Ready to Learn: Early Childhood Education of Quality to Prevent School Failure in Trinidad and Tobago

OAS HEMISPHERIC ECCE TEAM REPORT OCTOBER, 2004

Early Childhood Education:The Solution to Grade Repetition, Overaged Students, Dropouts and Low Educational Achievement.

Trinidad and Tobago

The Republic of Trinidad and Tobago is the most southerly of the Caribbean islands with a population of 1.3 million people.

The vision of the Government is to make Trinidad and Tobago a developed country by year 2020 and has ranked education as the top national priority and the key to human resource development. The Ministry of Education has therefore aligned its key activities with the goals set for national human development. Cognisance has been taken of the objectives to improve the quality and equity of access to education and training at all levels, which includes Early Childhood Care and Education (Ministry of Education Strategic Plan 2002-2006).

Trinidad and Tobago [Continued]

An Overview of ECCEIn 1970, the Government began a pilot project in La Pastora Community in partnership with the Bernard Van Leer Foundation and the Trinidad and Tobago Association of Village Councils. Subsequently, a total of 50 centres were set up in various communities with the assistance of the Association of Village Councils.

The Ministry of Education also collaborated with SERVOL Ltd, a Non-Governmental Organisation to establish community-based government assisted early childhood care and education centres in Trinidad and Tobago.

Overview [Continued]In 1995 a National Early Childhood Care and Education Survey was conducted.Findings revealed that greater access and enhanced quality provision as well as adequate equipment and materials were needed for programme success. Government in corporation with the World Bank provided for the improvement of Early Childhood Education through the Fourth Basic Education Project. Some new centres were constructed and some of the existing Centres were upgraded and material and equipment were supplied.

Overview [Continued]Midterm review was done in 2000 Final review in 2003 – 2004 with Report to be submitted. The results will inform policy.National ECCE Standards were developed and launched in 2003, public comments were made on the Green Paper in September 2004, with a White Paper and legislation as the expected outcome. An ECCE census was conducted in 2004. Preliminary data revealed approximately 168 public ECCE centres, comprising government, government assisted joint-ownership, and community based government assisted ECCE centres (see Fig. 1) as well as over 900 privately run ECCE centres throughout Trinidad and Tobago. Analysis of census data is being done and results will also inform policy and determine intervention strategies.

 

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37

91

Original Gov't ECCE Centres

Joint-ownership Government Assisted ECCE Centres

SERVOL Government Assisted ECCE Centres Established from 1987to present

Figure 1: Illustrates the Ownership of Public ECCE Centres

Overview (Continued)

Guiding Philosophy The Ministry of Education’s guiding

philosophy is that all children regardless of ethnic group, religion, socio–economic status , gender have a right to become all they are capable of becoming.

Commitment

One of the major commitments is to prevent the cycle of School Failure. Our Priorities are: grade repetition, over-aged students, dropouts and assessment of learning outcomes, which are based on the statistics in Tables 1 & 2.

Source: Ministry of Education. Budget Presentation. 2003-2004.

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Table 1- PROMOTION RATE REPETITION RATE AND DROP-OUT RATE IN PRIMARY EDUCATION BY GRADE 1998/1999- 1999/2000.YEAR 1998/2000

INFANT

YEAR 1

INFANT

YEAR 2

STD. 1 STD. 2 STD. 3 STD. 4

PROMOTION RATE

94.9 96.6 96.3 98.2 98.1 95.8

REPETITION RATE

(7.4) 3.7 3.2 2.1 2.2 (4.2)

DROP-OUT RATE

0 0 0.5 0 0 0

Source: Ministry of Education. Budget Presentation. 2003-2004.

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Table 2- PROMOTION RATE, REPETITION RATE AND DROP-OUT RATE IN PRIMARY EDUCATION BY GRADE 1999/2000 – 2000/2001

INFANT YEAR 1

INFANT YEAR 2

STD. 1 STD. 2 STD. 3 STD. 4

PROMOTION RATE

92.8 95.8 93.9 96.6 92.3 64.2

REPETITION RATE

(9.3) 4.7 4.5 3.7 4.6 6.6

DROP-OUT RATE

0 0 1.6 0 3.1 29.2

Overarching Goal To reverse the downward trend in school

failure in Trinidad and Tobago by engaging all early years educators, including those who work in the primary school settings in professional development practices that will help to transform the education system into vibrant learning avenues for young children and early childhood educators, with the children at the core .

Justification Most educators and researchers believe

that early childhood is a critical time to begin preventing achievement gaps.

Early childhood has been shown to enhance school readiness prevents stunted cognitive development, improve primary school performance, lower repetition and drop out rates .

Justification [Continued] Early education may be the single most

effective intervention for helping poor children, families, communities and nations break the intergenerational cycle of poverty.

Source : Young , E.M. (1996) .Early Child Development : Investing in the future.World Bank

          

   

  

PROBLEM CAUSE ANALYSIS OF SCHOOL FAILURE AND EARLY REPETITION:The Trinidad And Tobago Perspective

HOME AND FAMILY LEARNING ENVIRONMENTLow socio -economic status Poor infrastructure ( especially in infant Unstable family structure classes) not conducive to activelack of parental involvement learning Inappropriate furniture to cater forEducational level of parents developmental needsparental attitude towards Lack of opportunities for constructivist importance of the early years learning within the setting

Large student -teacher ratio createsa climate not conducive to positive socialinteractions between child - child / teacher / child

Lack of support systems for a) studentsidentified at risk (b) teachers Poor curriculum deliveryEffective system not in place at Insufficient attention to teachingprimary school level to cater of readingfor smooth transition from Inappropriate instructionalpre-school to primary practicesschool ( not developmentallyAbsence of school appropriate)policy on Technical -proficiencyteaching of reading approach to Placement of teachers teaching / learning & assessmentADMINISTRATION

CURRICULUM DELIVERY

TEACHER QUALITYUnprepared to deal with transition, slowlearners, student diversityInconsistencies in standards & servicesoffered to pre-primary aged studentsLack of expertise / knowledge base required for teaching young childrenTeacher absenteeismInability to deal with individual differences

Finds difficulty in diagnosing , designing remedial programmes for ensuring students' success

Low teacher expectationNo opportunities for upgrading skills and competenciesLimited student teacher interaction

Inappropriate practicesTesting at first year level

MalnutritionInsufficient mental stimulation

Outdated equipment in early yearsChalk and talk dominates Many not prepared toLack of interactive resources deal with challengesto facilitate constructivist of primary schoolapproach to learning Social , emotional,Lack of necessary support health problemsservices ( guidance counselors Individual needsfacilitators to cater for not met.individual needs of students Student absenteeismat -risk

RESOURCES STUDENTS

SchoolFailure& Early

Repetition

Problem Scenario: Factors Promoting School Failure.

Lack of access , affordability to high-quality early childhood care and education programmes.

Superficial and inappropriate adult/child interactions.

High teacher/child ratio. Increase in grade retention , repetition at infant

year one (1) and two (2) of the primary school level (See Tables 1 & 2).

Absence of quality standards for caregivers and early years educators.

Lack of use of authentic assessment strategies.

Reality Check: Problem Scenario Early years practitioners , especially in primary

school settings lacking appropriate qualifications and competencies.

Lack of support system and remedial resources that could help children especially those at risk, reverse the pattern of academic failure.

Inconsistencies in the quality of services being offered to young children and their families.

Curriculum Programmes not developmentally appropriate.

Reality Check : Problem Scenario

Teachers not adequately prepared to deal with the wide range of student diversity and experiences.

Limited opportunities for professional growth and development of early years educators , including those who work in primary school settings.

Learning environments especially at the primary school level are not appropriate to the children’s developmental needs.

Problem Scenario [ Continued] Unsuccessful transition from pre-school to

primary school. In many instances physical facilities are

inadequate and educational resources. In many instances services not based on

developmentally sound principles. Over-crowded , poorly equipped

classrooms at primary school level.

Factors Promoting School Failure

Lack of focus on smooth transition from pre-school to primary school setting.

Inconsistencies in standards and services offered to young clients and their families.

Ad-hoc policies pertaining to field of early childhood education.

Inadequate system of monitoring / supervision of early years educators to ensure accountability.

 EARLY CHILDHOOD CARE AND EDUCATION: SWOT ANALYSIS

          

CURRENT STATUS AND ANALYSES

STRENGTHS

WEAKNESSES

OPPORTUNITIES

THREATS

  

PRIORITIES   

AND   

STRATEGIES

ECCE SWOT ANALYSIS

SWOT AnalysisEXTERNAL ENVIRONMENT INTERNAL ENVIRONMENT

STRENGTHS WEAKNESSES OPPORTUNITIES THREATS

Minister of Education/Political Directorate committed to the provision of quality early childhood care and education (ECCE).An established ECCE Unit that is being strengthened with human, physical and financial resources.A Cabinet appointed National Council ECCE (NCECCE) to provide an integrated approach to ECCE.A cadre of committed & qualified ECCE personnel.Consistency of the national philosophy, vision and mission and the ECCE Unit’s.Provision of Standards for regulating EC Services leading to legislation.

Absence of a shared programme, philosophy, vision & mission by service providers in T&T with the Ministry of Education at most centers. Exclusion of the ECCE level in the seamless education system. Need for clear policies to be developed by the Ministry of Education (M.O.E.)/NECCE regarding roles and responsibilities of all stakeholders.Additional resources needed to fully staff the ECCE Unit.Overlapping of responsibility, which have resulted in a lack of clearly defined role for ECCE Unit’s staff and other providers.Lack of inclusion of the ECCE in the cohesive system.Legislation of Standards still to be finalised.Lack of provision of programme evaluation e.g. of Government Assisted Centres.

Support of regional and international organisations.

Caribbean networking/support.

Legislation of standards will create opportunities for improved quality.

An apparent reluctance of EC service providers to meet the standards in the absence of legislation

          

   

  

SWOT Analysis [Continued]INTERNAL ENVIRONMENT EXTERNAL ENVIRONMENT

STRENGTHS WEAKNESSES OPPORTUNITIES THREATS

Working towards universal access and quality ECCE for 3 and 4 years old children by 2010.Some increase in the number of certified teachers based on 120 scholarships offered in January 2003.

Any loss of ECCE professional staff.Non re-establishment of NCECCE immediately after current term.Programme evaluation not completed and returned on a timely basis.

Approximately 9400 children do not have access to quality ECCE.Still too many uncertified ECCE teachers/caregivers particularly in the private sector. 81 teachers in Government-assisted centres are still uncertified.

Increased funding will help to increase access.Establishment of the new Teacher Development Unit to improve quality of Teacher Education and teacher development in general.There is a career path for EC teachers to encourage them to remain in the system.

Increasing number of non-accredited training institutions.

          

SWOT Analysis [Continued]INTERNAL ENVIRONMENTS EXTERNAL ENVIRONMENTS

STRENGTHS WEAKNESSES OPPORTUNITIES THREATS

Building and upgrading of ECCE Centres

The programme is community-based.EECE boards have shown commitment.

Although approximately 850 private centres serve to increase access for about 21,250 children, many of them do not provide minimum quality.In spite of training many ECCE teachers unable to translate theory into practice. E.g. their training has not always assisted them in developing skills in dealing with developmental delays, diversity, social and cultural and emotional needs.Lack of appropriate resources and physical facilities in many of the ECCE centres.Lack of equipment of modern day technology.Imbalance in the rates of staff members to ECCE centres to carry out the responsibility (there is an inadequate adult/child ratio).

Because of the involvement of ECCE centres with the community, ECCE Centres can help to build communities and strengthen families.Working with international agencies/organisations is an opportunity to obtain financial and technical assistance.

SWOT Analysis [Continued]INTERNAL ENVIRONMENT EXTERNAL ENVIRONMENT

STRENGTHS WEAKNESSES OPPORTUNITIES THREATS

Longitudinal National ECCE Surveys conducted (1995 to

2004) completed in three phases. Held National Consultation

on the Green Paper on Proposed Standards for regulating Early Childhood Services and working towards white paper (legislative framework). Working towards draft National ECCE Curriculum Guide based on Caribbean realities. ECCE data collection census completed in Trinidad with present status – data input. Increase ECCE Curriculum Facilitators to assist EC Service Providers through the transition period for meeting standards. Enhancement of some existing government assisted ECCE centres. Provision of adequate and developmentally appropriate material for all government and government assisted ECCE centres.

Current database does not provide the vital information needed to improve quality. There is too much variation in curriculum with most of them developmentally inappropriate for children ages 3-5. Some caregivers/teachers do not follow any curriculum guide. ECCE caregivers/teachers are unable to translate theory into practice. Transition issues at the primary setting not adequately addressed as only a few schools are involved in the pilot project. Within a four year period there has been a significant increase in repetition in first and second year infant classes (see Table 1). Increase in dropout rate in primary school (see Table 2).

Vital baseline information from National ECCE surveys which could be used to develop policies and plan intervention to enhance quality. Regional networking to develop culturally appropriate ECCE guide.

If results of research are not used for improvement of quality on a timely basis. Inadequate financial assistance for curriculum reform and to address transition. Any setback hindering the Teacher Development Unit from putting programmes in place to enhance quality. If opportunities are missed tos

Plan Of Action

To identify priorities and develop strategies in the field of Early Education that will improve equity and quality of early childhood development as a mechanism for mitigating school failure at each succeeding level of a seamless education system.

PrioritiesDeveloping policies to ensure high–quality and equitable access to early childhood care and education services in Trinidad and Tobago.

Providing a White Paper with Standards for regulating Early Childhood Services in Trinidad and Tobago.

Developing a system that promotes and recognizes quality education through licensing, regulation and accreditation.

Priorities [Continued] Equitable financial support to ensure

access for all children to high–quality child care services.

Developing an National ECCE Curriculum Guide for children under five and an Integrated Curriculum for the early primary grades.

Conducting training needs assessment

Priorities [Continued] Investing in the Professional Development of

Early Years Educators, including those who work in primary school settings.

An effective system of early childhood professional development that provides meaningful opportunities for career advancement.

Ensuring smooth transition from ECCE centres to primary school.

Providing Universal early childhood care and education for all three and four year old children by 2010.

Recommended Strategies Implementation of quality standards in the field

of early education to ensure equity and quality in services offered to young children and their families.

Continued implementation of an integrated approach to meeting the needs of young children and their families through policy development and collaborative planning by the National Council of Early Childhood Care and Education and the Ministry of Education.

Recommended Strategies

Develop Standards for teacher preparation, certification, in-service training and on-going professional development .

Develop and support (with other partners) coherent training systems using regional and distance learning where possible.

Recommended Strategies Institute policies to prevent early school

failure by providing affordable, high quality child-care and education services to young children and their families, especially those from lower socio economic backgrounds.

Recommended Strategies Provide on –going professional

development programmes and support system for all early years educators.

All primary school teachers should be trained in teaching reading and early childhood education.

Develop policies and provide incentives to attract and retain the best teachers.

Recommended Strategies Class size should be reduced in the early primary

classes. School districts should have support available for

students in danger of failing. Provision of after –school tutoring/ vacation

programmes for at risk students. Creating stronger linkages between pre-school

and primary school – attach pre-school centres to schools with low student population.

Placing competent trained early childhood personnel in infant and lower junior classes in primary schools.

Recommended Strategies Schools identified with large number of at risk

students should be provided with staff specially trained to meet the needs of those students.

Institute policies to prevent early school failure by providing affordable, high quality child-care services to young children and their families, especially those from lower socio economic backgrounds.

Recommended Strategies Development of Integrated Curriculum Modules

for use with children in early primary grades to promote learning and development across domains.

Development of a National ECCE Curriculum Guide as a methodological framework for young children’s care and education with the teachers and parents employing the framework to arrange the context of the programme, while the children provide the content.

Based on what has been done to date: Valuable lessons have been learnt. New research will emerge Questionnaires have been developed using

themes from the problem cause analysis. Further research is soon to be conducted.The sharing of lessons learnt among the participatingOAS countries will enable us to provide effectiveintervention and will bring us closer to achieving thegoal of preventing school failure through high quality early childhood care and education.

Conclusion