2. Education sector diagnosis
Figure 7: Gap between first and fifth forms, 2013 – 2014
1.000 900 800 700
Gap: 22 %
600 500 400 300 200 100
–
879
1st form
683
5th form 25
Source: EMIS data as depicted in UNICEF( 2016), Graph 10.
Special education
Special education services are to be provided in the‘ the least restrictive and most enabling environment to the extent that resources permit’( Education Act, GoSKN, 2005, p. 41). In St. Kitts, there are approximately 107 students aged 5 – 19 enrolled at the CTCS, and 19 students aged 5 – 15 enrolled at CBIS in Nevis, with a range of cognitive, learning, behavioural, and physical disabilities. However, data are not available on the number of students who may need special education services but are not receiving them, and anecdotal evidence suggests that, owing to societal stigma, some parents / guardians are unwilling to have their dependant( s) assessed for special educational needs or enrolled in CTCS / CBIS despite official recommendations from the MoE. Low academic performance in mainstream education hints that additional students may need special education / learning support services. Additionally, owing to resource constraints for promoting inclusion in general education, CBIS and CTCS also serve students who are cognitively capable of attending mainstreams schools, but owing to certain disabilities( e. g. vision impairments) are attending special education institutions.
Higher education
The 2009 White Paper made it clear that improving GER in higher education is a key policy goal; 18 however, weaknesses in data capture and management do not permit a close analysis of participation at this level. Population projections indicate that GER in post-secondary( ages 17 – 20) is 20 % for males and 38 % for females, while available raw enrolment figures suggest low levels of access and disparities between the genders in participation. Approximately 758 persons enrolled in post-secondary and tertiary-level TVET programmes, offered by the MoE and CFBC, in 2013 – 2014. 19 There were gender biases in subject selection with the result that few females selected TVET areas that are historically male dominated and vice versa.
Several other issues constrain adequate provision of and equitable participation in post-secondary and tertiarylevel TVET, as indicated in Box 2. There are plans to address many of the issues by operationalizing the 2013 TVET Policy, which provides a framework to institutionalize‘ TVET for All’. Translating the policy into practice has begun by:( i) developing a regionally aligned National Qualifications Framework; and( ii) inaugurating the GoSKN and Caribbean Development Bank( CDB) TVET Project, which will, among other things, assist in rationalizing and expanding TVET programmes, upgrading TVET facilities to meet occupational standards, establishing a robust monitoring and evaluation system( M & E) for TVET, and providing institutional strengthening for the TVET Council and capacity building for TVET providers.
18. By 2020, 50 % of the secondary school leaving cohort should be enrolled in higher education, with 20 % enrolled in university programmes( GoSKN, 2009: 111).
19. Enrolment from 2012 for AVEC was used. The figure includes enrolment at the CFBC DTVEMS and Adult and Continuing Education.