The
Development Planning Unit
Government of the British Virgin Islands

NIDS EDUCATION

Table of Contents

The Education System

Background 

The Virgin Islands Constitution Order 1976 and the Education Act of 1969 constitute the legal framework for the establishment and management of the education system in the British Virgin Islands. Education institutions are owned and operated by Government, the private sector and religious organisations. 

The Education Ordinance of 1977 bestows power and assigns functions to the Minister of Education and Culture and the Chief Education Officer. It also makes provisions for two committees (I) The Education Advisory Committee whose role is to advise the Minister of Education on matters pertaining to education and (ii) the Teaching Service Commission which was established in 1982 to advise the Governor on the appointments, promotion and discipline of teachers. 

There is a Ministry of Education and Culture managed administratively by an operational head, the Permanent Secretary and a Department of Education and Culture managed by the Chief Education Officer, the technical advisor to the Minister. The Ministry concerns itself more with policies, finance and legislation while the Department concentrates on the management and administration of education from pre-primary through secondary schools throughout the territory. Day Care Centres and Pre-Schools are owned and/or managed by private individuals or religious denominations. 

Education is free and compulsory from age 5 to 16. The structure of the system at the pre-primary - primary level consists of a two-year kindergarten stage, followed by a five- year regular primary stage and a five-year stage at secondary level. 

There are forty (40) educational institutions registered: 1 college, 4 secondary schools, 21 pre-primary/primary schools and 15 pre-schools/daycare centres. 

The BVI has a long history of providing mass education for its people. This is evident in the allocation of 15% of the National Budget to education and training. Literacy rate stands at about 94% and where certain types of educational opportunities are not available in the BVI, students are sponsored by Government and other institutions to attend regional and international universities. 


The Five-Year Plan 

In 1990, the Government of the British Virgin Islands commissioned the Overseas Development Agency (ODA) to carry out an extensive study on the education system. In 1988 a similar Education Review was done, and the ODA consultants were to translate those recommendations into a set of clearly defined policies, plans and educational programmes. On this basis, the team produced a five-year education plan (1990-1995) that was designed to meet the needs of the BVI social and economic structures. 

The first Five-year Education Plan focused on three main areas: 

1. Access and Provision 
   
   Goal: The Government will provide education and training facilities such that no child or young person is prevented from having access to such facilities as fit his age and aptitudes. The government will also provide education and training facilities, at reasonable cost, in such numbers and in such fields of study as it estimates are likely to be required by the economy. 
   
2. Appropriate Curricula and Assessment 
   
   Goal: To provide curricula, including content, teaching methods and assessment appropriate to the needs of the individual and the country. 
   
3. Quality Assurance 
   
   Goal: To plan, implement, and evaluate educational programmes so that, at reasonable cost, the outputs from the education programmes on BVI (and from overseas) have the skills, knowledge and attitudes which suit them for the labour force of BVI and for making positive contributions to society. 

At this stage, an evaluation of the First Five-Year Education Plan is in process. The aim is to determine if the goals and objectives were achieved. The reform should ensure that the BVI education system is poised to meet the social, economic, technological and political challenges of the 21st Century. 

THE BRITISH VIRGIN ISLANDS
EDUCATIONAL BACKGROUND

            It could be safely assumed that some type of informal Education existed among the slave population of the B. V. I. during the 17th, 18th and 19th centuries. This consisted mostly of passing on the cultural and traditional aspects from the older to the younger members of the society. 

            Similar to other British West Indians, the more prosperous elite planters of the British Virgin Islands sent their off springs home to England in order to be educated. Two of the most famous Quakers of the British Virgin Islands were John Lettsome 
and William Thornton. The former became the founder of the London Medical Society, while the latter designed the United States Capitol Building. 

        During the eighteenth century, several denominations attempted to establish their work through missionaries. Joshua Felding, a Quaker Missionary, visited the British Virgin Islands in 1727. During 1745, John Letham, who was the first Anglican missionary arrived in the archipelago. 

        Methodism was introduced on the 17th of February, 1789, when Dr. Thomas Coke and one Mr. William Hammet arrived in Tortola. This was historic because the Methodist missionaries first introduced Education, mainly through religious instruction. 

        The Methodist and the Anglican Churches were the pioneers of Education in the British Virgin Islands. The first schools which were operated by the Methodists were Sunday Schools and the emphasis was placed on bible reading as well as Catechism. Later on, a day school was established in Road Town, where instruction took place three mornings per week. 

    The first Anglican Day School was founded in the capital, Road Town, towards the end of 1827. By 1835, there were four such schools functioning in the British Virgin Islands. During 1835, there were four such schools functioning in the British Virgin Islands. During 1835, the Colony was allocated the sum of 200 pounds sterling from the Negro Education Grant. This was administered by the Methodist and Anglican Churches respectively. A grand total of 5,792 newly emancipated persons were registered throughout the community of islands. 

        After Emancipation in 1834, England sent an annual grant for Education, which was administered by the Methodist and Anglican Churches respectively. In 1845, England withdrew the grants but the Methodist and Anglican persevered to establish several schools. By 1875, there were some ten schools established by these two denominations. The type of Education was limited mostly to mastery of the three R' s, Bible knowledge and Catechism. In 1898, compulsory education was enforced for all children 5 to 12 years, who lived within two miles of an elementary school. 

        The first attempts to establish Secondary Education originated during the 19th century. In 1844, the Legislative Council initiated an Act which created a Latin Grammar School which was referred to as, "The Virgin Islands Endowed Schools For Boys". Unfortunately, within six months of its establishment this institution was closed.

        The failure of the legislature to establish a secondary institution resulted in the quasi-official effort to introduce a type of industrial education to make provision for the labouring classes after Emancipation. Thus on the initiative of President Drummond Hay, an industrial education which consisted of such activities as plaiting, straw hats, knitting, fishing nets and the occasional cultivation of gardens was instituted. This type of curriculum generated quite an appeal at the outset but gradually enthusiasm faded and the end of this educational experiment was only a matter of time.

        If the wide meaning of Secondary Education is applied, it would become apparent, that various types have been established over the years, apart from the typical grammar school. The post-primary classes, Standard VI and Standard VII of the elementary school could be described as a type of secondary school. These senior elementary classes were functioning in the B.V.I decades prior to the introduction of a grammar school, during the twentieth century.

        Ever since the failure of the first grammar school, which was established in 1884, futile attempts were made to re-establish a grammar school for almost a century. Then in 1943, a quantum leap forward was taken with the introduction of secondary education in the then Presidency of the Virgin Islands. The Virgin Islands Senior School was founded with accommodation provided in rented quarters. The original body was comprised of some fifty students who were recruited from the various primary and elementary schools throughout the Colony. 

        By the time of its Silver Jubilee in 1968, the original Secondary School had developed to a full-fledged Secondary Grammar School. The School remained co- educational and by 1962, the roll had increased to one hundred and twenty. In time the institution was known as the Virgin Islands Secondary School (VISS). The curriculum was that of the typical English Grammar School, being highly selective in nature. The curriculum was mostly academic and apart from Woodwork for boys and Home Economics for girls, there were no technical subjects. 

        What was referred to as the Secondary Modem School of England manifested as Post-Primary Department, in the British Virgin Islands during 1961. This type of Secondary School caters mainly for students who will form the workforce. The new curriculum was implemented and catered mostly for students who because of mediocre performance were not admitted to the B. V. I. High School. These students were transformed from Class V to form the nucleus of the Post-Primary Departments throughout the Territory. The curriculum was based mostly on the British Virgin Islands. The classes culminated in a Post Primary. School Leaving Certificate Examination. 

        During 1968 a modem type of Secondary education was introduced, referred to as Comprehensive Education. This was the final year of the old Virgin Islands Secondary School, as well as the Silver Jubilee of that institution. On Friday, 27th September, 1968, the opening of the B. V. I. High School, ushered in an era of Comprehensive Secondary Education. During July 1968, the Virgin Islands Secondary School had a roll of 150 students and by December of the same year, the comprehensive school boasted a role of some 774 students. 

        During the decade of the 80's formal Secondary Education was established on Anegada and Virgin Gorda. Although Comprehensive Education was introduced in 1968, there were Post-Primary classes still in existence, especially in the sister islands. In 1978 the Virgin Gorda Vocational Centre was opened officially and in 1981, a Secondary Division was formally established on Virgin Gorda. Shortly after, during the Academic Year 1982, a Secondary Division was founded on the island of Anegada. On 23rd September 1982 a type of remedial Secondary institution came 
into being. This was referred to as the Literacy and Skills Programme (LASP). It catered mainly for students who were considered to be too old for Secondary Education, and were weak in the basic skills, such as Reading, Writing, and Mathematics. During April 1984, the total Secondary enrolment numbered 1,013. By 1990 the school population was 1382. According to figures for 1996-1997 the numbers had increased to some 1463 students. 

        In 1990, the well known publicized first, "Five Year Development Plan for Education" was compiled. This extensive review was carried out by the BVI Government with assistance from ODA during 1988 and focused primarily on primary, secondary, tertiary Education as well as higher administration. The main outcomes of the plan were identified to be Access and Provision, Appropriate Curricula and Assessment as well as Quality Assurance. 

        The ideas to establish some type of Tertiary level institution in the B. V. I. originated formally as far back as 1980. In March 1981, the then Ministry of Social Services instituted an adhoc committee, termed the BVI Technical Co-ordinating Committee. Plans were on track to construct a college as early as 1982. In 1985, the B.V.I. Teachers Union and the B. V. I. Government initiated the Hull University Programme to improve the expertise and certification of teachers.

        Plans to establish a Community College in the Territory gathered momentum, at the conclusion of the Hull University Programme. A Post-Secondary Focus Committee was established in September, 1987. One of the main functions of this Committee was to convene public meetings throughout the B.V.I., in order to obtain the opinion of the public pertaining to higher education. 

        The BVI Community College convened its official opening ceremony on January 14, 1990, at the Omar Hodge Building in Road Town. Some 135 students were enrolled to pursue as many as 19 courses. The College was transferred to its present facilities at Paraquita Bay during 1993. Later on, it was renamed the H. Lavity Stoutt Community College, in memory of the late Chief Minister H. Lavity Stoutt. 

EARLY-CHILDHOOD EDUCAT ION

        The early childhood years, 0-7 years, are generally recognized as being the most crucial formative years. This is the period in which most basic learning occurs. At this time" the basis for language is laid, attitudes and social relationships are shaped, and the mind is at its most receptive" (UNESCO: 1992 p.17). Studies show that Early Childhood Education (ECE) improves school performance and thus' lessens the need for remedial education. It is important, therefore, that the learning and exposure that the child receives be of good quality, and provide enhancement for the child's social, emotional, spiritual, intellectual and physical development. 

        Due to socio-economic factors, there has been a growing need in this Territory for the provision of Early Childhood Education services especially for young children between the ages of zero and five years. These services for the main part, are provided by the private sector - individuals and organizations. However, in an attempt to give more attention to the provision of day-care and pre-school services, the Government through the Department of Education and Culture frequently monitors, supervises and regulates these services. 

        The 1977 Education Ordinance provides for overall education services in the Territory, but Early Childhood Education has not been specifically addressed. Perhaps the Regulations written for the private schools in the 1987 Education Ordinance may also be applicable to the operation of day-care centres and pre-schools. 

        The draft Model Education Bill for the Organization of Eastern Caribbean States (OECS)" (1996) defines Early Childhood Education as "Education provided either within a primary school or in an institution specially designed for that purpose and suitable to the needs of children three years of age or older but under five years of age." (p.16). Sections 76 - 80 of the same draft Bill, provide for regulations and guidelines for the operation of Early Childhood Education Services. Perhaps, the BVI as an affiliate of OECS, may be able to adopt these guidelines partially or totally. 

Historical Background 

        Like most Caribbean islands, preschool services were initially provided by immediate family members or neighbors, in the form of care for children in the absence of the parents. Formal services provision evolved slowly; first, as background nurseries and later by private entrepreneurs who obtained legal permission from Government. 

            Two main factors-influenced the need for early education-services. Firstly, the need for mothers to work outside of the home, especially in the Tourism industry. Since the grand parents are much younger and also employed in the labour market, this forced mothers to seek child-care outside of the immediate family. Secondly, increasingly, there is a sudden awareness that the formative years of the child's life are the most important, thus ensuring the kind of learning environment that meets not only the basic physical needs, but the educational, psychological, social and nutritional needs of the child. 

            As early as 1973, the Government realizing the growing need for adequate and appropriate pre-schools and day-care centres, provided some support to the proprietors. From 1975, a grant was provided in the Annual Budget Estimates. This is only one way in which the Government endorses the support for Early Childhood Education services. 

The table below shows the percentage of pre-school children attending institutions in 1991.

Table 1: Children (Not) Attending school by sex, 1991

Source: BVI 1991 Population and Housing Census - Vol. II. DPU 


        It is likely that the increase of attendance in 1991 than in earlier years, can be attributed to the existence of many more early childhood institutions. It is also possible that the shift of employment status of women sparked the introduction of more day-care centres and pre-schools. Perhaps, it was probably a less expensive alternative to baby sitters. 


Situation Analysis 

        In an attempt to give more serious attention to Early Childhood Education Services, an Ad Hoc Committee consisting of a cross-section of persons representing pre-schools, day-care centres, parents, Departments of Social Development, Health and Education, was formed in 1993. The main purpose of the Committee was to provide feedback on Early Childhood operations and practices, locally and regionally, and then make recommendations for the proper establishment and operations of day-care centres and pre- schools in the Territory. This Committee produced both the "Proposals for Pre-schools Standards" and the "Proposals for Day-care Standards." 

        The Committee was formally incorporated into a duly established Early Childhood Advisory Committee in 1995. Very recently a National Early Childhood Association has been formed. 

        As a result, the Ministry/Department of Education and Culture is playing a more vital role in Early Childhood Education services. The Government provides an annual grant, assists with educational programmes and training workshops, as well as helping proprietors to choose suitable equipment. An annual Early Childhood Education Week concentrates exclusively on early childhood related matters. 

Problems/Issues 

1. The Proposal Standards for Pre-schools and Day-care centres produced in 1993, were distributed to other key Departments/Ministries for comments. The response from these agencies proved to be extremely slow, almost negligent. As a result, the Proposal Standards have not been officially adopted. 
   
2. Several collaborative partners and other Government agencies are involved in the process of issuing licences to the providers. Proprietors/Managers of these institutions experience much delay in getting a response to their applications. Often times, the establishment is in operation without proper authority. The roles of the partners are not clearly defined, thus resulting in undue delay with regards to the issuance of licences. 
   
3. The industry is suffering grossly from a lack of sufficiently trained personnel to (a) supervise and monitor the establishments regularly and (b) train child-care providers/personnel to handle the required daily tasks. 
   
4. The Education Ordinance does not speak to any regulations governing Early Childhood Education. 
   
5. Early Childhood Education services seem to be a rather lucrative business. As a result, institutions are springing up allover the Territory. Currently, there are 11 in Road Town. The demand for them seems to be more in the Road Town and Long Look areas. 
   
6. Many of the day-cares/pre-schools are extending their programmes to include 5 and 6 years old. There is reasonable doubt as to whether the professional staff required at that level is available to move children into more formal education. Additionally, there are no regulations setting out pre-school age limits. 
   
7. Lastly, the public in general are not consciously aware of what should happen in these institutions e.g. requirements, programmes, staff, facilities, etc. 

Constraints 

        The biggest factor influencing effective Early Childhood Education is the absence of regulations to control/govern operations, programmes, fees, etc. Other Ministries/Departments involved in the process of registration do not act in a timely manner, thus creating undue delay in the process of applications. Meanwhile, proprietors open up their doors for business without the proper official authorization. 

        As indicated earlier, there is a shortage of trained personnel, both at the Ministry/Department and the institutional levels to ensure proper supervision, monitoring and operations on a regular basis. For example, currently, a single Education Officer monitors ECE. 

Needs 

In order to enhance Early Childhood Education services, the following needs should be considered: 

1. The Regulations/Proposal Standards needed to govern Early Childhood Education should be finalised and where possible be incorporated into the Education Ordinance. 
   
2. Training of personnel at the institutional level is crucial. 
   
3. Proprietors/Managers must be given assistance in choosing the right types of indoor and outdoor play equipment/resources. 
   
4. The Health Department must become more involved in the health aspect. 
   
5. A public awareness programme/campaign is necessary. 

  
References

1. The Education Ordinance, (1997, 1987) Government of the British Virgin Islands
   
2. Education Sector Papers (1991) DPU
   
3. BVI Population and Housing Census – Vol. II (1991) DPU
   
4. Laws of the Virgin Islands, Revised Edition (1991) Government of the British Virgin Islands.
   
5. Draft Model Education Bill for Organization of Eastern Caribbean States (OECS) (1966) Dr. Kenny D. Anthony.
   
6. Proposals for Preschool Standards for the British Virgin Islands (1993) Department of Education and Culture.
   
7. Proposals for Day-care Centres Standards for the British Virgin Islands (1993) Department of Education and Culture.
   
8. Report on Day-care Centres and Pre schools in the British Virgin Islands (1996) Inez V. Turnbull.
   
9. The BVI Pre-school Standards Report (1992) Ministry of Health, Education and Welfare. 

SPECIAL EDUCATION

        It is universally recognized that educational systems should provide for the varied needs of all children so that they are taught what they need to know and consequently be rewarded for making continuous progress. This goal is best accomplished through the use of special groups and individualized instructions i.e. by special education. 

        The Education Ordinance (1977) does not address the issue of Special Education. Under CAP. 116 a "special school" is defined as "a school for the education of children who are handicapped in such a way as to require special education facilities".

        In contrast, under Division 4: Sections 83 - 86 (pp.66-69), the draft "Model Education Bill for the Organization of Eastern Caribbean States (OECS)" 1996), details the attributes that characterize Special Education. Perhaps after examination of this section, some or all of it could be considered for inclusion in the BVI revised Education Ordinance. 

        It is important to note that the definition given for special school in the Education Ordinance readily assumes that this is education for students suffering from physical, behavioral and/or communicative learning disabilities The term special education, however I in its broadest sense refers to both the learning disabled and gifted students. The Ministry/Department is attempting to address the issue of special education by providing more appropriate educational programmes for the less academically inclined students, and by upgrading the physical, plant and facilities of Fort Charlotte Children's Centre, a school for children with physical and mental/emotional disabilities. 

Situation Analysis 

            The Fort Charlotte Children's Centre was opened in 19, to look after the special needs of physically and mentally handicapped students on a voluntary basis. It was originally located at Mc Namara and for many years had a stable student population of 10 students and 2 teachers. Very recently (1997) the school was relocated to a more spacious and pleasant environment at John's Hole, adjacent to the Althea Scatliffe Primary School. All attempts are being made to expose the students to a greater stimulation through socialization with the wider community. A newly established Special Education Association was formed to advance the causes for and give support to these students and their parents.

The 1997 academic year saw the launching of the following three (3) pilot projects: 

1. a remedial programme in four pilot schools, namely: Enid Scatliffe Pre- Primary, Willard Wheatley Primary, Francis Lettsome Primary and Leonora Delville Primary Schools. Two itinerant teachers administer the project. 
   
2. a special programme for the unsuccessful fourteen plus students in the Primary V Exam. Prior to 1995, such students were automatically transferred to Literacy and Skills Programme (LASP). This institution focused specifically on developing students' technical/vocational skills. In 1995, the BVI High School and LASP were merged prematurely students were catapulted into a new and different school environment. The merger has not proven to work satisfactorily I thus the attempt of the special programme. 
   
3. Low achieving sixteen plus students at the secondary level and especially at the BVI High School, have been a vexing problem for the authorities for many years. In June 1997, some 60 students were removed from the regular school and placed in a Cooperative School Programme a combination of apprenticeship and evening classes in selected academic subjects. These students were displaced for reasons including bad behavior, disrupting influences, low academic achievement, etc. Other compelling factors were that the students were beyond the compulsory school age of 16 years, repeated nearly every form and were still in the lower forms. 
   To provide continued education for these students, the Cooperative or Alternative Programme was set up. Students are expected to perform apprenticeship duties in the morning and attend school from 3:30p.m. to 5:30p.m. Unfortunately, the apprenticeship side of the programme is dysfunctional due to a number of reasons and some of the students have dropped out. Presently, the academic side seems to be progressing. 
   

The Problems/Issues 

The problems facing Special Education are: 

1. There is the myth that Special Education only refers to the learning disabled especially the physical and mental/emotional handicapped persons. 
   
2. The Fort Charlotte Children's Centre is the only institution in the Territory that offers a moderately structured programme/curriculum for these groups of students. In regular classrooms, most teachers rely more on whole class teaching strategies rather than on individualized instructions. Since people have different learning styles, the methods used may not be suitable to every student, thus adding to the student's frustration to learn. It is hoped that the (a) newly established programmes mentioned earlier (b) better utilization of remedial teachers and support staff and (c) the direct involvement of the Educational Psychologist and Guidance Counselors will greatly improve the educational efforts of these students. 
   
3. There are not sufficiently trained teachers and support personnel in Special and Remedial Education. Usually, most teachers receiving this specialized training, on return to the Territory, generally become regular classroom teachers. 
   
4. Programmes in Special Education require a lot of equipment and resources. Only a meager supply is available.
   
5. There needs to be proper diagnostic instruments to detect problems at a very early age. Additionally, there are not sufficiently trained persons to administer the tests. 
   
6. The Education Ordinance does not include Special Education. 

CONSTRAINTS 

        The main concern of Special Education is the limited financial and human resources that are needed to create an effective programme. Perhaps, some consideration should be given to extending the school day from half-day (3 hours) to possibly 5 hours and also to increasing the staff. 

NEEDS 

        Too many of our students are "falling through the crack” both at the primary and secondary schools. Statistics studied over the years show that comparatively speaking only about 10% of our students at both levels produce expected satisfactory work on the national examinations. This suggests that the majority of our students - normal, regular students - are operating below their potential for whatever reason. Clearly, it indicates that the system is not working satisfactorily for more than 70% of our students. There needs to be: 

1. properly structured educational programmes/curricula that are relevant; 
   
2. sufficient trained teachers and support staff;
   
3. a more child-centered approach to the teaching/learning process; 
   
4. more opportunities for the marginal students to mingle with mainstream students; and 
   
5. a Curriculum Development Unit at the Department of Education and Culture.

PRIMARY EDUCATION

        The Education Ordinance (1997) under CAP. 116 part I refers to "primary school" or a "primary department of the school" and defines it as "a school or department of a school as the case may be providing education suitable for children of and between- the ages of five to twelve years. 

        In the BVI, there are 21 primary schools: 16 public and 5 private schools. The educational institutions are owned and operated by Government, the private sector and religious denominations. Primary institutions account for approximately 60% of all institutions. Under normal circumstances, the school age is as prescribed in the Ordinance. However, a few students attain age 15 at this level.

Table 1 shows the distribution of Primary schools in the Territory.

Table I: Distribution of Primary Schools and their location 

Sources: Statistics - Dept. Of Education and Culture 


        The total student enrolment at the beginning of the 1997 academic year was 2784. In 1984 and 1992, the public system accommodated 91.2% and 92.6% respectively of all students. For the same period, the data showed that enrolment at the Pre-Primary/ Primary schools accounted for approximately 66.6% of total student population up to tertiary level. In 1997, pre-primary/primary schools enrolment accounted for 54% of student population up to tertiary level. Since 1992 student population at the College has significantly increased. 

        Based on the statistics, the average termly student attendance record exceeds 90% and enrolment shows a steady increase. Annually, the Department of Education and Culture receives more than 100 applications for admission into schools. Due to lack of space, immigration procedures, etc, only a small number of students gain entry into schools. 

Table 2 below shows the distribution of students at primary level in the Territory in 1991. 

Table 2: Distribution of Primary Age Students in the Territory (1991)

Source: BVI 1991 Population and Housing Census - Vol. II DPU 

        There is a high level of access to education at the primary school and completion rates are relatively high. This may be as a result of government's policy regarding free and compulsory education up to age 15. However, a high percentage of Primary School students are failing to meet the minimum acceptable performance standards especially in the core subject areas of Language Arts and Mathematics. Indicators of this problem are seen in statistical data on (a) annual retention rates (b) the increased number of fourteen plus students repeatedly failing the Primary V Examinations, and (c) the number of students entering the secondary level who end up in the level 51 programme.

        This malady has a great impact on the secondary and tertiary levels of education as well as on the society in general. The problem needs to be addressed. If BVIslanders are to control their own destiny in the financial, economic, social and managerial sectors, then the proper foundation for acquiring quality education should be given at the primary level. The primary school child must have access and provision to suitable educational facilities, must be given appropriate curricula and assessment, and must be given educational programmes that will ensure quality assurance, thus enabling BVIslanders ultimately to develop skills, attitudes and knowledge suitable for the labour market and to develop self-sufficiency.

SITUATION ANALYSIS

        Generally, the infrastructure is highly satisfactory. School plants are constantly being upgraded and expanded to meet the needs of increased student population. This is so because the Government has allotted approximately 15% of the national budget to education over the years. A sizable portion goes into school construction. Primary Education receives approximately 39% of the education budget. 

        The Ministry/Department of Education and Culture considers the training of teachers to be extremely important. As a result, in collaboration with the University of the West Indies, in 1991 a two year Training Programme was instituted through the H. Lavity Stoutt Community College. A total of 40 teacher trainees enrolled in the programme since its inception. Two cadres of students graduated in 1996 and 1997 respectively. 

        To further improve the pedagogy of teachers, the Department and the College conduct regular staff development workshops in the summer. Available data indicate that approximately 70% of primary school teachers are qualified and professionally trained. Presently, the BVI participates in several projects/programmes at the regional level, especially with OECS, that hopefully will enhance teacher education e.g Governance of Teacher Education, Terms and Conditions of Service of Teachers, Curriculum Development, etc. 

Problems/Issues 

Social Issues 

        Behavioral and social factors are impacting more on the education systems as never before. For example, the absence of a "positive home environment", the impact of television, easy access to money and other material goods, drugs, increase in violence and child abuse are all social factors diminishing the value of education. 

        Another social issue is the migration effect. Due to a booming industry, especially in tourism, growth is principally through migration as the BVI continues to import much of its labour force. Though the natural birth rate remains relatively constant, in contrast, there is a high rate of expatriate students seeking admittance to BVI schools. Consequently, the physical infrastructure, the need for more teachers, the overcrowding situations and the drain on the physical resources are all factors influenced by migration in the Territory. Additionally, since generally very few BVI School leavers enter the teaching profession, there is a heavy reliance on recruiting expatriate teachers annually. It is noteworthy to mention that there is no clear and definite policy governing migration. However, the Ordinance provides for the education of all students up to age 15 years.

        Other factors impacting on the social aspects of education are the practice of retention, the negative/unconcerned attitudes of some students, the breakdown of discipline, larger class sizes, and a rising pupil-teacher ratio. Many of these factors also influence the student’s competencies in some key skill areas such as their ability to communicate effectively and in the mastery of basic mathematical computation.

        Lastly, basic education by UNESCO standards is described as education for all school age children up to form three level. This usually means that such a system practices automatic promotion. In the BVI, the Primary V Examination which is a selection examination for entry into secondary schools, prohibits all school age children from acquiring basic education up to Form 3.

Economic Problems

        The biggest problem is the assistance that is needed by some low income families or one parent families which are more often than not headed by young, single females. Assistance would be needed in providing school uniforms, lunches and school books.

Management Issues

        The management issues can be divided into the following 6 categories: (1) School Plants (2) Staffing (3) Training (4) Evaluation and Assessment and (5) Administration.

School Plants:

        Apart from ensuring that suitable and adequate buildings are provided, there is the further problem of school maintenance. Regular maintenance of the schools is very costly. The Department has employed a maintenance person for each school to be responsible for the day-to-day wear and tear on schools. Some Principals are dissatisfied with the services received. Others feel that the employment of a maintenance person is a great improvement from reliance on the Department's maintenance team. 

Staffing 

        Staffing of schools is problematic. As was mentioned earlier, since there is a heavy reliance on expatriate teachers, there is a high teacher turnover rate. There is no guarantee that the Territory is getting the best-qualified persons either. Additionally, the teaching force is an ageing one. The majority of the present teaching stock has on an average twenty to twenty five years teaching experience. The implication here is the impact that the imminent retirement of these persons could have on the demand for continuous teacher supply. There ought to be some short, medium and long term plans to prevent a shortage of teachers at any given time. 

Training 

        As mentioned earlier, the training of teachers is important and the Ministry/Department continues to assist teachers to develop greater competencies in their teaching skills. Presently, a large number of teachers possess a first Degree, mainly a Bachelor of Arts, but some of them are not professionally trained. The Department continues to negotiate with other bodies e.g. HLSCC, UVI, UWI, etc. to provide professional training and retraining (in-service) for such teachers. 

Evaluation and Assessment 

        Currently, the only national evaluation is the Primary V Examination. Other forms of evaluation and assessment are conducted at the institutional level midtermly and termly. The biggest problem seems to be that often times students transferring from one school do not always fit into another school at the same class level. Because of the workload, education officers do not get out to schools as often as they would like to monitor the situation. 
Other areas needing improvement which will impact on effective evaluation as assessment practices are teachers' classroom preparation, record keeping, teaching methods, the lack of standardized text books in the core subject areas and a proper monitoring system. The bottom line is there needs to be greater accountability. 

Administration 

1. Principals managed the schools. These persons supervised from as few as two teachers to about 30 teachers. Some principals are also classroom teachers. These persons often complain about not being able to supervise their teachers effectively. 
   
2. The quality of the education given is highly dependent on the content of the curricula. At the moment, there is no Curriculum Development Unit at the Department. Curriculum Development is usually spearheaded by the Education Officer charged with the supervision of the particular subject. Presently, several syllabi in the schools are still in draft forms. If a Curriculum Development Unit was in place, there would be regular reviewing of syllabi and better control on the appropriateness and relevance of the contents. 
   
3. All schools have the services of Guidance Counselors, but it is obvious that their roles are not clearly understood. Too often, students are referred to the Counselors because they are "slow" or for bad behaviour. Often times, the students are just trying to get some attention or probably needing more challenging and interesting work. 
   
4. For years now, the Education Advisory Committee has been dysfunctional. The membership was renewed in 1997, but the Committee is yet to have its first meeting. Meanwhile, a number of educational issues continue to surface and the input from this body, in terms of advising the Minister of Education, is lacking. 
   

Legal Issues 

        The main concern is the antiquated legislation which often times do not address the emerging social issues and disciplinary problems of contemporary times e.g. pregnancy, drugs, crimes, etc. 

        Furthermore, there are unwritten policies being practiced at the institutional level that if challenged legally cannot stand up in the courts e.g. pregnant girls must leave school.

Constraints 

        It is obvious that the education system is plagued with numerous constraints. These constraints include manpower shortage, limited financial and material resources and the proper monitoring and evaluation mechanisms to ensure that there is a highly satisfactory efficient and effective system. Other constraints include the inability to make proper student projections of school admissions since the main route appears to be through migration and the availability of proper resource persons needed to draft appropriate policies and legislation. 

Needs 

If primary education in the BVI is to show significant improvement, and if the general aims, specific objectives and mission of the Government are to be achieved, then the following factors must be considered: 

1. In addition to the Education Ordinance, a comprehensive education policy is needed. 
   
2. The Education Ordinance must be reviewed to include contemporary social issues. 
   
3. The last Comprehensive Education Review took place in 1988. Another Education Review is due.
   
4. The Education Advisory Committee should be reactivated. This Committee's role is critical in addressing educational matters and in advising the Minister on decisions to be taken.
   
5. A Curriculum Development Unit should be established in the Department to ( a ) conduct regular curricula reviews ( b ) monitor pedagogical skills and ( c ) review the evaluation and assessment practices. 
   
6. Continuous pre-service and in-service training should be an integral part of the teaching policy. Such exposure will keep teachers current on the latest techniques in education. 
   
7. A vigorous campaign drive is needed to attract and retain local persons into the teaching profession, especially qualified secondary school leavers. 
   
8. An experienced educational planner or a planning unit is needed to properly plan and manage educational changes in a more systematic way. 
   
9. The Ministry/Department needs to build in some form of accountability for the management of resources in general. 

  
References

1. The First Five Year Development Plan for Education (1990) Cambridge Education Consultants. 
   

2. Foundation for the Future: OECS Education Reform Strategy (1991) Education Reform Group/CIDA. 
   

3. BVI Country Paper for the Seminar on Financing Education in the Caribbean UWI/IIEP (1993) DPU et. al. 
   

4. Review of the Education System of the BVI (1988) Government of the BVI (Education Review Team). 
   

5. BVI Census Report (1991) DPU. 
   

6. Development Planning Weekly Bulletin: Vol. No. 44 (1995) DPU. 
   

7. Development Planning Weekly Bulletin: Vol. 1 No. 45 (1995) DPU. 
   

8. The Education Ordinance (1977) Government of the BVI. 
   

9. Extracts from Papers from the Department of Education and Culture. 

 TERTIARY EDUCATION

Existing Situation 

        For this sector tertiary education would be defined as education beyond secondary level and includes post-secondary, pre-university and university education. 

        While primary and secondary levels of education were long established in the British Virgin Islands, post-secondary/pre-university education is a relatively new development. Prior to 1990 there existed little or no formal post -secondary education in the B. V. I. This meant that British Virgin Islanders proceeded to pre-university and university outside the Territory after graduating from high school. 

            More recently this changed with the establishment of the British Virgin Islands Community College. This institution was established in 1990 and the Paraquita Bay campus was completed in 1993 at which time the college was renamed the H. Lavity Stoutt Community College. This came at a much needed period in the development of the Territory when employment in the economy was becoming more diverse and the need for higher education and vocational training was never greater. It is not surprising therefore that the following two reasons were outlined by the College as most important for the enhancement of post-secondary education. 

1. To increase the capability of the local work force to compete successfully in the changing employment market. 
   

2. To provide access to life long education and training opportunities. 

        The provision of post secondary education in the B. V. I. also allows for students graduating from secondary school without the maturity for the work place and sometimes without the proper prerequisites for university to spend valuable time in the classroom. This not only prepares these students for further education but more often gives them the time to make more informed decisions about their field of study. 

Vocational Training

        Apart from the more formal categories of tertiary education such as diploma and degree programmes is the sometimes overlooked category of vocational training. Often difficult to evaluate, this includes " on the job", and correspondence courses as well as other courses geared towards improved performance on the job. This aspect of training is absolutely important to the local job market as it allows for the self-improvement and development of those individuals who for whatever reason cannot afford to take time off from their jobs to attend college full-time. 

        The 1991 census revealed that some three thousand, nine hundred and nineteen persons, 31.6% of the adult population, received some form of vocational training in areas such as management, plant and machine operation, service work, clerks, among others. 

        About 505 of these persons received their training at an institution, while 25 % received on the job training. 

        At present the College is limited in the range of vocational training courses that is being offered to adults. Most of the courses are academic in nature and little if any possibilities exist for technical courses. This is extremely important in light of the fact that a large number of students especially male students currently pursue such technical subjects as mechanic, woodwork and electronics at secondary level, only to graduate without any possibilities for advancement. 

Pre-university/University Education 

        Over the years an increasing number of adults over the age of fifteen have received education beyond the secondary level. 

    POPULATI0N 15 YRS. & OVER BY SEX AND HIGHEST SCHOOL ATTENDED 1980 & 1991

Source:

        The absence of information during the 1980 census for pre-university education was because no formal institution for this type of educated existed in the B.V.I. During this same period the number of females attending university was slightly above the number of males.

        The British Virgin Islands is well placed among the Caribbean Islands in terms of the proportion of its adult population who have attained higher education, approximately 11%, such as Diplomas and Degrees.

        Based on the data collected from the 1991 census it is apparent that the number of females receiving higher education is greater than males, but this is true only up to age 44. Beyond this age the males exceed females. 

H. Lavity Stoutt Community College 

        The establishment of the College in 1991 has changed the future of tertiary education in the BVI in a positive way. The number of students taking advantage of the College courses to gain credits to other colleges/universities, and more recently students are taking the opportunity to sit GCE A’ Level programmes.

ENROLLMENT IN THE H. LAVITY STOUTT COMMUNITY COLLEGE 1990-1997

        Between 1994 and 1997 there has been a steady increase in the enrollment of students at the HLSCC with enrollment of students between ages 21-30 years. The College offers students a wide range of credit and non-credit courses. For this same period some 158 students graduated from the College. Of these, 65 students received Associate Degrees while 72 students achieved certificates of achievement in fields such as Computer Studies, Corporate and Administrative Trusts. This undoubtedly reflects the tremendous growth in the financial sector over the years. Employment in this sector necessitates a good understanding of basic computer studies and finance related matters. 

        The College is in the process of putting together a document outlining its overall policies and future development plans. This should include and emphasize the five priority areas that the College has previously outlined in the "Strategic Agenda" document published in 1992. The priority areas highlighted in this document are: 

1. Development of community oriented curricula. 
   

2. Promotion of high quality teaching. 
   

3. Provision of support for students with their learning. 
   

4. Development of organizational and administrative systems. 
   

5. Ensure continuing communication, evaluation and change. 

        It is hoped that these priorities would further strengthen the College and increase the general learning atmosphere for the students. 

        Of interest in the development of tertiary education in the British Virgin Islands is the role that the College currently plays in the training of teachers to serve the primary school system. This level of training is crucial - for the long term development of education in the Territory. 

        The HLSCC hopes to become a fully accredited 4 year college in the future and plans for major expansion have already started. Some areas to be featured in the college expansion and diversification plans are: 

• Distance teaching which is aimed at linking all primary and secondary schools in the Territory with the College via computers.
   

• The construction of a Culinary Arts Centre and kitchen to teach various 'programmes. 
  

• The creation of a centre for Marine Studies to service the entire region. 

University of the West Indies 

        The University of the West Indies through its distance learning programme offers a growing number of professional programmes and short courses to British Virgin Islanders. Much like the HLSCC, most of the courses offered by the University are geared towards meeting the immediate demand for business and law related jobs. Among the courses offered by the University are certificate programmes in Business Administration and Public Administration and an Associate Degree in Legal Studies. Classes are mostly done via computer and audio-visual aid from the university campus in Jamaica. However, some of the subjects are taught by face to face teaching. Students who wish to do Law full time at one of the UWI's three campuses can also opt to complete two years part time through the external programme which is equivalent to the first year of full time studies. For the academic year 1996-1997 a total of seventy-two students were enrolled in the UWIDITE programme with the majority of them pursuing the Associate Degree in Legal Studies. Lectures for this course are conducted in collaboration with the HLSCC and participants include law enforcement officers. 

 
CULTURE

Over View 

        The focus on promoting and preserving the British Virgin Islands Cultural Heritage came on stream about 1987/88 when culture was taken from behind the scenes and placed with the Department of Education, renaming it the Department of Education and Culture. It was felt that through education, culture would be passed on to the succeeding generations. About this same time an Education Officer - Culture was brought on board to spearhead the cultural activities and programmes. 


        Since 1987/88 there has been four different Cultural Officers, the cultural activities and programmes within the schools have increased and the cultural budget increased significantly from $40,000.00 to $120,000.00 allowing the Department the opportunity to achieve its goal of preserving and promoting the BVI's cultural heritage. 

        Currently, culture is taught through Social Studies and History in both primary and secondary schools. Although it could be taught through all the various subjects, it is mainly left to the individual teacher to include it in his/her lessons as there is no curriculum for Culture. 

        Over the years, there has been a tremendous increase in the interest to preserve and promote the cultural heritage of the BVI. Various organizations, agencies and individuals, through music (fungi, steelpan and calypso), literary arts, culinary arts and folk dance keep the culture alive. 

Situation Analysis 

        The Department of Education and Culture, as mandated, does its part to do the same. The following programmes and activities were carried out by the Department over the years. The list, however, is not finite: 

• produced a Primary School Music Curriculum; 
  

• established a music programme within the primary schools, by hiring music teachers and purchasing the required instruments and other resource materials; 
  

• developed a steel pan programme by hiring a steel pan instructor and purchasing the required instruments; 
  

• supported the efforts of the V.I Folk Museum by paying the salary of the Assistant Curator;
  

• observing a week in October as Culture Week;
  

• Developed a half hour TV programme entitled “ Eye On Culture”
  

• Organized workshops such as costume design and dance for teachers and other interested person;
  

• developed a dance programme in the primary schools by hiring dance teachers; 
  

• continue to provide financial assistance to various cultural organizations; 
  

• worked in collaboration with various Departments, agencies and organizations on culturally related projects. 

The Problems/Issues 

        The problems and issues pertaining to this section are few in numbers but are still very important and worth mentioning. 

        One issue is the fear of losing our culture due to the influx of immigrants. According to the last census, the expatriate population has increased by - %. These expatriates are not only bringing with them their trade and skills, but their customs, beliefs and values. If the BVI is not careful, its culture could be over shadowed by other cultures. 

        Another issue is the perception that culture pertains strictly to the performing and culinary arts. Music, dance and food are most often used to portray the culture of the B. V. I. Areas such as development, economics and conservation are not often related to culture and therefore gives the impression that culture is unrelated to these areas. 

        Yet, another issue is government's lack of commitment to the preservation and promotion of the BVI Cultural Heritage. Currently, there is no cultural policy nor a plan, similar to the five-year plan for education, in place. 


Constraints 

        It is recognized by some that the need to increase the cultural programmes and activities, particularly within the schools, is way overdue. This is the feeling mainly because of the impact the negative influences of other cultures are having on our young people, the passing on of our knowledgeable and skilled seniors) and the limited documents on our cultural heritage. 

        Despite what is being done, as mentioned above there still remains a tremendous amount of work to be done. The one major constraint, therefore, is the lack of man power to get the job done. The needs of the Territory have become too overwhelming for one Officer to handle. 

Needs 

To efficiently and effectively achieve the ultimate goal of promoting and preserving the BVI's cultural heritage the following needs should be met: 

• a cultural policy should be put into place; 
  
• a five or ten year cultural plan should be formulated; 
  
• a curriculum for culture should be developed; and 
  
• additional staff should be hired to form a unit or a Department of Culture. 

 

FINANCIAL SUPPORT

        Financial support is provided to students studying abroad and locally in the form of scholarships and loans. The criteria of allocation and conditions of scholarships are a matter of critical importance to the development of the BVI; accordingly, they are determined at the highest political level with the advice of various ministries, boards and committees 

The British Virgin Islands Scholarship Programme 

        The British Virgin Islands Scholarship programme is open to all British Virgin Islanders. However, the decision as to who will receive scholarships is made by the Executive Council (the Council of Ministers) on the advice of the Scholarship Committee. To be eligible for a British Virgin Islands Scholarship: 

1. the course of study must meet the training needs of the British Virgin Islands; 
   
2. the applicant must show academic potential;
    
3. applicant must be a citizen of the British Virgin Islands (a British Virgin Islander, a person deemed to belong to the British Virgin Islands, or a Naturalized BVIslander
   
4. as the applicant who is found eligible, the student will be required to sign a bond to return to the territory upon completion of the training/study award to work in the public service or private sector. 

The British Virgin Islands Scholarship programme objectives are threefold: 

1. to increase the number of trained British Virgin Islanders who work and reside in the territory; 
   
2. to help British Virgin Islanders who are economically disadvantaged and who exhibit leadership potential; 
   
3.  to help BVIslanders who would not have an opportunity to obtain training without financial assistance. 

        The British Virgin Islands Scholarship Programme is intended to assist BVIslanders to obtain up to four (4) years of study in various areas including , but not limited to , tourism, teacher training, psychiatric care, surveying, engineering, law, ports management, economics, fisheries, marine biology, conservation, marine management, agriculture, electronics, personnel management, public administration and medicine.

        The Programme provides financial support but is limited to tuition, fees, room, board and book allowance, or a portion thereof. The scholarship is by no means intended to be considered as an award that will fund the awardee’s entire college education, but rather, to facilitate it. Included in the scholarship, maybe the cost of one(1) complete round trip airfare. If the student wishes to return home for Summer and Christmas breaks from school, the cost is borne by parents or guardians.

        If awarded a British Virgin Islands Scholarship the length of the award will be determined by either the academic performance or the time necessary to complete the required performance. It should be noted that the successful applicant is required to maintain an acceptable grade point average (GPA). (A GPA of 2.75 is mandatory on a 4.0 scale or a Pass grade at Caribbean institutions). For continuing students, a student attending college/university before an award was granted, the award will cover the remaining academic years, but will not apply to prior years of study. Meaning, no retroactive payments will be made to continuing students for semesters of studies already completed.

        The British Virgin Islands Scholarship Programme currently has 189 students. This figure also includes students studying abroad via training division and loans programme. The figures taken from the 1997 British Virgin Islands Operating Budget estimates show the public service training vote allocation US $632,000 and the Ministry of Education and Culture’s training vote shows another US1, 380, 7000. These figures show that the British Virgin Islands Government spent US $2.1 million on educating the workforce overseas. ( It should be noted that these figures do not include the interest sub sized for the loan programme.)

Table 1 below shows the scholarships by area of study and sex at the end of December 1996.

TABLE I
STUDENT ABROAD LIST STATISTICAL INFORMATION
FOR STUDENTS AWAY IN TRAINING
FOR YEAR ENDING DECEMBER 31ST 1996