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 .