Objectives
- To transform tertiary education into the engine of human resource
development and knowledge generation in the sub-region.
- To facilitate the consolidation of technology transfer in the
sub-region.
- To provide educational programmes for all persons who missed or
were not afforded the opportunity to complete formal primary or secondary
education.
- To provide the opportunity for educational renewal and advancement
for all citizens with the relevant educational background to continue
their education throughout life.
General Philosophy
Tertiary and adult education in the OECS context is quite distinct
from primary and secondary education. First, it is geared to older
adolescents and adults. Second, it embraces a wide array of sectoral
and individual interests, for example, teacher and nursing education,
technical and vocational education, traditional university-type education
as well as the education of adults wishing to learn to read or to learn
about some new disease or pursue some other area of interest. Third,
it is both the highest rung of the ladder of educational achievement
and a point at which individuals can make up for past lack of attainment
at the lower levels.
Given the variegated character of tertiary, continuing and adult
education it embraces a wide diversity of outcomes:
- Specialization within the context of vocational interests.
- Integration of education with specific skills training and consequently
their articulation with the world of work.
- Lifelong education and training of OECS citizenry. As technologies
change, society is transformed and other related developments occur
that require education and training responses.
- Additional chances for individuals who did not capitalise on
earlier education and training opportunities.
Institutional autonomy and self-direction of the participants are
essential components and must be supported by an adequate legal framework
and an appropriate system of accountability.
Tertiary education is underdeveloped within the OECS. Any new thrust
must be mandated to provide for a higher percentage of the population
thereby decreasing the tendency of OECS nationals to migrate in search
of tertiary education. This means expanding tertiary education opportunities
within the OECS. At the same time, the under-representation of females
in Science and Technology and the deprivation of rural residents require
attention.
There should be a partnership involving all the beneficiaries in
order to ensure that the best relevant quality education is delivered.
Only a national effort that maximizes government, private sector, personal
and external support can provide the needed expansion and improvements.
The integration of single-discipline colleges into larger multi-disciplinary
institutions is seen as a feasible measure to ensure the better utilization
of manpower and scarce and expensive resources.
Regional cooperation is a prerequisite for the successful implementation
of tertiary education since no single country can be self-sufficient
in meeting its manpower training needs or in enabling its citizens
to achieve their maximum potential. |
