BUDGET PRESENTATION BY THE HON JEFFREY LLOYD MINISTER OF EDUCATION - - PDF document

• BUDGET PRESENTATION

BY
 
 THE HON JEFFREY LLOYD MINISTER OF EDUCATION 2017/2018 BUDGET DEBATE AT THE HOUSE OF ASSEMBLY THURSDAY, JUNE 15, 2017 AT

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10 A.M

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EDUCATION FOR THE MODERN BAHAMIAN ECONOMY

(Title Taken from the Education Section of the DPM’s Budget Contribution 2017)

• Mr. Speaker, I stand in the firm established awareness of the Mighty I

AM Consciousness in whose Being I live and move and have my own. It is on the authority of the magnificent electors of South Beach, who graciously endowed me on May 10 past with the privilege of being their Member of Parliament. I have experienced a charity, welcome, hospitality and gracious regard that exceeds my greatest deserving, Mr. Speaker.

• Mr. Speaker, I am further grateful to a host of beings without whose

intimate and extensive support this day would not have been possible. I was born and raised in Kemp Road, reared by my paternal grandmother, who was a large strapping woman, with an equally large disposition and strident no-nonsense attitude. I was brought up, Mr. Speaker, in a disciplined, rather austere environment exceeded only by the faithful assurance at all times of the love and encouragement of my grandmother and father. I was the first in my family to attain and accomplish many things, a high school diploma, college degree and so on.

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So, this day stimulates a sense of deep gratitude To my Grandmother, Leta Lloyd, my parents, Eltoy and Stanford, I owe my life and all that has flowed into it since birth. To my wife, Michelle, my rock and steadying barometer, my children: Aisha, Kendra, Shiva, Shakti and Sanjay – Grandchildren – Alvante, Alexiou, Alex, Andreas, Drew, and the one yet unnamed still in the oven, MY BROTHERS, Charles, Rodney, My sister, Christina, cousins like siblings, Yvonne, Daphne, Deborah, Juppy, Sheba, Adrianne, and their families: I am forever grateful for their unwavering admiration and encouragement.

• Mr. Speaker, my dedicated South Beach Team, led by Dr. Elizabeth

Darville, and the Associations executive Team, led by Chairman Luther Rolle, Tony Albury, Sherry Albury, Verdell Williams, Adrianne Smith And Lindsay Williamson are a Candidate’s and Now MP’s dream. They have extended a benefit to me that I could never repay. Consequently, today, through their unselfish and experts efforts, I am their Member of

• Parliament. I thank them.
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• Mr. Speaker, my former SAC high school colleague is today the Prime

Minister of the Bahamas. In his singular discretion, I was chosen by appointment on May 15th, 2017, to be his chief advisor in Education as the Minister responsible for that portfolio.

• Mr. Prime Minister, I thank you for your confidence in me, and I promise

never to disappoint You.

• Mr. Speaker, I am reminded each time I see the Hon Member for

Englerston of the days of yore when her father and my mother were LOCKED ELBOW TO ELBOW, AS patriots in the fight for liberation, and the advancement of our people. You see, Sir, I was born into a political household as it were. My Mother was an original member of the PLP, and she championed the causes of enlightenment of our people for many years before her eventual passing. So, I'm not entirely new to political warfare.

• Mr. Speaker, It is no secret that the established education system in

The Bahamas is unable to meet the needs of a 21st Century society; one that is in a constant state of flux and evolution - and it is clear that we still

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battle against outdated and outmoded educational methods. We say "one size does not fit all" but we often teach that way; we value knowledge more than we value skill and creativity; we are too focused on a so called "D" average without an understanding of what that "D" average indicates and generally, as a people, we are not involved enough in the process of education and the lives of our children and student population.

• Mr. Speaker, it is the goal of this government to transform our country

into a knowledge-based society. By that, as defined by the Organization for American States, we mean to treat knowledge as a commodity that can be traded for our country’s economic prosperity. Knowledge based societies rely on the knowledge of their citizens to drive the innovation, entrepreneurship and dynamism of that society's economy. This is the focus of this government as we seek to revamp the Bahamian education system in the next five years and in perpetuity.

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Like the old adage states; the first step in solving a problem is admitting that you have one - Mr. Speaker, when it comes to education, we have a problem. The deficiencies of our education system in FAILING TO effectively equipping our young people to meet the needs of a 21st Century economy are well documented. National examinations, specifically the GLAT, BJC and BGCSE examinations coupled with graduation rates from the past few years reveal that at every assessment level and at the point of exiting school, too many students are failing to meet basic requirements of knowledge and skill. EXAMINATION RESULTS The year 2016 marked the twenty-fourth sitting of our three national

• examinations. The Grade Level Assessment Test or (GLAT), the Bahamas

Junior Certificate (BJC) and the Bahamas General Certificate of Secondary Education (BGCSE). GLAT

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In 2016, Five thousand, four hundred and twenty eight (5428) third grade students across The Bahamas, sat the GLAT examination, in English and

• Mathematics. 63.48 % of the grades awarded were A-D passes, whereas

36.5% of the grades awarded were between the E-U range. At the sixth grade level, approximately five thousand and fifty three (5053) candidates registered to sit examinations for four subjects offered (English, Math, Science and Social Studies). 59.56% of the overall candidates who wrote the examination received A-D grades, whereas a startling 40% were awarded failing grades between E-U. At both the third and sixth grade levels, female students continue to

• utperform male students, achieving higher percentages at the upper

grade levels while our young men continue to achieve higher percentages at the lower grade levels. BJC In 2016, approximately 11,703 candidates from a total of one hundred twenty (120) centers registered to sit the BJC examinations for eleven

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subjects offered. Candidates came from sixty-eight (68) independent centres and fifty–two (52) public schools.

• Mr. Speaker, 64.3% of the grades awarded were in the A-D range, which

indicates that 35.7% of the grades awarded were in the E-U or failing range. In 2016, a mere 2,240 candidates, just 20%, achieved a minimum grade

• f ‘D’ or higher in five or more BJC subjects.

BGCSE In 2016, six thousand four hundred and fifty (6,450) candidates were registered from a total of one hundred four (104) centres to sit the

• examination. Sixty five (65) centres were independent while, thirty nine

(39) were public. Although the total number of subjects offered is twenty seven, the average number of subjects written per candidate in 2016 was four (4), and in 2015 it was five (5).

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English Language, biology, mathematics and religious studies have remained the subjects of choice for the vast majority of candidates, for the past few years; note however, no subject has a 100% subscription rate. In 2016, a total of one thousand four hundred fifty-nine (1,459), or a mere 23% of the candidates, obtained a minimum grade of ‘D’ in at least 5 subjects. A total of 903 candidates received at least ‘C’ in five or more subjects in

• 2016. In other words, 14% of the candidates that registered to take the

BGCSE examination received at least a 'C' in five or more subjects. In 2015, 65% of the 5400 students sitting English Language failed; 75% of the 5200 sitting maths failed. 2016 did not see a much better outcome.

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Some will argue that when compared to 1992, the last sitting of the General Certificate Examination (GCE), when only 10% of the exit population received five or more subjects with A-C grades that this is an

• improvement. The question that is echoed however is this, after twenty-

four years is it good enough to have achieved a mere 4% increase or a yearly increase of 0.16%? I think we all know the answer to that question.

• Mr. Speaker, with 37% of our third graders and 40% of sixth graders

failing the GLAT examination, a mere 20% of our 9th graders achieving relative success at the BJC level with five or more subjects with a 'D' pass and above, and only 23% of BGCSE candidates achieving a grade of 'D' and above in 5 or more subjects, we cannot pretend that things are going well in education. GRADUATION RATES In reference to the graduation rates of our students, in 2015, the Department of Education collected the graduation rates from all public

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• schools. According to the data, out of the approximate 3,155 students,

50%, “graduated” with a high school diploma. In 2016, there was no material difference to be recorded. It should be noted that prior to 2017, the criteria for graduation was a non-standardized practice across the country, where each institution, public or private, determined the criteria for graduation. A diploma from

• ne institution meant one thing, and a diploma from another institution

meant another. Recognizing that there needed to be a standardized criteria for graduation, the Bahamas High School Diploma experienced its embryonic development in 1998, during the tenure of Minister of Education, Dame Ivy Dumont. It continued its development during the tenure of Minister

• f Education, the Honourable Alfred Sears in 2004, and experienced its

labour pains under the Honourable Desmond Bannister in 2011. In 2014, under Minister Jerome K. Fitzgerald, the diploma was given its birth.

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 Over the past week, I had the honour of presenting a standardized diploma to the children of the Nation - they are the first cohort of graduates, of the Bahamas High School Diploma - which represents a standardized set of practices and benchmarks for student academic achievement, social development and preparedness for the world of work

• r college.

Among the strict requirements were: 1. Four BJC Passes including Maths and English with a ‘C’; grade’ 2. A 2.0 Cumulative average 3. 90% punctuality and attendance rate 4. 30 hours of voluntary community service 20 hours of job-readiness training, especially in soft skills. This long-awaited programme, Mr. Speaker, we expect will impact the graduation rates as well as a greater number of students achieving more BJC passes with a grade of 'C' and above.

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By the year 2030, the Ministry hopes to achieve its 'wildly important goal' which is “to Increase the graduation rate from 50% to 85%. I dare say, we can achieve this goal before then. In fact, we must. This brief assessment of our examination results and graduation rates naturally begs the following questions; 
 How do we reach our students, and in particular our young men? 
 How can we improve academic achievement across the board, beginning at the preschool and primary school years?
 Do we need more qualified teachers? 
 Do we need better training for our educators? 
 How can we enhance the curriculum to engage more students? 
 Do we need to improve the infrastructure to promote engagement? 
 How can we drive home the importance of education in the wider community so that parents and stakeholders become a part of our quest to promote lifelong learning?

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• Mr. Speaker, one thing is for certain, a climate of academic failure and

low graduation rates cannot be accepted as the norm - and our considerable investment in education, the more than 300 million dollars that we invest, must be accounted for. According to the 2016 NDP report, it stated: “ A significant portion of Bahamian youth are not only unemployed but in many respects because of substantial skills deficits, they are unemployable without intervention.” THE WAY FORWARD

• Mr. Speaker, as mentioned before, the first step toward solving a problem

is acknowledging that there is one. Now, that we have identified the problems; we rebuild. The government recognizes, now more than ever, that the education and training of Bahamians are key factors in the progressive and sustainable economic development of our nation. Lifelong learning is an economic imperative of our nation. We must, with purpose and urgency, address the present national skills deficit, improve

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sub-standard literacy, numeracy and communication levels in our nation, promote greater inclusiveness in the education of society and curb chronic unemployment and un-employability with immediacy. To that end, we intend to go back to the beginning, Mr. Speaker. Preschool Education In a 2015 published Inter-American Bank study, it was stated that: “ Early childhood development programs are the foundations for successful social investments over the lifetime of an individual, especially for the poor. Investing more in this area is one of the most effective ways governments can improve economic mobility. However, the evidence indicates the region is still spending too

• little. On a per capita basis, for example, governments are spending

three times more on children aged 6–11 than on those aged 0–5. On average, governments in Latin America and the Caribbean spend about $300 per child per year on early childhood, in contrast to $1,000 on middle childhood, Moreover, early childhood investments tend to disproportionately favor physical infrastructure such as daycare

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facilities, while neglecting vital training and human capital. Recent research shows that some of the biggest returns on investment can come from modest programs that focus on improving the critical early interactions between young children and adults, be they parents, teachers, or caregivers.”

• Mr. Speaker, I have spoken to Primary School Teachers across this

country, especially those in Grades one and two, who routinely lament the struggle that their students face, if they have not had the benefit of pre- school education. In fact, I am advised that one of the more credible and reliable barometers of a child’s eventual academic success, Mr. Speaker, is the introduction to the basics in pre-school. These include Literacy, Numeracy, Oracy and Cognitive Skills. As a member of the United Nations, we in The Bahamas must be committed to improving the quality of life for our citizens through the attainment of the Sustainable Development Goals. Goal number four (4) calls for inclusive and equitable quality education and life-long learning

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• pportunities for all. For developed countries, one of the targets identified

to achieve this goal is that by 2030 all girls and boys have access to quality early childhood development care and pre-primary education so that they are ready for primary education. This compulsory quality pre- primary education is to be delivered by well-trained educators. Universal preschool education will provide pre-primary education for all preschool children in the Bahamas. The Early Childcare Act 2004 identifies preschool as education provided to children between the ages of three to five years. This education is offered through public and private institutions on all major islands. However, presently, records show that more than half of the preschoolers do not attend preschool prior to first

• grade. In fact, there are only 550 pre-schoolers registered in the public

system. In order to ensure that all children have access to a quality preschool programmes, specific attention must be given to the expansion and development of this foundational level. It is the commitment of this

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govnment to mandate by law, when capacities are available, that all 2.5 to 3 year olds must be in a MOE approved pre-school programme. Increased funding, additional early childhood trained staff and appropriate facilities are needed to provide universal quality preschool education and to ensure that minimum early childhood standards are met. To achieve this goal, significant financial commitment is necessary to meet the cost of hiring additional early childhood officers, teachers and teacher’s aides, procuring adequate, appropriate instructional material and supplies, refurbishing and upgrading existing facilities and constructing new preschool units in communities where they are needed. Technology can serve as an effective tool in the teaching and learning process of young children. Preschoolers can benefit in many ways from the inclusion of technology in the classroom. These devises can be used by the teacher in the sharing of information, instruction of skills and concepts and provision of practice opportunities for students. Preschoolers can use computers and other technological devices to acquire knowledge, learn and practice skills in groups and individually.

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This provides an effective strategy to meet the differentiated needs of children at all levels from the challenged to the exceptional learner. Laptops, LCD projectors, tablets, interactive devices and internet access should be included in all preschool classrooms. In keeping with this mandate, to ensure the use of technology in preschool classrooms for individual students, my government is committing two (2) million dollars in the 2017-2018 budget for the introduction of a pilot programme in two NP preschools which will provide tablets for each student to be used for the delivery of instruction. This programme will be carefully monitored and evaluated over the next two years with a view to expanding the programme incrementally over the next four years (More on technology later). Curriculum Development and Instruction

• Mr. Speaker, this government is cognizant of the fact that the progressive

and sustainable development of our country is dependent entirely upon the proper education and training of our people. As Minister of

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Education, I am committed to achieving my government’s mandate of a complete reform of our educational system. At the forefront of this reform is a review and revision of the curriculum. The curriculum is an essential component which drives the educational system of a country. Each time there are changes or developments happening around the world, the school curricula are affected. Noteworthy is the fact that, it is through the curriculum that a country’s national identity is preserved.

• Mr. Speaker, it is the intention of my Ministry through the Department of

Education to aggressively embark upon a complete review of our existing curriculum, inclusive of pre-school through high school. Two hundred thousand dollars ($200,000.00) from my Ministry’s 2017/2018 budget allocation will be devoted to the commencement of the review and revision. The initial phase will take approximately two years.

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We will engage the services of Bahamian curriculum development experts to assist in this process. As the process unfolds, persons from all sectors of our society will be invited to make meaningful contributions. Our aim is to ensure that the curriculum is explicit, coherent, dynamic, viable, comprehensive, manageable, as well as culturally and globally relevant. Our mandate is to develop a Bahamian core curriculum that will contain the following components:

• Bahamian history, civics and culture
• Multi-lingual and numeracy competence
• Information Technology competence
• Entrepreneurship
• Personal Financial Planning
• Mr. Speaker, close attention will be given to the alignment of our stated
• utcomes to the targets of the 2030 Sustainable Development Goals with

special emphasis on the four targets for SDG 4 which refers specifically to education

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As the cost of living rises, so does the cost of education. There is a dire need to increase the allocation for instructional resources. During the 2017/2018 budget period, increased funding will be allocated to tuition supplies. I would also at this time like to encourage those parents who can afford it to make every effort to purchase the necessary textbooks and school supplies for their children during their summer vacation. Students’ access to appropriate resources is paramount to their success.

• Mr. Speaker, it is expected that several new initiatives related to

curriculum, will commence during this fiscal year. My ministry has accepted the invitation of the Securities Commission of The Bahamas to launch a Financial Literacy Education pilot project in public schools. This project will be introduced into two of our junior high schools. The Securities Commission in its quest to deliver a relevant programme is liaising with the OECD and other financial institutions.

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Another initiative has evolved as a result of our membership in the Organization of The American States. During the Organization of American States Ninth Inter-American Meeting of Ministers of Education Meeting, held here at Atlantis, Paradise Island, in February, emphasis was placed on ensuring inclusive and equitable education for all. This again speaks to SDG4. In working towards the common strategies to accelerate the achievement of development goals agreed to in the 2030 Agenda for Sustainable Development, and in our efforts to support the implementation of the Organization of American States Inter-American Education Agenda (IEA), the Ministry will seek to implement the Profoturo’s Digital Mobile Classroom Project. This two-year project is expected to improve the quality of education in The Bahamas by providing increasing access to technology and digital resources in the primary schools. Some ten primary schools throughout New Providence and the Family Islands are expected to participate. It is expected that in addition to the development of digital resources to support the curriculum, teachers’ knowledge and skills will be enhanced

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through effective integration of ITC. It is also anticipated that students’ ITC competencies will be enhanced. The Secretariat of the Inter-American Telecommunications Commission

• f the Organization of American States (OAS/ClTEL) is responsible for
• versight of the project. The pilot project is pegged at an estimated cost
• f fifty thousand dollars ($50,000).

Continuous Training And Development Of Our Teachers And Educational Professionals

• Mr. Speaker, we know that teacher quality is the single biggest in-

school indicator of whether a student will be successful in pursuing their education. Teaching is one of the most difficult jobs in the world, and therefore requires meaningful training, preparation and

• ngoing support.
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• Mr. Speaker, greater investment in the continuous training, re-training

and professional development of teachers and educational professionals is a top priority for my government. A more robust array of professional development programs will be offered to educational stakeholders. Mr. Speaker, we believe that we can prevent "bad" teachers from developing by putting in place measures that address the root cause of ineffective teaching; that is, meaningful training, effective tools and ongoing support. I must say, to the credit of the former Minister of education, that a Professional Development Institute was established at the former Mable Walker Primary school. But, it has fallen into a state of dis-repair. That facility will be re-started, resourced and made responsive to the ever- growing demand for quality training for all educational professionals. Special Education The Government will enhance the provision of Special Education to ensure equity in education and employability of students with special

• needs. Key to the enhancement of Special Education is the specialized
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staff personnel to cater to the varied needs encountered by this Section of the Ministry of Education. These include: Guidance Counsellors, Speech Therapists, School Attendance Officers, Special Education Officers and School Psychologists. It is the challenge of seeking to provide services with minimal staff that has been the great deterrent to the provision of equitable education for all Bahamians. As these deficiencies are being addressed the following new initiatives for the improved provision of Special Education will be undertaken: National Apprenticeship Scheme

• Mr. Speaker, the Government will expand the existing, anaemic National

Apprenticeship Scheme, in consultation with relevant stakeholders. All students, by the time they leave school, will complete practical knowledge and skills training required in their selected field of work. At the end of the training period the apprentices will be issued a certificate from the Government of The Bahamas as proof of valid employment

• experience. The National Apprenticeship Scheme will be one of the

flagship programmes of this administration.

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Advancements in Science & Technology

• Mr. Speaker, as mentioned in the National Development Plan for The

Bahamas, the quality of life that we enjoy is dependent on our ability to take advantage of the innovations of science and technology. Science, Technology and Innovation (STI) are fundamental to; and are internationally recognized as drivers for progressive and sustainable national development, diversification of the economy and for economic

• performance. STI is also a catalyst for 21st Century education, world

peace, wealth generation, food security, poverty alleviation, reduction of inequality, reduction of unemployment, crisis management, environmental sustainability and for promoting health and wellbeing. STI encompasses STEM (Science Technology Engineering Mathematics), TVET (Technical and Vocational Education and Training) and ICT (Information Communication Technologies).

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• Mr. Speaker, at the moment, there is no coherent Technology

Management Plan at the MOE. This is deeply regrettable because it is the intention, indeed mandate of this government that technology will be the prime executing agent of educational delivery in the Bahamas. Accordingly, I have given a directive, that within 30 days, a concept paper on the creation of a division of technology in the MOE, be presented to me so that it could be discussed with my colleagues. While a 30-day time frame may seem ambitious, Mr. Speaker, it is in fact

• nly a matter of brining into coalescence the scattered and stunted silo

efforts that have existed for some time in the Ministry. STI must be a national priority. And it is my ambition, Mr. Speaker, that the MOE will lead the way. Because, according to research, students in primary schools now will have jobs tomorrow that do not currently exist, and that will be predominantly driven by STI. We cannot have a modern 21st Century Education System that is responsive to national needs; that is driven by data; that equips students to be contributing members of society; that should provide students with skills and competencies to meet

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the urgent demand for a highly skilled workforce; and to be globally competitive without placing priority on Science, Technology and Innovation.

• Mr. Speaker, “Our goal is to create an educational system that is

technologically sound and competitive and that develops the strength of each child, whether academic or otherwise, towards the maximum contribution that he/she is able to make to the national development of The Bahamas.” We are experiencing challenges in achieving this goal because of lack of ICT equipment including computers, tablets, interactive whiteboards and

• ther educational technologies. Additionally, only 10% of public senior

high school students have access to school computer labs. The last mass infusion of ICTs into schools was in 2011 and 2012 via the IDB INSPIRE (Investing in Students and Programmes for the Innovative Reform of Education) Project. Mr. Speaker, this is further compounded because public schools do not have the infrastructure and bandwidth needed for

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students to have reliable access to the Internet or to online learning

• pportunities.

The Ministry of Education in collaboration with private and public partnerships can assist in meeting STI needs by supporting and making provisions (financial, infrastructure, and human resources) for existing and planned STI programmes. There is an estimated cost of $6 million dollars for STI for 2017-2018 inclusive of the cost of ICT equipment like computers and tablets; increase in Internet bandwidth; and for TVET and STEM programmes and special projects.

• Mr. Speaker, the extent to which The Bahamas is prepared to place STI at

the core of national strategies for development will determine the progress that is made and the level of sustainability that we as country will experience. The Ministry of Education must be a leader in forging policies to ensure a structured and cohesive programme of Science, Technology and Innovation with the foundation being built in the education system. Mr. Speaker, we at the Ministry of Education, Science

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and Technology continue to forge ahead and work zealously to develop STI and by extension improve and expand STEM, TVET and ICT; and to ensure equitable access in our education system. The Bahamas Learning Channel The Bahamas Learning Channel has sought to positively impact the educational system through the usage of the latest advances in media

• technology. The utilization of these meaningful and measurable learning

tools coupled with traditional methodologies, has the potential to greatly impact the quality of our educational product. Students throughout the Bahamas and indeed the world demand a learning environment that captures their attention, stimulates their imagination, and challenges their mental capabilities. During the past five years, although much pomp and circumstance was given to a launch of the Bahamas Learning Channel, without the provisions of financial support, it has been stifled in its growth and development and therefore its ability to reach the students of this nation. This government is committed to providing the BLC with the financial

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resources to achieve its objectives. An initial investment of $200,000.00 will provide for major strides to be made in the first year. Long term financial support will be provided for the following areas:

• The creation of a channel dedicated to the Ministry of Education

with the mandate of broadcasting instructional, character building, and informational programmes.

• The creation of instructional programmes; curriculum based

programmes, character building programmes and informational programmes.

• The 30 minute daily broadcast of BLC programmes on the ZNS

network.

• An extreme focus on Distance Learning through our Classroom

Lessons series. This series will be the most important element of the BLC and will allow for the Ministry of Education to truly meet its mandate of providing distance education to students throughout the Commonwealth of The Bahamas. Four Teachers who exemplify best practices in various disciplines will be invited to record lessons

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in a controlled environment with their students. The aim is to capture lessons that cover every subject and every topic within that

• subject. The BLC will thus have an active data base of innovative

lessons by the best teachers in The Bahamas, which is 100% curriculum based.

• Recreate and re-launch the BLC website. The website will serve as

the data base for all programmes produced. Students and teachers will be able to access any lesson required by simply logging on to the website and viewing the lesson at whatever time is convenient for them.

• Create a hard copy learning package related to the video
• production. In coordination with the writing unit and other officers
• f the Learning Resources Section, learning packages will be

developed to accompany DVD’s of produced lessons. Students and parents will then be able to acquire learning packages that will give comprehensive lessons using various techniques on the subject desired.

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• Creation of a state of the art production studio. Any professionally

created production requires a controlled environment conducive to production requirements. In order to truly move our efforts to the next level and achieve our mandate, the creation of the BLC studio is vital. A studio will also allow for The Ministry of Education to increase the output of our distance education classroom series as we will have the capability and capacity to schedule daily recorded

• lessons. Quantity and quality of production will increase ten fold

and allow the Ministry of Education to truly produce a product that allows all students to have access to the best of what we have to

• ffer.

Pilot Programme for Same Sex Schooling The Ministry will implement a pilot programme for single gender classes at the Junior High School Level to assist with closing the achievement gap between boys and girls. End of Social Promotion

• Mr. Speaker, this government recognizes that promoting students who do

not meet academic standards, puts students at a disadvantage by

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advancing them to a grade for which they are not prepared. For many students, the ultimate consequence of the disastrous practice of social promotion is that they fall so far behind that they leave school ill equipped for college or university and they often lack the skills to join the

• workforce. A long-term goal of this government is the end of social

promotion in the school system. We will work arduously toward providing the additional human and financial resources and classroom facilities to accommodate the students who are unable to advance in the system. Private Sector Investment in Education and Training This government recognizes that education is a social imperative. If we are to succeed in the business of education, the private sector must be called on to invest in our education initiatives. Mr. Speaker, the investment I refer to is not only about an investment of money, but more so an investment in people. This focus will require the close collaboration between the private sector and policy makers, parents, teachers and

• students. Investment must also adhere to a regulated framework which
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meets national objectives and criteria. The ultimate goal of this being to transform teaching practices and education quality, deploying technology into more schools and getting access to technology and other resources in the hands of more children, even those in the most poverty-stricken of our communities. COMMENT: ORG, and Matt Aubry National Education Commission My Ministry is committed to substantially reforming the Education Act that will allow for the establishment of a National Education Commission, for the purpose of making available to education officials, advice on educational matters from the general public and from educational bodies and institutions outside the statutory educational system. INFRASTRUCTURE

• Mr. Speaker, the Ministry of Education manages or owns some 270

buildings in its inventory. Of these, 173 are school campuses.

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It is no stretch, Sir, to state that the physical plant of the MOE is in dire straits. Most of the school buildings, Sir, are well past 30 years of age. Uriah McPhee and Stephen Dillet Schools, for example, Mr. Speaker, are each nearly 50 years of age. With these aged buildings come the recurring nightmare of all kinds of maintenance issues which drain human and financial resources, and limit the capacity of the institution to do what is was built for – educate children. Almost on a routine basis, Children at either Stephen Dillet or Uriah must be sent home form some reason of the buildings mal-function. At present Sir, There are at least 8 schools across this country that should be replaced immediately: GHS, S C McPherson, C W Sawyer, R M Bailey, L W Young, Martin Towen Primary in GB, and L N Coakley in Exuma. Further, Sir, we need new schools right now in Inagua, Gregory Town, Eleuthera, SW, NP and SE, NP. Additionally, Sir, we must also complete schools at San Salvador Primary School, Lowe Sound Primary School, Holmes Rock High School, A. F.

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Adderley Junior High School and Staniel Cay Primary School and the Smart Building at BTVI. While Im on this issue of the Physical Plant, Mr. Speaker, may I bring something to the attention of the Bahamian people. Over the past five years, the Government of the Bahamas has or plans to invest a total of approximately $30m in school buildings that we don’t now own, and probably never will. $25.7m of that, Sir, involves a premises which previously housed the Seventh Day Adventist Bahamas academy on Wullf Road. About 3 years ago, the previous Govt, I am advised, entered into an agreement with The Seventh Day Adventists for the possible lease of the land to relocate BTVI. The proposed cost of such an act was pegged at $1m. Over time, things changed and the costs ballooned to $8m, scrapping the idea of a BTVI relocation, and other ideas emerging. At this moment, the Govt is under contract for $25.7m, with an agreement to lease the said property for 5 years, Mr. Speaker, at a cost $60 per annum.

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This is a significant sore point. We must ask the question, who would have driven the decision making in that process? I have called for a review and propose to seek the permission of this Govt to have a forensic financial, engineering and construction audit of all projects now underway in my ministry Mr Speaker to ensure that the people of this country is getting value for money. One instance of a contract awarded in the months before the election to a young man who was an adult of senior years when I was a CHILD. The Bahamas Technical Vocational Institute The Government understands the powerful role of technical and vocational education in today’s workforce and will expand technical vocational education programmes in the junior and senior high schools in the upcoming year. Mr. Speaker, our greatest investment in the area of technical and vocational training is and will continue to be The Bahamas Technical and Vocational Institute (BTVI); At present, BTVI’s campus is saddled with old, decrepit buildings, requiring too much maintenance and unable to meet the expanded demands for new or upgraded programmes.

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There is a Smart Building under construction that is four months overdue in its completion. If we are going to be serious about Vo-Tech education, Mr. Speaker, we must invest in it. This also means a Private-Public Partnership, where Industry invests its human and financial capital to ensure that what is being offered in the Vo-Tech field is what is required in Industry. 1) Human Resources; To remain at current, operations require $ 750,000. 2) Professional Development—the faculty and staff training allocation is currently non-existent. To recruit and retain good quality talent requires an added $100,000. This is an urgent request as many faculty are quickly moving to retirement and there are no succession plan available to maintain proper expertise levels. 3) Record Management/ Professional Accreditations—the current audit is showing a serious deficiency in the ability to maintain records (financial and human) that requires $100,000.00. In addition, there are a number of professional accreditations required that are critical in many programme areas such as City and Guilds,

• 41

Cisco Academy for example. These certifications are very important in meeting employer demands. These require A $ 50,000.00 investment. 4) Infrastructure—an older campus and equipment requires an infusion of cash to offer quality programmes requiring an added $600,000.00 investment. This addition can assist in developing new courses and programmes notably online including, for example, solar technology. Furthermore, online courses can assist BTVI in addressing skill gap concerns across the entire country. Again Mr. Speaker, investing wisely in our students in the technical and vocational area will ensure that more of our students leave school ready for the world of work and enable to contribute to the development of our nation – this is true empowerment. University of The Bahamas

• 42

• Mr. Speaker, The University of The Bahamas was established under the

University of The Bahamas Act which was passed on July 2016, assented to on 15th August 2016 and came into force on 10th November 2016. The charter of the university was not just a change in name, but it reflected a paradigm shift in the campus culture of the institution and a change in the way it has been handling the business of education, ever since. Now a fully autonomous institution, its mission is to advance and expand access to higher education, promote academic freedom, drive national development and build character through teaching, learning, research, scholarship and service. The 2017-18 Budget of the University of the Bahamas (UB) has been developed along the following guiding principles:

• 1. UB will begin the process of structural transitioning of its staff

compliment to meet the requirements of an accredited University. This “right-sizing” will result in sharp increase in operating costs but is required in order to allow UB to meets its mandate.

• 2. This budget also seeks to begin the formal move toward preparation

for SACS accreditation application.

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• 3. Improved building and classroom facilities.
• 4. Early stage benefits of the implementation of the Banner solution of

improved student services delivery, billing and collection.

• 5. Increased and improved security due to the implementation of

Campus Police.

• 6. In addition to 1. above the budget assumes there will be no tuition

and fee increases in 2017-18 and that any and all shortfalls will be supported by The Government of The Bahamas.

• 7. Donations are projected on a conservative basis until

implementation of the capital campaign and recognizing that initial donations will largely grow endowment, rather than contribute to

• perating costs.
• 8. Alignment of contact hours with credit hours for a number of

courses.

• 9. The UB budget assumes full operational control of the operations
• f the Gerace Research Center (GRC).
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10.The budget does not consider the operations of the Bahamas Agriculture and Marine Institute (BAMSI), which will require additional funding by the Government of The Bahamas. The University of the Bahamas sees a continued reliance of the key subvention from the Ministry of Finance as the overall impact has increased to 50% in 2017-18. This is expected to decrease in 2018-19 and 2019-20 as tuition increases. 
 Scholarships

• Mr. Speaker, there are several challenges confronting us going forward

regarding scholarships. I will focus on four of them at this time.

• 1. The relatively low number of applications received from public

school students and students from the Family Islands;

• 2. The seemingly undesirability of young person's wanting to attend

the University of The Bahamas and other local institutions;

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• 3. The recurrent shortfall in budget allocation resulting from the sharp

increase in the number of persons seeking scholarship funding to attend colleges and universities locally and abroad; and

• 4. The significant increase over the years in the number of Bahamians
• pting NOT to return home upon completion of their university

education, commonly referred to as the “brain drain.”

• Mr. Speaker, the Scholarship and Educational Loan Division has been

making tremendous strides in increasing opportunities for public school and Family Island students through the Public School Scholars Programme and through efforts to visit high schools throughout the Bahamas, respectively. Both initiatives have shown significance success, and it is the mandate of the Scholarship and Educational Loan Division to continue with its efforts in this regard.

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• Mr. Speaker, for several decades, the Government of The Bahamas has

also made available scholarships tenable at the University of The Bahamas to deserving high school graduates and University students to complete Associate and Bachelor degrees. These scholarships are provided through the National Bursary Program, The Teacher Education Grant and the Two-Thirds Financial Assistance program. During the 2016/2017 academic year, five million, three hundred seventy one thousand, eight hundred and eighteen dollars and thirteen cents ($5,371,818.13) was spent to support one thousand, six hundred and ninety-three (1693) deserving young Bahamians. These recipients earned these awards by having obtained five or more BGCSE subjects with grades of ‘C’ or higher and maintaining a grade point average at the University of The Bahamas of 3.0 or higher. These figures represent a twelve percent increase in the number of Bahamian students supported by scholarships tenable at the University of The Bahamas. Indeed, Mr. Speaker, the trend for the past seven years has shown clearly that more and more Bahamian students are choosing to obtain their tertiary level education here at home at the University of The Bahamas. If the current

• 47

trend continues, it is estimated that the Government of The Bahamas would require approximately six million, sixteen thousand, four hundred and thirty six dollars and ten cents ($6.016,436.10) to support an anticipated one thousand eight hundred and ninety six (1896) students at the University of The Bahamas for during the 2017 – 2018 academic year. With respect to UB, Mr. Speaker, we must continue to forge ahead in establishing UB as the premier institution in The Bahamas, the region and the world. We must strive to instill in our young people, the importance

• f a UB college education. Not just because the Government funds it, but

really because it is ours. We started it, we nurtured it, and we must now build it to where it needs to be. UB is also continuing to transform itself into a first class, relevant, and efficient operation that meets the needs of young Bahamians.

• Mr. Speaker, the fact remains that there are never enough scholarships for

all that apply – never enough for those who are deserving. This

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scholarship cycle alone, the division has received over 3000 applications for roughly 500 scholarship awards.

• Mr. Speaker, I will advise the scholarship selection committee, when

appointed, to be very deliberate in their deliberations. Young people must take advantage of reputable local institutions and The University of The

• Bahamas. I will also ask that the Committee focus on individuals with a

demonstrated financial need, in subjects that are not offered at UB or

• ther local institutions, and in priority areas.

The simple fact remains Mr. Speaker, that the government of The Bahamas does not have the funding to support all the applicants seeking assistance to study abroad. So, I impress on many of the students of the nation, who cannot go to school abroad, to take another look at UB. In the mean time Mr. Speaker, we must continue to expand partnership arrangements with colleges and universities abroad who come to the table

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with significant funding for our students. We also plan to target the business community and education stakeholders in this initiative. At some point Mr. Speaker, we want to be in a position to award all of

• ur young people with an opportunity for a college education whether it

is here in our country or abroad. This Mr. Speaker this is our single most powerful and challenging

• bjective going forward, but we remain steadfast and passionate about

providing more and more young people with scholarships and are wholeheartedly committed to this endeavor. Labour Relations

• Mr. Speaker, this government is minded to ensure the cordial and

harmonious relationship with the four thousand four hundred members (4400) of the Bargaining Units of two of my Ministry’s primary Unions,

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the Bahamas Union of Teachers and the Bahamas Educators Managerial Union. Members may be aware that two progressive five year contracts were signed in 2015 for both unions. In this regard, one of the key outcomes of these negotiations was the assignment of labour relations within the portfolio of a Senior Officer. This portfolio assignment was intended to ensure that the Agreements are afforded the priority required to enhance the working relationship between the Ministry and the Unions and to also ensure that the provisions of both Industrial Agreements are implemented, monitored and evaluated.

• Mr. Speaker, this government is seeking to ensure the continued

disbursement of funds granted to both Bahamas Union of Teachers and the Bahamas Educators Managerial Union as a result of their Industrial Agreements. During the last budget period close to three million dollars was disbursed to the Union membership as a result of the implementation and grant of various allowances.

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This year we anticipate a significant increase in the allowances amounting to some approximate four million dollars as a result of the promotion, reclassification and increase in acting posts of educators and administrators holding positions of responsibility.

• Mr. Speaker it is anticipated that my Ministry will undertake an

aggressive training regimen as it relates to these Agreements so as to strengthen the ability of Managers and Supervisors to implement the provisions of these agreements efficiently and effectively with the intent

• f reducing, if not eliminating, potential labour relations crisis.

COMMENT abut monies owed. Performance Based Program Budgeting

• Mr. Speaker the growing cost of education demands a review of the

method of distribution of these limited funds. In the 2015/2016 Fiscal year the Ministry of Education was one of five government agencies that piloted Performance Based Program Budgeting. Preparation for this

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began in 2014 with the detailing of the 6 Program Areas and the units and sections that fall under each according to key functions and main tasks. Performance Based Program Budgeting differs with the Traditional Line Item Budgeting in several ways: With Performance Based Budgeting, focus is placed on strategies employed to bring about outputs and outcomes that are measured according to indicators agreed to that would signal progress or lack

• thereof. The programs decided upon based on the Mission of Education

and the areas that drive the mission and funding is lined to results. Benefits of Performance Based Program Budgeting include but not limited to:

• Strengthening of the Management of the Sector.
• Improved allocative efficiency through better expenditure

prioritization.

• Tighter links made between funding and results.
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Implementation of Performance Based Program Budgeting means:

• Planning the work with concepts in mind.
• Determining what is priority and what needs to be done to

achieve outcomes agreed to by key stakeholders. Decisions also have to be taken by these stakeholders as to what are the best measures to determine or show progress. With this form or type of budgeting, the Ministry of Finance still decides on the amount that comes to the Ministry of Education. This amount is then disbursed among the programs. Ministry of Finance would have given considerations to constraints relevant to:

• GDP growth;
• Planned implementation of National Initiatives;
• National Disasters/Devastation that may have occurred in

recent fiscal and calendar year(s) and require commitment

• f resources.
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MOF will give priority to new initiatives which are: mandated by the Cabinet and most in line with national development objectives and designed to have greatest impact. Mr. Speaker my Ministry will seek to advance this concept with a view to maximizing funds assigned while seeking to achieve our goals and remain within the budget allocation provided. HUMAN RESOURCES

• Mr. Speaker: The Ministry and Department of Education this year

have a combined Budget of $280,247,074, 66% of which goes directly to personal emoluments. This does not include the costs of rents, utilities, and a host of other charges. This year, there is precious $20m for renovations, upgrades, repairs and new buildings. So, as you can see, Mr. Speaker, there isn’t much head-room for creative, innovative exercises.

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Sir, the MOE and Department combined have a staff quotient of

• ver 6000 employees; 4500 of which belong to the Department.

These would be Administration, Teachers, Support Staff, etc. In a lot of areas, Sir, the MOE is understaffed. However, Since 2013 to present, the MOE has hired some 985 contract workers; 311 of which were hired in the six months immediately preceding the May 10th general election. What is disturbing about this, Mr. Speaker, is that these new hires did not submit, or were not required to submit, to the ordinary hiring process of the Public service. As a consequence, Mr. Speaker, these persons appear on the MOE’s pay sheet, but not on the Public Service pay sheet, creating serious challenges as far as budget, expectations, etc goes. In addition, Mr. Speaker, there are a number of other contract workers who were hired in the last year, in some instances doing tasks for which persons presently employed can easily do, and not

• nly that, Sir, paid more for those tasks than when they were in

their substantive positions.

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NOTE- 2012/13 Statement by former PM Christie about Contracts

• Mr. Speaker, we are overcrowded with janitors and janitress and

security or general workers. I am advised that there are several

• depts. Within the ministry where people have virtually nothing to

do. CONCLUSION:

• Mr. Speaker before I conclude, I must state that in my budget

presentation today, it has been in no way my intention to criticize or castigate any individual or group for the state of education in our country. There are many excellent educators working hard to make sure that our students are equipped to make meaningful contributions as nation builders who are globally competitive. I wish to sincerely thank them all; executives, technical officers, administrators, and teachers alike for their contributions to an improved education system. Additionally, there are many, many students who are doing the same, maximizing the

• pportunities afforded, due to hard working educators and support from
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family and the wider community at large. Nonetheless, we must take a realistic look at where we are at and make strides to truly move us forward. This government is committed to doing what we can to equip schools to be able to draw out the best results from students, relative to their own ability - but without undue stress in the process. This will mean providing classroom environments that work for pupils and their multiple

• intelligences. We must also focus more on opening up academic and

career pathways for students success by relating what happens in the classroom to the wider world. It is no longer okay for us to tell ourselves that examinations, results and graduation rates do not matter. They do matter - academic success matters in a highly competitive modern work place, country and world. We must do what we can to raise the aspirations

• f all students - this should be the objective of all educational providers.

This is the objective of The Government of the Commonwealth of The Bahamas.

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