3 . Policy goals and strategies
of leaving school prematurely . Secondary-level programming will also be modified and expanded to cater to more and diverse students , especially in Form 5 . And last , but most critically , regulatory action will be taken to ensure that there is no longer a sanctioned ‘ school leaving group ’ in Form 4 .
Intermediate Outcome 3 : Universal access to TVET competencies in compulsory education is provided and gender disparities in participation in TVET courses are reduced at secondary level and beyond
TARGETS
❚ 100 % of primary and lower secondary school students build TVET competencies through core subject areas
❚ Increased proportion of males to females in traditionally femaledominated TVET subjects and vice versa
Strategies : Building from the 2013 TVET Policy , which situates TVET as a vehicle for human and sustainable development and lifelong learning , the MoE will take steps to ensure that all students in primary and secondary school have access to TVET competencies such as problem solving , critical thinking , and other ‘ employability skills ’. 34 To do this , such competencies will be embedded in the revised national curriculum to be developed over the next five years . With regard to generating demand for and redressing disparities in participation in TVET at the secondary level and beyond , the MoE , with financial support from the Caribbean Development Bank ( CDB ), is implementing the 2016 – 2020 TVET Enhancement Project to develop a highquality , relevant , and gender-responsive TVET system in SKN . The scope of the project will include , but not be limited to , expanding and rationalizing the TVET offer in line with labour market needs and occupational standards as well as the development of a gender-responsive TVET strategic plan that will provide a road map for expanding access to quality and relevant TVET moving forward . Marketing campaigns to promote ‘ TVET for All ’ will also be critical .
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Intermediate Outcome 4 : Student transition and promotion policies are informed by an evaluation of current practices regarding student motivation and equity
Strategy : Without the requisite remediation and other support services in place , equitable access to high-quality teaching and learning may be constrained by the existing policy of automatic promotion . Additionally , wholesale academic streaming at the secondary level , and in some instances the primary level , limits curriculum exposure and may contribute to demotivation and disillusionment in students , which are arguably factors contributing to high dropout rates at the secondary level . As such , over the plan period , research will be conducted to assess the influence of streaming and automatic promotion on students ’ motivation to learn and equity in access to quality teaching and learning , with a view to informing policy decisions and actions .
Intermediate Outcome 5 : Students from ECD to post-secondary with special educational needs are able to access quality care and instruction in the least restrictive school environment for the identified need
Strategies : Wherever feasible , the MoE seeks to provide inclusive learning environments for students with special education needs and disabilities . This will necessitate strengthening the regulatory framework that guides access and the participation of students with special education needs . Critically , this will include developing a special education policy that defines and operationalizes terms including , but not limited to , ‘ least restrictive environment ’ and ‘ inclusion ’. Based on this policy , the institutional infrastructure will be retrofitted and learning spaces will be equipped to serve a diversity of students with special education needs . Additionally , teachers and auxiliary staff in mainstream and special education schools will be trained to provide quality care and instruction to learners with special education needs .
Intermediate Outcome 6 : Increased enrolment and completion in higher and continuing education
Strategies : Through the TVET Enhancement Project , the MoE will expand access to higher education and lifelong learning opportunities by offering a rationalized TVET system , which includes both formal and non-formal programmes . Programmes will be informed by labour market information to ensure relevance , and the sector will implement Prior Learning Assessment and Recognition ( PLAR ) to facilitate access to skills training for persons with industry experience but without sufficient formal qualifications . Additionally ,
TARGETS
❚ 100 % of public schools implement evidence-based policies on streaming and automatic promotion
TARGETS
❚ At least four mainstream public schools ( two primary and two secondary ) provide appropriate accommodation for special needs students , per Special Education Policy to be developed
TARGETS
❚ Post-secondary GER ( ages 17 – 20 ) of 35 % for males and 43 % for females
❚ 50 % reduction in dropout rates from local post-secondary and tertiary level programmes
34 . Such employability skills include the ability to : collect and analyse information , communicate ideas and information , plan and organize activities , work with others in a team , use mathematical ideas and techniques , and use technology ( OAS Assessor Training Course , OAS Hemispheric Project ( 2007 ) cited in GoSKN ( 2013b )).