National S & T Systems in the English Speaking Caribbean

1. National S & T Systems in the English Speaking Caribbean CARICOM Initiatives Prof. Emeritus W A Mellowes Foreign Secretary Caribbean Academy of Sciences – IANAS Workshop Brasilia July 2010

2. Caricom • CARICOM countries are Antigua and Barbuda, The Bahamas, Barbados, Belize, Dominica , Grenada, Guyana, Haiti, Jamaica, St. Kitts and Nevis, St. Lucia, St Vincent & The Grenadines, • Associate Members are Anguilla, Bermuda, Cayman Islands, British Virgin Islands and the Turks and Caicos Islands.

3. Background to Science Policy • CARICOM countries were already wedded to regionalism in most areas of national development. • The widening of that regionalism to include Science Technology and Innovation was inevitable. • Caribbean countries, individually and collectively, have for decades given emphasis to and have been cooperating in several aspects of Science and Technology. • In Caricom, various heads of Government hold portfolio responsibilities such as that for Science and Technology

4. Background • Considerable work had been done especially in meteorological sciences, in Health and Agricultural and Food sciences, in professional level training and technical information sharing, among others. • Significant institutional building had taken place in most member countries. • However, the absence of coordinated and integrated policy approaches had been a major deficiency. • The emphasis on individual development in Science and Technology, while yielding positive results for individual countries, had left the region as a whole deficient and sub-optimal.

5. Initiatives • They sought to strengthen links between science and economic activities to the benefit of all sectors in the economy. • Prioritization of Research and Development, information dissemination, human resource development, and utilization of results required a regional perspective and focus. • Considerable progress could be achieved through policy definition, greater regional cooperation and improved networking.

6. The Caribbean Council for Science and Technology (CCST) spearheaded the development of the policy framework for CARICOM. • In July 2000, CARICOM Heads designated CCST as the agency responsible for coordinating and implementing CARICOM’s policies and programmes in Science and Technology. • The CCST is an inter-governmental organisation, with a mandate to promote regional cooperation in Science and Technology.

7. The UNESCO Office for the Caribbean, together with the Science Education section of the UNESCO headquarters, initiated a project early in 2005, designed to assist the Caribbean countries in their journey towards the scientific and technological education of their peoples. • This project was begun at the Trinidad Science Education Policy forum convened at the suggestion of the office of the Director General of UNESCO, Mr. Koichiro Matsuura. • In 2006 UNESCO with CARICOM commissioned a report on status of Science & Technology in the Caribbean. • Report presented in 2007 as Mokhele Report.

8. Education and training play a critical role in the application of S & T for development. • The promotion of adequate literacy and numeracy skills at the primary level is required. • At the secondary level, exposure of all students to a broad and balanced programme of science and technology will constitute a complementary element of the plan. • Finally, at all levels including tertiary level training (Universities and Community Colleges)*, innovation and entrepreneurship programmes will be included as integral parts of their curricula.

9. To provide the broad, basic and balanced knowledge in S & T for all students which is required for everyday life in a knowledge society • To develop the critical thinking and practical skills of students to enable them to adapt to the continually evolving demands and changes in their work and social lives, now and in the future • To encourage students to engage in innovative activities, which will allow them to satisfy their curiosity and find solutions to problems • To inculcate attitudes of curiosity, patience, integrity in the search for truth, respect for the opinions of others

10. Policy Acceptance • In 2008, CARICOM Ministers and other senior officials unanimously endorsed a new policy framework on Science, Technology and Innovation (STI) that will guide regional planning and development to spur economic development in key priority areas. • CCST will work with CARICOM and the member states to ensure that the regional framework is translated into national policies, programmes and action plans for immediate implementation, to accelerate economic growth of all member states and ensure the sustainable development of the region.

11. The policy framework for STI attempts to reflect the changing needs of the region as it strives to meet the demands of the new knowledge-driven era, as well as to be in line with the ‘single development vision’ being articulated through the mechanism of the CSME. • A single vision for STI will, in the same vein, foster greater collaboration and networking to optimize relatively scarce resources and help in the advancement of common STI goals that would be difficult to achieve individually by member states. • The principal value of a Regional Science and Technology Policy is that it affords an opportunity for coherent development initiatives that maximise economic performance of the whole while optimising the use of resources and enhancing the social welfare function of our peoples.

12. Curriculum Matters Any curriculum planned to satisfy the requirements of the goals and objectives laid out above needs to emphasise a holistic approach to the task of attaining scientific and technological literacy, beginning from the individual’s earliest years, and, in fact, lasting throughout life. The planning requires input from practitioners and administrators with educational expertise, as well from students, practicing scientists, members of the financial and industrial sectors and from the community.

13. Additionally, there should be put in place programmes to monitor and evaluate curriculum function within specific spans of time, to allow for revision or new adaptations, should this be required for a country’s changing needs for economic and social development. • The rationale for S & T education and innovation should be made explicit when the curriculum is defined, so that the teachers and lecturers at all levels who are responsible for its execution, have a common mindset.

14. Ideas • Science is motivated by the belief that the laws of nature can be constructed from observation and experimentation, and explained by thought and reasoning • It is through this modality that the body of scientific and technological knowledge is built up   • Therefore, it expected that there will be a major focus on practical work in the teaching of S & T, since • Experimentation & innovation are central to the undertaking of S & T • Understanding the process is often regarded as more important than the specific knowledge acquired

15. School Systems The English Speaking Countries all follow the British System with Age Ranges approximately. • Pre-schools – under 5 • Primary Schools – 5 – 14 or 16 • Secondary Schools 11 – 18 or 19. • Tertiary Education – Universities or other Tertiary level institutions specialising in various disciplines.

16. Assessment • General Science is taught at the Primary Schools. The Curricula also includes mathematics which is mainly arithmetic. • At 11 + they sit the Secondary School Entrance exams which go by various names depending on the territory • Secondary Schools teach Mathematics, integrated science, Chemistry, Physics, Biological Sciences , computer science, information technology and other technical and vocational subjects depending on the school. • At form 5 level the schools may sit GCE or CXC assessment exams. • After a further two years they sit advanced levels or CAPE exams. These exams may be done in schools or technical colleges or equivalent.

17. Schools • Primary School Teachers are Trained mainly at Teacher's Colleges. They are then expected either to do a Bachelor's degree in education which can assist with their promotional prospects to principal. • Secondary School Teachers are mainly trained at Universities in the relevant subject disciplines or combination thereof.

18. Assessment • Regional assessment strategies will need to be in place. Certification through the Caribbean Examinations Council (CXC) provides one option at the secondary and selected post-secondary levels, as do programmes of the University of the West Indies at the tertiary level. • At the secondary level, CXC,GCE/’A’ levels and CAPE drive instruction, as well as the various technical/vocational examinations.

19. Policy Imperatives • Regional Science and Technology Policy • The regional policy prepared by the Caribbean Council for Science and Technology is the natural starting point for considering a regional policy for S & T education, since it both gives an holisitic vision of the Caribbean in the future, and stresses the importance of education in achieving this vision. • Integration within the National Educational Policy • Of necessity, the S & T Education Policy should be formatted and positioned so that it can be easily integrated within national education policies.

20. Implementation • A detailed mechanism for implementation needs to be worked out. In order to achieve this, there should be input from a variety of stakeholders, including the National Commissions for UNESCO, the Universities and other educational institutions, the Government Ministries with responsibility for education, environment and S&T, Academies of Science and Technology, professional associations and organizations, Caribbean Scientific Union and Cariscience.

21. CAS Activities CAS has had inputs into the draft policies as its members served on the various Committees. A Forum is being held from September 20-23 to assist with the new direction in Science. This is organised by Caribbean Disapora for Science, Technology and Innovation to usher in new direction in the Science & Technology. CAS is involved in this Conference. CAS has also been involved with planning teacher’s workshops, Policy Workshop, public education lectures, a Young Scientist award and other initiatives in this regard. Conference Climate Change Antigua in November

22. Priority Areas of Research • Agriculture and the food sector • Biotechnology and biosafety • Environmental Management • Coastal and Marine Resources Management • Waste Management • Integrated Water Resources Management • Alternative energy and Energy Management • Disaster Preparedness • Health • Sustainable Tourism • Development of Small, Medium and Micro Enterprises • Information and Communication Technology

23. Goverments & Regional Institutions • Ministries of Education • Ministries of Science & Technology • Climate Change Institutions • CAREC – Caribbean Epidermological Research Centre • CEHI • Caribbean Academy of Sciences • CARISCIENCE • Fluid Dynamics • Caribbean Industrial Research Institute • Centre for Environmental & Marine Research • Sugar Research Institute

24. Tertiary Level Institutions • NIHERST • National Scientific Research Council Jamaica • University of the West Indies • University of Trinidad & Tobago • University of Technology - Jamaica • University of Guyana • Technical Colleges • Teacher Training Institutions • Private Universities • Sir Arthur Lewis Community College

25. Activities in Science • Science Fairs – Annual Regional Camp for Secondary School Students • Maths Olympiad • Science Parks • Prime Minister`s Competition for Innovation & Invention

26. Mandate from government • Vision/leadership • Partnering and specialization • Proactive • Reactive • Focus on creativity and innovation • Reorienting our vision of an educated person