Appendix I

List of Tables and Figures

TABLES
Table 1: Vision 2030 Goals and SDG Goal 4 ……………………………………………..….6
Table 2: Strategic Objectives/Initiatives of Goal 7 ……………………………....................... 7
Table 3: Public Expenditure on Education – Fiscal Years 2017/2018 to 2021/2022…........... 11
Table 4: Total Annual Expenditure on Education by Level …………………...………..…... 13
Table 5: Distribution of Mean Scores for the Period 2017 to 2021……….……..................... 14
Table 6: Enrolment in public special schools by sex for academic years 2018/2019 to
2020/2021………………………………………………………………………………….... 15

Table 7: Pass rates (Grades I, II, III) for students attempting five or more CSEC subjects:
2017-2021……………………………………………………………………………...……. 16
Table 8: Number and Percentage of CAPE Subject Entries attaining Acceptable Passes
2017 to 2021………………………………………………………………………….……… 16

FIGURES
Figure 1. Eight Identified Focus Areas of the Ministry of Education ...................................... x
Figure 2. Expenditure of the Ministry of Education in relation to Total Government
Expenditure .............................................................................................................................. 12
Figure 3. Recurrent and Development Programme Expenditure of the Ministry of Education
.................................................................................................................................................. 13
Figure 4. Expenditure of the Ministry of Education Disaggregated by Level of the Education
Sector ....................................................................................................................................... 14
Figure 5. Total enrolment in primary schools during academic years 2016/2017 to 2020/2021
.................................................................................................................................................. 15
Figure 6. Total enrolment in secondary schools during academic years 2016/2017 to 2020/2021
.................................................................................................................................................. 17
Figure 7. Total enrolment in secondary schools by sex for academic years 2016/2017 to
2020/2021 ................................................................................................................................ 17

iii
Abbreviations and Acronyms

ADR Alternative Dispute Resolution

AGALA Ministry of the Attorney General and Legal Affairs
AMP Asset Management Policy
ASD Agenda for Sustainable Development
CANTA Caribbean Association of National Training Authorities
CARICOM Caribbean Community
CoE Centres of Excellence
COL Commonwealth of Learning
CPDD Curriculum Planning and Development Division
CQF CARICOM Qualifications Framework
CVQ Caribbean Vocational Qualifications
CXC Caribbean Examinations Council
DERTech Division of Education Research and Technology
DLT District Leadership Teams
DOTT Dictionary of Occupations of Trinidad and Tobago
DPE Development Programme Expenditure
ECCE Early Childhood Care and Education
EFA Education Framework for Action
ETU Educational Technology Unit
FBO Faith-Based Organisation
GATE Government Assistance for Tuition Expenses
GDP Gross Domestic Product
GM Growth Mindset
GORTT Government of the Republic of Trinidad and Tobago
HELP Higher Education Loan Programme
HRD Human Resource Development
HRMD Human Resource Management Division
HRTD Human Resource Training and Development
HSP Home School Policy
IA Immigration Act
ICT Information and Communications Technologies
IDF Infrastructure Development Fund
IEP Individual Education Plan
ILO International Labour Organization
IPP Individual Progress Plan
ISP Inclusive School Project
ISP Internet Service Provider
LEC Learning Enhancement Centres
LMS Learning Management Systems
LSB Local School Board
MIC MIC Institute of Technology
MOF Ministry of Finance
MOLSED Ministry of Labour and Small Enterprise Development
MoU Memorandum of Understanding
MPA Ministry of Public Administration
MPD Ministry of Planning and Development
MYDNS Ministry of Youth Development and National Service

iv
NACE National Advisory Committee on Education
NAEP National Assessment of Educational Progress
NAP National Apprenticeship Policy
NAS National Apprenticeship System
NDS National Development Strategy
NGO Non-Governmental Organisation
NLP National Labour Policies
NOOSTT National Online Open School of Trinidad and Tobago
NOS National Occupational Standards
NTA National Training Agency
NYPTT National Youth Policy of T&T (2020-2025)
OECD Organisation for Economic Cooperation and Development
OER Open Educational Resources
OJT On-the-Job-Training
PLAR Prior Learning Assessment and Recognition
PS Permanent Secretary
QAF Quality Assurance Framework
R2R Roadmap to Recovery
SBITs School-Based Intervention Teams
SBM School-Based Management
SDG Sustainable Development Goals
SEA Secondary Entrance Assessment
SEN Special Education Needs
SIAP Student Intervention and Achievement Policy
SIMS Student Infrastructure Management System
SLMS Student Learning Management System
SMS School Management System
SS School Supervisors
SSSD Student Support Services Division
STARS Student Transition and Remediation Support
THA Tobago House of Assembly
TSC Teaching Service Commission
TTUTA Trinidad and Tobago Unified Teachers Association
TVET Technical and Vocational Education and Training
UDHR Universal Declaration of Human Rights
UNESCO United Nations Educational, Scientific and Cultural Organisation
UNICEF United Nations International Children’s Emergency Fund
VAB Values Attitudes and Behaviours
VAPA Visual and Performing Arts

v
Foreword
By the Minister of Education
As we seek to ensure that our children reach their fullest potential, are prepared for education in
the 21st century and can ultimately contribute to the development of Trinidad and Tobago and the
wider global village, the Ministry of Education has garnered the support of its stakeholders in
mapping the way forward. This process commenced in 2020 and involved three rounds of
consultation, each building upon the other, and utilising various media inclusive of virtual town
meetings, focus group meetings, dissemination of questionnaires, and eliciting of written feedback.
The impact of the COVID-19 pandemic on education systems worldwide, a matter of public record,
was taken into consideration in the development of this document.

This Policy is the culmination of these efforts and a distillation of stakeholder input, with a view
to addressing problems at various levels of the education system. We have sought to delve deeply
into issues and develop imaginative, logical and feasible solutions that can result in transformation.
The Policy speaks to the building blocks for reformation of the system such as legislative review,
focus on human resource development, curriculum reform at the primary level, revitalisation of
technical vocational education and training, leveraging ICTs to effect digital transformation,
strategic transitioning of learners through the system; all intended to effect student success.
Succinctly, the children and their success are placed at the heart of everything we do.

At this time, our global circumstances call for solution-oriented responses to challenges, with
technology employed as a purveyor for those solutions where possible; with consistent engaging
of our stakeholders. Over the period 2020-2022, with their input, we as a Ministry have made
significant gains in line with our stated strategic goals. These include commencement of digitisation
of teacher and student records; operationalising the online SEA results platform; and finalisation
and approval of the Trinidad and Tobago National Qualifications Framework, which allows for
standardised learning outcomes and comparability of technical and academic training levels. We
also managed the distribution of 63,000 devices for learning; reviewed and instituted the National
School Discipline Matrix; increased resourcing to 106 schools of focus and partnered with the On-
the-Job Trainee Programme to increase the number of Student Aides in the education system. A
platform for the use of e-books has also been procured.

As we move toward implementation of this Policy therefore, we will continue to work with our
partners in education, leveraging their individual professional capacities and experience to meet
challenges head-on, tackling them at the level of the child, the school and the wider community.
Concomitant activities, which build upon these successes, will include continuation of the
digitisation of teacher and student records; restocking of school computer laboratories in
preparation for expanded e-testing for CXC examinations; rationalisation of the TVET offerings at
post-secondary institutions; and finalisation of Policies for Home Schooling, Patriotism and
Registration of Private Schools.

It is our intention at the Ministry of Education, to ensure that we continue to advance Trinidad and
Tobago through creative and innovative approaches to the teaching and learning processes.

On behalf of the Ministry of Education, I am pleased to present the nation with the Education Policy
2023-2027.

vi
Acknowledgements
__________________________________________________________________________________

The Ministry of Education wishes to acknowledge the contributions of the following

Divisions/Units in the preparation of this Education Policy 2023-2027:
 Educational Planning Division
 Business Planning Unit
 Higher Education Services Division
 Research, Planning and Technical Services Division
 Programme and Project Planning Management Unit
 School Broadcasting Unit
 Curriculum Planning and Development Division
 Division of Educational Research and Evaluation
 Student Support Services Division
 Early Childhood Care and Education Division
 Chief Education Officer’s Secretariat - School Based Management Co-ordinator
 Teacher Training and Development Division.

The Ministry also thanks the more than 22 stakeholder groups that participated in consultation
exercises through focus group discussions and interviews. These include:
 The National Parent Teacher Association (NPTA)
 Principals’ Associations
 Denominational Boards
 The Trinidad and Tobago Unified Teachers’ Association (TTUTA)
 The University of the West Indies (UWI)
 The University of Trinidad and Tobago (UTT)
 The University of the Southern Caribbean (USC)
 The Accreditation Council of Trinidad and Tobago (ACTT)
 Special Needs Groups
 The Home School Association of Trinidad and Tobago
 The Education Advisory Committee.

vii
Executive Summary
__________________________________________________________________________________

The Ministry of Education continues to pursue its mandate as outlined in the Education Act,
Chap. 39:01, which articulates the powers, functions and responsibilities of the Minister to
ensure the promotion of the education of the people of Trinidad and Tobago and the
establishment of an education system that adequately addresses the needs of a changing society.
In the context of its mandate, the Ministry of Education has established its strategic direction
for the period 2023-2027. This Education Policy serves to guide the actions of the Ministry
over a five-year period in advancing the cause of education while addressing current challenges
within the education sector of Trinidad and Tobago. This Policy reflects not only the national
development agenda, but also the commitment to regional and international prerogatives in the
achievement of the 2030 Agenda for Sustainable Development by all United Nations Member
States. In concert with the United Nations Sustainable Development Goals, the key educational
thrusts identified for the CARICOM region are inclusive education; equitable education;
quality education and the promotion of lifelong learning.

The methodology adopted for developing this Education Policy involved consultations with
key stakeholders in education through focus group discussions and interviews; review of
national, regional and international reports; analysis of policy documents of various countries;
environmental scanning and analysis of quantitative data from the Ministry of Finance on
estimates of expenditure. Key stakeholders included teachers, students, parents, specialists in
the field and members of the community. Critical inputs also came from various
Divisions/Units of the Ministry as well as stakeholder groups such as the National Parent
Teacher Association (NPTA), Principals’ Associations, Denominational Boards, the Trinidad
and Tobago Unified Teachers’ Association (TTUTA), tertiary education institutions and other
stakeholder groups.

Emanating from a series of consultations, the Ministry of Education identified eight areas as
strategic goals, which formed the basis for the Education Policy 2023-2027. These areas are as
follows:
1. Amendment of the Education Act – to ensure that the legislative framework reflects a
modern and high-quality education system that includes Early Childhood Care and
Education (ECCE), Special Needs Education, Post-secondary, TVET and tertiary
education sectors
2. Human Resource Development – to improve the functioning and performance of human
resources through the continued adoption of modern technology and methodologies
3. Equity in Quality Education – to be achieved through the implementation and
monitoring of the quality of educational offerings to ensure the maintenance of
acceptable levels of equity by all institutions
4. Curriculum Reform – to support the holistic development of 21st century skills and
values, attitudes and behaviours of the ideal Trinidad and Tobago citizen
5. TVET Revitalisation – to revitalise TVET throughout the education system to
contribute towards sustainable development

viii
 6. Digital Transformation – Transform the delivery of education through the development
of a digital ecosystem such that citizens are equipped with the skills and competencies
to be competitive in the global environment
7. Transition of Learners through the Education System – to facilitate the seamless
transition of learners through all levels of the education system, and to promote
purposeful career choices
8. Enabling Student Success – by implementing Monitoring and Evaluation Systems and
associated intervention strategies to ensure the success of each student within the
education system.

Effective implementation of the 2023-2027 Education Policy is premised on the following:

 clearly defined policy statements with a logical and feasible solution to the policy
problem
 inclusive stakeholder engagement to facilitate successful policy implementation
 conducive institutional, policy and societal context that recognises the existing policy
environment, educational governance as well as the internal and external environment
 a coherent implementation strategy that can be effectively operationalised.
The Ministry of Education is committed to providing close monitoring and evaluation, using
an appropriate combination of indicators and other measurement tools. The Ministry is also
cognisant of the need to establish reasonable timeframes, risk management strategies and a
robust monitoring and evaluation framework to ensure effective implementation of the Policy.

ix
Figure 1. Eight Identified Focus Areas of the Ministry of Education

x
 Section I: Introduction
__________________________________________________________________________________

Organisational Profile

In September 2015, the following three Ministries – the Ministry of Education, the Ministry of
Science and Technology and the Ministry of Tertiary Education and Skills Training were
merged to form a Ministry of Education with jurisdiction over the pre-primary, primary,
secondary, post-secondary (advanced proficiency and technical/vocational) and tertiary
education levels.

The Tobago House of Assembly, by the Tobago House of Assembly Act, Chap 25:03, is
responsible for the administration of education in Tobago, including the curriculum. Therefore,
the Tobago House of Assembly and the Ministry of Education share a collaborative relationship
to ensure standardised practices in the education system.
Section 85 of the Constitution of the Republic of Trinidad and Tobago states that:
Where any Minister has been assigned responsibility for any department of
government, he shall exercise general direction and control over that
department; and, subject to such direction and control, the department shall be
under the supervision of a Permanent Secretary whose office shall be a public
office.

In addition, the Ministry of Education’s purpose and mandate are detailed in the Education
Act, Chap 39:01. This Act articulates the powers, functions and responsibilities of the Minister
to ensure:
a) the promotion of the education of the people of Trinidad and Tobago, and
the establishment of institutions devoted to that purpose by means of which
he shall thereby contribute towards the development of the human
resources, physical, mental, moral and spiritual of the community
b) the establishment of a system of education designed to provide adequately
for the planning and development of an educational service related to the
changing needs of the community
c) the effective execution of the education policy of the Government.

In the context of its mandate, the Ministry of Education has established its strategic direction.
The Ministry’s purpose has been clearly articulated in its Mission statement, complemented
also by its Vision, i.e. its future state, resultant from long-term, successful and positive change.
The common principles, ideals and desired culture, which unite the Ministry are characterised
in our Core Values, as detailed below:

Vision Statement
To provide modern, relevant, quality, equitable education for all.

1
Mission Statement
To nurture confident critical thinkers by creating enabling conditions and diverse educational
pathways that engineer social consciousness and sustainable development.

Core Values
The MOE is an innovative organisation, coordinating systems for lifelong learning and
adhering to principles of accountability, productivity and equity.

Purpose and Scope

The COVID-19 pandemic brought with it national and global changes which resulted in
unprecedented risk to children's education, protection and wellbeing, especially for the children
of the poorest and most disadvantaged families. In this context, the Government of the Republic
of Trinidad and Tobago sought to develop a new policy paper to reflect the changing
environment and priorities in the education sector.

This Education Policy 2023-2027 supersedes the Education Policy Paper 2017-2022. It builds
on the recommendations, initiatives and achievements of the earlier document, through
ongoing research, further analysis and continued engagement of all interested parties regarding
the difficult issues challenging the Trinidad and Tobago education landscape.
This Policy was developed through consultations with key stakeholders in education including
teachers, students, parents, specialists in the field and members of the community. The Ministry
believes that this interactive approach better facilitates sharing of ideas among policy makers
and those who are influenced most directly by the outcome.

While the scope of this Policy is wide-ranging in nature and application, it adopts an
incremental approach to tackling the issue of curriculum reform largely in the primary as well
as the technical/vocational sub-sectors of the education system. It is intended to provide the
Ministry of Education with the policy direction to guide its strategic actions in the formulation
of programmes, projects and action plans for the period 2023-2027. The Policy also addresses
cross-cutting issues which affect the governance and management of the entire education
system.
Consistent with the approach taken in the 2017-2022 Education Policy Paper, this 2023-2027
Policy recognises that achievement of the goals identified hereunder necessitates an improved

2
and better resourced governance and administration system at the Head Office and District
levels. Consequently, the Ministry of Education is challenged to leverage technology to
optimise organisational and individual performance.

Policy Development Process

This Policy takes into consideration a variety of source information, namely:

 National, regional and international reports and background papers
 Reports prepared by various consultants on education-specific topics such as testing
and assessment, and benchmarking of selected policy areas
 Reports prepared internally by the Ministry, such as the Report on National
Consultation on Education after the hosting of same
 In-depth analysis of various countries’ policy documents including education reform
and best practice
 Brainstorming sessions considering both the external and internal environments, the
macro-context, as well as the Ministry’s capacity, management and processes, and core
resources
 Meetings with various education stakeholders and internal clients, including parents,
teachers, students, senior technical staff and Heads of Divisions/Units.

National Consultations

The Ministry of Education hosted a National Consultation on Education 2020: Transforming

Education “It Takes a Village” in November 2020, to engage the public on emerging issues in
the education system with a focus on the following areas:
 The conduct of the Secondary Entrance Assessment (SEA) and transition to secondary
school
 The Concordat
 Curricular reform
 Blended learning
 Teacher training and development
 The role of parents/guardians in education
 The role of the Teaching Service Commission.

This Consultation brought together key stakeholders in the education system to ensure that all
intended results and outcomes were achieved to impact the following domains:
i. Supporting inputs (family, community and Ministry)
ii. Student characteristics (intelligence, motivation, health and nutritional status)
iii. Enabling conditions (effective leadership, capable teaching force, high instructional
time in school)
iv. School climate (high expectations, order and discipline, organised curriculum,
rewards and incentives for teachers, male and female students)

3
 v. Teaching-learning (high learning time, variety in teaching strategies; frequent
student assessment and feedback)
vi. Learning outcomes (knowledge, attitudes and competencies that pupils acquire)
vii. Student outcomes (participation, academic achievement, social skills).

The following recommendations were proffered across the areas of focus:

 monitor and evaluate the training provided to teachers in the new online modalities
 prioritise funding for schools
 include 21st century skills in the curriculum
 increase the quality of communication and collaboration between parents, NGOs
and other stakeholders in education
 ensure adequate dissemination of information to various stakeholders
 develop an assessment framework that spans both primary and secondary levels
 develop a clear policy for the transition from primary to secondary school
 develop a more equitable education system.

Emanating from the National Consultation on Education 2020, the Ministry of Education
identified eight areas as strategic goals, which formed the basis for the Education Policy 2023
– 2027. These areas are:
1. Amendment of the Education Act
2. Human Resource Development
3. Equity in Quality Education
4. Curriculum Reform
5. TVET Revitalisation
6. Digital Transformation
7. Transition of Learners through the Education System
8. Enabling Student Success.

The Ministry of Education re-engaged stakeholders in the first (Phase I) and second (Phase II)
quarters of fiscal 2022 with respect to the eight identified areas. The aims of this re-engagement
were to:
 elicit strategies and recommendations for treating with various issues and problems
occurring in the education system
 inform the reform of curricular content, instructional practices and assessment
frameworks in the context of COVID-19 and beyond
 examine sector-based systems, processes, policies, regulations and programmes to
arrive at increased relevance and efficacy
 facilitate discussion among all education stakeholders, taking into consideration their
expertise, perspectives and ideas (for alternative actions)
 increase the transparency of policy making in the education sector
 identify and mitigate the negative effects and practical problems caused by the COVID-
19 pandemic with respect to the areas of focus of the consultations.

4
In Phase I, meetings were held with the National Advisory Committee on Education and wider
stakeholder groups to gain feedback on the draft Concept Note, which had been prepared by
the Ministry for the conduct of the public consultations. These stakeholders provided feedback
on behalf of the organisations represented, as well as in their individual professional capacity
and experience. This feedback then contributed to the formulation of the final Concept Note.
This phase of the consultations took place from December 1st to December 17th, 2021.

Phase II consisted of public consultations during the period January 31st to February 9th, 2022.
Members of the public, including stakeholders, were engaged via Town Hall meetings and
interactive virtual public meetings. In these fora, information was shared on the various
Ministry strategic goals and objectives as well as the recommended activities from the working
stakeholder group meetings. Comments, questions and feedback were addressed by the
respective panels and distilled for inclusion in this Policy.

Limitations of the Policy

This Policy addresses crucial issues within the education sector ranging from curriculum
reform and TVET revitalisation to digital transformation, equity, and human resource
development. While due diligence was observed to ensure comprehensive coverage, the areas
of concern are not exhaustive. As such, the Policy also discusses cross-cutting issues which
affect the governance and management of the entire education system.

This Policy precedes and establishes the foundation for the strategic planning process for the
Ministry. The Implementation Plan attached hereto identifies the key programmes and projects
aligned to each strategic objective, and is by no means exhaustive. It is the Ministry’s intention
to continue to develop and implement programmes and projects to bring the policies contained
herein to fruition.

5
 Section II: Policy Context
__________________________________________________________________________________

Education is recognised as a fundamental right in Trinidad and Tobago. Our commitment, by

virtue of the Education Act, Chap. 39:01, provides constitutional authority for governance and
management in the sector. The Act empowers the Minister of Education, inter alia, to promote,
establish and execute a system of education in accordance with the educational policy of the
Government. The overall governance of the sector is centralised within the Ministry of
Education and other relevant state agencies. Notwithstanding its comprehensive framework,
the Ministry of Education is aware of several gaps to be filled, to effectively govern current
realities and developments within the education sector. As a result, legislative reforms are being
undertaken in key areas, to provide adequate coverage across all levels of education for
example, the inclusion of Early Childhood Care and Education (ECCE), post-secondary and
tertiary sectors.

The International Perspective

Education and the Sustainable Development Goals

Adopted by all United Nations Member States in 2015, the 2030 Agenda for Sustainable
Development (the 2030 Agenda or the Agenda) provides a shared blueprint for peace and
prosperity for people and the planet, now and into the future. Table 1 displays Trinidad and
Tobago’s Vision 2030 Goals and their relation to the Sustainable Development Goals (SDGs).
Table 1. Vision 2030 Goals and SDG Goal 4

Vision 2030 Long-Term Medium-Term Short-Term Sustainable

Goals Goals Goals Goals Development Goal 4
1‒15 Years; 1‒10 Years: 1‒5 Years;
2016-2030 2016-2025 2016-2020
People 4. Our 5. Trinidad and 7. Trinidad and Ensure inclusive and
First: population will Tobago will have Tobago will have equitable quality
Nurturing be diversely a seamless, a modern, relevant education and
our Greatest educated, reformed, high- and accessible promote lifelong
Asset innovative and quality education education and learning and
entrepreneurial and training training system opportunities for all
system

The Ministry of Education recognises that meticulous planning is critical. Goal 7 (Table 2) of
the National Development Strategy (NDS) indicates that: Trinidad and Tobago will have a
modern, relevant education and training system (pp. 90, 91). In the short term, the education
system must be made modern, inclusive, accessible and relevant. Modern pertains to
establishing a sustainable plan to ensure that basic school infrastructure is maintained and
upgraded. Accessibility includes ensuring that the educational requirements of students with
special education needs are met, toward greater equity. This includes persons with learning
disabilities.

6
The relevance of the education system to the development needs of the economy in terms of
closing the current gap between the demand and supply of labour; and meeting the medium
and long term needs of the country will also be immediately tackled. The MOE will also ensure
that positive values and behaviours are instilled in our nation’s youth, towards building a
progressive society and a disciplined workforce.

Table 2. Strategic Objectives/Initiatives of Goal 7

Strategic Initiatives/Actions
7.1 Adopt best practices in education administration
Our education system must adhere to international best practice in areas such as:
 compulsory teacher skills upgrade and training at all levels of the education
system
 knowledge of up-to-date teaching methods such as the use of ICTs and
particularly those that support innovation and entrepreneurship
 provision of clear prospects for career advancement for all teachers
 modernising the legislation governing the education system.
7.2 Maintain and upgrade school infrastructure in terms of:
 adequate maintenance of existing school infrastructure
 upgrade of existing school infrastructure to facilitate curricular requirements
and equitable access to modern facilities
 outfitting of schools with the relevant IT infrastructure to ensure that they have
free access to fast, broadband internet.
7.3 Revise the school curriculum to emphasise core values, nationalism and workforce
readiness skills
The curriculum should include the following:
 core values inclusive of discipline, production, tolerance, civic responsibility
and lifelong learning
 knowledge of our cultural diversity to promote cohesiveness
 our country's history and geography
 workforce readiness skills like problem solving, innovativeness, creativity
along with entrepreneurial abilities
 a culture of research and development at all tertiary level institutions, both
public and private
 sports, culture and physical education must also be fully integrated.

The relevance of the education system to the skills needs of the economy must be
addressed towards an effective labour market system. This will help close the existing
skills gap and reduce the migration of skilled citizens.
7.4 Promote a fair system of education and training at all levels
Government will ensure that tertiary education remains accessible to all citizens
through:
 continued provision of financial support systems and funding mechanisms such
as GATE, HELP, scholarships, bursaries
 incorporation of mechanisms for second chances for students at all levels
 continued provision of assistive devices in the classroom for students with
disabilities.

7
The Regional Perspective

CARICOM Regional Educational and Human Resource Development (HRD) 2030 Strategy
and Action Plan
The CARICOM Regional Educational and Human Resource Development (HRD) 2030
Strategy and Action Plan is expected to guide the human resource development, as well as
education and training directions and priorities of Member States of CARICOM leading up to
2030. In concert with the United Nations Sustainable Development Goals, the key educational
thrusts identified for the CARICOM region between now and 2030, are identified as follows:
 Inclusive Education that places emphasis on the provision of educational opportunities
for the broadest range of learners, including those with differing abilities who need
special learning contexts
 Equitable Education that stipulates the equal provision of a variety of educational
opportunities appropriate for learners who have varying learning profiles and who may
not be able to learn in the traditional classroom governed by teacher-talk
 Quality Education that includes the preparation of teachers, the relevance of the
curriculum, the availability of resources for the classroom and teachers, and the
competence of the management of the schools in which teachers must operate, resulting
in improved learner performance and recognised certification of skills, competencies
and attitudes
 Promotion of Lifelong Learning that advocates for the availability of educational
opportunities for adults, members of the workforce, second-chance learners and those
who decide to return to learning after the traditional school age.

This document also identifies, as essential for the 21st century learner, the following
competencies that were taken into consideration in the development of the student learning
outcomes:
 cultural literacy
 ecological literacy
 knowing how to learn
 knowing oneself
 technological skills
 scientific literacy.

The National Perspective: Priorities for Development

National Development Strategy 2016 – 2030 (Vision 2030)

The National Development Strategy (NDS) 2016-2030, Vision 2030 emphasises the necessity
to nurture the country’s human capital and acknowledges that national advancement is centred
on the development of a nation’s citizens. This is captured under Development Theme 1:
Putting People First - Nurturing our Greatest Assets. Of note to the education sector and the
development of an Education Policy, is the recommendation to nurture citizens who are more
creative, innovative and entrepreneurial, beginning with investment in education. Policy
positions on the future of education must also be guided by the recommendations of the

8
Roadmap to Recovery Committee and the Community Recovery Committee. These highlight
the need to diversify and transform the economy while leveraging digitisation; making food
security a reality; and leaving no one behind while focussing on equity and empathy.

As the nation moves forward, it is important that the education sector confronts the substantial
learning loss and increased inequalities created due to the pandemic, and supports the
development thrust of the Government. To this end, the Ministry of Planning and Development
supports the development of an Education Policy for the period 2023-2027.

Economic Development and Diversification

Like many countries across the globe, Trinidad and Tobago’s path to economic recovery from
the COVID-19 pandemic is marred by higher than usual debt levels and diminished revenues
due to increased social expenditure and reduced economic activity. Additionally, the changing
global socio-economic landscape has seen an increase in ageing populations and a shift toward
greater demand for technologically driven solutions that enhance efficiency, accessibility and
improve connectivity. Furthermore, the need to create a greener, more environmentally
sustainable planet will have significant impacts for energy-producing countries such as
Trinidad and Tobago.

Over the medium term, emphasis will be on areas such as the marketing and rebranding of key
growth sectors; re-evaluating key value chains for growth potential; creation of special
investment funds; building the country’s human capital capability; and building critical
infrastructure that supports growth and development within key sectors. Creating a diversified
and knowledge intensive economy is at the core of building international competitiveness,
stimulating new areas of economic growth and moving up the value chain. To transform the
economy into a knowledge driven one, priority will be placed on increasing research capacity,
raising funding for such research and innovation, strengthening the governance structures and
improving education and training.

If Trinidad and Tobago is to provide an environment that fosters the creation of high-value
jobs, a highly skilled workforce and increased research, it needs an education system that can
facilitate the establishment of new industries. This will in turn increase productivity, generate
jobs and add economic value.

In keeping with the recommendation of the NDS Theme 1 to nurture citizens who are more
creative, innovative and entrepreneurial, tertiary education is critical for the formation of a
knowledge-based economy. University linkages with industry advance the innovative capacity
of firms. In this regard, the establishment of Centres of Excellence (CoEs) will be pursued in
sectors such as agriculture and agro-processing; creative and cultural industries; energy
services, maritime and aviation services, food and beverage, waste management, and
information and communication technology (ICT). Government will commence with the
development of a CoE for Agriculture and Biotechnology.

In addition, high-quality tertiary education systems lead to high-level employment skills, which
in turn can sustain a competitive research base. To identify the skills needed to support private

9
sector investment and activities, a National Manpower Plan1 will be developed and
implemented. The Plan seeks to coordinate the needs of suppliers and users of labour in key
sectors over the medium-term. These sectors include Agriculture and Agro-Food Processing;
ICT Platform Services; Maritime and Aviation Services and Energy Engineering Services.

Human Resource Training and Development

The advancement of human resource training and development, in the education sector,
requires the re-commitment to teacher training, holistic development of students and the
delivery of high-quality education to students at all levels of education. New teaching methods,
as well as early identification of learning disabilities and psychological concerns among the
student population, will aid teachers to transform the learning environment. Special attention
is also to be paid to students affected by learning loss, drop-outs, underperforming males and
students residing in at-risk communities. To develop holistic students and deliver high-quality
education, emphasis must be placed on building resilience, critical thinking, problem-solving,
creativity, innovation and entrepreneurial skills. Other areas of focus include the promotion of
wellness, nutrition, and physical education, and greater incorporation of STEM/STREAM2
education and modern agricultural techniques, which will facilitate economic diversification
and growth.
Equally important is the urgent need to transition to digitalisation, which will also assist with
the promotion of online education and lifelong learning. The promotion of progressive values,
attitudes and behaviours (VABs) is also essential in the development of the nation’s human
capital. This will further support the development of holistic citizens, and not only those who
are aptly skilled in the realm of academics. Further, it is critical that monitoring and evaluation
tools are instituted to track the alignment of the education system, inclusive of private
educational institutions’ output, to the development needs of the economy.

Moreover, it is paramount that the education system is re-imagined and strategically positioned
to meet the future challenges of climate change, employment and work, poverty, technological
changes, health, and economic inequalities. The sustainability and effectiveness of the
education system depend on this re-imagination, as the education sector has a major role in
propelling the economy along its developmental path.

1
National Manpower Plan - T&T's National Manpower Plan aims to: prepare our youth for the jobs of the
future; close skills gap between labour demand and supply; encourage and develop small businesses; and reform
the education and training system to provide appropriate / certifiable paths for students with varying abilities. –
Source: http://www.news.gov.tt/content/ministry-planning-and-development-receives-100000-usd-united-
nations-children%E2%80%99s-fund%E2%80%99s-genu#.Y4UnoXbMJPY
2
STEM – Science, Technology, Engineering and Mathematics; STREAM – Science, Technology, Research,
Engineering, Arts, and Mathematics.

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Public Expenditure on Education - Five-year Academic Trends

Education and Training

The Education 2030 Framework for Action3 set nationally appropriate spending targets for
education as follows:
 allocating at least 15% to 20% of public expenditure to education; and/or
 allocating at least 4% to 6% of Gross Domestic Product (GDP) to education.

The Ministry of Finance, in presenting the national budget, divides the country’s total budgeted
expenditure among the major sectors of the economy. The Government’s commitment to
education is evidenced by the fact that since the 2017/2018 fiscal year, Education and Training
has received the largest allocation from the national budget when compared to other major
sectors.

Cost of Education

The total expenditure of the Ministry of Education in relation to total Government expenditure
over a five-year period is shown in Table 3. The total contribution of the Ministry of Education
to total Government expenditure hovered around 9.4% over the period 2017/2018 to
2021/2022.

Table 3. Public Expenditure on Education – Fiscal Years 2017/2018 to 2021/2022

Fiscal Year 2017/2018 2018/2019 2019/2020 2020/2021 2021/2022
Total Budget (TB) [TTD Bn] 56.1 56.8 59.7 58.9 59.6
Education’s Budget [TTD Bn] 5.8 5.8 5.5 5.0 5.2
Education’s Budget as a % of TB 10.3 10.2 9.2 8.4 8.8
Source: Estimates of Expenditure for the Financial Years 2018-2022, Ministry of Finance

Expenditure of the Ministry of Education in relation to Total Government Expenditure

The estimate of total Government expenditure for the 2021/2022 fiscal year is
$59,617,902,000, a minor increase from the revised estimates of expenditure of
$58,880,041,510 in 2020/2021. Of this amount, the Ministry of Education was allocated 8.8%
of total Government expenditure or $5,247,082,000 for the 2021/2022 fiscal year.

3
The Education 2030 Framework for Action was adopted by 184 UNESCO Member States on 4 November
2015 in Paris. It aims at mobilising all countries and partners around the Sustainable Development Goal (SDG)
on education and its targets and proposes ways of implementing, coordinating, financing and monitoring
Education 2030 to ensure inclusive and equitable quality education and lifelong learning opportunities for all.

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11
Figure 2 below indicates the total expenditure of the Ministry of Education over the fiscal
years 2017/2018 to 2021/2022.

Figure 2. Expenditure of the Ministry of Education in relation to Total Government Expenditure

Source: Estimates of Expenditure for the Financial Years 2018-2022, Ministry of Finance

Expenditure of the Ministry of Education

The total expenditure of the Ministry of Education is divided into recurrent and development
programme expenditure. Recurrent expenditure reflects money spent on day-to-day operations,
which include personnel expenditure, expenditure on goods and services, minor equipment
purchases, current transfers and subsidies and current transfers to Statutory Boards and similar
bodies. Funds under the development programme are used, primarily, to acquire, upgrade, and
maintain physical assets such as property, plants, buildings, technology or major equipment.

The allocation to recurrent expenditure for the 2021/2022 fiscal year was $4,810,705,000 or
91.7% of the total allocation to the Ministry of Education. This represents an increase of 3.4%
from the revised estimates of expenditure for the 2020/2021 fiscal year.
The allocation toward the development programme for the 2021/2022 fiscal year was
$436,377,000 or 8.3% of the total allocation to the Ministry of Education. This represents an
increase of 28% from the revised estimates of expenditure for the 2020/2021 fiscal year.

Figure 3 shows the trend in the allocation of the Ministry’s total expenditure to recurrent
expenditure and the development programme over the period 2017/2018 to 2021/2022. It can
be observed that over the period, the Ministry utilised, on average, 91.5% of its funds on
recurrent expenditure.

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Figure 3. Recurrent and Development Programme Expenditure of the Ministry of Education
Source: Estimates of Expenditure for the Financial Years 2018-2022, Ministry of Finance

Cost of Education by Level

The education sector is separated among the following levels:
 Early Childhood Care and Education or Pre-Primary Education
 Primary Education
 Secondary Education
 Post-Secondary Non-Tertiary (includes Technical and Vocational Education and
Training) and Tertiary Education.

Expenditure on Education Early Childhood Care and Education to Post Secondary and
Tertiary Levels
Table 4 below shows the allocation and expenditure by Education Sector level over the period
2017/2818 to 2020/2021. The COVID-19 pandemic and resultant school closures would have
impacted the allocations in fiscal 2020/2021 at all levels.

Table 4. Total Annual Expenditure on Education by Level

Level 2017/2018 2018/2019 2019/2020 2020/2021 2021/2022

$ $ $ $ $
Pre-Primary 77,581,966 124,067,350 66,029,193 22,622,575 30,389,457
Primary 1,764,505,204 1,817,154,655 1,732,530,359 1,493,507,913 1,560,201,778
Secondary 1,864,833,538 1,945,743,542 1,857,073,502 1,715,635,253 1,816,500,993
Post Sec & Tertiary 2,091,058,445 1,910,014,659 1,890,315,971 1,761,843,238 1,839,989,773
Total Expenditure 5,797,979,153 5,796,980,206 5,545,949,025 4,993,608,979 5,247,082,001
Source: Estimates of Expenditure for the Financial Years 2020-2022, Ministry of Finance

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Figure 4 shows the total annual cost of education of the Ministry of Education, disaggregated
among the different levels of the education sector. Among all sectors in 2021/2022 fiscal year,
the largest portions of expenditure were allocated to Secondary Education, Post-Secondary
Non-Tertiary and Tertiary Education, which averaged 33.6% and 34.7% of the total
expenditure of the Ministry of Education over the period. Primary Education incurred the third
largest expenditure of the Ministry, averaging 30.5% over the period. Expenditure on Early
Childhood Care and Education or Pre-Primary Education accounted for 1.1% of the total
expenditure of the Ministry of Education.

Figure 4. Expenditure of the Ministry of Education Disaggregated by Level of the Education

Sector
Source: Estimates of Expenditure for the Financial Years 2020-2022, Ministry of Finance

Educational Outcomes

Primary Education
Academic Performance - Secondary Entrance Assessment (SEA)

Table 5 depicts the academic performance of learners in SEA for the period 2017 – 2021 by
displaying the distribution of mean raw scores attained by learners in each of the three subjects
of Mathematics, English Language Arts and English Language Arts Writing over the period.

Table 5. Distribution of Mean Scores for the Period 2017 to 2021

Mean Raw Scores

Year Mathematics English Language Arts English Language Arts
(100) (100) Writing
(100)
2021 46.8 56.6 56.2
2020 52.9 60.7 57
2019 53.4 53.8 50.1
2018 58.8 57.9 55.5
2017 58 63.8 54.4
Source: Ministry of Education: Educational Planning Division

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The scores in 2019 reflected an adjustment to the SEA testing methodology, and those in 2020
and 2021, the effect of the COVID-19 pandemic, with resultant school closures.

Equity in Access and Participation – Primary Education

There is gender parity among primary school students in Trinidad and Tobago, with an average
gender parity index of one over the five-year period. Boys account for a slightly larger share
(50.8 percent on average) of total primary school enrolment in Trinidad and Tobago over the
period under review. Figure 5 below shows the trend in total male and female primary school
enrolment.

Figure 5. Total enrolment in primary schools during academic years 2016/2017 to 2020/2021
Source: Ministry of Education: Educational Planning Division

Special Education
Access and Participation – Special Education
Most special schools are privately owned. Only 27.2 percent or 12 special schools are public
schools. Table 6 shows enrolment by sex in public special schools for academic years
2018/2019 to 2020/2021.

Table 6. Enrolment in public special schools by sex for academic years 2018/2019 to 2020/2021

Academic Year Male Female Total

2018/2019 354 198 552
2019/2020 353 189 542
2020/2021 333 202 535
Source: Ministry of Education: Educational Planning Division

Equity in Access and Participation – Special Education

There were more (63.8 percent on average) male than female students in public special schools
over the period.

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15
Secondary Education
Academic Performance - Caribbean Secondary Education Certificate (CSEC)
During the five-year period, the percentage of students passing five or more subjects including
Mathematics and English Language (English A) (full certificate), fluctuated between 47.03 and
56.47. Table 7 below provides details on CSEC performance.

Table 7. Pass rates (Grades I, II, III) for students attempting five or more CSEC subjects: 2017-
2021
Year
2017 2018 2019 2020 2021
Students who attempted No. 13 290 13 368 13 589 14 734 13 675
any 5 subjects
Students who attained any No. 7 698 8 175 8 191 9 073 7 487
5 subjects % 57.92 61.15 60.28 61.58 54.75
Students who attempted 5 No. 13 089 13 048 13 342 14 508 13 465
subjects with English A
and Mathematics
Students who attained 5 No. 6 833 7 383 7 169 7 984 6 333
subjects with English A
and Mathematics % 52.2 56.47 53.73 55.03 47.03

Source: Ministry of Education: Educational Planning Division

Academic Performance - Caribbean Advanced Proficiency Examination (CAPE)

The percentage of subject entries receiving passing grades ranged from 95.2% to 93.39% over
the five-year period. Table 8 below provides details of performance at various Grade levels.

Table 8. Number and Percentage of CAPE Subject Entries attaining Acceptable Passes 2017 to
2021
Unit I & II
2017 2018 2019 2020 2021
Grade I 9 556 9 201 11 006 10 806 8 908
(27.35) (26.12) (31.46) (30.20) (27.06)
Grade II 8 978 9 328 8 623 9 529 8 364
(25.7) (26.48) (24.65) (26.63) (25.41)
Grade III 7 237 7 495 6 747 6 883 6 708
(20.71) (21.27) (19.29) (19.24) (20.38)
Grade IV 4 654 4 889 4 322 4 451 4 381
(13.32) (13.88) (12.35) (12.44) (13.31)
Grade V 2 715 2 596 2 500 2 391 2 565
(7.77) (7.37) (7.15) (6.68) (7.79)
Total 33 140 33 509 33 198 34 060 30 926
Passing (94.85) (95.11) (94.9) (95.2) (93.39)
Source: Ministry of Education: Educational Planning Division

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Access and Participation – Secondary Education
Figure 6 below shows the trend in secondary school enrolment over the period 2016/2017 to
2020/2021.

99000
97000
Total Enrolment

95000
y = 447.6x + 91838
93000
91000
89000
87000
85000
2016/2017 2017/2018 2018/2019 2019/2020 2020/2021
Academic Year

Figure 6. Total enrolment in secondary schools during academic years 2016/2017 to 2020/2021
Source: Ministry of Education: Educational Planning Division

Equity in Access and Participation – Secondary Education

At the secondary education level, there is gender disparity in favour of females, with an average
gender parity index of 1.1 over the five-year period. Females also account for a slightly larger
share (51.9 percent on average) of total secondary school enrolment in Trinidad and Tobago
over the period under review. Figure 7 shows the trends in total male and female secondary
school enrolment. Both male and female enrolment followed similar patterns over the period.
However, the increase in secondary school enrolment was more evident among males (2.9
percent increase) compared to females (0.3 percent increase).

Figure 7. Total enrolment in secondary schools by sex for academic years 2016/2017 to 2020/2021
Source: Ministry of Education: Educational Planning Division

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 Section III: Policy Statements
__________________________________________________________________________________

Amendment of the Education Act, Chapter 39:01

Overview
A recurring theme during the consultative process was the inadequacy of the Education Act
(promulgated in 1966) to meet the demands of an expanded and enlightened education sector.
The Act does not provide for the governance of the ECCE, post-secondary, TVET and tertiary
sectors. Moreover, it has left the Ministry separated from the enforcement ability in the
management of matters relating to compulsory school age, bullying, parental responsibility,
the roles of certain key stakeholders, among others. The Ministry, therefore, identified the
amendment of the Education Act as a major priority, as denoted in the Education Policy Paper
2017-2022, to enhance the legislative and procedural framework for the exercise of the required
levels of governance, guidance and control.

In February 2019, Cabinet approved the amendment of the Act and preliminary discussions
were initiated between the Ministry of Education and the Legislative Drafting Department
(headed by the Chief Parliamentary Counsel) of the Ministry of the Attorney General and
Minister of Legal Affairs.

In the consultations leading up to this Policy (2023–2027), new issues arose relative to the
proposed amendment of the Education Act. In addition, the impact of the COVID-19 pandemic
on the education sector brought to the fore other issues which need to be addressed in order to
provide a comprehensive, enabling legislative and regulatory environment.

STRATEGIC GOAL
To ensure that the legislative framework reflects a modern and high-quality education system

STRATEGIC OBJECTIVES
The major strategic objectives to be achieved in the proposed amendment of the Education Act
and supporting Regulations are as follows:

Strategic Objective I
Include Early Childhood Care and Education (ECCE), Special Needs Education; Post-
secondary, TVET and Tertiary Education Sectors in the Education Act

Policy Direction
 Define the various levels of the education system:
 formalise the use of the UNESCO Institute for Statistics definitions of the various
levels of the education system
 Provide for management, quality standards, and monitoring of public and private
institutions operating at the various levels

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18
  Enhance the provision of student support services at all levels of education, including
ECCE
 Ensure that the amended Education Act gives adequate consideration to diverse learners
as well as students with special needs

Strategic Objective II
Include provisions for treating with student truancy in both physical and remote school
modalities

Policy Direction
 Establish a management framework and support mechanism for parents and students:
 introduce truancy reduction programmes that focus on school, home and
community factors as well as personal psychological characteristics
 use data analytics to explore root causes of truancy
 develop strategies for preventing truancy such as early warning systems, school or
community-based mentoring programmes, stronger student-staff relationships

Strategic Objective III

Enhance the provisions for home schooling

Policy Direction
 Provide for registration, management, monitoring for adherence to quality guidelines,
and support for parents and students engaged in home schooling
 Implement and monitor the Home Schooling Policy which was approved by Cabinet in
April 2023 (a copy of the Policy is attached as Appendix A)
 Provide a regulatory framework for home schooling of foreign nationals and non-
English speaking children

Strategic Objective IV
Enhance provisions for the governance of private educational institutions

Policy Direction
 Improve stipulations for registration and management of private educational
institutions. The policy for the Registration of Private Schools in Trinidad and Tobago,
a copy of which is attached as Appendix B, was approved by Cabinet in June 2023
 Establish a quality assurance mechanism:
 establish the Education District Inspectorate4
 develop and implement monitoring, reporting and compliance procedures.

Strategic Objective V
Strengthen the provisions to govern the suspension of students from attending school

4
Cabinet agreed in 2014, to the employment on contract, of 7 District Inspectors of schools. This is intended to
fulfil an independent quality assurance function.

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Policy Direction
 Develop and implement a comprehensive disciplinary system, which includes measures
to mitigate suspensions such as the National School Discipline Matrix
 Review internal policies and procedures to ensure that administrative measures are in
place to provide the necessary support to the strengthened provisions of the new
Education Act:
 promote academic and career development for teachers and administrators
 infuse a culture of adherence to the highest standards in education
 develop a business continuity policy for emergencies/disruptions in the
education sector
 strengthen the Ministry’s networking and consultative procedures
 develop policies to ensure adherence to various procedures

Human Resource Development

Overview
Human Resource Development (HRD) is defined as the process of increasing the knowledge,
skills, and capacities of all people in a society (Harbison & Myers, 1964). Within business and
management literature and within the Ministry of Education (MOE), HRD focuses on attaining
or upgrading the skills and attitudes of employees at all levels to maximise the effectiveness of
the enterprise (United Nations Educational, Scientific and Cultural Organisation).

Internationally, HRD is considered a driving force in sustainable development. The adoption

of Sustainable Development Goal (SDG) 4 - to provide Quality Education - is in alignment
with the national outcomes of Vision 2030. It outlines a country’s understanding of the role of
HRD in fostering sustainable development and commitment to its advancement. Effective
HRD requires the smooth execution of a range of management processes. In the context of
Trinidad and Tobago, two such processes deserve particular attention, namely, training and
performance evaluation, as they impact the development of skills, knowledge and motivation.
The Ministry is committed to improving these processes with the aim of strengthening the
performance of the human resources (school personnel) at the Ministry, District and school
levels.

With respect to training, the Ministry will adopt a strategy that starts with the identification of
needs, relies on a variety of training approaches, and promotes collaboration. Its aim is not only
to develop skills, but also to change attitudes in education administration and the schools.
Performance evaluation can be a genuine source of motivation when it moves away from
routine appraisals, to become a process aimed at identifying areas of weakness and strength,
and translates into support and guidance.

The execution of these two essential functions can become more effective with system-wide
digitalisation from the central Ministry to the District and school levels.

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STRATEGIC GOAL
To improve the functioning and performance of human resources through the continued
adoption of modern technology and methodologies

STRATEGIC OBJECTIVES
The major strategic objectives to be achieved to improve the functioning and performance of
human resources are as follows:

Strategic Objective I
Equip teachers with the requisite knowledge, skills and training to function effectively in a
digitally transformed education system

Policy Direction
 Benchmark national recruitment and training policies to ensure relevance to curriculum
adjustments and internationally established standards
 Advocate for student-centred approaches in the classroom
 Assess the quality of teacher resources available at schools
 Introduce a range of options inclusive of support systems to equip educators, school
leaders and supervisors to navigate the complexities of the education system:
 restructure, retrain and redistribute support staff to bolster competence among
teachers, administrators and key staff of the MOE
 Reconceptualise education and its delivery through continuous professional training for
teachers, administrators and key staff of the MOE utilising both traditional and virtual
modalities:
 establish a National Online Open School of Trinidad and Tobago5
 leverage regional and international partners {UNICEF and Commonwealth of
Learning (COL)}
 provide training in an array of strategic pedagogical techniques, tools and
infrastructure that will enable teachers to effectively respond to learners’ diverse
educational needs inclusive of Special Education Needs
 provide training to staff to facilitate operating in a VUCA6 environment
 encourage the development of professional learning communities at the school and
fraternity levels, incorporating the concept of mentorship, to provide guidance and
support for teachers/administrators to increase their skills and knowledge, and
enable optimal performance of their duties
 expand teaching and learning strategies with consideration for remote teaching and
online learning
 Facilitate access to hardware and software for teachers and management personnel

5
The focus will be upskilling of principals and teachers.
6
VUCA stands for volatility, uncertainty, complexity, and ambiguity. It describes the situation of constant,
unpredictable change that is now the norm in certain industries and areas of the business world. VUCA demands
that you avoid traditional, outdated approaches to management and leadership, and day-to-day working. Managing
in a VUCA World - Mind Tools https://www.mindtools.com

21

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Strategic Objective II
Improve the efficiency of key human resource processes through digitalisation

Policy Direction
 Assess the existing systems and procedures with a view to improving efficiency and
effectiveness:
 develop and implement a change management strategy and attendant plan, with a
view to positively shifting the culture and philosophy of the Human Resource
Management Divisions (HRMDs)
 review the structure of the HRMDs to increase the efficacy of human resource
management and development processes
 Optimise the performance of the HRMDs via the continued:
 implementation and integration of robust ICT infrastructure and systems
(hardware, software, storage and retrieval, cyber security) that support internal
and external users
 implementation and integration of e-systems such as iHRIS
 provision of requisite training
 Continue efforts to digitise and digitalise key human resource services at the MOE,
inclusive of processes, files, records, reports and introduce e-forms and digital
signatures to increase efficiency
 Develop a robust succession planning process supported by iHRIS and other e-systems
to facilitate continuity
 Increase efficiency of the Substitute Teacher system:
 upgrade the Substitute Teacher database and application process
 Critically analyse the relationship between the Chief Personnel Officer (CPO),
Teaching Service Commission (TSC) and the MOE, to promote greater collaboration
and efficiency:
 digitise and digitalise key systems and processes

Strategic Objective III

Improve staff performance by leveraging the performance appraisal process and digitalised
systems

Policy Direction
 Digitise performance management systems, inclusive of accountability features to
assess performance levels:
 integrate surveys into the Learning Management System (LMS) to track teacher
progression and identify competency gaps, to facilitate targeting of individuals and
subject teachers for professional development
 Modernise performance appraisal systems to complement the technology and
methodology:
 link the appraisal process to a robust retraining and upskilling plan to address
assessed weaknesses

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  Conduct job evaluation exercises, review job specifications and make continuous
professional development mandatory for teachers with special focus on areas such as
pedagogical software, developmental needs and engagement and formative assessment:
 provide holistic professional development in areas such as Alternative Dispute
Resolution (ADR)
 Develop a succession planning process that incorporates the provision of opportunities
for delegation of authority geared toward strengthening the capabilities of principals,
teachers and other key personnel:
 Establish a framework for principals’ involvement in recruitment of staff
 Develop a policy for professionalisation of the teaching service:
 detail the requirements of effective teacher preparation
 ensure greater alignment of job opportunities to training needs

Equity in Quality Education

Overview
The highest performing education systems are those that combine quality with equity. Quality
education is one that focuses on the whole child - the social, emotional, mental, physical, and
cognitive development of each student regardless of gender, race, ethnicity, socioeconomic
status, or geographic location. It prepares the child for life, not just for testing (ASCD-EI-
Quality-Education-Statement.pdf; OECD, 2012).

Equity7 in education means that personal or social circumstances such as gender, ethnic origin
or family background, are not obstacles to achieving educational potential and that all
individuals attain an acceptable education and contribute meaningfully to society. In these
education systems, many students could attain high-level skills, regardless of their personal
and socio-economic circumstances.

A key component of government’s strategy is to provide equitable education through the

provision of free education from early childhood to secondary level, with opportunities for the
provision of free tertiary education to the most vulnerable.

However, equity in quality education goes well beyond simply putting children in classrooms.
Without high quality education, today’s youth will not be able to acquire the knowledge, skills
and attitudes required for personal development and function as productive citizens in an
increasingly technological and competitive global environment. Governments can prevent
school failure and dropout by employing a two-pronged approach: firstly, the elimination of
policies and practices that hinder equity and secondly, targeting low achieving schools or those
facing challenges.
STRATEGIC GOAL
The implementation and monitoring of the quality of educational offerings to ensure the
maintenance of acceptable levels of equity by all institutions

7
Definition of equity – Source: https://asiasociety.org/education/equity-and-quality-education

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STRATEGIC OBJECTIVES
The major strategic objectives to be achieved through the implementation and monitoring of
the quality of educational offerings are as follows:

Strategic Objective I
Assess equity in quality education at schools in Trinidad and Tobago

Policy Direction
 Assess equity in quality education at schools:
 conduct research to determine the current state of equity and quality within the
education system
 review the existing structures in the education system
 determine the factors and resources which contribute to a high-quality educational
offering at schools
 review and assess the association between underperforming schools and poor
management/teaching
 examine specific school contexts such as schools in at-risk areas
 develop a holistic framework, which addresses both equity and equality to ensure
that students are receiving quality education despite personal or social
circumstances
 Identify resourcing gaps which result in a less than optimal quality of education being
offered at individual schools and implement intervention methods to address same:
 examine the following resources: infrastructure, teaching methods, rules and
regulations
 provide adequate funding for schools
 continue to monitor schools for accountability and transparency in the use of State
funds
 explore the use of various mechanisms and strategies to bridge the gap8 between the
closing and opening of the financial/fiscal years
 improve the physical environment for teachers and students

Strategic Objective II
Improve the quality of education offered at schools in Trinidad and Tobago

Policy Direction
 Reinforce the mandatory development of School Development Plans by all schools and
ensure increased monitoring of the implementation of same:
 facilitate successful implementation of School Development Plans
 assess the resource needs in schools and provide resources equitably to improve
the quality of education
 establish an Academy for training principals

8
This speaks to the provision of funds during the period between the close of one fiscal year and the first release
of funds in the following year.

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  distribute human and financial resources equitably and consistently across the
system
 manage class sizes for effective teacher monitoring and student assessment
 use teachers’ aides and relevant additional personnel to assist in the classroom
 Develop communities of practice to foster collaboration between and among teachers
and principals to exchange their knowledge about their schools and community/
environment
 Develop and implement workshops to motivate teachers to be innovative in their
curriculum delivery methods
 Establish mechanisms to address teacher motivation, culture/mindsets:
 determine the cause(s) of teacher absenteeism and address same by providing
targeted professional development opportunities
 provide training around teacher creativity to address different student needs
 introduce workshops to motivate teachers to be innovative
 formalize school networking – link low-performing schools with high-
performing schools through staff mentorship for capacity building and
knowledge transfer
 develop professional learning communities within the school for improvement
in teaching, learning and school management
 expand curriculum and teaching modalities to link core areas such as literacy,
numeracy, science, technology, research, engineering, the arts, and
mathematics (STREAM), to real-life applications
 Establish programmes that contribute to the development of students as well-rounded
and productive citizens:
 develop community/school partnerships to widen community outreach
 continue to frequently monitor student development and progress
 establish a system of mentorship within schools
 roll out the Patriotism Policy and the Policy for Cultural Transformation
through Curriculum Enhancement which were approved by Cabinet in April
2023 and July 2023 respectively (copies of these Policies are attached as
Appendices C and D)
 Continue to promote vocational education and life skills as part of the core secondary
curriculum:
 implement Life Skills programmes/vocational programmes inclusive of values,
self-awareness and interpersonal skills such as empathy and respect
 Maintain the education service delivery mechanisms which provide resources and
support such as meals, transport and books to the most vulnerable
 Review and update the Inclusive School Project to ensure its relevance with current
educational practices:
 provide resources to parents, as well as the vulnerable, underprivileged and
children with disabilities
 provide gifted students with appropriate opportunities to perform at their
potential level
 provide support services for students with physical and learning impairments

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  collaborate with the Ministry of Community Development for retraining and
career development opportunities for parents in the community
 Refocus testing goals toward the development of the child and national development:
 establish early recognition of student needs and Individualised Education
Programmes (IEPs) that support the child at all educational levels
 develop different types of assessments for multiple intelligences
 implement intervention strategies following diagnostic assessment
 Increase stakeholder awareness of concessions/opportunities for equity through
campaigns:
 establish measures to address the needs of disadvantaged schools
 examine and apply existing systems that work – review the Concordat to
determine its potency to empower government schools
 Ensure the appointment of Local School Boards (LSBs) to assist in monitoring and
assist where possible, in the implementation of School Strategic Plans:
 review the functioning of Local School Boards and recommend adjustments to
the LSB Act as required
 re-examine the composition of the Local School Boards to reflect specific school
context
 establish regulations that hold School Boards accountable and introduce a level
of transparency
 develop meaningful links between schools and stakeholders – community,
parents, and private support
 Develop a framework for corporate/philanthropic intervention in schools:
 collaborate with non-governmental organisations (NGOs), Faith-Based
Organisations (FBOs) and other civic organisations through structured systems
such as Memoranda of Understanding (MoUs) to support students

Strategic Objective III

Continue the maintenance and upgrade of school infrastructure and materials

Policy Direction
 Develop a planned and consistent system for addressing infrastructure needs:
 develop a system to audit infrastructure capacity on a standardised basis at every
school, taking into consideration changes in Information and Communications
Technology (ICT) and ICT capacity building
 provide relevant divisions with optimal staffing
 review the parameters that comprise school infrastructure in view of the role of
ICTs
 improve TVET infrastructure, materials and equipment needs
 standardise spaces for basic facilities at all schools – staff room, sick bays, library
and storage
 Upgrade of the School Infrastructure Management System (SIMS) database for
reporting of school infrastructural issues:
 improve implementation of SIMS to address time lags

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  Ensure consistent implementation of repair and upgrade programmes in schools,
including provision of furniture:
 ensure that there is continued consultation between principals, school supervisors
and the Education Facilities Planning and Procurement Division on school repairs
 review the current systems for management of school maintenance and repairs to
facilitate empowerment of administrators
 collaborate with proposed modified Local School Boards to oversee quality of
repairs
 collaborate with civic organisations and private sector to improve Internet
connectivity at schools
 Direct provision of critical materials to schools by the Ministry of Education:
 review current school funding arrangements to ensure adequacy
 introduce District-based Facilities Managers to oversee infrastructural matters at
school clusters

Curriculum Reform - Primary

Overview
Curriculum reform is an essential, cyclic activity necessary for the maintenance of an up-to-
date, relevant curriculum. In a rapidly changing world, curricula must be reviewed and adapted
to ensure that optimal teaching and learning occur on a national level.

After extensive research and wide-reaching consultation, in 2013, a complete revision of the
primary curriculum was undertaken by a team of 80 persons comprising teachers and officers
of the Curriculum Planning and Development Division. In the new thematic, integrated
curriculum, learning outcomes in nine subjects were presented:
 Agricultural Science
 English Language Arts
 Mathematics
 Physical Education
 Science
 Social Studies
 Spanish
 Values Character and Citizenship Education
 Visual and Performing Arts (VAPA)

These outcomes were integrated using themes and further infused by six considerations:
Literacy, Numeracy, Differentiated Instruction, Assessment for Learning, Values and ICT
Integration.

The re-written national primary curriculum was implemented on a phased basis starting in 2013
and achieving full national implementation in 2017. Since its implementation, a global

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pandemic has necessitated drastic changes in how teaching and learning must take place in the
twenty-first century.

The Curriculum Reform project seeks to re-examine the national curricula and attendant
teaching, learning and assessment modalities and propose adjustments that align to
international best practice and provide students of Trinidad and Tobago with the requisite
skills, values, attitudes and beliefs (VABs) to be productive, global citizens.

STRATEGIC GOAL
To revise the curriculum to support the holistic development of 21st century skills and values,
attitudes and behaviours of the ideal Trinidad and Tobago citizen

STRATEGIC OBJECTIVES
The major strategic objectives to be achieved through the revision of the primary school
curriculum are as follows:

Strategic Objective I
Embed level-appropriate Information and Communications Technology (ICT) skills and
certification at the primary level

Policy Direction
 Implement seamless integration of ICT:
 integrate ICT at the primary level (through pre- and in-service teacher training) to
ensure that it is recognised as a tool to facilitate teaching, learning and assessment
 conduct research into age-appropriate exposure to ICT
 infuse basic computer literacy skills
 infuse ICT into all subject areas at the primary level to build capacity and develop
skills, with benchmarking to facilitate formative skill assessment
 pursue certification at the primary level
 ensure that computer labs are commissioned and fully equipped
 Develop a Primary ICT Teacher’s Manual aimed at specifying basic ICT skills per year
level (including keyboarding skills, basic word processing, presentation skills, coding
and programming):
 facilitate teacher training re: infusing ICT into both lesson plans and lessons
 train teachers to administer workshops in coding and other relevant ICT skills
 identify appropriate and innovative applications for teachers and students
 Integrate ICT in curriculum implementation in the classroom to support student
preparedness for hybrid learning through:
 encouraging increased utility of online platforms that can facilitate student- teacher
interaction
 establishment of e-classrooms on the Ministry’s School Learning Management
System (SLMS) for all teachers

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  enhancement of student access to adaptive learning programmes on the SLMS for
self-directed learning
 utilisation of e-books
 Enhance the integration of digital literacy/ICT skills across all subject areas, including
programming and coding
 integrate ICT at all levels of the school system
 introduce computer adaptive software for students with special needs
 expose students to coding, digital literacy and etiquette with requisite benchmarks
 introduce age-appropriate coding through guided workshops and projects
 Introduce mandatory self-directed certification in fundamental digital skills such as
keyboarding, coding, basic research skills and digital citizenship with emphasis on
netiquette
 Partner with organisations that can assist with the training of teachers and students to
learn important skills:
 ensure parental engagement through an induction programme for parents and
guardians to equip them to support and help their children

Strategic Objective II
Strengthen school curricula to develop appropriate competency levels in critical subject areas

Policy Direction
 Develop curriculum architecture with clear structure and cross-cutting themes:
 develop the philosophy of the Ideal Citizen
 implement a Backward Design Model9 in planning to address gaps and issues with
evidence, data and research; ensure a flexible planning programme (curriculum)
to allow for changes
 develop an outcome-based curriculum
 align the curriculum to match changes in the various employment industries to
equip students for new opportunities
 partner with employers and other professional bodies in the curriculum reform
process
 provide flexibility to allow students to pursue different subject areas as opposed to
mandatory subjects
 ensure an appropriate number of activities at each level of primary school, allowing
for authentic learning and real-life experiences – task-based activities, team-based
scenarios with simulations and role-play
 provide infrastructure for implementation and adequate monitoring of curriculum
 clarify the role of Science, Technology, Engineering and Mathematics (STEM)
 Focus on the role of teachers:
 review the policy for recruitment and selection of teachers
 foster innovation in teachers to meet the needs of students

9
Backward Design Model - Backward design is a method of designing an educational curriculum by setting goals
before choosing instructional methods and forms of assessment (by Grant Wiggins and Jay McTighe in their book,
Understanding by Design.

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  cater for individual teachers’ training10 requirements through thematic workshops
 Continue participation in international assessments or national assessment systems:
 provide opportunities for citizens to benchmark regionally and globally
 focus on the use of local best practices
 Increase focus on the development of age-appropriate competencies in the following
subjects/subject areas at various levels of the primary school system:
 History of Trinidad and Tobago, Civics and Social Studies
 Digital Literacy, Coding and Programming
 Spanish
 Personal Development (physical, mental, social, spiritual, emotional)
 Mathematics, Financial Literacy
 English Language Arts
 Science, Agriculture and Environmental Studies
 Visual and Performing Arts
 Health, Wellness and Physical Education
 Values, Character and Citizen Education (respect, empathy, resilience)

Strategic Objective III

Train Teachers to adopt pedagogical strategies that enhance the development of 21st century
skills and promote the development of the Values, Attitudes and Behaviours (VABs) of the
Ideal Trinidad and Tobago Citizen

Policy Direction
 Implement programmes to ensure continuous structural assessment/training of
teachers:
 explore changes in teaching strategies
 establish instructional leaders in schools to assist teachers and students in the
change process
 establish mechanisms for monitoring and evaluating teachers
 implement incentives for high performing educators, which allow for
advancement
 Provide continuous professional development to facilitate:
 teacher training at all levels, from ECCE to secondary
 internships and/or placements for teachers within the various industries and
sectors
 use of appropriate strategies to enhance student engagement in both physical and
virtual teaching modalities
 familiarity with current technological solutions that can be utilised in teaching
 integration of thematic teaching for reinforcement of cross-cutting concepts
 early identification of children with learning disabilities/special needs
 establishment of classroom management practices
 Revisit teacher training curricula to ensure alignment with current requirements:

10
The National Online Open School of Trinidad and Tobago will facilitate this training.

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  continue dialogue with all relevant training institutions
 review and revise teacher training curricula as required

Strategic Objective IV
Develop innovative assessment systems to support formative and summative assessment
requirements and ICT integration at all levels

Policy Direction
 Develop a coherent and balanced student assessment system:
 account for the varied needs of stakeholders at different levels of the education
system
 ensure that the assessment system is unified by common, targeted goals for
student learning
 promote the flow of information across levels in an efficient, intentional manner
that informs educational decisions
 ensure high-quality assessments and appropriate use of results to improve student
learning
 review best practices from other educational jurisdictions
 promote the use of assessment practices which consider the developmental levels
of students –merge academics and skills in the evaluation of students, allowing
students the opportunity to maximise their strengths; ensure a curriculum that is
diverse and inclusive of all the aspirations of learners
 implement the following: skill-based courses at the secondary school level with a
view toward certification; formative assessment; CVQ at an earlier stage; a
learning adaptive system (an assessment system that can evaluate both teacher
and student performance with relevant and appropriate feedback)
 monitor the system including the school environment; monitor assessment
practices by teachers; provide the requisite resources to conduct necessary
monitoring; expand the role of curriculum officers in schools to allow for optimal
progress
 Promote the increased use of authentic assessments11, in addition to traditional
assessment methods, that integrate the use of a range of ICT possibilities rather than
the dependence on paper and pencil tests and worksheets. These may include digital
storytelling, audio recordings, simple blogs and vlogs
 Include e-testing, inclusive of digital formats in formative assessment practices
using appropriate productivity tools

Strategic Objective V
Assess a wider range of critical skills and competencies as the basis for completion of primary
school education

11
Jon Mueller describes authentic assessment as a form of assessment in which students are asked to perform
real-world tasks that demonstrate meaningful application of essential knowledge and skills.

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Policy Direction
 Incorporate alternative philosophies and approaches into the curriculum to allow
equality and flexibility for all students:
 adopt a more versatile curriculum
 develop a growth mindset in teachers to take responsibility for improving their
practice
 consider adjustments to the Secondary Entrance Assessment (SEA)
 adopt a Socratic approach12 which allows teachers to interact with their
students
 Introduce an apprentice programme:
 introduce skill/trade studies as part of the co-curricular and extra curricula
activities in primary and secondary schools
 address the need for merging school with real life tasks/requirements and
encouraging children to become more involved in hands-on learning
 Build capacity to facilitate equitable teacher distribution in terms of skills and
competencies
 Implement effective teacher professional development programmes to improve
teaching skills and boost student outcomes
 Introduce on a phased basis, a system of terminal assessment for primary schools which
combines opportunities for:
 holistic learning; differentiated learning; standardised testing; continuous
assessment; e-testing and digital project submission
 Introduce on a phased basis, a system of terminal assessment for primary schools, which
mandates demonstrable competency in the following:
 Mathematics; Digital Literacy; Spanish; English Language Arts; Literacy
(Literature curriculum); Creative Writing; Values, Character and Citizen
Education; Civics
 Health and Physical Education
 Visual and Performing Arts
 Community Service
 Take steps to develop assessments which cater for students with special education
needs.

Technical and Vocational Education and Training (TVET) Revitalisation

Overview
The United Nations Educational, Scientific and Cultural Organisation (UNESCO) and the
International Labour Organisation (ILO) define Technical and Vocational Education and
Training (TVET) as aspects of the educational process involving, in addition to general
education, the study of technologies and related sciences and the acquisition of practical skills,

12
Socratic approach-
pedagogical technique in which a teacher does not give information directly, but instead asks a series of
questions, with theresult that the student comes either to the desired knowledge by answering the
questions or to a deeper awareness of the limits of knowledge

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attitudes, understanding and knowledge relating to occupants in various sectors of economic
and social life. TVET plays a critical role in equipping a workforce with the relevant skills to
meet the needs of the economy.

Internationally, TVET is considered as a driving force in sustainable development. Sustainable

Development Goal (SDG) 4, including its specific targets relating to TVET, outlines a
country’s understanding of the role of TVET in sustainable development and commitment to
its advancement. SDG 4, Target 4.3 aims to ensure equal access for all women and men to
affordable and quality technical, vocational and tertiary education, including university, while
Target 4.4 aims to substantially increase the number of youth and adults who have relevant
skills, including technical and vocational skills, for employment, decent jobs and
entrepreneurship by 2030.

TVET is also highlighted at the regional level, with the adoption of the Caribbean Community
(CARICOM) Qualifications Framework (CQF). The CQF is a common reference framework
for classifying qualifications across the region.

TVET has also played an important role in the education landscape of Trinidad and Tobago.
The National Training Agency (NTA) is the regulatory body for TVET and has responsibility
for planning, coordinating and administering the national training system to ensure that the
human capital of the country is effectively developed in the areas of technical and vocational
skills for the benefit of the advancement of Trinidad and Tobago. TVET is offered under the
Ministry of Education at the secondary, post-secondary and tertiary education levels.
Over the last three years, the Ministry of Education has embarked on several internal studies
to evaluate the performance of the TVET sector at the secondary and post-secondary levels.
The analysis yielded several issues that continue to plague the sector. The Education Policy
2023-2027 aims to address these issues and revitalise the TVET sector.

STRATEGIC GOAL
To revitalise TVET throughout the education system to contribute towards sustainable
development

STRATEGIC OBJECTIVES
The major strategic objectives to be achieved through the revitalisation of TVET throughout
the education system are as follows:

Strategic Objective I
Promote TVET as a premier career choice for all learners

Policy Direction
 Establish a regulatory framework to regulate TVET services
 Rebrand TVET as a premier choice and an entrepreneurial pathway for students:
 conduct a critical analysis of the attrition rates of TVET graduates

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  identify clearly defined career pathways for TVET
 select brand ambassadors for TVET subject areas
 establish a targeted approach to sensitise parents regarding the value of TVET
 conduct tracer studies of TVET participants to track the effectiveness of the
TVET institutions in equipping graduates with the necessary skills to
successfully gain employment
 promote career guidance fairs at the primary level;
 develop post-SEA programmes to cultivate interest in TVET areas
 Revise TVET curricula at the secondary school level to reflect modern trends in
technology:
 promote psychomotor skills in both STEM and academic subject areas
 harmonise academic and vocational pathways in the Caribbean Examinations
Council (CXC) examinations
 Establish and promote specialist TVET secondary schools:
 develop complementary skills in TVET graduates such as numeracy and literacy
 Revise the entry requirements for TVET teachers
 Establish technology hubs and centres of excellence for continuous training of TVET
teachers in each district
 Conduct a manpower audit of the country with a view to streamlining training to meet
TVET needs:
 utilise forecasting techniques to predict future needs

Strategic Objective II
Increase the enrolment of TVET learners at all levels of the education system

Policy Direction
 Advocate for TVET as life-long education through collaboration with relevant
Government Ministries and TVET providers
 Introduce TVET skills from ECCE and primary levels of education via:
 making/creating the use of manipulatives and open-ended materials; existing
subjects like science; training of teachers to apply these skills in the process of
teaching
 Expose ECCE and primary students to vocational skills through co/extra-curricular
vocational activities
 Expand the cadre of TVET teachers:
 rationalise the current TVET teacher positions in terms of qualifications,
remuneration and advancement opportunities13
 provide incentives to attract additional TVET teachers
 formulate partnerships with post-secondary TVET institutions to access
training and facilities
 Promote TVET subjects as mandatory for secondary school learners:
 conduct research and disseminate research findings to various stakeholders
 articulate well defined pathways for TVET in conjunction with relevant subject
areas to progress from one level to the other

13
In collaboration with TSC, CPO and TTUTA

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  utilise labour market research to inform the promotion of TVET with respect to
remuneration and occupational areas in demand
 promote TVET (via advertisement of remuneration packages) for skilled
workers to bring awareness of the earning potential of TVET professionals
 Expand TVET offerings at the secondary education level by:
 offering a minimum of one TVET subject from as early as Form II
 incorporating TVET subjects into subject clusters offered to students at the
upper secondary level
 increasing the number of Level 2 subjects at the secondary level through
partnership with post-secondary TVET institutions
 promoting TVET skills as part of co-curricular and extra curricula activities at
secondary schools, inclusive of opportunities for certification
 encouraging more schools to offer CVQ subjects to students
 Increase collaboration between secondary and post-secondary TVET institutions to
facilitate a more seamless transition from CVQ and CSEC TVET subjects at secondary
schools to post-secondary training
 Rationalise TVET offerings with a view to increasing options at the tertiary level

Strategic Objective III

Encourage entrepreneurship studies

Policy Direction
 Encourage entrepreneurship as a subject choice at the upper secondary level at all
schools
 Integrate entrepreneurship into the TVET curriculum at all levels
 Reward entrepreneurship opportunities through competitions

Strategic Objective IV
Develop an effective Quality Assurance Framework for TVET

Policy Direction
 Develop a Quality Assurance Framework to monitor and evaluate the performance of
TVET programmes:
 apply CANTA’s quality assurance criteria as a guide for drafting legislation
 Expand the National Qualifications Framework
 Standardise course titles, content, durations and assessment criteria across and within
institutions
 Rationalise the management of TVET courses under one umbrella Ministry
 Engage in licensing of skilled persons in various TVET areas

Strategic Objective V
Reduce the duplication of programmes/courses/skills at post-secondary levels

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Policy Direction
 Revisit recommendations made in the reports of previous committees14
 Recognise the National Training Agency (NTA) in its regulatory role
 Develop and implement plans to rationalise the programme offerings of Government
TVET institutions to ensure value for money in the TVET sector:
 implement the National Qualifications Framework to reduce duplication
 utilise the National Occupational Standards to develop TVET programmes
 establish specialised centres to cater for specific courses
 utilise/retrofit existing facilities, where possible

Strategic Objective VI
Improve the TVET certification system to facilitate career advancement

Policy Direction
 Review best practices from other educational jurisdictions with a view to
benchmarking:
 collaborate with regional/international certification bodies to enable
certification portability
 re-examine current curricula to aid in the rationalisation of the certification
process, as well as to incorporate 21st century skills
 Develop and implement career pathways for all areas of TVET through
consultation/collaboration with TVET institutions and industry
 Build capacity of TVET teachers to facilitate movement within the system
 reassess teachers to stimulate movement to TVET
 utilise Prior Learning Assessment and Recognition (PLAR) in the upskilling of
teachers
 revisit the Bachelor of Education in TVET at the University of Trinidad and
Tobago (UTT) to facilitate PLAR in upskilling teachers

Strategic Objective VII

Increase the supply of trained TVET teaching personnel

Policy Direction
 Recruit TVET teachers and workshop attendants to fill existing vacancies:
 amend the teacher selection process to ensure teachers possess the requisite
qualities, competencies and qualifications
 partner with the UTT and TVET providers for teacher training and programmes
to qualify graduates to fill vacancies
 advertise remuneration packages for skilled workers to bring awareness of the
earning potential of TVET professionals
 provide incentives such as scholarships to make TVET more attractive
14
These include: 1) Report on Rationalisation of Technical and Vocational Education and Training (TVET) (MOE
2021); 2) Partnership of Post-Secondary TVET Institutions with Secondary Schools (MOE 2021); 3) NTA Survey
Report (NTA n/d);and 4) The Future of Tertiary Education and Skills Training 2015-2025 A National Policy
Framework (MTEST 2015).

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  improve advancement opportunities for TVET teachers
 Explore the use of PLAR and micro credentialing in TVET certification
 Establish a centre of excellence for TVET teacher training and upskilling of TVET
teachers
 Utilise existing training providers to offer continuous professional development in
TVET areas to bridge the upskilling gap:
 provide seamless transition via career paths for teachers
 Improve the communication systems between non-State and State actors in relation to
TVET

Strategic Objective VIII

Improve the National Apprenticeship System

Policy Direction
 Promote apprenticeship:
 foster direct business involvement in the apprenticeship system through on-the-
job training
 engage social partners such as employers’ and workers’ organisations in the
design, development and delivery of apprenticeship programmes
 ensure that apprenticeship programmes offer good working and training
conditions including appropriate wages
 develop strategies for lifting the status of apprenticeships to be seen as viable
pathways to satisfying careers
 encourage entrepreneurship and innovation through the development of skills,
general business knowledge and responsible business conduct
 Introduce legislation geared toward tax incentives, to reduce the financial burden of
trainers
 Collaborate with the NTA in the implementation of the National Apprenticeship Policy
 Restructure apprenticeship programmes to motivate learners and graduates:
 allocate funding to incentivise TVET apprenticeship programmes, which in turn
will increase enrolment rates
 improve the coordination of the National Apprenticeship System
 Develop and implement systems to enhance communication and collaboration between
the post-secondary TVET institutions and the private sector

Strategic Objective IX
Improve and strengthen the management of TVET laboratories and equipment at schools
Policy Direction
 Develop and implement a preventative maintenance programme at each school:
 develop and implement an Asset Management Policy for the education sector
for adaptation at the individual school level
 assess and upgrade, as necessary, equipment and resources to ensure alignment
with industry standards and occupational areas
 explore avenues for international grant funding to maintain and upgrade TVET
labs and equipment

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  partner with post-secondary and tertiary institutions regarding lab
maintenance
 fill vacant positions including that of Workshop Attendant
 Develop and implement plans to optimise the use of campuses and eliminate under-
utilisation of campuses

Digital Transformation

Overview
The Government of Trinidad and Tobago is committed to digitisation and digitalisation as a
means of vastly improving its provision of services to the citizenry and the ease of doing
business to facilitate an improved quality of life and standard of living. The Government has
taken a whole-of-government approach with respect to this strategy. In this approach, each
Ministry, Department or Agency is expected to optimally deploy information and
communication technologies for the benefit of the economy.

Digital transformation is defined as organisational change triggered by digital technologies15.

It is the transformation of an organisation’s core business to better meet the clients’ needs by
leveraging technology and data.

Digital transformation will allow the Ministry of Education to make strategic decisions that
impact the education sector with present and future technological advances in mind. The impact
of the digital transformation initiative is profound in that the extensive cost savings realised,
along with the efficiencies gained, will contribute to the Ministry’s commitment to improving
public sector service delivery and public sector perception.

Digitisation is the automation of existing manual and paper-based processes, enabled by the
digitisation of information from analogue to digital format. It is the process of changing from
analogue to digital form, also known as digital enablement. Digitalisation, in contrast, refers
to the enabling, improving or transforming of operations, functions, models and activities by
leveraging digital technologies and digitisation. Therefore, digitisation is a part of
digitalisation. Digitisation may enable digitalisation, but digitalisation requires digitisation.

Digital Digitalisation
Digitisation
Technologies

15
Nadkarni, S., Prügl, R. Digital transformation: a review, synthesis and opportunities for future research. Manag
Rev Q 71, 233–341 (2021). https://doi.org/10.1007/s11301-020-00185-7

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In summary, digitisation is the process of converting information from a physical format into
a digital one and digitalisation is leveraging this process to improve the organisation. The result
of this process is referred to as digital transformation.

Digital Ecosystem

A digital ecosystem is a group of interconnected information technology resources that can

function as a unit. Additionally, it is a complex network of stakeholders that connect online
and interact digitally in ways that create value for all.
Like a natural ecosystem, a digital ecosystem needs to be robust, self-supporting and scalable.
In the context of schools, this means a technical platform that supports learning – course
content, assignments, grades, shared documents, and study tools that work together seamlessly.
The Ministry of Education has embarked on developing a digital ecosystem, as it moves
towards digital transformation.

STRATEGIC GOAL
Transform the delivery of education through the development of a digital ecosystem such that
citizens are equipped with the skills and competencies to be competitive in the global
environment

STRATEGIC OBJECTIVES
The major strategic objectives to be achieved through the development of a digital ecosystem
are as follows:

Strategic Objective I
Fully establish the Educational Technology Unit

Policy Direction
 Recruit qualified individuals with the ability to manage and coordinate e-resources
inclusive of e-books, interactive textbooks and other digital learning resources:
 establish dedicated teams to develop and manage specific systems, e.g. School
Learning Management System (SLMS),16 School Management (SMS),17 e-
testing, e-books, online literacy
 equip employees with the requisite skillset to resolve unique challenges
 Organise, support and develop efficient and high-quality online teaching and learning
at schools throughout Trinidad and Tobago:
 provide e-resources to facilitate a smooth transition from ECCE to tertiary
 provide synergistic support to other relevant divisions within the MOE in the
context of e-learning
 enhance communication between the MOE and its stakeholders

16
The Student Learning Management System (SLMS) provides teachers with access to a virtual classroom in
addition to their physical classroom as well as access to educational resources and related support. The virtual
classrooms, or e-classrooms, can act as repositories of educational material and activity and thus, facilitate
seamless transitions between physical and virtual modes of teaching, if this becomes necessary.
17
A School Management System is a platform designed to enable the efficient running of the school through
digitisation and automation of various academic and administrative operations.

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  facilitate teacher training and resourcing
 initiate discussion between and among relevant stakeholders to foster buy-in
and gain support
 Establish a centralised data centre

Strategic Objective II
Optimise, operationalise and implement on a phased basis, the Ministry of Education’s School
Learning Management System (SLMS)

Policy Direction
 Enhance the SLMS to facilitate the development of e-classrooms for use by teachers at
all levels:
 resource the Educational Technology Unit of the Ministry
 ensure that the SLMS is interactive
 disseminate information on the purpose and capabilities of the SLMS
 ensure that e-resources are pedagogically, contextually and appropriately
sound for learners
 provide all resources online to facilitate easy access to teachers and allow for
a smooth transition
 ensure all institutions, ECCE to secondary, have access to and fully utilise the
SLMS
 Provide training, easy access and technical support to parents, teachers, learners and
other stakeholders in education nationwide to facilitate the efficient operation and
utilisation of the SLMS
 Implement an online data recording system:
 record learners’ attendance and engagement levels in the e-classrooms
 ensure SLMS integration to better manage education related activities such as
attendance management, student personal data management, one-to-one
communication between teachers-students-parents
 Continue collaboration with Internet Service Providers (ISPs) through the Ministry of
Digital Transformation to enhance the national ICT infrastructure:
 safeguard against disruptions to internet connectivity, across demographic
platforms
 implement privacy methods and safety measures for the platform
 facilitate the provision of hardware and software for administrators, teachers
and learners

Strategic Objective III

Implement the Ministry of Education’s School Management System (SMS)

Policy Direction
 Ensure the platform is user-friendly:
 create instructional videos focused on effectively navigating the platform

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  incorporate the use of digital libraries
 ensure learners with disabilities as well as denominational boards of
management have access
 provide technical support
 conduct professional development sessions for staff involved with the
management of the SMS
 Develop standards for the collection, integration, processing, maintenance and
dissemination of data and information to support decision-making, planning, policy
analysis, monitoring and evaluation at all levels of the education system
 Develop a coordinated system for data transfer among multiple users that allows for
authentic and timely feedback and intervention as needed
 Create and implement an efficient means for authentic and real-time monitoring of
school/student progress and increasing the levels of responsiveness to students (literacy
and numeracy) needs

Strategic Objective IV
Provide continuous training and certification of staff, teachers, administrators and students to
efficiently navigate the various software, applications and platforms associated with the digital
transformation of teaching, learning and education administration.

Policy Direction
 Prepare teachers to use existing and emerging technologies in effective ways during the
teaching and learning process to advance digital transformation:
 provide teachers with professional development opportunities to improve their
knowledge and skills in the use of emerging technologies
 provide incentives to encourage teachers to take part in ongoing training
 improve internet access in all schools
 develop/revise ICT policies to ensure equity and accessibility for all students
 ensure continuous monitoring of teaching personnel to inform training and
certification
 Endorse certification opportunities for teachers, school administrators and staff at the
Ministry of Education in the use of various available approved online platforms:
 ensure greater uniformity of national professional development standards with
regional and international standards (UNESCO/CARICOM standards of
training)
 include digital courses as key components toward the fulfilment of a Diploma
in Education for secondary school teachers
 reward certification with avenues for upward mobility
 provide students with opportunities to improve their knowledge and skills in the
use of approved online platforms and emerging technologies
Strategic Objective V
Introduce e-testing at the ECCE, primary and secondary levels of the education system

Policy Direction
 Implement electronic testing at the ECCE, primary, secondary and levels of education:
 perform a pilot study of testing and evaluation on the platform

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  implement adequate policies, security and privacy measures to govern e-testing
 ensure that the SLMS is user friendly for all learners (ECCE-secondary)
 ensure that varied resources are available to facilitate e-testing in subject areas
such as music, sciences and languages
 Provide training for platform administrators so as to facilitate logistical and technical
support:
 establish monitoring mechanisms across the education system
 Develop a system that uses e-testing to track learner progress and use the data to devise
strategic recommendations geared toward improving overall and individual student
performance:
 improve the efficiency and rate of feedback in the marking process using
automatically generated grades (real time results)
 provide opportunities for diagnostic testing and adaptation to learners’
knowledge
 provide training to optimise the use of Microsoft Office Suite

Strategic Objective VI
Introduce an e-book platform at the ECCE, primary and secondary levels of the education
system

Policy Direction
 Acquire an e-book platform to support curriculum delivery and enhance the quality of
experience for learners through increased interaction and engagement at all levels:
 conduct a pilot study of the e-book and e-testing platforms
 evaluate e-books to ensure that age-appropriate levels of content, context,
language and intellectually challenging learning opportunities are reflected for
learners
 ensure that e-books cater for the curriculum and are culturally relevant to
Trinidad and Tobago/Caribbean
 implement topic-based packages focusing on the curriculum along with
additional resources for all schools (e.g. interactive activities/multimedia)
 Improve access to learners and teachers to Open Educational Resources (OER) which
can be easily retrieved both online and offline when downloaded:
 implement self-directed learning to cater for all learning styles
 enable features for persons with disabilities including digital manipulatives
 Implement apps that can access the platform and e-resources

Strategic Objective VII

Use online literacy and numeracy solutions and other educational software by schools to
improve student engagement and facilitate self-directed learning

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Policy Direction
 Implement online literacy and numeracy applications:
 ensure cultural and curriculum relevance
 build interactive lessons based on gamification
 develop tools to stimulate self-directed teaching using online literacy and
numeracy applications
 train teachers in the use of online pedagogical systems
 incorporate mechanisms for data generation as well as monitoring and
evaluation
 finalise the draft Online Education Policy for consideration by Cabinet

Strategic Objective VIII

Establish a National Online Open School of Trinidad and Tobago

Policy Direction
 Establish the National Online Open School of Trinidad and Tobago on the SLMS
platform:
 procure resources (including online educational resources) to be used in the
National Online Open School
 provide digital devices and frequent infrastructural upgrades in physical
schools to maintain access to the Online Open School
 ensure ease of access to students and teachers, while ensuring security
protocols are maintained through controlled access to the platform
 collaborate with key stakeholders (e.g., CPO, TSC, TTUTA) to identify and
outline teachers’ responsibilities in Online Open School
 promote a variety of teaching styles and activities to amplify learners’
engagement
 draft and implement policies pertaining to parental involvement
 offer cost-effective courses to the wider public or consider absolving individuals
from all costs
 Develop and promote self-directed learning through a coherent, standardised but
flexible system of e-resources that is complemented by a robust data management
system to inform interventions:
 facilitate the use of e-books, e-learning and e-testing resources on the National
Online Open School platform

Transition of Learners through the Education System

Overview
Transition is defined as a process of change from one place or phase of education to another
over time (Fabian & Dunlop, 2002). For the purposes of this document, the term “transition”
refers specifically to the process of moving from one level of education to another by learners
in the education system, inclusive of those with special education needs, commencing from

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early childhood care and education through primary, secondary and post-secondary education
(technical/vocational/higher education) to the world of work. Successful transition planning
involves consideration of two major aspects:
(i) the curriculum diagnostics level, whereby the learner achieves the required cognitive
abilities to transition to the next level
(ii) the psycho-social and behavioural level.

With respect to aspects of psycho-social and behavioural patterns, the Student Support Services
Division (SSSD) of the Ministry of Education, which comprises the Guidance and Counselling,
Diagnostic Assessment Intervention, Social Work, and Special Education Units, identifies risks
that inhibit children from achieving the expected student learning outcomes. Further, the
Division implements appropriate intervention strategies to successfully mitigate these risks to
effect positive change from one level to another. The Curriculum Planning and Development
Division is responsible for curriculum diagnostics, allowing for ongoing review of the curricula
as operationalised. Teachers are trained and offered resources to prepare students as they
transition from one learning level to the other, in their school trajectory. The curriculum is,
therefore, adjusted based on the data from the diagnostics and remedial/enhancement
programmes are implemented as needed.

Surveys conducted on the transition of learners during the National Consultation on Education
2020 yielded the following results:

 55% of primary educators agreed that at the end of primary school, students were well
prepared for the transition to the secondary level
 By contrast, 27.2% of secondary educators agreed that primary students were well
prepared for the transition to the secondary level
 More parents (49%) than not (36%) agreed, that at the end of primary school, students
were well prepared for the transition to secondary school
 65% of respondents in the public disagreed that primary school students were well
prepared for the transition to secondary school
 With respect to preparing students for the next stage of their education, more than half
(56%) of parents agreed that the education system was effective while almost one-third
(31%) disagreed
 40% of parents agreed whereas 47% disagreed that the education system was effective
in preparing students for the world of work.

The Ministry is cognisant of the socio-economic and other factors, which may hinder
successful transition from one level to another. The MOE, therefore, aims to solidify and
entrench the process that would result in the all-round development of learners from early
childhood education through to post-secondary education and the world of work. This would
lay the foundation for a quality workforce and a productive citizenry that is well-adjusted to
functioning in the twenty-first century.

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STRATEGIC GOAL
To facilitate the seamless transition of learners through all levels of the education system, and
to promote purposeful career choices

STRATEGIC OBJECTIVES
The major strategic objectives to be achieved through the seamless transition of learners across
all levels of the education system are as follows:

Strategic Objective I
Enable all learners to plan successfully their educational pathways

Policy Direction
 Identify students’ developmental needs as they progress through the levels from ECCE
to tertiary level
 Administer personality traits analysis and learning assessments at the ECCE level
 ensure that learners have access to appropriate educational guidance at all
stages
 Collaborate with psychologists and social and policy analysts to establish mechanisms
to meet the specific needs of learners:
 develop/incorporate new delivery styles to cater for the needs of children with
special education needs
 collaborate with and publicise specialist schools which serve different
categories of learners
 Stimulate learning and maintain easy rapport by ensuring that teachers are assigned to
classes for more than an academic year (e.g., Infants 1 and 2, Standards 1 and 2, or
Standards 3 to 5)
 Introduce annual career awareness and development programmes from Infant 1
onwards with the involvement of post-secondary and tertiary institutions, as well as the
business community:
 promote occupational areas equally
 foster an environment where various groups can excel in educational
development
 develop partnerships to promote a seamless education system and common
training platform between institutions and organisations
 foster strategic partnerships and establish greater collaboration
between/among the Ministry of Education, Ministry of Labour and Ministry of
Youth Development in the development of a job market database
 develop an online mentorship database between schools/Ministry of Education
and industry
 create an enabling environment for industry/companies to engage in practical
legitimate work experience training
 Introduce career assessment courses at the undergraduate level
 Engage in transition planning including the administration of appropriate transition
assessments – assess learners initially and their readiness to transition to the next level;
increase collaboration as learners move from one level to the next
 Include transition of learners in the Education Act and other relevant legislation

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 Develop a Transition Policy in which transition planning with specific outcomes is a
required component of an Individual Progress Plan (IPP) or Individual Education Plan
(IEP) for all learners, inclusive of learners with special educational needs (SEN) and
vulnerable and “at risk” learners who require additional support to achieve their
potential:
 provide additional avenues to facilitate transition of learners with specific
disabilities
 provide adequate support for learners with special education needs to transition
from school into the world of work
 engage in community resource mapping, particularly for learners with special
education needs
 Utilise the National Qualifications Framework to clarify and identify courses of study
and career paths in both technical and academic streams
 Benchmark career paths/choices against other educational jurisdictions
 Encourage students to realise and achieve their full potential using
indicators/benchmarks
 Conduct research on the national and regional job outlook over the short, medium and
long term
 Establish a system of volunteerism at all levels of the education system
 Provide opportunities for practising good citizenship, and participating in activities that
help create a sense of morality among the nation’s youth:
 engage in teacher professional development to build the capacity for teachers
to teach good citizenship
 Provide opportunities for students to select their subjects based on interests rather than
subject groupings being offered, and to gain exposure to potential career fields in a
formalised manner:
 include cross cutting curricular themes e.g., Entrepreneurship
 Create a virtual platform to facilitate school/parent/child collaboration in the subject
selection process
 Ensure that information on various occupational areas and available training providers
is disseminated to primary and secondary school learners, parents and teaching staff via
resources such as:
 NTA’s Training Providers’ Registry
 Dictionary of Occupations of Trinidad and Tobago
 Promote community-based involvement in education and parental support e.g.,
STEM/STREAM programmes where corporate entities partner with the MOE,
facilitating student interaction with technology, real life application of knowledge
gained in school, improved learning relevancy and stimulation, and increased parental
involvement
 Ensure that learners have access to appropriate educational guidance at all stages:
 provide guidance programmes that offer all-round development e.g., good
citizenship, and other values
 provide post-secondary career options
 provide career choices to learners via fairs in Forms III, IV, V and VI

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  provide career psychometric testing and personality traits analysis for every
learner at the ECCE, primary and secondary levels
 use interactive, fun and engaging activities for learners in exploring career
choices
 provide information on various careers
 expose learners to real life/authentic experiences in exploring real life career
paths/jobs
 build work-related skills and core competencies including employability skills
and softer skills such as integration of technology, teamwork and problem-
solving skills
 teach skills to enable learners to move between occupations e.g. resilience and
pliability
 expose learners to entrepreneurial opportunities
 teach learners how to plan and cater for changes within the environment
depending on available opportunities and resources
 evaluate skill acquisition level of graduating post-secondary students to
determine possible future training needs
 Liaise with tertiary providers to ensure programmes include elements of/opportunities
for career path advice and resiliency preparation
 Expose learners to options for self-assessment and self-directed learning:
 sensitise learners to the changing world and its requirements as global citizens
and self-directed learners with 21st century skills
 equip persons to create pathways for themselves as self-reliant, independent,
resilient, creative and productive members of society
 Develop internship programmes using a blended approach (both mandatory and
voluntary, government and private):
 introduce mandatory internship programmes for learners of Forms III and IV
at all schools

Strategic Objective II
Provide opportunities that support the involvement of citizens in post-secondary and tertiary
education

Policy Direction
 Establish a monitoring and evaluation system to monitor and track the entire transition
process from secondary to post-secondary and tertiary
 Ensure that the MOE policy is in step with the National Youth Policy 2020-2025 and
national labour policies

 Partner with relevant Ministries and Agencies to establish a national volunteer system
which provides socialisation exercises:
 encourage citizens to share their expertise via training, workshops, seminars,
e.g. World of Work programmes where mock interview activities are conducted
with tertiary and TVET final year students

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  Collaborate with the NTA in the finalisation and implementation of the National
Apprenticeship Policy for the post-secondary and school leaving populations
 Collaborate with the Ministry of Labour to align the OJT Programme with industry
needs and practices
 Provide incentives to employers to support parents/employees with time off to assist
their children
 Collaborate with industry to facilitate field trips
 Promote sponsorships by companies to support the apprenticeship initiative

Enabling Student Success

Overview
The MOE’s core business is enabling successful student outcomes. Performance trends over
the past three years, however, indicate cause for concern. In relation to the SEA, the proportion
of candidates achieving 30 percent or less at the end of primary schooling increased from 14
percent in 2019, to 18 percent in 2021; and alarmingly, to 27 percent in 2022. The percentage
of students who attained five or more CSEC subjects including Mathematics and English A
also declined in 2021 to 47 percent, the lowest it has been since 2013.

As a member country of the United Nations and signatory to the Universal Declaration of
Human Rights, the Trinidad and Tobago Government affirms its commitment to the
fundamental principle of equal opportunity by acknowledging the right of all children to
receive an education without discrimination on any grounds, including low academic
achievement.

Over the period 2017-2022, the MOE instituted several intervention strategies to improve
student educational outcomes such as the Student Transition and Remediation Support
(STARS) project, Numeracy and Literacy plans, teacher training and the procurement of
electronic devices for students. School closures due to the COVID-19 pandemic have, however,
exacerbated existing challenges related to student underachievement.

There is, therefore, need to conduct a systemic review of the provision of education to students
to identify the cause(s) of decreasing student academic performance despite the implementation
of a wide range of intervention strategies. The provision of a suitable education system for 21st
century students requires the right mix of people and processes to facilitate the delivery of
sound, research-based educational opportunities, where:

 ‘People’ refers to the recruitment, selection, training and development and appraisal
of teaching staff and school administrators, as well as the assessment of the needs of
students, parents and the MOE internal stakeholders
 ‘Processes’ refers to the support systems needed to ensure that schools are equipped,
serviced and staffed in accordance with well-defined standards required for
educational achievement.

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It is expected that the policy directions elucidated in previous sections will influence student
success. To this end, this section will not repeat strategies previously stated. It is therefore
given that Policy statements which impinge on student achievement remain relevant for areas
such as teacher training and professional development, digitalisation, equity, transitioning,
curricular reform and amendment of the Education Act, and vice versa.

The current section, therefore, focuses on development and institution of policies, processes
and strategies, engagement of all relevant stakeholders, and effective monitoring and
evaluation of student performance to inform existing and new intervention strategies.

STRATEGIC GOAL
Implement the monitoring and evaluation systems and associated intervention strategies to
ensure the success of each student within the education system

STRATEGIC OBJECTIVES
The major strategic objectives to be achieved to ensure student success across all levels of the
education system are as follows:

Strategic Objective I
Develop and implement systems to identify and monitor students who are underachieving or
at risk of underachievement

Policy Direction
 Articulate a clear definition of student success that incorporates:
 social, physical, intellectual, cultural, emotional and spiritual aspects of
development
 students’ perspectives about desirable outcomes of schooling and the
challenges experienced
 outcomes for students with special education needs
 Develop an indigenous Student Intervention and Achievement Policy that provides
clear indicators for identifying students who are underachieving or those at risk of
underachieving, and intervention strategies for risk mitigation
 Establish a system of developmental screening at all levels to identify learners at risk
for learning disabilities
 Incorporate student development, emotional learning and emotional intelligence into
the pre-service and in-service teacher training and professional development
curriculum
 Incorporate into the design of the SMS, an assessment framework that evaluates
students’ levels of achievement and facilitates digital monitoring of student progress,
targeted remediation/intervention and enrichment

Strategic Objective II
Develop and implement intervention strategies at the individual and school levels to maximise
student performance

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Policy Direction
 Revisit the role of an inspectorate to maintain quality standards and educational
effectiveness throughout the system
 Implement and monitor the School-Based Management Model at all schools:
 develop and institute the use of clear procedures to implement the Inclusive
Education Policy, including the operations of the District Leadership Teams
(DLTs) and School-Based Intervention Teams (SBITs)
 encourage the institution of communities of practice at the school, fraternity
and district levels to foster collaboration with respect to best practice on
intervention strategies
 Develop and implement a system for identifying schools for targeted resourcing which
is proportionate to risk factors inclusive of the population of underachieving/at-risk
learners; socio-economic, psycho-social and cultural issues; and equipment and
infrastructural needs
 Consider implementation of the recommendations of the SEA/Concordat Committee to
reform the primary education system

Strategic Objective III

Implement processes and strategies at the upper secondary education level to reduce student
attrition

Policy Direction
 Reinforce guidance and counselling mechanisms to enable learners to make better-
informed choices in upper secondary education and as they transition to further studies
or the labour market:
 provide targeted guidance and counselling sessions that link schooling with the
world of work
 infuse mindfulness, commitment and other cross-cutting themes throughout the
curriculum
 examine the efficacy of existing support systems through monitoring and
evaluation
 Design targeted measures to prevent student dropout:
 revisit current strategies at school and district levels with the view to increasing
efficacy
 conduct research into the factors associated with dropouts, inclusive of school
climate studies, to inform targeted interventions
 empower Schools’ Supervisors and other relevant MOE staff to conduct
research and identify causal factors that affect learners’ performance
 collaborate with tertiary institutions to access relevant research
 engage in student tracking
 Establish communities of practice within schools to enable networking

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  Develop and implement a Trinidad and Tobago National Assessment of Educational
Progress (NAEP)18 to identify issues affecting student achievement such as learning
loss and which would also inform remediation
 Promote a healthy school environment through the implementation of preventative
measures to control physical and emotional bullying
 Renew the Ministry’s thrust toward health and nutrition
 institutionalise administration of school climate surveys to inform strategies
and promote healthy school environments
 Adopt an interdisciplinary approach to education which takes into consideration issues
beyond the scope of the school inclusive of:
 teachers’ disciplinary issues, curriculum, motivation and training
 learners’ numeracy and literacy, mental health issues, learning disabilities,
intergenerational cycles of substance abuse, cultural and economic challenges
(child labour)
 communities and families
 Broaden curricular offerings by infusing/incorporating:
 critical thinking into the curriculum
 life skills within the curriculum as a strategy to bond and build relationships
between learners and teachers

Strategic Objective IV
Engage the relevant human resources to enable student success

Policy Direction
 Strengthen the quality of services provided by the Student Support Services Division
through increased staffing, staff training, parental collaboration and training and
continued partnership with external agencies:
 Promote collaboration with parents
 Review school staffing protocols at ECCE, primary and secondary levels to include
recruitment of specialist teachers and student and teachers’ aides to cater to students
with special education needs:
 provide additional support through initiatives such as reinforcing the teacher
induction programme with professional development in differentiated
instruction
 re-introduce numeracy and literacy coaches into the school system
 Provide online (multimedia) support to regulate the pace of instruction to match the
ability of the learner, particularly those with disabilities
 Develop and implement formal systems for stakeholder involvement:
 opportunities for students’ concerns to be heard and suggestions incorporated
at school and central levels

18
The NAEP is a measure of educational achievement and learning experiences of students in various subjects.
In various jurisdictions, it is also known as the Nation’s Report Card. The student achievement levels serve as
performance standards, which describe students’ knowledge and abilities.

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  collaboration between teachers and parents to increase the support provided to
students
 opportunities for recognition and nurturing of students’ talents and
achievements
 Recruit specialist teachers to engage learners faced with learning related challenges:
 optimise the use of teachers’ aides in special education for both primary and
secondary schools

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 Section IV: Policy Implementation and Evaluation
Process
__________________________________________________________________________________

Implementation of the 2023-2027 Education Policy is viewed as a change process that is

premised on the following:

 clearly defined policy statements with a logical and feasible solution to the policy
problem
 inclusive stakeholder engagement to facilitate successful policy implementation
 conducive institutional, policy and societal context that recognises the existing policy
environment, educational governance as well as the internal and external environment
 a coherent implementation strategy that can be effectively operationalised

Action Plans: Inter-Divisional and Intra-Divisional

In addition to the high level Implementation Plan included herein, Action Plans will be
developed in tandem with this Education Policy to execute and closely monitor the policy
recommendations. Stakeholder input is critical in the development and finalisation of these
Action Plans as stakeholders will be able to clearly ascertain their areas of responsibility,
resources required, deliverables with specific timeframes and, importantly, policy areas that
require partnership and collaboration among the Ministry’s stakeholders.

Communication Strategy
A communication strategy will be developed, which includes briefing sessions, letters to key
stakeholder groups and press releases. The impact and implications of the Policy will be
elucidated. A public communication document will also be prepared which would entail the
policy context, policy development process, policy recommendations, implementation and
monitoring and evaluation mechanisms.

Monitoring and Evaluation of the Policy

Policy monitoring and evaluation involve collecting and recording relevant information to track
progress of expected results and using the evidence to influence future decisions. To assess the
degree of implementation, the Ministry’s stakeholders will be consulted to develop specific
criteria and standards to measure and compare actual implementation against established
standards.

Close monitoring and evaluation are important to assess if progress is being made in achieving
expected results and to stop possible bottlenecks in implementation. An appropriate
combination of indicators and other measurement tools will be adopted.

The Ministry of Education engages in data-driven decision making to facilitate the education
process. There is need, therefore, for agreed-upon goals, objectives, inputs, activities, baselines,
targets, indicators, milestones, and strategies for data collection. The data collection methods

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and availability of data will be taken into consideration in establishing the standards, indicators
and other measurement tools that will be utilised in the monitoring and evaluation processes.

In addition, factors such as responsible parties, budgets, timeframes, risks, risk mitigation
strategies, outputs, outcomes and impact are integral to the conceptualisation, implementation,
monitoring and evaluation of the plans, programmes and projects, which will operationalise
the Policy.

Therefore, a monitoring and evaluation framework for the Policy will be developed. In
addition, quarterly and annual progress reports will be generated, indicating the status of the
policy goals, objectives and outcomes that were initially set. These reports will include
recommendations for corrective measures to address issues identified. Evaluation of the impact
of the Policy will be conducted at the end of discrete phases of the implementation process.

Effective Date
This Policy shall take effect on a date subject to the approval of Cabinet.
Review Date: March 2026

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Appendix A

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Appendix B

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Appendix C

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Appendix D

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 APPENDIX II
IMPLEMENTATION PLAN
STRATEGIC STRATEGIC KEY PROGRAMMES/PROJECTS IMPLEMENTATION TIMELINE
GOAL OBJECTIVES 2022/23 2023/24 2024/25 2025/26 2026/27
AMENDMENT OF THE EDUCATION ACT, CHAPTER 39:01
To ensure that the Strategic Objective I Amendment of the Education Act, Chapter 39:01 
legislative framework Include Early Childhood Care and Development of a Regulatory Instrument for Measuring
reflects a modern and high- Education (ECCE), Special Needs and Monitoring Quality Standards across the ECCE 
quality education system Education; Post-secondary, TVET Sector
and Tertiary Education Sectors in
Implementation of a Screening Programme for Children
the Education Act
Entering Public ECCE Centres  
Strategic Objective II School Social Work Programme (Student Support
Include provisions for treating Services Division)
with student truancy in both 1. Parenting in Education     
physical and remote school 2. Community Voices
modalities 3. Home Visits
Strategic Objective III Development and Implementation of a Home Schooling
Enhance the provisions for home Policy 
schooling
Strategic Objective IV Development of Regulations for the Registration of
Enhance provisions for the Private Schools
 
governance of private educational
institutions
Strategic Objective V Continued Implementation of the School-Based
Strengthen the provisions to Management (SBM) Model     
govern the suspension of students Review of the Student Suspension process  
from attending school
Re-engaging for Success - implementation of a
comprehensive, multifaceted, and cohesive system of
support to optimise student performance:  
1. Introduction of Restorative Practices

1
 STRATEGIC STRATEGIC KEY PROGRAMMES/PROJECTS IMPLEMENTATION TIMELINE
GOAL OBJECTIVES 2022/23 2023/24 2024/25 2025/26 2026/27
HUMAN RESOURCE DEVELOPMENT
To improve the functioning Strategic Objective I New Teacher Induction and Mentoring Programme     
and performance of human Equip teachers with the requisite
Development of a Local Teaching Standards
resources through the knowledge, skills and training to
Framework  
continued adoption of function effectively in a digitally
modern technology and transformed education system Development of a Digital Toolkit for Teachers  
methodologies Strategic Objective II Optimisation of the use of the Integrated Human
Improve the efficiency of key Resource System (iHRIS) to facilitate efficient  
human resource processes through management of Human Resources records
digitalisation Implementation and Optimisation of the Student
Management System (SMS)  
Optimisation of the Substitute Teacher Database  
Strategic Objective III Performance Management and Appraisal Process
Improve staff performance by (PMAP)  
leveraging the performance Optimisation of the use of the Integrated Human
appraisal process and digitalised Resource System (iHRIS) to facilitate efficient  
systems management of Human Resources records
Optimisation and Re-Launch of the School Learning
Management System (SLMS) 
EQUITY IN QUALITY EDUCATION
The implementation and Strategic Objective I Re-engaging for Success - implementation of a
monitoring of the quality of Assess equity in quality education comprehensive, multifaceted, and cohesive system of  
educational offerings to at schools in Trinidad and Tobago support to optimise student performance
ensure the maintenance of
Laventille Morvant School Improvement Project (LM-
acceptable levels of equity
SIP) 
by all institutions
Implementation of Special Education Interventions/
    
Administration of Special Concessions

2
 STRATEGIC STRATEGIC KEY PROGRAMMES/PROJECTS IMPLEMENTATION TIMELINE
GOAL OBJECTIVES 2022/23 2023/24 2024/25 2025/26 2026/27
The implementation and School Climate Survey - to investigate the climate
monitoring of the quality of within the nation’s schools, in order to inform school  
educational offerings to improvement efforts
ensure the maintenance of
Strategic Objective II Re-engaging for Success - implementation of a
acceptable levels of equity
Improve the quality of education comprehensive, multifaceted, and cohesive system of  
by all institutions
offered at schools in Trinidad and support to optimise student performance
Tobago
Continued Implementation of the School-Based
Management (SBM) Model     

Design the Professional Development component of the

National Open Online School and implement the Online  
Continuation Classes component
Laventille Morvant School Improvement Project (LM-
SIP) 

Inclusive Schools Project (ISP)  

Performance Management and Appraisal Process
(PMAP) 

A Training Framework for Schools with High

Indiscipline and/or Low Academic Performance 

Implementation of Special Education Interventions/

Administration of Special Concessions 

Early Childhood Intervention for Learners with Special

Needs/Disabilities/Improved Provision of Special 
Education

3
 STRATEGIC STRATEGIC KEY PROGRAMMES/PROJECTS IMPLEMENTATION TIMELINE
GOAL OBJECTIVES 2022/23 2023/24 2024/25 2025/26 2026/27
The implementation and Establishment and Maintenance of Local School Boards
monitoring of the quality of (LSBs) in all Government Primary and Secondary  
educational offerings to Schools
ensure the maintenance of
Implementation of the National Learning Assessment in
acceptable levels of equity  
Primary and Secondary Schools
by all institutions
Implementation of the Policy for Cultural
Transformation through Curriculum Enhancement 

Implementation of the Patriotism Policy



Strategic Objective III Optimisation of the Schools Infrastructure Management

Continue the maintenance and System (SIMS)  
upgrade of school infrastructure
and materials Development and Implementation of a Preventative
Maintenance System  

Laventille Morvant School Improvement Project (LM-

SIP) - Infrastructure Component 

Establishment and Maintenance of Local School

Boards (LSBs) in all Government Primary and  
Secondary Schools
CURRICULUM REFORM - PRIMARY
To revise the curriculum to Strategic Objective I Device Provision for Teachers and Students and
support the holistic Embed level-appropriate Replacement of Devices at School Labs  
development of 21st century Information and Communications
skills and values, attitudes Technology (ICT) skills and Optimisation and Re-Launch of the School Learning
Management System (SLMS) 
certification at the primary level

4
 STRATEGIC STRATEGIC KEY PROGRAMMES/PROJECTS IMPLEMENTATION TIMELINE
GOAL OBJECTIVES 2022/23 2023/24 2024/25 2025/26 2026/27
and behaviours of the ideal Student Digital Literacy and Digital Ethics - A project
Trinidad and Tobago citizen to develop a self-directed programme in the 
fundamentals of digital literacy for all students
Implementation of a Literacy and Numeracy Adaptive
Learning System 

To revise the curriculum to Strategic Objective II Device Provision for Teachers and Students and
support the holistic Strengthen school curricula to Replacement of Devices at School Labs 
development of 21st century develop appropriate competency Implementation of a Literacy and Numeracy Adaptive
skills and values, attitudes levels in critical subject areas Learning System 
and behaviours of the ideal
Trinidad and Tobago citizen Student Digital Literacy and Digital Ethics - A project
to develop a self-directed programme in the 
fundamentals of digital literacy for all students
Strategic Objective III Development and Implementation of a Patriotism
Train teachers to adopt Policy in schools  
pedagogical strategies that Device Provision for Teachers and Students and
enhance the development of 21st Replacement of Devices at School Labs 
century skills and promote the
development of the Values, Establishment of a National Online Open and
Innovative School for Teaching and Learning  
Attitudes and Behaviours (VABs)
of the Ideal Trinidad and Tobago New Teacher Induction & Mentorship Programme     
Citizen
Implementation of Online Professional Nano-
Professional Courses 
Development of Digital Toolkit for Teachers 
Training Programme to Facilitate Toolkit usage 
Development of a Local Teaching Standards
Framework 

5
 STRATEGIC STRATEGIC KEY PROGRAMMES/PROJECTS IMPLEMENTATION TIMELINE
GOAL OBJECTIVES 2022/23 2023/24 2024/25 2025/26 2026/27
To revise the curriculum to Strategic Objective IV Device Provision for Teachers and Students and
support the holistic Develop innovative assessment Replacement of Devices at School Labs 
development of 21st century systems to support formative and Implementation of E-testing  
skills and values, attitudes summative assessment
and behaviours of the ideal requirements and ICT integration Implementation and Optimisation of the Student
Trinidad and Tobago citizen at all levels Management System (SMS) 

To revise the curriculum to Optimisation and Re-Launch of the School Learning

support the holistic Management System (SLMS) 
development of 21st century
Strategic Objective V Device Provision for Teachers and Students and
skills and values, attitudes Assess a wider range of critical Replacement of Devices at School Labs  
and behaviours of the ideal skills and competencies as the
Trinidad and Tobago citizen Implementation of a Literacy and Numeracy Adaptive
basis for completion of primary 
Learning System
school education
Implementation and Optimisation of the Student
Management System (SMS) 

Student Digital Literacy and Digital Ethics - A project

to develop a self-directed programme in the 
fundamentals of digital literacy for all students
Optimisation and Re-Launch of the School Learning
Management System 

TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET) REVITALISATION

To revitalise TVET Strategic Objective I Amendment of the Education Act, Chapter 39:01 
throughout the education Promote TVET as a premiere
Development and Implementation of a Marketing and
system to contribute career choice for all learners
Communication Plan to Inform, Educate and Inspire   
towards sustainable
TVET Stakeholders (National Training Agency)
development

6
 STRATEGIC STRATEGIC KEY PROGRAMMES/PROJECTS IMPLEMENTATION TIMELINE
GOAL OBJECTIVES 2022/23 2023/24 2024/25 2025/26 2026/27
Technical Vocational Education and
Training/Technology Education Revitalisation
Programme at Secondary Schools – a comprehensive
  
programme involving needs assessment, creation of
additional teaching posts, teacher training and up-
skilling and curricular reform.
To revitalise TVET Strategic Objective II Development and Implementation of a Marketing and
throughout the education Increase the enrolment of TVET Communication Plan to Inform, Educate and Inspire   
system to contribute learners at all levels of the TVET Stakeholders (National Training Agency)
towards sustainable education system
Technical Vocational Education and
development
Training/Technology Education Revitalisation
Programme at Secondary Schools - a comprehensive
programme involving needs assessment, creation of   
additional teaching posts, teacher training and up-
skilling and curricular reform.
Strategic Objective III Development and Implementation of a Marketing and
Encourage entrepreneurship Communication Plan to Inform, Educate and Inspire   
studies TVET Stakeholders (National Training Agency)
Technical Vocational Education and
Training/Technology Education Revitalisation
Programme at Secondary Schools - a comprehensive
programme involving needs assessment, creation of   
additional teaching posts, teacher training and up-
skilling and curricular reform.
Strategic Objective IV Establishment and Implementation of a National
Develop an effective Quality Qualifications Framework (NQF) in collaboration with
Assurance Framework for TVET the Accreditation Council of Trinidad and Tobago  
(ACTT) (National Training Agency)

7
 STRATEGIC STRATEGIC KEY PROGRAMMES/PROJECTS IMPLEMENTATION TIMELINE
GOAL OBJECTIVES 2022/23 2023/24 2024/25 2025/26 2026/27
Development of a Revised Mechanism for Quality
Assurance of all TVET Providers and Programmes   
(National Training Agency)
Implementation of the Caribbean Vocational
Qualification (CVQ) and Trinidad and Tobago National
Vocational Qualification (TTNVQ) in Trinidad and   
Tobago (National Training Agency)
To revitalise TVET Strategic Objective V Establishment and Implementation of a National
throughout the education Reduce the duplication of Qualifications Framework (NQF) in collaboration with
system to contribute programmes/courses/skills at post- the Accreditation Council of Trinidad and Tobago  
towards sustainable secondary levels (ACTT) (National Training Agency)
development
Development of a Revised Mechanism for Quality
Assurance of all TVET Providers and Programmes   
(National Training Agency)
Provision of Demand-Driven Labour Market
Information and Occupational Standards to Support   
TVET (National Training Agency)
Implementation of the Caribbean Vocational
Qualification (CVQ) and Trinidad and Tobago National
Vocational Qualification (TTNVQ) in Trinidad and   
Tobago (National Training Agency)
Strategic Objective VI Implementation of the Caribbean Vocational
Improve the TVET certification Qualification (CVQ) and Trinidad and Tobago National
system to facilitate career Vocational Qualification (TTNVQ) in Trinidad and   
advancement Tobago (National Training Agency)

8
 STRATEGIC STRATEGIC KEY PROGRAMMES/PROJECTS IMPLEMENTATION TIMELINE
GOAL OBJECTIVES 2022/23 2023/24 2024/25 2025/26 2026/27
Establishment and Implementation of a National
Qualifications Framework (NQF) in collaboration with
the Accreditation Council of Trinidad and Tobago  
(ACTT) (National Training Agency)
Technical Vocational Education and
Training/Technology Education Revitalisation
Programme at Secondary Schools - a comprehensive
  
programme involving needs assessment, creation of
additional teaching posts, teacher training and up-
skilling and curricular reform.
To revitalise TVET Strategic Objective VII Technical Vocational Education and
throughout the education Increase the supply of trained Training/Technology Education Revitalisation
system to contribute TVET teaching personnel Programme at Secondary Schools - a comprehensive
towards sustainable programme involving needs assessment, creation of   
development additional teaching posts, teacher training and up-
skilling and curricular reform.

Development of a Revised Mechanism for Quality

Assurance of all TVET Providers and Programmes   
(National Training Agency)

Strategic Objective VIII Implementation of an Institutional Framework for

Improve the National Apprenticeship:
Apprenticeship System  National Policy for Apprenticeships;
 Apprenticeship criteria and guidelines; and   
 Registration requirements and employer guide.
(National Training Agency)

9
 STRATEGIC STRATEGIC KEY PROGRAMMES/PROJECTS IMPLEMENTATION TIMELINE
GOAL OBJECTIVES 2022/23 2023/24 2024/25 2025/26 2026/27
Strategic Objective IX Technical Vocational Education and
Improve and strengthen the Training/Technology Education Revitalisation
management of TVET laboratories Programme at Secondary Schools - a comprehensive
and equipment at schools programme involving needs assessment, creation of   
additional teaching posts, teacher training and up-
skilling and curricular reform.

Development of a Revised Mechanism for Quality

Assurance of all TVET Providers and Programmes
(National Training Agency)
 

DIGITAL TRANSFORMATION
Transform the delivery of Strategic Objective I Recruitment of staff 
education through the Fully establish the Educational
Optimisation and Re-Launch of the School Learning
development of a digital Technology Unit
Management System (SLMS) 
ecosystem such that citizens
are equipped with the skills Implementation and Optimisation of the Student
Management System (SMS) 
and competencies to be
competitive in the global Introduction of an E-Textbook Platform 
environment
Strategic Objective II Optimisation and Re-Launch of the School Learning
Optimise, operationalise and Management System (SLMS)
implement on a phased basis, the
Ministry of Education’s School 
Learning Management System
(SLMS)

10
 STRATEGIC STRATEGIC KEY PROGRAMMES/PROJECTS IMPLEMENTATION TIMELINE
GOAL OBJECTIVES 2022/23 2023/24 2024/25 2025/26 2026/27
Strategic Objective III Implementation and Optimisation of the Student
Implement the Ministry of Management System (SMS)
Education’s School Management 
System (SMS)
Strategic Objective IV Establishment of a National Online Open and
Provide continuous training and Innovative School for Teaching and Learning  
certification of staff, teachers,
Development of a Local Teaching Standards
administrators and students to 
Framework
efficiently navigate the various
software, applications and New Teacher Induction & Mentorship Programme     
platforms associated with the
digital transformation of teaching, Implementation of Online Professional Nano-
learning and education Professional Courses – to facilitate self-directed teacher 
administration. training
Development of Digital Toolkit for teachers

Transform the delivery of Strategic Objective V Implementation of E-testing  
education through the Introduce e-testing at the ECCE,
development of a digital primary and secondary levels of Device Provision for Teachers and Students and
Replacement of Devices at School Labs 
ecosystem such that citizens the education system
are equipped with the skills Strategic Objective VI Introduction of an E-Textbook Platform 
and competencies to be Introduce an e-book platform at
competitive in the global the ECCE, primary and secondary Implementation of a Literacy and Numeracy Adaptive
environment Learning System 
levels of the education system
Strategic Objective VII Implementation of a Literacy and Numeracy Adaptive
Use online literacy and numeracy Learning System 
solutions and other educational
Student Digital Literacy and Digital Ethics - A project
software by schools to improve
to develop a self-directed programme in the
student engagement and facilitate 
fundamentals of digital literacy for all students
self-directed learning

11
 STRATEGIC STRATEGIC KEY PROGRAMMES/PROJECTS IMPLEMENTATION TIMELINE
GOAL OBJECTIVES 2022/23 2023/24 2024/25 2025/26 2026/27
Finalisation of the Draft Online Education Policy

h h h
Strategic Objective VIII Design the Professional Development component of the
Establish a National Online Open National Open Online School and implement the Online 
School of Trinidad and Tobago Continuation Classes component
TRANSITION OF LEARNERS THROUGH THE EDUCATION SYSTEM
To facilitate the seamless Strategic Objective I National School Guidance and Counselling Programme     
transition of learners Enable all learners to successfully
through all levels of the plan their educational pathways Inclusive Schools Project  
education system, and to Early Childhood Intervention for Learners with Special
promote purposeful career Needs/ Disabilities/ Improved Provision of Special 
choices Education
Establishment and Implementation of a National
Qualifications Framework (NQF) in collaboration with
the Accreditation Council of Trinidad and Tobago  
(ACTT) (National Training Agency)
To facilitate the seamless Strategic Objective II Implementation of an Institutional Framework for
transition of learners Provide opportunities that support Apprenticeship:
through all levels of the the involvement of citizens in post-  National Policy for Apprenticeships;

education system, and to secondary and tertiary education  Apprenticeship criteria and guidelines; and
promote purposeful career  Registration requirements and employer guide.
choices (National Training Agency)
Development and Implementation of a Marketing and
Communication Plan to Inform, Educate and Inspire 
TVET Stakeholders (National Training Agency)
ENABLING STUDENT SUCCESS

12
 STRATEGIC STRATEGIC KEY PROGRAMMES/PROJECTS IMPLEMENTATION TIMELINE
GOAL OBJECTIVES 2022/23 2023/24 2024/25 2025/26 2026/27
Implement the monitoring Strategic Objective I Re-engaging for Success - implementation of a
and evaluation systems and Develop and implement systems to comprehensive, multifaceted, and cohesive system of
associated intervention identify and monitor students who support to optimise student performance:
strategies to ensure the are underachieving or at risk of 1. Provision of Learning Support Assistants
success of each student underachievement (LSAs)
within the education system 2. Vacation Classes in Mathematics and English  
Language Arts for Standards 4 and 5 Students
3. Training of teachers in Mathematics, English
Language Arts and Writing
4. After School Support Education Programme
Strategic Objective II Implementation of the School Based Management
Develop and implement (SBM) Model 
intervention strategies at the Re-engaging for Success - implementation of a
individual and school levels to comprehensive, multifaceted, and cohesive system of
maximise student performance  
support to optimise student performance
National School Guidance and Counselling Programme
    
Implement the monitoring School Social Work (Student Support Services
and evaluation systems and Division):
associated intervention 1. Counselling Programmes 
strategies to ensure the 2. Crisis Intervention Programmes
success of each student
Strategic Objective III National School Guidance and Counselling Programme
within the education system     
Implement processes and
strategies at the upper secondary National School Social Work Programme     

13
STRATEGIC STRATEGIC KEY PROGRAMMES/PROJECTS IMPLEMENTATION TIMELINE
GOAL OBJECTIVES 2022/23 2023/24 2024/25 2025/26 2026/27
education level to reduce student Re-engaging for Success - implementation of a
attrition comprehensive, multifaceted, and cohesive system of
support to optimise student performance:
Secondary School Component:  
1. Restorative Practices and
2. Vacation Revision Programme at the Secondary
School Level

Strategic Objective IV Re-engaging for Success - implementation of a

Engage the relevant human comprehensive, multifaceted, and cohesive system of
resources to enable student success support to optimise student performance:
1. Recruitment of Student Support Services  
Division staff - School Social Workers and
Guidance Counsellors

14