The Education Sector Enhancement Programme (ESEP) is the formal name for Edutech. So essentially ESEP and Edutech are the same thing.

Edutech involves a number of components, specifically Civil Works, Teacher Training, Curriculum Reform and Technological Infrastructure, and this is being implemented in Phases. A number of these components have advanced somewhat, for example some 20 schools have completed Civil Works and 14 already have their technology in place. Although all the components are not being implemented at the same time in all schools, the Curriculum Reform is being carried out at all schools throughout the island.

That is the part of the plan. One of the major principles guiding the changes in education is that of "Child-Centred Learning". This principle seeks to ensure that teachers allow more scope for students to discover new skills and knowledge and although the teacher will be guiding students in the discovery, students will play the major role in the process.

Parents may visit the Phase 1 and 2 Edutech schools to see the results of the Civil Works, and speak with those teachers who are enthusiastic about the implementation of the Programme. In addition, the booklets on Rationale for Curriculum Reform and Attainment Targets are recommended reading for parents. They can be purchased from the Ministry of Education and some of the major bookstores. Parents are always encouraged to speak with teachers about the progress of students and read the newsletter - 'Edutech Voices' - which was included in the students' reports at the end of last term. In the near future, schools will also conduct classes for parents in use of technology, and this should also increase the level of interest.

The outcomes of Edutech are to produce students who will make worthwhile contributions to Barbados. It is hoped that by making students more inquisitive and encouraging them to investigate facts and information presented to them, they would not merely be consumers, but rather producers of goods, services and ideas. The student, after leaving school, should be able to recognise that learning is a life-long process and does not end once formal schooling is completed. Finally, Edutech also hopes to produce a citizen that is readily retrainable at any stage in his/her career, and ultimately, if desirous, will be able to adapt to new situations in the workplace.

Private examinations are usually done in May/June and December. Registration is done directly to the examination body by the candidates or by private institutions.

Registration for January CXC examinations starts from September 1  and ends September 30, 2008 and registration for the May/June examinations is from October to November.

Cambridge registration periods are from December to February for May/June and July to August for November examinations.

Registration periods for Pitman's Qualification examinations held in July are February and March and for December examinations July and August.

City and Guilds examinations registration periods are July to August and November to December.

Lost certificates cannot be replaced by this section.  If a certificate is lost, a certified statement showing certificates passed is issued.

Any replacement of CXC or CAPE certificates will have to be made from the Council at a cost of $200.00.

CSEC Examining Fees

Candidate Fee  - Bds $27.00
Subject Fee  - Bds $28.00 per subject

CAPE Examination Fees

Unit Fee  - Bds $42.00 per unit
Candidate Fee - $30.00

Late candidate entry fees (CAPE)/(CSEC) - Bds $50.00

The role of the volunteer is to:

• Provide support for the nursery class teacher in promoting appropriate practice for early childhood education.
• Give assistance in the nursery class in the following general areas:
  • Interacting with the children,
  • Helping the class teacher with indoor/outdoor activities,' Assisting with toiletting and dressing the students,
  • Encourage good habits and values,
  • Assisting the teacher with compiling portfolios for children's assessment.

1. School Account (Government Wages Account) at Barbados National Bank
   (a) Date of last statement
   (b) Account number
   (c) Balance on account
   
2. Cash Grants (Handicraft, Science, Art & Craft, etc.)
   
3. School Funds (raised by sales, sponsored walks, etc.)
   (a) Date of last statement
   (b) Bank and account number
   (c) Balance of account
   (d) Cash in hand
   
4. Pay sheet to ensure that ancillary staff have been paid wages
   
5. Latest certificate (receipt) from the National Insurance Scheme to ensure that payments of contributions are up to date.
   

Ensure that the following reports have been issued:

(j) Termly reports on school (statistics)
(ii) Termly reports on staff
(iii) Termly reports on pupils

Check the following documents/official records to ensure that they are in proper use and up to date:

(i) Registers: Admission of pupils, Attendance of pupils, Pupils, leaving, Attendance of staff
(ii) Curricula/Schemes of Work - Scheme Books
(iii) Staff minute book
(iv) Inventories: Furniture, Books, Equipment
(v) PTA constitution
(vi) Attainment Targets

Check the condition of equipment:
Tape recorder(s), language master, VCR, televison set, computer(s), CERO equipment, kit, booklet, etc.

Locate all keys to building.

• Name of School
• Name and post/position of tour leader
• Names and ages of pupils proceeding on the tour
• Parent approval form (sample)
• Names of adults/teachers on tour
• Assurance of adequate insurance coverage
• Travel Arrangements:
  Flight Number
  Carrier
  Date of departure
  Time of arrival (at destination)
  Date of departure (from destination)
  Time of departure
  Time of arrival (in Barbados)
  
• Accommodation:
  Name of Hotel/Guest House
  Number of persons occupying one room
  
• Place to be visited/Purpose of visit to places.
• Ground transportation.
• Proposed cost of tour per person.
• How do you propose to finance the tour?

Children with special educational needs are educated at the Special Units of primary schools, or the Irving Wilson school for the hearing and visually impaired. They may also remain in regular classrooms and be given the necessary support with an I.E.P (Individual Educational Plan). The I.E.P. will assist the teachers with meeting the needs of the students.

The School Attendance Officers in Student Services work collaboratively with the police department to ensure that all students aged 5 - 16 attend school. Families are also referred to the appropriate social agencies when their needs impact on the child's inability to attend school.

Placements in one of the special schools or special education units are facilitated through the Student Services Section of the Ministry of education, Youth Affairs and Sports. A referral can be made to the section from Principals, parents, doctors, psychologist or from the Children's Development Centre.

School Year 2003-2004
Term I      8 September - 12 December 2003
Term II     5 January - 2 April 2004
Term III    19 April - 2 July 2004

 School Year 2004-2005
 Term I      13 September - 17 December 2004
 Term II     10 January - 8 April 2005
 Term III    25 April - 8 July 2005

The education system caters to approximately 59 500 students annually - 28 000 at the primary level 22 000 at the secondary level and 11,459+ at tertiary level including those enrolled at the University of the West Indies, Cave Hill campus). 

Within the education system there are presently:
71 public primary schools;
1 infant school;
4 public nursery schools;
30 private primary schools;
23 public secondary schools;
2 public special schools;
2 private special schools;
1 public senior school;
7 Government Assisted Private secondary schools;
3 tertiary-level institutions (namely UWI Cave Hill, BCC and SJPP);
1 teachers' training institution; and
1 Central Administrative Agency.

A Teacher in a public school shall, subject to the Act and the regulations:

1. follow the directions of the Principal of the school and carry out the duties assigned or delegated to by him;
2. provide the pupils under his care with appropriate instruction and learning experiences during the school day;
3. draw up an individual plan of work based on the schemes of work for the school;
4. make adequate preparation for each day's work for his several classes and teach such subjects on the school's timetables as are assigned to him and make use to the officially approved textbooks;
5. give undivided attention to this duties during school hours;
6. maintain proper order and discipline among the pupils under his care;
7. be on duty for the school day and take part in playground supervision and other school related activities;
8. assist in promoting the welfare and well being of the pupils and fostering their social and moral development; attend staff meetings;
9. attend staff meetings;
10. keep a record of the daily attendance of pupils and inquire into the cause of lateness and report them to the Principal;
11. keep an inventory of equipment and supplies entrusted to this care and ensure that the equipment and supplies are properly used.

Every principal must determine the programme of each pupil after consultation with:

1. the teachers; and
2. the parents or guardian of the pupil where it is expedient to do so.

Every principal must examine the pupils in the subjects of instruction and in the manner prescribed in regulation 44(1) and (2).

Subject to the policy of the minister and the general directions of the Board, every principal:

1. has control of the building, premises, apparatus, equipment and furniture of the school;
2. must allocate duties to staff; and
3. is responsible for the discipline of the school.

Every principal in public schools shall subject to the Act and these regulations

1. supervise the teachers of his school;
2. prepare in consultation with the teachers, a scheme of work, based on the official curriculum, suited to the needs of the pupils;
3. prepare the timetable for the school and organise the school in accordance with the timetables;
4. make the timetables available to pupils, teachers, education officers and any other person acting under the authority of the Ministry;
5. provide leadership in the improvement of the educational programme and render guidance and advise to teachers;
6. allocate duties among the teachers in order to make the best use of the special aptitudes of each teacher;
7. take necessary steps to ensure that pupils make satisfactory progress in all parts of the curriculum;
8. register pupils, classifying them according to their course of study, record their progress through the school and submit periodic reports on the pupils' progress to their parents;
9. ensure that discipline is maintained throughout the school at all times;
10. administer corporal punishment when necessary and delegate to the deputy principal and senior teachers, where applicable the authority to administer corporal punishment;
11. hold at least one staff meeting every school term and keep a record of the business transacted at the meeting;
12. exercise reasonable care to ensure the physical safety of pupils during any period of school activity, including any period of recess;
13. ensure that the school premises are clean and well kept;
14. report annually, or at such other times as the Chief education Officer determines, on the performance of teachers;
15. take all necessary steps to ensure co-operation with parents, parent-teacher associations and other related bodies;
16. supervise the non-teaching staff of the school;
17. ensure that the attendance of pupils at school is duly recorded in the attendance register provided for the purpose;
18. make annual reports on the state of the school premises; and
19. forward correspondence from staff without delay to the appropriate person

A senior teacher in a Primary or Composite School is, in addition to his duties as a teacher responsible for the following

1. deputising for the principal in his absence;
2. assisting the principal in administering the affairs of the school;
3. assisting the principal with discipline of pupils
4. supervising a year group or a Department as necessary; and
5. giving professional guidance to teachers;
6. liaising between the principal and staff as necessary ;and
7. working in close contact with the principal and assisting with any other organizational and administrative duties the principals may assign.

A Subject Leader in a Primary School is, in addition to his normal teaching duties, responsible for the following;

1. drawing up of syllabuses and ongoing development of the curriculum in respect of each subject falling within his/her department;
2. advising the principal on the choice of textbooks and other educational material and equipment;
3. arranging and conducting meetings for discussion of topics related to the teaching of subjects;
4. advising on the choice and development of methods of teaching the subjects of his department;
5. advising the principal on matters relating to his subject areas and undertaking such other relevant duties as the principal may require
6. leading professional development sessions
7. mentoring inexperienced teachers
8. advising on methodologies to be used.

The Parent Volunteer Support Programme is a three-phased project designed to implement Barbados' Government Policy statements in the White Paper on Education Reform.

The programme is designed to secure the assistance of parents/guardians of a pupil of the school on a voluntary basis to support an appropriate nursery programme in public infant and primary school.

Parents/Guardians who:

• have been selected by the Principal of the school in collaboration with the teacher, the local P.T.A. and the national Council of Parent-Teacher Association;
• have a child enrolled at the school and who willingly volunteer their time for a maximum period of four (4) years. (Volunteers, however, are free to stop giving assistance at anytime during that period).
• express genuine concern to share responsibility for nurturing the children;
• are reliable, dependable and receptive to guidance by the school's Principal and teachers;
• enjoy working with young children and exhibit a high degree of tolerance and patience;
• exhibit a relatively good command of standard English in oral communication for every day interaction with the children;
• are friendly, courteous and energetic;
• are willing to give unsparingly of their time on a regular and consistent basis.

This is done through parents, guardians or the principal of the school that the child attends.  A student aged 5 - 18 years who is experiencing social, emotional, behavioural or learning difficulties will be assessed by an officer in the section.