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Divisions

Divisions (8)

Tuesday, 26 February 2013 15:53

Information Communication Technology

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Information Technology Unit

Vision of the Information Technology Unit

The vision of the Information Technology Unit is to ensure that information and communication technology is applied effectively and efficiently to educational content, delivery and administration, by empowering all stakeholders in the use of ICT.

Information Technology Unit’s Mission

To be the proactive leader of the Ministry’s ICT initiatives, delivering consistent, cost-effective, reliable and secure services to all stakeholders.

Preamble

The Information Technology Unit (ITU) provides all the Ministry of Education’s internal stakeholders with information technology services in a fair, timely and responsive manner.  The services provided ensure that the ICT infrastructure is reliable, secure and cost-effective and meets the business requirements of the Ministry of Education and Trinidad and Tobago citizens as a whole.  The Information Technology Unit provides the leadership necessary to ensure that the Ministry gains full benefits from its current and future investments in technology.

The ITU was created by Cabinet Minute in 1998 and was initially staffed with the following positions:

  • Manager
  • Systems Analyst II (1)
  • Systems Analyst I (1)
  • Systems Specialist (4)
  • Programmer II (2)
  • Clerk/Stenographer (1)

As the use of information technology within the workplace enhanced and grew at a rapid speed, the Ministry of Education saw the need to expand the unit’s human resources as its strategic outcome was to make ICT the core of all departments.  Currently the Unit has the following positions:

  • Manager
  • Database Administrator (1)
  • Systems Analyst II (1)
  • Systems Analyst I (2)
  • Systems Specialist (4)
  • Programmer II (2)
  • Clerk/Stenographer (1)
  • Administrative Assistant (1)
  • Network Technician (2)

 The Information Technology Unit is currently working on the following projects:

  • Primary School Computerization Project
  • Procurement of computer equipment and peripherals for all departments/units
  • ICT staff training
  • Software development
  • Networking infrastructure
  • School computer lab readiness and layout
  • Internet access in schools
  • ICT for special schools

Guiding Principles of the ITU

  1. Integrity:  We hold ourselves to the highest professional and ethical standards.  We believe in engaging in honest communication and showing respect for others.  We do our jobs with integrity and are committed in doing the right thing.
  1. Customer Service: ITU initiatives focus on customer services.  We facilitate communications and provide information systems strategies to our stakeholders internally and externally throughout the Ministry of Education.  We are passionate about the services we provide.  We are responsive to the needs of our customers and constantly strive to exceed our expectations.
  1. Accountability and Management:  The ITU manages its assets and makes ICT decisions in a fiscally responsible way.  We are accountable and responsible in the decisions we make, we use good judgment, we take pride of ownership in work. We empower our staff to operate in an environment where they are responsible and accountable.
  1. Team Work:  We exemplify the cooperative spirit by working together with respect for one another’s ideas and contributions.  We agree to work everyday to learn new things and are committed to sharing our ideas with one another.
  1. Innovation:  The ITU actively pursues technological innovation, to improve efficiency and effectiveness in order to facilitate and enable superior public service.  We promote the spirit of creativity and champion new ideas.  We believe that a passion for quality and the desire to continually improve what we do is critical to our success. 
  1. Enterprise–Focused:  ITU shares ICT resources where possible and supports an enterprise-wide environment of cooperation and collaboration.  This includes sharing ideas, resources, expertise and data among our various stakeholders.
  1. Leadership:  ITU leads by example.  We use information technology as a catalyst to re-engineer current practices and design better ways of conducting the business of the Ministry of Education. We establish rules, standards, tools and procedures for our stakeholders to follow so that they can better fulfil their missions.
  1. People Development:  We believe that people are at the heart of our organization.  We are committed to building, nurturing and preserving a highly skilled ICT workforce.  We support education and learning among the staff of the ITU and are dedicated to providing opportunities for every individual to develop his/her capabilities.

Goals and Objectives

  1. Develop Expertise on Evolving Technologies: The ITU strives to identify evolving technologies in order to provide services and products that will assist our stakeholders in accomplishing their mission, goals and objectives.
  1. Provide Ministry-Wide ICT Direction and Leadership:  The ITU provides strategic ICT direction for the Ministry of Education and influences the deployment of enterprise-wide ICT solutions throughout the Ministry.
  1. Provide ICT Value to our Stakeholders with respect to their Business: The ITU will be well managed and fiscally responsible as we continually strive to maintain, update and improve the quality and timeliness of our services.  The ITU will communicate and interact with our stakeholders to build awareness of the services we provide. .
  1. Enterprise Infrastructure:  We maintain and update existing information technology systems and enterprise infrastructure.
  1. Enterprise Security and Disaster Recovery:  We provide, maintain and update existing ICT security systems to ensure the integrity of the data and systems operated by the enterprise that is the Ministry of Education.

 

ICT Resources

Tuesday, 26 February 2013 15:52

Support Student Services

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Student Support Services

WHAT IS THE SUPPORT STUDENT SERVICES DIVISION?
Student Support Services Division came into being on January 29, 2004. It consists of the unification of the former Central Guidance and Special Education Units and a School Social Work component at the primary school level.

WHAT IS THE MISSION OF THE STUDENT SUPPORT SERVICES DIVISION?
To provide ongoing support for all students to maximise their learning potential, do well at school, achieve to their capabilities and develop holistically.

WHAT ARE SOME OF THE STRATEGIC GOALS OF THE STUDENT SUPPORT SERVICES DIVISION?

    • Increase student success by providing support through counselling and specialised intervention strategies for students on extended suspension and other at-risk students.
    • Increase student success by providing specialised services for students with moderate and severe special educational needs as well as mainstreamed students with special educational needs.
    • Increase student success by providing social work services for students with psycho-social and behavioural difficulties at selected primary schools in each educational district.
    • Increase student success by providing support through early intervention, diagnosis and remediation for selected primary schools in each educational district.
    • Increase student success by providing guidance and counselling services for all students at the secondary level.
Tuesday, 26 February 2013 15:49

School Supervision

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School Supervision

Background and Context

School supervision in Trinidad and Tobago started in the 1850’s when a school inspection system was first established in the fledgling government-organised education system in the then British colonies.   The establishment of school inspection, even then, implied a degree of decentralization of decision-making and an attempt to maintain standards and accountability in the school system.

Essentially the mandate of the inspection system was to ensure policy implementation regarding effective instructional practice and wholesome learning environments. The inspectorate thus became a critical link between the central education authorities and the school system, continuing as such into this century virtually unchanged in its mandate, despite name changes and different administrative perspectives.  In the late 1950’s, for example, as the perspective changed from a more authoritarian one to a developmental one, the term ‘Inspector of Schools’ was replaced by ‘Education Officer’. Still later, towards the mid-1960’s, the name of the post again changed, this time being enshrined in the Education Act (1966) as ‘School Supervisor’. 

By the early 1970’s Government rapidly expanded the school system, particularly targeting the secondary sector in an attempt to guarantee free secondary education for all students. The Ministry of Education, responding to this challenge, developed an expanded model of education administration, running entire divisions for each of its key functions.  The Division of School Supervision thus formed now had the critical responsibility of ensuring the effectiveness of schools and pre-schools.

School supervision has thus played an essential role in the evolution of a decentralised system of education.  School Inspectors and later School Supervisors earned significant respect for their role in preserving school standards.  Since the 1970’s the Division has been headed by the Director of School Supervision who manages and co-ordinates a cadre of School Supervisors and support staff.   The Division itself which was always part of decentralisation efforts also became the first to successfully decentralize its activities in accordance with the recommendations of the ‘White Paper’- the seminal education policy statement of the decade of the 1990’s.

In that enhanced configuration, the Division not only ensured quality schools, but played an essential role in providing the Ministry’s central administration with sound information and advice on the running of the school system. This configuration, formally established in 1995, consisted of the Head Office of the Director and eight Educational District Offices, under the umbrella of the Chief Education Officer.

In the present reforms, the Division will undergo radical and far-reaching change. Though the ‘Head Office’ will still be a key player in ensuring high quality schooling, the activities of the Division will be mostly district-based.  The loss of the position of Director is likely to see the disappearance of a venerable division.

The Strategic Plan of 2002-2006 of the Ministry of Education takes into account the roles and functions of the Division of School Supervision in relation to the plans policies, objectives and implementation strategies of the Ministry to ensure the delivery of quality education at all levels of the education system.
The Strategic Plan also identifies the functional relationship between School Supervision and other Divisions to improve the quality of supervision of schools.

The Division remains committed to the current reform thrust, its goals and its values.

 Key Issues/Challenges
The Division works with certain constraints and challenges, some of which are listed below:

  1. insufficient manpower to train while supervising the implementation of revised curricula;
  2. overload of normal and peripheral duties;
  3. inadequate performance assessment system;
  4. insufficient manpower to supervise the Continuous Assessment Programme (CAP) in primary schools;
  5. lack of modern productivity training and professional equipment;
  6. poor recruitment regime;
  7. inadequate office and equipment resources and environments.

Achievements and Accomplishments
Notwithstanding the aforementioned issues, we highlight the following achievements:

  1. successful performance of core roles and functions in the face of obstacles and challenges;
  2. successful planning and coordinating of training programmes for supervisors, principals and teachers;
  3. successful planning, coordinating and implementing of co-curricular programmes with external agencies;
  4. representation of the Permanent Secretary at recruitment and promotion interviews, including those of the Teaching Service Commission;
  5. successful supervision of crisis situations in schools;
  6. partial success in the implementation of CAP in primary schools;
  7. liaising with internal and external agencies/units to promote health, safety and security in schools;
  8. successful planning of the conversion and de-shifting of junior secondary/ senior comprehensive schools;
  9. successful participation in a programme of disciplinary investigations and tribunals;
  10. Facilitation of the development, assessment, approval and supervision of School Improvement Plans (SIPs).

Recommendations
In pursuit of excellence and quality, the following recommendations are hereby suggested:

  1. revisit of the strategic plan for the Division of School Supervision;
  2. the formulation of an action plan;
  3. the development of a Procedure Manual for School Supervisors that outlines procedures for the key activities of school supervisors;
  4. continuous professional development for school supervisors;
  5. provision of resources (human, physical/facilities, financial) for optimal functioning of education districts;
  6. provision of technical training and equipment for school supervisors to do their job effectively;
  7. effective and meaningful recruitment procedures for the selection of new school supervisors;
  8. a mandatory long-term in-service training and certification plan for new school supervisors;

Day-to-Day Roles and Functions of School Supervision

Environment

Functions

Leadership

  • Provides direction for the development of schools in keeping with the strategic plan of the Ministry of Education.
  • Ensures quality standards by supervising, inspecting and evaluating the operation of schools.
  • Leads in professional development for principals and teachers through programme proposals, training seminars and workshops.
  • Ensures the development of school-based management.
  • Provides a rich resource of exemplary coaching, training and apprenticeship for teachers and school administrators.

Administrative Management

  • Supervises the observance of the provisions of the Education Act and the Regulations pertaining to the conduct of schools.
  • Arranges for:
    • the approval of leave for teachers
    • the approval of school holidays that may be granted in accordance with the Regulations
    • the relocation and de-shifting of schools
    • the registration of private schools
    • placement of non-nationals in public schools
    • the considering and assessing of the confidential reports of teachers
    • the furnishing of such returns as may be prescribed or required at any time by the Minister.
  • Deals with all other matters of organisation, management and administration as may be referred to him by the Minister.
  • Approves the use of government schools and compounds for non-educational purposes.

Teaching/Learning

  • Visits schools on a regular basis to monitor the implementation of the curriculum.
  • Organises team visits to schools to assess the delivery of the curriculum.
  • Examines the Principals’ records on clinical supervision and curricular checks.
  • Observes teachers’ classroom practices and provides feedback, when requested by principals.
  • Monitors the teaching/learning environment in schools.
  • Supervises school improvement programmes.
  • Shares/disseminates information with principals on current trends in teaching and learning.
  • Monitors the relevance of the curriculum with respect to the special needs and interests of students.

Internal/External Linkages

  • Represents the Minister as required.
  • Represents the Permanent Secretary at recruitment interviews including those of the Teaching Service Commission.
  • Establishes and maintains alliances with external agencies consistent with Ministry policies.
  • Approves projects and programmes initiated by external agencies.
  • Represents the Division, Ministry or senior ministry officials.
  • Liaises with internal/external agencies, departments and Ministries.
  • Coordinates various events/activities initiated by internal/external departments, agencies and ministries.
  • Interfaces with the general public and provides solutions to problems, issues and concerns, where necessary.
  • Prepares and/or delivers speeches.
  • Ensures parent participation in the running of schools.

Physical/Financial

  • Supervises the effective management and use of physical and financial resources in schools.
  • Monitors school security systems to ensure effectiveness.
  • Supervises effective health and safety standards in schools.
  • Corrects and reports on anomalies, irregularities or environmental threats to safety at schools.
  • Approves non-routine activities at schools, including field trips or school outings.
  • Requisitions, stores and distributes materials/consumables to support curriculum delivery and janitorial services in all primary schools.
  • Recommends and supervises repairs, renovations and refurbishments at schools.
  • Recommends/approves requisitions for furniture and equipment for schools.

Governance and Extra Curricular

  • Ensures the establishment and effective operation of student councils in all secondary schools.
  • Attends school functions and other special activities to supervise and support wholesome standards.
  • Coordinates district/nationwide competitions and other activities to support curricular/co-curricular programmes.
  • Organises a system of recognition and appreciation of good practice and long service of principals.

This article was researched and written by a select team of school supervisors in May 2005

 

References

Government of Trinidad and Tobago (November 1999). Secondary Education Modernization Programme. Implementation Manual (Inter-American Development Bank).

Government of Trinidad and Tobago. The Education Act 1966.

Government of the Republic of Trinidad and Tobago (November 2002). Strategic Plan 2002-2006.

Ministry of Education (January 2004). Restructuring and Decentralization of the Ministry of Education. The Way Forward. Restructuring and Decentralization Action Unit..

Ministry of Education (1993).  The Education Policy Paper 1993 – 2003. National Task Force on Education.

22 May 2006
Division of School Supervision
MINISTRY OF EDUCATION

 

Tuesday, 26 February 2013 15:44

School Library Services

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School Library Services


The School Library Services was set up in 1978 to promote and coordinate the development of the school libraries.  The School Library Services forms part of the Ministry of Education, and is managed by the National Library and Information System Authority (NALIS).

Our Vision is:
A vibrant, pro-active school library system committed to providing high quality information services for the holistic development of students.

Our Mission is:
To promote and coordinate the organization and development of a school library system which would support and enhance the overall aims and objectives of the nation’s education system.

Our core functions are to:

  • provide professional advice to the Ministry of Education on all matters relating to the development of the library services in schools.
  • provide professional training for school librarians, library assistants and teachers in charge of primary school libraries nationally, so that they will develop and maintain an efficient school library service.
  • supervise the functioning of all school libraries by monitoring the services, ensuring that standards are adhered to and making recommendations to principals and staff.
  • provide standards for all aspects of the school libraries including: physical facilities, furniture, shelving and staffing.
  • to oversee the implementation of the Library and Information Skills curriculum in schools.
  • to formulate policies and procedures regarding school library services.
  • prepare and administer the annual strategic budget for the development of the school system.
  • provide limited binding services to school libraries.
  • provide access to current professional literature in library and information science through the use of the specialized library professional collection.
  • provide exposure to excellence in children’s literature through the use of the ‘model’ library.
  • provide a limited supply of stationery items to school libraries.

DOCUMENTS

  • Standards for Secondary School Library Media Centres, School Libraries Division, 2001.
  • Library and Information Literacy Curriculum.  Division of Educational Services – School Library Services and Division of Curriculum Development, 2002.
  • Manual for School Libraries.  School Libraries Division c1994.  This document is currently being revised. 

STRUCTURE

The School Library Services is divided into three (3) major sections:
Administration, School Supervision and Technical Services.

The staff is comprised of:

7 Librarians
6 Library Assistants
1 Clerk III
1 Stenographer II
4 Clerk Typists
1 Printing Operator
1 Messenger
1 Cleaner
1 Handyman
1 Security Officer

THE LIBRARY

The Rudranath Capildeo Learning Resource Centre (RCLRC) Library was established to meet the information needs of professionals in the education sector in Trinidad and Tobago.  It is also geared towards facilitating tertiary level research in all aspects of education by the staff of the Ministry of Education. The RCLRC Library supports these objectives by providing services, information and data in the following areas:

  • Curriculum development and the promotion of innovations and strategies in the system.
  • The production of multi-media teaching guides and classroom learning and teaching aids.
  • Staff development courses.
  • The effective distribution and retrieval of information and materials.
  • Collaboration with other departments of the Ministry of Education, the Faculty of Education of the University of the West Indies, and similar institutions to share and disseminate materials and information relevant to the field of education.

THE R.C.L.R.C. LIBRARY - COLLECTIONS
The Library provides information in a variety of formats - books, journals, and audio-visual and electronic media, among others.  These are housed in various collections which can be searched using the Online Public Access Catalogue (OPAC).

The Learning Resource Centre Collection (L.R.C.)
This comprises non-fiction and fiction materials that support curriculum development and staff training. 

West Indian Reference (WI REF) Collection
A collection of West Indian works, of both fiction and non-fiction, which support curriculum development.  The strength of this collection lies in the fact that it contains documents relating to current projects undertaken in the Ministry of Education.

Multi-media (MM) Collection
A growing collection of audio/video tapes, CD ROMs, DVDs, charts, games, etc., useful to teachers interested in adopting a variety of teaching and learning strategies in the classroom.

Periodicals
A collection of journals, newsletters and magazines that provide current information on a variety of topics in education.

Information Files
A collection of resource materials consisting mainly of newspaper clippings, current and retrospective, on a wide variety of topics relevant to issues in education, with emphasis on Trinidad and Tobago.

Pamphlet (PAM) Collection
A collection of materials which include flyers, brochures and fact sheets, as well as publications from the Ministry of Education.   These documents provide supplementary information on education.

Special Collections
The Capildeo Collection
The Beddoe Collection
These are personal collections that were donated to the Library by the family of Dr. Rudranath Capildeo and by Mr. I.B. Beddoe respectively.  The former covers general subjects, including education issues.  The latter contains mainly items relating to social studies. Included in these collections are books, notes, letters and manuscripts.

Model Library (ML) Collection
A collection of resources which include books, games, kits, etc., that exemplify and indicate the type of materials and kind of environment that should be provided in a school library, according to international library standards.

Awards Collection
This part of the Model Library’s Collection contains books that have won international awards, e.g., Caldecott Award, Newberry Award, etc.

 

 

Tuesday, 26 February 2013 15:43

Finance and Accounts

Written by
Finance and Accounts Division


In order to achieve the vision of the Ministry of Education to lead the modernization and renewal of the system of education, careful management of the financial resources of the Ministry is required.  This is the responsibility of the Finance and Accounts Division.

The functions of the Division are divided as follows:

  • Budgetary Control
  • General Accounting
  • Payroll Accounting
  • Financial Reporting
  • Revenue Collection
  • Financial Advice and Training

These functions are achieved with the services of a highly motivated pro-active staff who are guided by:

    • Constitution of T & T
    • Audit and Exchequer Act
    • Financial Instructions
    • Ministry of Finance Circulars
    • Chief Personnel Officer Circulars
    • Cabinet Minutes
    • Circulars from other related ministries and departments
Tuesday, 26 February 2013 15:39

Educational Services

Written by
Educational Services

The Division of Educational Services comprises of the following units:

  1. Textbook Rental
  2. Educational Television /Instructional Materials Development
  3. Examinations
  4. Schools Broadcasting
  5. School Libraries
  6. School Publications
  7. Adult Education       

The Director of Educational Services is responsible for the overall administration and assumes administrative responsibilities for the division. The Division of Educational Services collaborates with other divisions of the Ministry of Education, government ministries, and organizations and communities to determine educational needs within and outside the reach of the educational system. 

Tuesday, 26 February 2013 15:34

Educational Research and Evaluation

Written by
Division of Educational Research and Evaluation (DERE)

The Division of Educational Research and Evaluation in keeping with the directive of the Ministry of Education and in alignment with the Strategic Plan of the overall Ministry, prepared its operational plan.

VISION:
A technology-driven proactive organization supplying research-based information to its stakeholders.

MISSION:
The DERE is committed to supporting the ongoing renewal and modernization of the education system through the creation of a culture of research in the Ministry of Education and excellence in assessment and evaluation processes for the benefit of all stakeholders.

CORE VALUES:
  • Integrity
  • Trust
  • Timeliness
  • Team-work
  • Accountability
  • Customer service
  • Commitment; Empathy

PURPOSE:
Our purpose is to satisfy the decision-making and information needs of policy-makers, administrators, educators and other stakeholders, by providing them with research-based data and information.

GOAL:
To improve the quality of education in Trinidad and Tobago.

STRATEGIC OBJECTIVES:
  • To work in collaboration with other divisions in the planning and implementation of national examinations
  • To prepare and evaluate assessments on a timely basis
  • .
  • To evaluate school programmes implemented by the Ministry of Education.
  • To facilitate research activities requested by stakeholders of the Ministry of Education.
  • To develop an information sharing capability
  • To establish fora for teachers, divisions and stakeholders of the MOE to exchange information and best practices.

ROLE AND FUNCTION OF THE DIVISION OF EDUCATIONAL RESEARCH AND EVALUATION

The DERE was established on October 21st, 1994, based on recommendations made by the National Task Force on Education, 1993. The DERE is a key player in the process of reforming the Ministry of Education. It is involved in all the initiatives aimed at strengthening the planning, management and implementation capability of the organization in its thrust for increased efficiency and effectiveness.

The role and function of this Division are:
  • To inquire into and inform on the status and circumstances of quality education delivery in the school system and to use the information to generate data which supports high standards and good practice;
  • To monitor and evaluate the quality of programmes of the education system;
  • The development and maintenance of a system of research and evaluation of the education sector using current information technology;
  • The promotion of a research and evaluation culture throughout the education system;
  • The generation and sourcing of quality information required for critical decision-making by administrators, teachers, parents and other stakeholders;
  • The development, implementation and maintenance of systems for the continuous assessment of student performance at all levels of the education system;
  • The development of internal policies, structures and procedures for undertaking and conducting research, sector-wide evaluation and testing and assessment activities;
  • The timely publication and dissemination of reports;
  • The provision of advice or assistance to other divisions of the Ministry of Education as regards development of internal policies, structures and procedures for undertaking research and evaluation activities;
  • The provision of library and information services that support the activities of the Ministry of Education and its various clients;
  • Collaboration with other local, regional and international educational institutions and agencies engaged in educational research;
  • The identification of strategic partners for undertaking research and evaluation activities;
  • The monitoring of projects undertaken by and/or on behalf of the Ministry of Education.

ACTIVITIES UNDERTAKEN FOR THE PERIOD UNDER REVIEW 2002-2005.

MAJOR ACTIVITIES OF THE DERE:

The main activities of the DERE are:
Coordination of testing activities, which include:

  • Test preparation: Preparation of Table of Specifications and item writing activities
  • Test validation: Reviewing and field-testing of test items
  • Test analysis: Interpretation of the test scores in the eight educational districts
  • Reporting: Summarizing the performance of the eight educational districts
  • Evaluation studies: Conducting evaluation studies to determine the value of various educational practices; Monitoring of test administration; Provision of quality control for tests
  • Conduct of research studies: Undertaking research studies of various educational practices
  • Data collection: Collection of information on various aspects of the education system
  • Analysis of data: Interpretation of the data collected
  • Report writing: Summarizing the findings obtained from surveys
  • Dissemination of information: Providing feedback to all stakeholders in education
  • Training: Conducting workshops to satisfy the training needs of the clients in the schools and at the district level
ORGANIZATIONAL CHART OF THE DIVISION OF EDUCATIONAL RESEARCH AND EVALUATION

The following Organizational Chart for the Division of Educational Research and Evaluation illustrates the hierarchical structure of the division. A Director (Range 64) heads the division; the Director is supported by a Clerk/Steno1/11 who takes care of secretarial responsibilities. There are two Assistant Directors (Range 62): one who oversees the Research and Evaluation section, while the other oversees the Testing and Assessment section. Two Research Assistants (Range 35), two Research Officers 1(Range 46), one Educational Research Officer II (Range 53) and one Evaluation Officer (Range 53D) report to the Assistant Director, Research and Evaluation. In the Testing and Assessment section there are one Evaluation Officer (Range 53), two Educational Testing Officers 1 (Range 46) and one Educational Testing Officer 11 ((Range 53) who report to the Assistant Director, Testing and Assessment. One Statistician (Range 46), one Librarian 11(Range 53 E), one Clerk 111(Range 24E), two Clerks 11 (Range 20C) as well as four Clerk/Typists 1(Range 13) report directly to the Director of Educational Research and Evaluation.

DERE Organizational Chart
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DERE Achievements
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CHALLENGES

The Division of Educational Research and Evaluation continues to undertake its major activities as the division overcomes the following challenges:

  • Lack of human and physical resources
  • Lack of capacity and technical expertise
  • Some aspects of the bureaucracy hinders progress at times of emergency
  • Coordination of activities with other departments/divisions
  • Upgrade of resources of other divisions on which the DERE depends.
THE WAY FORWARD

Prompt recruitment of staff
Increased training for all levels of staff
Greater use of up-to-date technology in the daily operations of the division.

Tuesday, 26 February 2013 15:31

Curriculum

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The Curriculum Development Process

In a broad sense, the curriculum development process includes the design, development, implementation and evaluation of curricula. However, as one examines the process more closely it becomes evident that each component may itself comprise several varied but inter-related activities. The Curriculum Development is charged with the responsibility to operationalise the Curriculum Development Process. Accordingly, the work of the division may be more adequately described as designing, developing, implementing, monitoring, evaluating and reviewing curricula that are appropriate and relevant to the needs and interests of a developing nation, such as ours.

The Curriculum Development Process

The following is a brief description of these various activities involved in the development of curriculum materials:

Design: This involves all the preliminary work that is carried out to ensure that the curriculum is relevant, appropriate and workable. At this stage, the curriculum is conceptualized and attention is paid to arrangement of the varied components. Considerations include the focus on the philosophical underpinnings, goals, objectives, subject matter, learning experiences and evaluation ; all established in consultation with stakeholders. At present, emphasis is being placed on the learner in curriculum development activities.

Develop: In this stage, curriculum development involves planning, construction and the logical step-by-step procedures used to produce written documents, as well as print and non-print resource materials. These documents may include vision statements, goals, standards, performance benchmarks, learning activities and instructional strategies, interdisciplinary connections, and other integration activities that guide curriculum implementation.

Implement: This is the stage in which all stakeholders become part of the process by making their contribution to operationalise the curriculum as designed and developed. The process is managed by the officers of the Curriculum Development Division. It requires interaction between officers of the division, principals, teachers, parents, students and the general public, all key in the education of the child. Since implementation is a change actvity, the Curriculum Development Division also engages in in-service teacher education through seminars and workshops to facilitate the required alteration of individuals' knowledge, skills and attitude

Monitor: This can be seen as part of the implementation process. It is at this stage that officers visit schools to verify that classroom practice is consistent with the established goals and objectives of the national curriculum. Data is gathered to inform policy and decision making relative to the curriculum. The monitoring activities also capture best practices for generalization and develop the working relationship between officers of the Curriculum Division and school personnel, allowing for technical support at the school level to be provided where needed.

Evaluate: At this stage, officers engage in analyzing data collected on the field to determine the effectiveness of the curriculum design and its implementation as they relate to the child. The process entails comprehensive study of the data with the view of identifying possible deficiencies and root causes that can lead to corrective action. It is the findings from this exercise that directly influence the final stage of review.



Review: The information gained from data analysis is used to guide appropriate adjustments to the curriculum documents. Such adjustments incorporate the strengths and address any apparent weakness of the implemented curriculum. Because of technological developments and the resulting ease with which new information can be shared, continuously evolving curriculum is now possible. Updates, links to resource material and successful teaching and learning experiences can be easily incorporated in curricula. These considerations are all geared towards curriculum improvement and improved student performance in meeting national, developmental and educational goals.

Revised National Curricula Level II
  Health and Physical Education
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  English Language Arts
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 Integrated Science
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Mathematics
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Visual and Performing Arts
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Social Studies
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Spanish
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Revised National Curriculum for Forms 1-3 :
English
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Health and Physical Education
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Mathematics
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Science
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Social Studies
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Spanish
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Technology Education
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Visual and Performing Arts
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Secondary Schools Form 3 Draft Curriculums :
Language Arts
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Mathematics
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Physical Education
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Science
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Social Studies
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Spanish
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Technology Education
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