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PART III: Prospects

11. Policy Directions for the Future

In this section the new lines of policy, the strategies followed, and the evaluations and research planned by the government will be examined.

In the first place it should be noticed that the Netherlands Antilles is composed of five islands with a central government and five separate island governments. In our region this governmental structure is not very common. This has as repercussion that when describing or when giving information about whatever situation, the situation and developments on all the five islands has to be taken into account. Otherwise a distorted view will be given. It is than obvious/understandable that it is not an easy situation when all the five islands have to be geared towards one another. Each island territory has their own ideas on how education both formal and non-formal has to be in their own context.

This means than that the information of the five islands for all six target dimensions as defined in the Framework for Action to Meet Basic Learning Needs, has to be processed in this report with all its necessary complications. Considering this, subsequently, the conclusion, strategies and policy lines which will be followed in the coming years will be presented.

From the preceding sections the following can be resolved.

Not all the goals as set by the target dimensions of EFA have been worked out nor have there been activities done for all of them. The majority of the activities and developments were in the areas of early childhood care adult education (illiteracy) and basic education and they were done by the government or by private initiative. It has also been noted that the central government has not been working on all areas. This is due to certain factors that were dealt with already in § 8. This is regarding the target dimensions ‘Expansion of basic education’ and ‘Increased acquisition of knowledge, skills and values for better living’.

Subsequently the strategies which will be followed, the policy lines and goals of the government and the goals of private initiative will be dealt with.

    1. The strategies to reach the EFA goals.

In section 2 it has been already mentioned that policy formulation is the responsibility of the central government. The island territories are responsible for the implementation with the exception of some responsibilities pertaining to the central government.

The central government will support the island territories in the areas where they cannot carry on the implementation on their own. Customarily it means that the central government will have to assist the island territories both financially and professionally. In consultation ways will be established for the implementation.

The non-governmental organizations will also be involved in the implementation of policy where the responsibilities can be delegated.

In the cooperation between Central government and the island territories, the government would like to come to a better delineation of the administrative relationship between the island territories in the developing and implementation of educational policy.

With regards to the other actors in education, parents, school boards and union organizations will be involved via structured consultation in the delineation and implementation of educational policy. The regulation of the manner of consultation will be worked upon on short term.

Within the framework of this quality development will be worked further towards strengthening of the educational institutions. After all the success of the educational policy is determined by the quality of the care of education. The government shall also give attention to the organizational and personnel problems to guarantee that the policy can be accomplished.

The government will strive for a commitment of the parents, teachers and school boards by means of a continual dialogue via the media, public discussions, education of parents, conferences and training of teachers at the implementation of educational innovations. In this manner a great bearing surface can be created and responsibilities can be secured from the community. Furthermore parents, school boards and union organizations as educational partners will be involved via structured consultation in the delineation and implementation of educational policy.

11.2 Policy and goals

11.2.1 Expansion of early childhood care and developmental activities

Departing from the principle of democratization of education and upbringing, each child in the preschool age, independent of the capacity of the parents, will have equal opportunity of participation in preschool educational provisions.

The government will implement policies aimed at strengthening of preschool education, to guarantee the conditions for a healthy education and training. The role of the government is to stimulate and to better the quality. This implies that the government will concentrate itself chiefly on:

  1. Regulation of preschool education by means of a policy framework. This regulatory designation has to be directed primarily on the design of the buildings and land, health care and security supervision on these buildings and lands, the amount of pupils per class room and the competency requirements for teachers;
  2. The stimulation policy for preschool education on the islands.

This stimulation policy with respect to the educational provisions is comprised of two aspects, namely the training for teachers and their assistants, and the supervision and subsidizing of the institutions. Based on the policy requirements can be set for the program, the assistance and professionalism of the teachers of both subsidized as non-subsidized institutions.

Parents will be closely involved with the policy through educational activities that will qualify them to give better supervision and support to their children.

In this framework fits also the following specific goals of SIFMA:

  1. Policy formulation based on international agreements such as the rights of the children, UNESCO, EFA persuasion. Of importance is also education that begins from birth.
  2. The formulation and appointment of minimum requirements for the supervision that is applicable on all islands;
  3. The training of directors of day care centers.
  4. The reformulation of the way subsidies are received from the governments
  5. The specification of the curriculum for day care centers programs
  6. To come to a consistent policy by the government where clear defined responsibilities are established for governmental organizations and non-governmental organizations and the delegation of responsibilities to the governmental organizations when implementing policy.
  7. To tap into sources of funds from a governmental point of view

The role of the government in the area of early childhood care is:

11.2.2 ‘Universal access to, and completion of primary education by the year 2000’ and ‘Improvement in learning achievement’

Policy and goals regarding the current elementary education and the future Foundation Based Education will be directed towards:

The government shall pay special attention to the preparatory processes of the various innovations in education. This means that the financial, technical and professional support has to be well organized and that there has to be a commitment before the implementation can actually take place.

The goals and the policy with regard to Basic Education are:

Compulsory Education

The government shall make sure that de Compulsory Education Law shall be implemented in all island territories. Furthermore shall the recently appointed national commission compulsory education give support to all island territories to solve the established bottlenecks (See section 7.4, page 34-36).

The commission shall also continue to monitor the developments on the island in the areas of compulsory education.

11.2.3 Reduction of illiteracy rate, especially the disparity between male and female illiteracy rates

Thus far, the central government could not fully implement the goals stated in the government program. The non-governmental organizations and the island governments are working in this area at the moment. By employing a policy staff member preparations can now be made to start the activities. The responsibility stated in the governmental program will start in the year 1999. Adult education in its various forms will be further developed and provided with a legal framework in cooperation with the island governments and private initiative. Both activities, to combat functional illiteracy and second chance education, need to receive attention. The government is putting a lot of attention to clarification of the ‘life-long learning’ concept. The government wants to see this translated in the incorporation of adult education in the policy area of the Ministry of Education. The increasing interest of a permanent education in the world today justifies a policy that is applicable to both the youth and young adults.

In order to implement her starting point of ‘lifelong learning’ the government will develop activities in two areas, namely:

  1. Considering the increasing technological developments and globalization, to discuss the increasing importance of adult education with all parties and organizations already involved with adult education in order to develop a plan of action which will maintain and develop the priority areas and an urgent progressive plan on the political agenda.
  2. To revalue the status of adult education in the education system considering the increasing interest of adults to learn and the international developments in this area. The government has resolved to develop formal policies with regards to adult education and also give direction to the same through legislation, control, and evaluation.

Pro Alfa

Goals still to be achieved

  1. Financial and/or material support to print study material
  2. Correlation of the different organizations and promote projects

These goals can be achieved by creating networks in order not to continually reinvent the wheel.

Fundashon Mangusá

Future goals:

  1. To maximize the projects to the benefit of the clients
  2. To sent up specific courses for the manually oriented elders that will increase job possibilities.
  3. To decrease the illiteracy percentage.
      1. Expansion of basic education and training in other essential skills required by youth and adults
      2. Concrete steps will have to be taken in order to include information and communication technology in the Antillean education.

      3. Increased acquisition by individuals and families of the knowledge, skills and values required for better living, made available through all education channels

The government will start the process in order to achieve a well-organized national program for parent education in the framework of public education. In the short term a pilot project will be started on one of the islands.

12 Ideal Caribbean Person

In the first place we want to point out that it is a good thing to strive to reach to an Ideal Caribbean person. It is aim worthy to preserve the typical Caribbean identity of our people.

We want to mention that the information regarding the developments in this area is not complete in the sense that not all the island territories have provided us with the information due to the shortness of time. However, with the acquired information we would like to present an idea of the activities that have taken place in the various areas.

When we look at the information it becomes apparent that many activities have taken place, but that very little quantitative and empirical information is supplied. This data does not appear to be available. This lack could be blamed on various factors:

The out-of-school activities exceed the in-school activities and they cover all the named ten areas.

Both the in-school and the out-of-school activities are mainly directed to the youth. A second important group is the women. We will start with the second group. In the last few years an increasing attention can be noticed in this towards this group. More and more the women are trying to become more competent in all types of areas. Special courses are organized for women in less advantaged social economic situations.

Another group that deserves special attention is the youth based on the many difficulties that they are confronted with, to name a few, drugs, criminality, and the increasing number of teenage pregnancies. These problems indicate declined morals and values. This is a global phenomenon however, and is not confined to the Netherlands Antilles. Developments on the international level, the influence of the media, the economic decline, and social developments all affect the youth.

Most activities occur in the area of sport and culture. The expressive skills get complete attention in the out-of-school activities while this is rare in the in-school activities.



Essential Skills

List of in-school

activities to impact skills

Measured Impacts

Adults as young people should be

Give quantitative data and empirical

able to

evidence where available

1. Respect the sanctity of life and ST. MAARTEN
value human dignity • Social studies project All elementary schools
Religious classes in primary schools
• Day of retreat for 6th graders of Catholic schools about religious subjects
• Classes in Social science, secondary education
• Youth Council Program Teenagers and adolescents in secondary education
• Lions Quest 13-20 years of age
2. Strengthen democracy and ST. MAARTEN
respect human rights • Social studies project
• Information during election time
• Whenever in the news
• Classes in History In primary schools
• Classes in History and Social science In secondary education
Lessons about 'politics' and government
during election period
3. Promote and maintain stable



• Hidden themes in the Social studies book

• Certain projects brought into the schools
• In Social science and Health Education Secondary education
4. Adopt healthier physical, mental ST. MAARTEN
and emotional lifestyles. • Structurally in the method Finding Out
• Lions Quest project School year 1997/1998, 13-20 years
of age
• Via physical education and Arts & Kindergarten, primary & Secondary Education
• With the hygiene subject Secondary education
5. Recognize and affirm gender
equality and respect gender
6. Value religious and ethnic ST. MAARTEN
diversity • Religious instruction in private schools
7. Respect their cultural heritage ST. MAARTEN
and that of others • Intercultural festivities
8. Lead productive lives and take
advantage of economic
9. Use creativity and technology to ST. MAARTEN
sustain personal, social and • Occasionally promoted by a teacher
economic development BONAIRE
• Special class for foreigners Nov. 1995, Spanish speaking students and teachers.
Teachers Primary Education
• Continuing education for Dutch
• Via classes in Arts and Creativity Kindergarten, primary and Sec. Ed.
• Via Computer and Technology classes Secondary education
10. Resolve conflicts peacefully ST. MAARTEN
and promote a culture of peace • When "eruptions" take place attention is paid to these issues
• Lions Quest Program 13-20 years of age




Essential Skills

List of out-of-school activities to impact skills


Measured Impacts

Adults as young people should be Give quantitative data and empirical
able to: evidence where available.
1. Respect the sanctity of life and SABA 3 times a week
value human dignity • Scouts activities for young children Once a week
• Religious after school program for
young children and teenagers Twice a week
• Teen club with idea of self esteem Twice a week
• Singing program
• Dance exercises Twice a week
• Sports/Games Each day a different sport
• Information campaigns & programs
about teenage pregnancy
• Information campaigns & programs
about AIDS
• November 25th: prevention of women abuse
• Workshop about "prostitution"
• Information about Teenage pregnancy Jan. 1997, for secondary education
students, parents, and teachers
  • General elementary course in Sport
For sport coaches, 21 certificates
in June 1995
• Religious Programs of different churches Teens and adolescents
• Youth Council Program Teens and adolescents
• Lions Quest program 13-20 years of age
2. Strengthen democracy and

respect human rights


• Youth government and parliament

procedure interaction
• Year of the Child information
• Youth Parliament
• Debating contests
• Youth Parliament
• Course "People"
• Workshop: "family law"
• Course "know your rights"
• Political education for women
• Reading chair of Doctor da Costa Gomes
• Training in social skills and human

resource management

Every year, about 50 community leaders of different neighborhoods. They find it is both a support and
recognition of their work
• Training in social skills and teambuilding For school social workers
• Informative Programs offered by the
government, community centers, service
groups and the media in general
  1. Promote and maintain stable



• Lions Club: celebrates lions family day

The community is invited at the
• Living water: celebrates a day of the Sunny Vally Youth Center and
family churches are used to present the
• Women International Family day information.
• Court of guardianship
• Church activities
• Medical and hygienic information
• Workshop "Family"
• Pastoral Work
• Workshop: "family law"
• Parenting course by SIFMA, Educational
center Sta.Rosa, Mental Health Dept.,
Family guardianship organizations
• Training in parental abilities Yearly, about 10 groups of 15 parents
• Training in abilities for foster parents Twice a year a group of 15 persons are trained to become foster parents
• Training, courses, workshops, evening discussions Volunteer child care for parents and educators
• Programs of different churches
• Programs of the Steering Committee Parents of children between 0 - 4 years
Courses for parents by SEBIKI
• Symposium "Outreach for Parents' By SEBIKI, in November 1997
4. Adopt healthier physical, mental SABA
and emotional lifestyles. • Teenage youth group-Life styles
• Health Department/Medical School/
• Psychology Department: Program
organized for awareness and prevention
• Lions Quest program 13-20 years of age
• Decide Drug Prevention program
• Drug prevention program of
• Community Team Training
• Training of social skills Scouting en after school care
• Training in skills for youth during the Every year some 75 leaders are trained
holidays to conduct vacation activities for young
• Training for youth leader for vacation people during vacation
• Training in Life skills for youth
• Weekly programs about infant
• Lions Quest project since 1994, 48children of which 25
• Youth Council received a certificate
•4 programs for after school care and 91 children of kindergarten and
supervision primary education, in 1998
•16 programs for after school supervision 221 children registered in 1998
and care, private initiative
• Pregnancy courses by SEBIKI
• First aid course as part of lower vocational Individuals who work in this sector
education child care and after school care and sport youth leaders
• Social mobilization:" keep Bonaire clean" Two clean up days for the whole
• Programs by the Sports department
• Opportunities offered by private initiative
• Sport activities by sports clubs
• Activities of Boys' and girls' Scouts
• Workshops and courses to upgrade
personnel of daycare centers
• Opportunity for homework and training Primary school students
after school hours (Rayvah Training Institute)
• Courses for computer training and career training Drop outs, adolescents and adults
• After school programs: to learn social Socio-economic deprived children
skills, homework guidance, leisure activities
Sport activities organized by the government
• Training the parents of a group of 'first By SEBIKI, in July 1997
offenders; 'Parent child communication'
• Workshop healthy food, healthy cooking By SEBIKI, in May 1996;

22 participants

5. Recognize and affirm gender SABA
equality and respect gender • Program of Saba Social Women
differences Foundation
• Program of International Year of the
Family Committee
• Women's affairs in Government
• Study day "masculinity" (SEDA)
• Course "Teenage mothers"
  1. Value religious and ethnic


SABA Completed twice a week for all youth on the island
• Living Water community, youth and
teen activities
• Weslian Holiness Church: youth
• Anglican Young people committee:
youth program Mainly focused on young people
ST. MAARTEN between the ages 4-18 yrs.
• Campaigns and crusades organized by Focus on youth 12 yrs and up
churches and other religious organizations
• Courses about family by the
Caribbean Council of Churches
• Courses given by Fesska
• Training in skills for teachers
• Train the trainers For youth groups of different schools
• Training for nursery school teachers
7. Respect their cultural heritage SABA
and that of others • Saba Foundation for Culture and Art:
relates to music, drama and old Saba
• Saba Foundation for Arts: concentrates
on local artists
• Investigation about lifestyles (Personal Cultural
• Workshop "Tambú" cultural dance
• Workshop "Seú" cultural dance
• Courses by the Africari Foundation
• Cultural week organized by the cultural department of the island (SKAL) Annually
• Celebrations of cultural, folkloric, musical, With the participation of the whole


historic and sport events (e.g. Carnival,
8. Lead productive lives and take SABA
advantage of economic • Commerce Foundation: distribution of
opportunities information on the island employment and needs situation
Tourist Department
• Project "Stand on your own feet and save
your wallet (SEDA & Steering Committee)
• Budgeting course
• Micro lending
• Workshop "Financial management in
• Courses regarding "teambuilding, budgeting family conflict resolution
" (IPK, Carcae)
• Continuing education for after school Employees and volunteers since
care and supervision 1995/96 on a regular basis
• Management support to directors of play schools by SEBIKI, participation of 6

Play schools

• Workshop "Working with projects" by SEBIKI, participation of 18 persons
9. Use creativity and technology to SABA
sustain personal, social and economic development • Library: the possibility of the youth being able to use computers, video's, web site for their development
• Science fairs as extra curricular activity Once a year.
• Recycling course for women
• Cooking and hand crafts courses
• Training guidance methods Staff and volunteers J.J. Bonaire, Febr.
1999, continued programs
• Continuing education in the financial/ Once only in March 1996 for
administrative area coordinators (project)organizations
• Support and information to members of a district District organization "Rincon uní"
• Via classes in Arts & Creativity Kindergarten, primary schools
• Music, arts, drama, dance and sport
10. Resolve conflicts peacefully SABA
and promote a culture of peace Crime Task Force & Drug Task Force:
information and counseling programs as
means of introducing parents, leaders
ways of finding peace methods
• Project "Towards a Culture of Peace"
• Conference "Education or non-violence" Dec. 1998
• Youth Council program For teens and adolescents
• Lions Quest program 13-20 years of age


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