Response to questions

What are some of the things that you think can be done in your country to assist children
and youth who have fallen behind because of the COVID-19 pandemic?

The Education leaders may need to evaluate the extent to which schools have fallen back so the
situation will not be exaggerated. Without proper assessment the correct steps cannot be taken.
Once the situation is assessed a plan of action must be implemented. The plan can include, but
not limited to psychological assistance so the guidance counselors can implement a plan.

If students are emotionally equipped they can navigate the issues of life better.
2. Physical needs for those who had significant loss- this includes but not limited to school
meals, devices, etc. 3. Academic fall back can be addressed by engaging assistant teachers in the
classes to do individual instructions, accelerating online structured programmes, conducting
camp style weekend/vacation intense programmes for the advanced students who have fallen
back, implementing individualized plans that includes the employment of short term instructors
who will support the critically disadvantaged with their work while at home.
staff should be employed by the MoE to give these students additional and individualized help on
afternoons and even weekends.It is not recommended that the morning teachers do that additional work to
avoid burnout. Continued psycho social help should also be given to students.

How can we create a more equitable environment for disadvantaged youth (particularly
from a socioeconomic perspective)?

Free additional help as described in previous response should be compulsory.

Also, food programs and assistance for parents could give these disadvantaged youth a better chance of
success.

How can we create a more equitable environment for children with special learning needs
and disabilities?

Teachers with special needs training must be employed at every school. These children should
be part of the normal school system, but they should be engaged in specialized learning
activities during the school day.
Inclusive classrooms
Equipping school with special bathrooms, ramps and other facilities that will assist these
students
Help students to appreciate differences
Empower/Train teachers to work with special learning needs
Provide software and other equipment to facilitate instructions based on the students’ needs
Have proper infrastructure to deliver instructions
How can we improve our education systems at the primary level to ensure all children
gain the foundational skills necessary for their transition to secondary education?

Again, specialist teachers are a compulsory part of that solution. Students must be diagnosed
early and early interventions must be made to assist those children. This will involve additional
provision of human and physical resources by the Ministry of Education.

Lessons should be geared to teach students to be creative, think critically, communicate effective
be socially responsible. These skills when applied to new situations will help students to excel. .
There should be a thrust to Social and Emotional Learning where students learn to be aware of
themselves, to be connected with God, adaptable, solve problems, understand others and make
informed decisions. If these skills are well taught from foundation, the students can learn to be
independent thinkers with a growth mindset and will thrive in any situation.

How can we improve the process of transition from primary to secondary level
education?

It is not a quick fix. It is not a last minute preparation with a few lectures and activities, it is a
life of process that will have lifelong impact on students in any transiting stage.

There should be compulsory induction programs for all secondary schools in the first week of
transition. Professional resource individuals should assist in this program, as well as all staff
members expected to teach/ interact with the students.

How can we improve our approaches to learning at the secondary school level to meet
the educational needs of ALL children, preparing them for tertiary education and the
world of work?

Schools should adopt a holistic approach to education instead of just lecturing, covering
material, completing syllabuses and meeting requirements for CSEC exams. There should be
collaboration with public and private sector employers so students can get a feel of work life and
what is expected. Admittedly, with short school days and the volume of work to be covered,
this could prove to be a challenge ,but some of the vacation periods could be used to
accommodate these programs.

Schools need to introduce the STEAM approach to learning. In this way, the teacher is the
facilitator, and students become more engrossed in learning through experiments and innovation.
These methods help students to understand better and retain the concepts learnt. Students will be
able to help solve the world’s crisis and define their roles in a developing society.

Schools need to add an entrepreneurship aspect to the educational experience and introduce
students to the non-traditional methods of employment. Our world has changed and people are
developing online careers that will sustain them in a fast paced technically advanced society.
All students should graduate being proficient in at least one technical vocational skill that will
make them independent.
Social Emotional Learning thrust helps students to develop critical skills that prepare them for
the rigors of university or college life.
Job attachment should be an integral aspect of all secondary schools