To support the efforts of the peoples and the governments of the
OECS to continue to make the transition from development strategies
based on the exploitation of natural resources to strategies based
on the development of human resources, knowledge generation and master
of technology.
To continue to inspire the peoples and governments of the OECS
to shape the developmental imperatives determining their future by
the exercise of their creative imagination and problem-solving capabilities.
To strengthen and further promote cooperation, collaboration,
sharing and learning from each other’s experiences in the process
of educational development in the OECS.
To facilitate, on a sub-regional basis, the incorporation of new
ideas, thinking and approaches to education developed inside and
outside of the OECS and the Caribbean.
To minimise ad-hocracy in education in the OECS and continue to
replace it with a planned long-term approach with the built-in capacity
for research, evaluation of progress and the ability to make needed
adjustments.
To preserve the cultural sovereignty of the sub-region and to
provide a framework for cultural enrichment.
General
Philosophy
The continuing reform of education in the OECS seeks to establish
circumstances for inspiring noble visions of the Caribbean society
and of the “Ideal Caribbean Person” as described by the
Human Resources Protocol from the 18 th meeting of the CARICOM Heads
at Montego Bay in 1998. The Caribbean region, though relatively poor
in terms of natural resources, is rich in its potential of advancing
notions of civilisation premised on the common humanity of people who
originated from different continents and ethnic communities. Education
must always be a civilising force and the continuing reform of education
in the OECS takes account of a global vision of human civilisation
and humanity and seeks to re-position the Caribbean in the mainstream
of advancing civilisation in contemporary times.
Central to the continuing reform of education with the OECS is the
harmonisation of education systems in the nine member states. By establishing
a common system of education the sub-region seeks:
To benefit from economies of scales in numerous areas including
the production and purchase of textbooks, learning materials, school
supplies and several other such areas.
More efficient deployment of talent and freer internal movement
of such talent.
Pooling and sharing resources in effecting critical and important
education functions such as planning, research, curriculum development
and testing and evaluation.
More effective functional cooperation among member states.
Higher levels of sustainability of interventions designed to improve
the delivery of education including its quality.
