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   Anguilla
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The Broad Programmes are:

Access to Education where the goal is to improve access to education.

The main programmes focus on:

Administration and Management where the goal is to improve the efficiency and effectiveness of the delivery of the education service through,

Curriculum Development where the goal is to make the curriculum more flexible and relevant to the needs of the society and the demands of the labour market through,

Human Resource Development (Education and Training) where the goal is to have a well qualified cadre of education personnel manning the system. The focus is on,

initial teacher and pedagogical training programmes;

Building Alliances with the Community where the goal is to harness and strengthen relationships with partners in education to establish and maintain positive modalities of cooperation. The focus is on,

The programmes situated within the policy framework represent those policy areas in which the focus is perceived by the stakeholders to be the most dominant. These are categorised to represent an operational plan of programme activities that is designed to make the implementation and evaluation processes more manageable, and should synchronise with the intended introduction of programme budgeting and performance appraisal scheme advocated by the public service development project.

There are five tables which represent each Policy Area. Each Table highlights the broad programmes, output/target expected to be achieved, and the main performance indicators.

TABLE 1

Access to Education

Goal: To Improve Access to Education

Programme Programme Component Output/Target Performance Indicators
Physical Accessibility Develop criteria for establishing pre-schools Criteria developed by the end of the first term of Year 1 All owners and managers of preschools are knowledgeable of the criteria
Provide appropriate facilities for the mentally & physically challenged children
  • All centres have the appropriate facilities to accommodate the mentally & physically challenged by the end of Year 3
  • All new schools will incorporate facilities for the physically handicapped
  • New buildings meet the appropriate building standards for the handicapped
  • Construction of the relevant infrastructures to all school buildings completed as planned.
Improve School Transportation Service Reliable fleet of buses in service by Term 1 of Year 1 and maintained
  • Effective and efficient management of transportation service
  • Bus drivers perform their duties consistently and willingly
Maintain good physical Condition of Schools A functional maintenance programme for all schools established by end of Year 1 All schools maintained according to schedule
Enhance School Environment Landscaping and safe ground facilities completed by end of Year 2 All schools have pleasant surroundings
Construction of secondary School Campus B New secondary school campus built and equipped and fully operational by Term 1 Year 2 Teaching Block completed in accordance to contract drawings and specifications and handed over to GOA.

Assembly block completed and new campus fully operational. Plans produced and financial commitment given by GOA for the refurbishment of Campus A.

 

TABLE 1 (Contd)

Access to Education

Programme Programme Component Output/Target Performance Indicators
Socio-economic Accessibility Strengthening multi- support services Structure comprising the social and welfare services established by end of Year 1
  • Appointments made in the respective positions
  • A holistic approach for special needs and challenged children observed
Reinforcing assistance given to disadvantaged and vulnerable children

 

Mechanisms are in place for advising and informing parents/guardians of available services by the end of Term 1 Year 1 Parents and guardians are aware of all avenues of assistance and are assessing them
Strengthening alliances with parents and the community By the end of Year 1,
  • Regular PTA meeting and Home visits operationalised
  • More open days organised
  • Community involved in school activities on a regular basis
  • Supportive school, home community learning environment established
  • Increased participation in PTA meetings
  • More community- based activities observed.
Initiatives in Special Needs Education Examining school related & non school factors that impact on student performance 1 School related and non school factors that affect student performance at the secondary level identified and recommendations made for remediation by Term 2 Year 1 Useable framework developed for the design of curriculum and non school activities to improve student performance

TABLE 2

Administration and Management of Education

Goal: To improve the efficiency and effectiveness of the delivery of education

Programme Programme Component Output/Target Performance Indicators
Administration and Management Authenticate the Education Policy Document Education Policy approved by Executive Council by Term 1 Year 1 Document becomes a legal entity and contents publicised
Orchestrating approved MSS/DOE structure By end of Year 1
  • All positions filled, desk manuals and procedural manuals completed
  • Communication & feedback mechanism in place
  • Senior officers exposed to orientation sessions
  • Judicious allocation and optimal use of resources
  • Good communication channels established
  • Work prog. & expenditure reviewed on a regular basis
  • High degree of collaboration and cooperation observed
  • Operational feedback mechanism is used
Ratifying education rules and regulations Rules and regulations approved by Term 2 Year 1
  • Rules and regulations are legal and contents known by all stakeholders
Establishing education management information system Education management information system established by end of Year 2
  • Accurate information retrieved on a time;
  • Intra and inter networking in the education system observed
On-the-job training All management and potential management personnel trained in management techniques and skills on an ongoing basis Efficient management of resources

 

TABLE 2 (Contd)

Administration and Management of Education

Programme Programme Component Output/Target Performance Indicators
Management at the primary Level Strengthening administrative capability at the Primary Level
  • Three deputy principals appointed in Term 1 Year 1
  • Three senior teachers appointed by Term 1 Year 2
  • Better supervision of the instructional process
  • Reports submitted on a timely basis
  • Improvement in school management & organisation
Rationalising pupil/teacher ratio A mechanism for rationalising pupil teacher ratio approved. Mechanism is operationalised
On the job training See Table 4
Management at the Secondary Level Strengthening ALHCS management capability
  • Procedures established for development of school strategic plan
  • Reformed school management team established

By end of Term 1 Year 1

  • School Development Plan generated by end of Year 1
  • School Development Plan in operation
  • Increased community participation witnessed
  • Teaching staff fully engaged; Resources more efficiently & effectively used
Managing resources
  • DOE & ALHC staff acquired the capability of using efficiency parameters in managing resources by the end of Year 1
  • School management capability strengthened
  • Increased satisfaction expressed with the management of resources in ALHC

 

TABLE 2 (Contd)

Administration and Management of Education

Programme Programme Component Output/Target Performance Indicators
School Governance Establishing School Boards School Boards established for primary and secondary schools by Term 1 Year 2 School boards are operating within the parameters of the Education Act
Monitoring d Evaluation of School Performance Introducing guided supervision in schools Mechanisms established for the introduction of guided supervision in schools by Term 2 Year 1
  • Principal instructional leadership improved
  • Guided supervision conducted in schools according to schedule
Introducing teacher performance appraisal Mechanisms are in place by Term 1 Year 1 for introducing teacher performance appraisal system
  • Mechanism is in operation
  • Completed appraisal forms are signed willingly by both principals and teachers
Introducing a structured school performance review Structured School Performance review established by Term 2 Year 2
  • Systematic school performance reviews undertaken
  • School performance

improved

Improving school discipline & welfare Strengthening alliances with parents/NGOs and the community Strategies identified for forging alliances by end of Year 1 More dialogue observed between teachers and parents

More outreach progs observed

Enhancing peer counselling Peer counselling sessions conducted on a regular basis More appropriate behaviour seen
Enhancing pastoral care
  • By end of Year 1 prog. strengthened
  • Links formed with NGOs for the conduct of outreach progs for pupils & parents
  • Improved relationships between home and school observed
  • More desirable behaviours observed among pupils

TABLE 3

Curriculum Development - Review and Renewal

Goal: To provide a more flexible and relevant curriculum targeted to the needs of society and the demands of the labour market

Programme Programme Component Output/Target Performance Indicators
Curriculum review and renewal Harmonising English and Mathematic Curriculum Harmonisation of curriculum guides for Language and Mathematics across OECS countries completed by Year 3
  • Standard curricula established
  • Curriculum skills acquired
Remedial teaching techniques programme Programme developed and ready for implement. by Term 1 Yr 2 Students identified and programme implemented
Develop New Curriculum

 

Pre-school curriculum and performance norms Preschool curriculum developed and performance norms established by Term 3 Year 1 All preschoolers exposed to same curriculum and performance norms
English as a Second Language (ESL) Curriculum developed; teachers trained;appropriate resources in place for the delivery of ESL programme by end of Term 1 Year 4
  • Programme implemented
  • Students communicate effectively in English Language
Information Technology Curriculum developed;teachers trained; appropriate resources in place by Term 1 Year 2 All primary pupils participate in a basic Information Technology programme.
Enrichment Subjects Curriculum developed in Music Art & Craft Drama and Dance by Term 1 Year 3
  • Curriculum implemented
  • Pupils participate in enrichment subject areas

 

TABLE 3 (Contd)

Curriculum Development

Programme Programme Component Output/Target Performance Indicators
Secondary Education Curriculum

Review and Development

Conduct a Research on PVP curriculum
  • Research conducted
  • Recommendations made to guide design of PVP curriculum
Useable framework in place for guiding the design of the PVP curriculum
Revise PVP Curriculum Curriculum reviewed and amended by Term 3 Year 1 Revised curriculum available for implementation

Requisite resources are in place

Accreditation of PVP Procedures established for school based assessment & external certification by Yr 2 All procedures for alternative certification ready for implementation on a pilot basis by end of Year 2
Conduct a study on factors that affect student performance and appraise existing initiatives in Special Needs Education Study on school related and non school factors that impact on performance: gender, Form 1 pupils; completed by Term 2 Year 1 Factors that impact on pupil performance diagnosed,and recommendations ready for informing Special Needs Education Programme
Revision of School Learning Support Unit Programme Provision for School Learning Support Unit improved by end of Year 2
  • Revised curriculum in operation
  • More learner-active methodologies used.
Review Career Guidance/Counselling programme Listed recommendations for an enhanced school career guidance counselling prog. completed by Term 3 Year 2 Recommendations available for guiding development of revised curriculum
Transition from Secondary Education to the world of work School work experience and cooperative work programme in operation by Term 1 Year 3
  • Amended programme in place
  • More employers take part in work experience

 

TABLE 3 (Contd)

Curriculum Development

Programme Prgramme Component Output/Target Performance Indicators
Initiatives in Special Needs Education Consolidate Reading Recovery Programme All Grade 1 pupils tested annually

RRP students identified

Training programme completed by year 3 for 17 teachers in RRP techniques

Reading ability of Grade 1 pupils improved

Teachers’ skills enhanced

No. of pupils entering MLD and SLD classes reduced

Implement Individualised instruction Individual Education Plan developed for each pupil in MLD and SLD classes

Plan evaluated and amended on a yearly basis

Pupils learn at their own pace

More pupils are mainstreamed

Conduct on the job Training Continuous on the job training for staff Competent and trained special needs education teachers on the job
Curriculum Evaluation Transition from one level to another A smoother transition from one level to another effected by Term 3 Year 2 Pupils acquire coping strategies for new learning environment
Review of Test of Standards Tests of Standards revised and implemented in Term 2 Year 2 More reliable and valid Tests of Standards produced

 

TABLE 4

Human Resource Development - Education and Training

Goal: To have a well qualified cadre of education personnel manning the education system

Programme Programme Component0 Output/Target Performance Indicators
Administration and Management Regional training in Management followed by national workshops Education managers and potential managers at DOE & Sch level complete training in specific managerial skills by Year 2 Better management of DOE and schools

Improved communication observed among DOE, schools and the community

Training in the use of resources Senior Staff of DOE and ALHC complete training in the use of efficiency indicators by end of Year 1 Efficiency indicators are used by DOE & ALHC staff to manage resources
Improving the Quality of the Teaching Force Continuation of Initial teacher Training Programme for Primary Teachers By Term 1 Year 1Training Programme implemented and completed as scheduled.
  • Selected teachers participate in the programme.
  • Increase in the number of trained primary teachers
Introduction of Secondary In service Teacher Training Programme By Term 2 Year 1 training programme implemented and completed as per schedule Identified teachers participate in the programme

Increase in the number of trained secondary teachers

Induction programme for newly appointed untrained Teacher Newly appointed teachers complete induction programme at the beginning of each academic year Basic teaching techniques skills are acquired and used by teachers in the classroom
Staff development Programme for PVP teachers By end of Year 2 all staff receive training

in providing for slow learners and mixed ability learning, and according to their professional development portfolio

Teachers’ pedagogical skills enhanced

School leaver performance improved

More appropriate teaching learning environment seen

 

TABLE 4 Contd

Human Resource Development - Education and Training

Programme Programme Component Output/Target Performance Indicators
Improving the Quality of the teaching Force (Contd) Training of Preschool Personnel (In country) All Preschools personnel participate in on-going preschool techniques training programmes. Pre-school personnel practise acquired teaching techniques

Better teaching-learning environment

Keeping trained teachers abreast of new education strategies & knowledge First cohort of trained teachers upgraded in content and teaching strategies by Year 2 Trained primary teachers’ performance improved
Long and short term training Teachers and other educators

trained to appropriate degree and diploma levels annually

  • acquire requisite skills during participation in short courses, workshops conferences overseas
  • Teachers apply knowledge and techniques acquired in the teaching-learning environment
  • Improved student participation and performance
Teacher Recognition Programme Teachers recognised annually for outstanding performance Outstanding performance rewarded each year and publicised

 

TABLE 4 (Contd)

Human Resource Development - Education and Training

Programme Programme Component Output/Target Performance Indicators
Initiatives in the Delivery of Adult and Continuing Education Strengthening Second Chance Basic Education Evening Institute re-established and fully operational by 2001 Full participation in subjects offered
Introduction of Functional Literacy/Skills Training programmes Programme for Functional literacy/skills programme developed and implemented for a 12 week period each year Ditto
Diagnosing the State of Adult and Continuing Education State of Adult and continuing Education diagnosed and recommendations made Programmes and curriculum initiatives informed by outcomes of study
Support Drug Prevention Programmes for Youth and Parents Collaboration forged with NGOs involved in drug prevention programmes Increase in drug prevention programmes participation
Strengthening Public Information programmes More frequent and informed information programmes delivered using a variety of modalities
  • Increase in public awareness programmes mounted
  • Public is more knowledgeable of educational programmes initiatives and opportunities

 

TABLE 5

Building Community Alliances

Goal: To establish and maintain positive modalities of cooperation with the community

Programme Programme Component Output/Target Performance Indicators
Building Alliances with the Community Strengthening Linkages with Private and Business Sectors Linkages strengthened on an on-going basis
  • Involvement in sch. governance
  • More involvement in sch work experience
  • A more informed PVP
  • A shared sense of commitment for

improving the quality of education evolved

Strengthening relationships with the Media An operational relationship established by end of Year 1

Public awareness programmes

  • A more informed populace about educ. progs. & initiatives
  • Feedback on education performance facilitated
Maintaining School/parent/community participation
  • Structures set up and monitored on an on going basis for maintaining participation
  • More PTAs and Open Days organised
  • More parents and guardians participate in PTAs and Open Days
  • More inquires made about children’s education
  • Positive and supportive learning environment observed
Heightening relationships with private schools Operational structures established by Term 1 Year 1 for effecting equitable education standards, feedback and communication
  • All private schools operate under nationally acceptable education norms
  • Free flow of communication exists between DOE & private schools

Department of Education
Anguilla
September 11, 1999


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