationSummitwasheld.ManyoftherecommendationsconcerningtechnicalandvocationaltrainingincorporatedmanyoftheareasalreadybeingaddressedthroughtheEnhancementofTechnicalandVocationalEducationandTraining(ETVET)Project.Theactionplan,therefore,reflectsactivitiesalreadyaddressedbytheProjectaswellasthenewrecommendations.

ProminentamongtheTVETrecommendationswereexpressionsoftheneedtoupgradeexistingTVETfacilitiestoprovidehighqualitytechnicalandvocationaltrainingopportunitieswhichwouldenablegraduatestobemorecompetitiveinthefaceofglobalcompetition.Issuesofaccessandtheneedforrecognizedcertificationwerealsoraised.

Goals:

1. tocreateaccesstorelevanttechnicalandvocationaleducationinstate-of- the-artfacilitiesineachdistrict

2. toensurethatthecurriculaforalltechnicalandvocationaltraining programsreflecttheappropriateOccupationalStandards,andthatmanagers andinstructorsattheinstitutesareproperlytrained

3. toimprovetheefficiencyofthesystemoftechnicalandvocationaleducation andtraining

Technical and VocaTional educaTion and TrainingGoals

The Education model we embrace must equip our people at any and every stage of their lives with the tools they need to create value out of their education. It must be an education that is relevant to the needs of our private and public sectors and train our people to be global citizens. It must provide us with populations that can not only find employment, but also create employment. (Hon. Francis Fonseca)

2�



Establish 4 new campuses and rehabilitate 3 existing centers.

CETs renamed Institutes for Technical and Vocational Education (ITVETs) 3 new campuses established (CZL, OW, and SC) and Cayo center rehabilitatedITVET Toledo opened September 2007Technical preparations for construction in Belize City completed in September 2007

Complete ITVET Belize by September 2008.

Equip ITVETs with appropriate equipment and fixtures for respective skills training by Sept. 2005.

Ongoing; appropriate equipment and fixtures procured for respective skills training programs Additional equipment ordered Aug 2007

All Centers fully resourced to meet project specifications by June 2008.

Produce schedule of programs offered in all technical and vocational schools; ensure minimal duplication of programs delivered by technical secondary schools and ITVETs.

ITVETs have been informed of available BzNVQ programs. Initial meeting with principals of government technical high schools has been conducted to present the BzNVQ training package.

After completion of ETVET Project in June 2008, emphasize the coordination of BzNVQ programs in secondary schools.

Accredit and certify programs offered by service providers to increase access to skills training; produce list of MOE certified programs.

Ongoing; a Testing and Certification Unit has been established to carry out this function.

Enhance capacity of Testing and Certification Unit to meet Information Technology requirements by putting in place a server and a network as soon as possible.Hire 2 additional staff members: 1 for Measurement and Evaluation and 1 as a Standards and Equivalency officer by August 2008

Increase number of women participating in non-traditional skills training.

Not yet

Increase numbers of out-of-school youth accessing training by promoting a national apprenticeship program.

Accomplished; National Apprenticeship Program piloted in September 2004.11 persons completed pilot program in August 2007; awaiting certification. 18 more still enrolled. Persons in pilot program trained in 4 occupations: Plumbing, Electrical Installation, Air Conditioning and Refrigeration, and Food Preparation.

NAP, in collaboration with the ITVETs, will expand to all districts beginning in September 2007Recruit 5 apprentices per occupation in each district for a total intake of 125 youths annually.By 2010 400 people will have benefited from NAP.

Develop and/or adapt industry-based Occupational Standards (OSs) and organize by Belize National Vocational Qualification (BzNVQ) Levels.

Accomplished; industry-based standards and their accompanying curricula at Levels 1 to 3 in priority areas have been adopted and developed. Development and upgrading of other areas is ongoing.

Complete development of all outstanding Occupational Standards and curricula material by June 2008.

Technical and VocaTional educaTion and TrainingStatus of Targets

Specific Targets

Status of Targets

Projections

27



Develop/adopt a standard format for curricula development to standardize training and align with local and regional needs.

Accomplished; curricula material developed in five occupational areas as well as support core material in four other areas; three teachers’ guides developed.

Put in place available curricula materials to support students for the successful completion of their skills training.

Completed Occupational Standards and curricula material reproduced and distributed to relevant ITVETs.

Revitalize the Belize Association for Career and Technical Education (BACTE).

Process to be initiated once again Start process by June 2008

Develop an appropriate certification program in collaboration with NCTVET to ensure 80% increase in certified workforce.

Testing and Certification Unit has established and is currently implementing a certification program.Assessment instruments have been developed for programs currently being offered.

Recruit trainees to serve as assessors after they have been certified at the higher levels and have gained at least 2 years experience in the industry. Time frame is dependent on when higher level programs are delivered.

Develop and implement a training program for ITVET managers and instructors.

Training is ongoing for managers and instructors; several orientations and short training sessions on different topics have taken place.

Training will remain ongoing and continuous.Implement CPD mechanism for ITVET managers and instructors and coordinate with CPD programs at QADS.

Make operational the NCTVET by April 2005.

Council established and operational

Establish Program Advisory Committees (PACs)

Board of Governors for each ITVET has been established. PACs are yet to be established.

Establish all PACs of all ITVETs by June 2008

Develop a Technical and Vocational Education and Training database

Not yet begun Initial database system available by September 2008

In an effective classroom, students should not only know what they are doing; they should also know why and how.(Harry Wong)

Technical and VocaTional educaTion and TrainingStatus of Targets

Specific Targets

Status of Targets

Projections

2�



DuringtheconsultationsleadinguptotheSummit,muchreferencewasmadetotheincreasingnumbersofpersonsunabletoacquiretrainingandcertificationthroughtheformalsystemofeducation.RecommendationsfromtheSummitalsospokestronglytotheneedtodevelopalternativemethodsofeducationwhichwouldensurethatallcitizensgainanopportunitytodeveloptheknowledgeandskillsthatwillallowopportunityforpersonalandnationaldevelopment.

ThemanyrecommendationsaddressingAdultandContinuingEducationspoketotheneedtoreviewandconsolidateexistingprogramsratherthantoinitiatenewprograms.TheyalsoreferredtotheneedforgreatercommitmentonthepartoftheGovernmenttoprovidefinancialsupportforthoseprogramsthatseektodevelopskillsthatwillenhanceemployabilityinBelize’sunskilledlaborforce.

GreatstrideshavebeenmadeintheareaofAdultandContinuingEducationoverthepasttwoyears,mainlyundertheareasofAccessandLinkagesintheoriginalplan.Theaccomplishmentscanbelistedasfollows:

Access TheMinistrycontinuedtosupportexistinginstitutionsofferinghigh schoolequivalencycertificationprograms,givingrecognitiontoalternative avenuesthroughwhichadultsandearlyschoolleaverscouldcontinuetheir education.

Trainingmodulesweredevelopedforuseinyouthempowermentand participationprograms,ensuringtheavailabilityofstandardized,accredited programsforyouthdevelopment.Thesemoduleshavebeenmadeavailable to,andarebeingusedinprogramsatthelocalITVETs.

TheACCESSprogram,developedtoaccommodateearlyleaversoroutof schoolyouth,wasintroducedanddeliveredinBelizeCityatExcelsiorJunior HighSchool,nowExcelsiorHighSchool,andattheITVETsintheCorozal andStannCreekdistricts.TheACCESSprogramcontinuestobeoffered throughtheITVETsasapartofthepre-vocationalcurriculumthataddresses theneedsofstudentsnotyetabletoentertheLevel1programs.The ACCESScurriculumfocusedonareassuchaslifeskillsdevelopment,trade explorationandpersonaldevelopment,aswellasremedialmathandreading.

adulT and conTinuing educaTionAccess

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Linkages TheworkingrelationshipwithexistingprovidersofACEprogramshasbeen enhancedthroughtheprovisionoffinancialassistanceandhumanresource support.TieswiththeYMCA,theYWCA,YES,andYouthfortheFuturehave beenstrengthened.

Collaborationwithotherorganizationshasextendedtoincludetheprison, wherecontinuingeducationisprovidedforyounginmatesattheKOLBE Foundation.TheMOEcontinuestosupporteducationalprogramsatKolbe byprovidingsalariesfortwoteachersassistingwitheducationalprogramsas wellassupportforinmatestositthePSE.

ItisanticipatedthattheITVETsineachdistrictwillbeabletoprovide muchmoreopportunitiesforadultsandearlyschoolleaverstoupgrade theireducation,asmoreprogramsareofferedthroughtheseinstitutions.

adulT and conTinuing educaTionLinkages

Adult and Continuing Education can be an asset to our developing nation. It has the potential to decrease educational tensions, fill gaps, and simultaneously address emerging trends and changes. Its multi-dimensionality can provide diverse content for diverse needs, including but not limited to the disabled, immigrants, and those with deficient competencies from neglect by family, school, or community.(Dr. Elizabeth Cardenas)

30



Higher EducationHighereducationreferstoallpost-secondaryeducationwhichoccurswithintheformaleducationstructureandculminatesintheawardingofcertificates,diplomas,anddegrees.ThemissionofBelizeanhighereducationistopromoteandsustainhumanresourcedevelopmentandsocio-economicgrowth,toprovideaccesstoemergentideasandtechnologies,andthentoenabletheirapplicationtodomesticneeds.Highereducationshouldcontributetothedevelopmentofknowledge,enterprise,leadership,governance,participatorydemocracy,andpovertyalleviation.Aneducatedandhighlyskilledworkforceattractsforeigninvestmentaswellasallowseaseofmovementwithintheregion,leadingtoincreasedemploymentopportunities.

HigherEducationinBelizemustthereforebegearedtowardthedevelopmentofpersonswhoarecapableofseizingtheeconomicopportunitiesinherentinglobalization;whodemonstratemultipleliteraciesandcanexerciseindependentandcriticalthinking;whoareequippedwithforeignlanguageskills;whohaveaninformedrespectforourculturalheritage;whoembracediversityandgenderdifferences,andwhotakeadvantageofopportunitiestocontrol,improve,maintain,andpromotephysical,mental,social,andspiritualwellbeing.Thus,thefunding,thedevelopment,andthedeliveryofpublichighereducationprogramsareguidedbynationaldevelopmentneedsandreflectacommitmenttocontinuousqualityenhancement.

Muchofwhatneedstobedoneinordertopromoteaccesswhileensuringhighqualityhighereducationopportunitiesremainstheimmediateresponsibilityoftheprovidingpost-secondaryinstitutionsandtheUniversityofBelize.TheoriginalActionPlantouchedonthoseareasthatwereinitiallyseenasareastheMinistryofEducationshouldfocuson.

TheAssociationofTertiaryLevelInstitutionsofBelizecametogetherinSeptember2006toholdthefirstofitskindNationalTertiaryEducationConference.Stakeholderscametogethertodiscussthefourcriticalissuesaffectinghighereducation:Accreditation,Financing,GoodGovernanceandPerformanceMeasurementandRationalizationofPrograms.Thereportsonthefindingsoftheconferencehavebeensubmitted,andaworkinggroupidentifiedtocontinuetheworkofdevelopingtheNationalPolicyonHigherEducation.

higher educaTion

The aim of education should be to teach us rather how to think, than what to think – rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with thoughts of other men.(Bill Beattie)

3�



OvertheyearsmuchworkhasbeendoneintheMinistrytowardspolicydevelopment,althoughthishasbeendonelargelybywayofindividualUnitsdevelopingpolicydocumentstoaddresstheareatheyserve.Policydocumentsarereadilyavailableindraftformforanumberofkeyareasinoureducationsystem.RecommendationsfromtheSummitreferredtolackofpolicyguidingtheoperationsoftheMinistry.Itis,therefore,ofgreatimportancethattheavailabledocumentsbereviewedandformalizedinthesystemasonesingleNationalEducationPolicydocumentusedtoinformtheplanningandthedeliveryofeducationservices.Towardsthisend,thefollowinghavebeenaccomplished:

• WithfundingsupportprovidedbyUNICEFBelize,alocalconsultantwas engagedandtaskedtocollectandreviewexistingpolicydocumentsand preparethemforpublication.

• Forthoseareasforwhichpolicywasnotavailable,recommendationsshould beforthcoming,withinputfromrelevantpersons,tocompletethedocument.

• Muchoftheworkhasbeencompletedandtheall-inclusivedocumentawaits theinclusionofthepolicyforhighereducationandtherevisededucationrules.

Policy Development

What does labor want? We want more schoolhouses and less jails; more books and less arsenals; more learning and less vice; more leisure and less greed; more justice and less revenge; in fact, more of the opportunities to cultivate our better natures, to make manhood more noble, womanhood more beautiful, and childhood more happy and bright. (Samuel Gompers)

U P D A T E

action plan 2005 -

Ministry of Education

2010Ministry of Education

W W W. M O E S . G OV. B Z

Belmopan City, Belize, Central AmericaTel: (501)822-2380 or (501)822-2698

Fax: (501)822-3389

BELIZE

ministry of education action plan 2005 2010 planes...the ministry of education’s action plan 2005...

Documents