Use of Technology within Caribbean Classrooms

 Introducing Technology in Barbadian Classrooms: The EduTech 2000 Initiative

What is EduTech 2000?

The Education Sector Enhancement Programme, commonly referred to as Edutech 2000, was initiated in Barbados in the year 1999 and expected to be completed by 2005. However, it was extended for three years due to issues associated with the programme. It was implemented as part of the Ministry of Education, Youth Affairs and Culture’s (MES) reform plan to enhance the quality of education among the students so that they can contribute to Barbados’ social, cultural and economic development . EduTech was made possible from a loan agreement between the Barbados Government and the Caribbean Development Bank (US $31.5 million), the Inter-American Development Bank. The programme focused on providing devices, teacher and staff training, and other equipment such as networking infrastructure for approximately 48,000 primary and secondary students across Barbados.

Programme Implementation

The programme was implemented in stages which had four key components:

1. Physical rehabilitation of schools (Civil Works)

Initially, EduTech targeted the repair and upgrading of partnered schools’ infrastructure to ensure that they are “IT-ready” , this included installation of new computer laboratories, electrical wiring etc. For the first seven- years, a total of US$39.4 million was allocated to fund these upgrades. 

2. Integrating learning technologies(Information Technology)

EduTech distributed a total of 8,000-10,000 computers to classrooms, libraries and staff rooms, resulting in each classroom having five student computers plus one for the teacher. Additionally, each classroom was equipped with a media center consisting of a TV-set, video cassette recorder and a TV-PC converter. Schools with five-hundred students or less were given one 30 computer lab whereas larger schools received two. To monitor the progress of the programme, MES designated two pilot “NETSchools” where each student received a StudyPro notebook computer allowing students to complete school and at home assignments.  Teachers are able to monitor students' progress through the Academic Information System.

3. Curriculum Reform (CR)

Although not funded by the loan, this reform was part of the Ministry of Education, Youth Affairs and Culture’s initiative to modernize education. It aimed at shifting from traditional teaching methods allowing for greater student’s academic and personal development. Standards were also established for different subjects at various grade levels and  student assessment tools were diversified to include peer and self assessment, project-based work etc. About 95% of the curriculum reforms were implemented by the end of the first seven year period.

4. Human resource development (Teacher-training)

Teachers were trained on using the technologies provided and how to incorporate them into lessons, this was facilitated through courses and workshops. 

EduTech was not successful due to several reasons:Firstly, it was poorly coordinated; the programme was not rolled out in stages, resulting in the various components being implemented simultaneously. Secondly, the StudyPro notebooks suffered consistent malfunctions, limited memory and storage. In addition to that,  at the end of the seven year period, only 23.6% of the technological tools had been installed even though the majority of the funds was spent. This was a contributing factor to the three year loan being extended. Finally, sensitization training for the teachers was inefficient as there was often limited IT equipment in the classrooms. 

Nonetheless, the EduTech 2000 reform initiative was one of the earliest attempts by the Barbadian Government to introduce technology within local schools; given the issues it faced, what are some improvements that you would have made to ensure its success?

References

Jeanille Bonterre. (2013, April 29). #CaribbeanICTRoadshow Barbados - ICT & education reform. YouTube. https://www.youtube.com/watch?v=h9JldyDmls0

Parris, B. (2000). A Reform Initiative: The Barbadian Experience. 149–152. Educational Resources Information Centre. https://uwispace.sta.uwi.edu/server/api/core/bitstreams/95a38322-ff57-4521-830c-616530717d7b/content 

Pirog, M. A., & Kioko, S. N. (2010). Evaluation of the Education Sector Enhancement Program in Barbados. International Public Management Journal, 13(1), 72–99. https://doi.org/10.1080/10967490903547357