Ready to Learn: Early Childhood Education of
Quality to Prevent School Failure in Trinidad and
Tobago
OAS HEMISPHERIC ECCE TEAM REPORT OCTOBER, 2004
Early Childhood Education:
The Solution to Grade Repetition,
Overaged Students, Dropouts and
Low Educational Achievement.
Trinidad and Tobago
The Republic of
Trinidad and Tobago is
the most southerly of
the Caribbean islands
with a population of 1.3
million people.
Trinidad and Tobago [Continued]
The vision of the Government is to make Trinidad and
Tobago a developed country by year 2020 and has
ranked education as the top national priority and the
key to human resource development. The Ministry of
Education has therefore aligned its key activities with
the goals set for national human development.
Cognisance has been taken of the objectives to improve
the quality and equity of access to education and
training at all levels, which includes Early Childhood
Care and Education (Ministry of Education Strategic
Plan 2002-2006).
An Overview of ECCE
In 1970, the Government began a pilot project in La Pastora
Community in partnership with the Bernard Van Leer
Foundation and the Trinidad and Tobago Association of Village
Councils. Subsequently, a total of 50 centres were set up in
various communities with the assistance of the Association of
Village Councils.
The Ministry of Education also collaborated with SERVOL Ltd,
a Non-Governmental Organisation to establish communitybased government assisted early childhood care and education
centres in Trinidad and Tobago.
Overview [Continued]
In 1995 a National Early Childhood Care and Education Survey
was conducted.
Findings revealed that greater access and enhanced quality
provision as well as adequate equipment and materials were
needed for programme success.
Government in corporation with the World Bank provided for the
improvement of Early Childhood Education through the Fourth
Basic Education Project.
Some new centres were constructed and some of the existing
Centres were upgraded and material and equipment were supplied.
Overview [Continued]
Midterm review was done in 2000
Final review in 2003 – 2004 with Report to be submitted. The
results will inform policy.
National ECCE Standards were developed and launched in 2003,
public comments were made on the Green Paper in September
2004, with a White Paper and legislation as the expected outcome.
An ECCE census was conducted in 2004. Preliminary data
revealed approximately 168 public ECCE centres, comprising
government, government assisted joint-ownership, and community
based government assisted ECCE centres (see Fig. 1) as well as
over 900 privately run ECCE centres throughout Trinidad and
Tobago. Analysis of census data is being done and results will also
inform policy and determine intervention strategies.
Overview (Continued)
91
37
40
Original Gov't ECCE Centres
Joint-ownership Government Assisted ECCE Centres
SERVOL Government Assisted ECCE Centres Established from 1987
to present
Figure 1: Illustrates the Ownership of Public ECCE Centres
Guiding Philosophy

The Ministry of Education’s guiding
philosophy is that all children regardless of
ethnic group, religion, socio–economic
status , gender have a right to become all
they are capable of becoming.
Commitment
One of the major commitments is to
prevent the cycle of School Failure. Our
Priorities are: grade repetition, over-aged
students, dropouts and assessment of
learning outcomes, which are based on the
statistics in Tables 1 & 2.
Table 1- PROMOTION RATE REPETITION RATE AND
DROP-OUT RATE IN PRIMARY EDUCATION BY
GRADE 1998/1999- 1999/2000.
YEAR 1998/2000
INFANT
YEAR 1
INFANT
YEAR 2
STD. 1
STD. 2
STD. 3
STD. 4
PROMOTION
RATE
94.9
96.6
96.3
98.2 98.1
95.8
REPETITION
RATE
(7.4)
3.7
3.2
2.1
2.2
(4.2)
DROP-OUT
RATE
0
0
0.5
0
0
0
Source: Ministry of Education.
Budget Presentation. 2003-2004.
11
Table 2- PROMOTION RATE, REPETITION RATE AND
DROP-OUT RATE IN PRIMARY EDUCATION BY
GRADE 1999/2000 – 2000/2001
INFANT
YEAR 1
INFANT
YEAR 2
STD. 1
STD. 2
STD. 3
STD. 4
PROMOTION
RATE
92.8
95.8
93.9
96.6 92.3
64.2
REPETITION
RATE
(9.3)
4.7
4.5
3.7
4.6
6.6
DROP-OUT
RATE
0
0
1.6
0
3.1
29.2
Source: Ministry of Education.
Budget Presentation. 2003-2004.
12
Overarching Goal

To reverse the downward trend in school
failure in Trinidad and Tobago by engaging
all early years educators, including those
who work in the primary school settings in
professional development practices that will
help to transform the education system into
vibrant learning avenues for young children
and early childhood educators, with the
children at the core .
Justification

Most educators and researchers believe
that early childhood is a critical time to
begin preventing achievement gaps.

Early childhood has been shown to
enhance school readiness prevents stunted
cognitive development, improve primary
school performance, lower repetition and
drop out rates .
Justification [Continued]

Early education may be the single most
effective intervention for helping poor
children, families, communities and
nations break the intergenerational cycle of
poverty.
Source : Young , E.M. (1996) .Early Child Development :
Investing in the future.World Bank
PROBLEM CAUSE ANALYSIS OF SCHOOL FAILURE AND
EARLY REPETITION:
The Trinidad And Tobago Perspective
HOME AND FAMILY
Low socio -economic status
Unstable family structure
lack of parental involvement
Educational level of parents
parental attitude towards
importance of the early years
LEARNING ENVIRONMENT
Poor infrastructure ( especially in infant
classes) not conducive to active
learning
Inappropriate furniture to cater for
developmental needs
Lack of opportunities for constructivist
learning within the setting
Large student -teacher ratio creates
a climate not conducive to positive social
interactions between child - child /
teacher / child
Lack of support systems for a) students
identified at risk (b) teachers
Poor curriculum delivery
Effective system not in place at
Insufficient attention to teaching
primary school level to cater
of reading
for smooth transition from
Inappropriate instructional
pre-school to primary
practices
school
( not developmentally
Absence of school
appropriate)
policy on
Technical -proficiency
teaching of reading
approach to
Placement of teachers
teaching / learning & assessment
ADMINISTRATION
CURRICULUM DELIVERY
TEACHER QUALITY
Unprepared to deal with transition, slow
learners, student diversity
Inconsistencies in standards & services
offered to pre-primary aged students
Lack of expertise / knowledge base
required for teaching young children
Teacher absenteeism
Inability to deal with individual differences
Finds difficulty in diagnosing ,
designing remedial programmes for ensuring students' success
Low teacher expectation
No opportunities for upgrading skills and competencies
Limited student teacher interaction
Inappropriate practices
Testing at first year level
Outdated equipment
Chalk and talk dominates
Lack of interactive resources
to facilitate constructivist
approach to learning
Lack of necessary support
services ( guidance counselors
facilitators to cater for
individual needs of students
at -risk
RESOURCES
Malnutrition
Insufficient mental stimulation
in early years
Many not prepared to
deal with challenges
of primary school
Social , emotional,
health problems
Individual needs
not met.
Student absenteeism
STUDENTS
School
Failure
&
Early
Repetition
Problem Scenario: Factors Promoting
School Failure.






Lack of access , affordability to high-quality early
childhood care and education programmes.
Superficial and inappropriate adult/child
interactions.
High teacher/child ratio.
Increase in grade retention , repetition at infant
year one (1) and two (2) of the primary school
level (See Tables 1 & 2).
Absence of quality standards for caregivers and
early years educators.
Lack of use of authentic assessment strategies.
Reality Check: Problem Scenario




Early years practitioners , especially in primary
school settings lacking appropriate qualifications
and competencies.
Lack of support system and remedial resources
that could help children especially those at risk,
reverse the pattern of academic failure.
Inconsistencies in the quality of services being
offered to young children and their families.
Curriculum Programmes not developmentally
appropriate.
Reality Check : Problem Scenario



Teachers not adequately prepared to deal with
the wide range of student diversity and
experiences.
Limited opportunities for professional growth
and development of early years educators ,
including those who work in primary school
settings.
Learning environments especially at the primary
school level are not appropriate to the children’s
developmental needs.
Problem Scenario [ Continued]




Unsuccessful transition from pre-school to
primary school.
In many instances physical facilities are
inadequate and educational resources.
In many instances services not based on
developmentally sound principles.
Over-crowded , poorly equipped
classrooms at primary school level.
Factors Promoting School Failure




Lack of focus on smooth transition from preschool to primary school setting.
Inconsistencies in standards and services offered
to young clients and their families.
Ad-hoc policies pertaining to field of early
childhood education.
Inadequate system of monitoring / supervision of
early years educators to ensure accountability.
ECCE SWOT ANALYSIS
EARLY CHILDHOOD CARE
AND EDUCATION: SWOT
ANALYSIS
CURRENT STATUS AND
ANALYSES
STRENGTHS
PRIORITIES
WEAKNESSES
AND
OPPORTUNITIES
STRATEGIES
THREATS
SWOT Analysis
EXTERNAL ENVIRONMENT
STRENGTHS
Minister of
Education/Political
Directorate committed to the
provision of quality early
childhood care and
education (ECCE).
An established ECCE Unit
that is being strengthened
with human, physical and
financial resources.
A Cabinet appointed
National Council ECCE
(NCECCE) to provide an
integrated approach to
ECCE.
A cadre of committed &
qualified ECCE personnel.
Consistency of the national
philosophy, vision and
mission and the ECCE
Unit’s.
Provision of Standards for
regulating EC Services
leading to legislation.

INTERNAL ENVIRONMENT
WEAKNESSES
Absence of a shared programme,
philosophy, vision & mission by
service providers in T&T with the
Ministry of Education at most centers.
 Exclusion of the ECCE level in the
seamless education system.
 Need for clear policies to be
developed by the Ministry of Education
(M.O.E.)/NECCE regarding roles and
responsibilities of all stakeholders.
Additional resources needed to fully
staff the ECCE Unit.
Overlapping of responsibility, which
have resulted in a lack of clearly
defined role for ECCE Unit’s staff and
other providers.
Lack of inclusion of the ECCE in the
cohesive system.
Legislation of Standards still to be
finalised.
Lack of provision of programme
evaluation e.g. of Government Assisted
Centres.

OPPORTUNITIES
THREATS
Support of regional and
international organisations.

Caribbean
networking/support.
Legislation
of standards will
create opportunities for improved
quality.
An
apparent reluctance of EC
service providers to meet the
standards in the absence of
legislation
SWOT Analysis [Continued]
INTERNAL ENVIRONMENT
STRENGTHS
WEAKNESSES
EXTERNAL ENVIRONMENT
OPPORTUNITIES
Any loss of ECCE
professional staff.
Non re-establishment of
NCECCE immediately after
current term.
Programme evaluation not
completed and returned on a
timely basis.
Increasing
number of nonaccredited training institutions.

Working towards universal
access and quality ECCE for 3
and 4 years old children by
2010.
Some increase in the number
of certified teachers based on
120 scholarships offered in
January 2003.

Approximately
9400 children
do not have access to quality
ECCE.
Still too many uncertified
ECCE teachers/caregivers
particularly in the private
sector.
 81 teachers in Governmentassisted centres are still
uncertified.
THREATS
Increased
funding will help to
increase access.
Establishment of the new
Teacher Development Unit to
improve quality of Teacher
Education and teacher
development in general.
There is a career path for EC
teachers to encourage them to
remain in the system.
SWOT Analysis [Continued]
INTERNAL ENVIRONMENTS
EXTERNAL ENVIRONMENTS
STRENGTHS
WEAKNESSES
OPPORTUNITIES
Building
Although
Because
and upgrading of
ECCE Centres
The
programme is
community-based.
EECE boards have shown
commitment.
approximately 850
private centres serve to
increase access for about
21,250 children, many of them
do not provide minimum
quality.
In spite of training many
ECCE teachers unable to
translate theory into practice.
E.g. their training has not
always assisted them in
developing skills in dealing
with developmental delays,
diversity, social and cultural
and emotional needs.
Lack of appropriate resources
and physical facilities in many
of the ECCE centres.
Lack of equipment of modern
day technology.
Imbalance in the rates of staff
members to ECCE centres to
carry out the responsibility
(there is an inadequate
adult/child ratio).
of the involvement
of ECCE centres with the
community, ECCE Centres can
help to build communities and
strengthen families.
Working with international
agencies/organisations is an
opportunity to obtain financial
and technical assistance.
THREATS
SWOT Analysis [Continued]
INTERNAL ENVIRONMENT
STRENGTHS
Longitudinal National ECCE
Surveys conducted (1995 to
2004) completed in three phases.
 Held National Consultation
on the Green Paper on Proposed
Standards for regulating Early
Childhood Services and working
towards white paper (legislative
framework).
 Working towards draft National
ECCE Curriculum Guide based on
Caribbean realities.
 ECCE data collection census
completed in Trinidad with present
status – data input.
 Increase ECCE Curriculum
Facilitators to assist EC Service
Providers through the transition
period for meeting standards.
 Enhancement of some existing
government assisted ECCE centres.
 Provision of adequate and
developmentally appropriate material
for all government and government
assisted ECCE centres.

EXTERNAL ENVIRONMENT
WEAKNESSES
Current database does not
provide the vital information
needed to improve quality.
 There is too much variation in
curriculum with most of them
developmentally inappropriate
for children ages 3-5.
 Some caregivers/teachers do
not follow any curriculum guide.
 ECCE caregivers/teachers are
unable to translate theory into
practice.
 Transition issues at the
primary setting not adequately
addressed as only a few schools
are involved in the pilot project.
 Within a four year period
there has been a significant
increase in repetition in first and
second year infant classes (see
Table 1).
 Increase in dropout rate in
primary school (see Table 2).

OPPORTUNITIES
Vital baseline information
from National ECCE surveys
which could be used to develop
policies and plan intervention to
enhance quality.
 Regional networking to
develop culturally appropriate
ECCE guide.

THREATS
If results of research are not used
for improvement of quality on a
timely basis.
 Inadequate financial assistance for
curriculum reform and to address
transition.
 Any setback hindering the Teacher
Development Unit from putting
programmes in place to enhance
quality.
 If opportunities are missed tos

Plan Of Action

To identify priorities and develop strategies
in the field of Early Education that will
improve equity and quality of early
childhood development as a mechanism for
mitigating school failure at each
succeeding level of a seamless education
system.
Priorities


Developing policies to ensure high–quality
and equitable access to early childhood
care and education services in Trinidad and
Tobago.
Providing a White Paper with Standards for
regulating Early Childhood Services in
Trinidad and Tobago.
Developing a system that promotes and
recognizes quality education through
licensing, regulation and accreditation.
Priorities [Continued]



Equitable financial support to ensure
access for all children to high–quality child
care services.
Developing an National ECCE Curriculum
Guide for children under five and an
Integrated Curriculum for the early primary
grades.
Conducting training needs assessment
Priorities [Continued]




Investing in the Professional Development of
Early Years Educators, including those who work
in primary school settings.
An effective system of early childhood
professional development that provides
meaningful opportunities for career advancement.
Ensuring smooth transition from ECCE centres to
primary school.
Providing Universal early childhood care and
education for all three and four year old children
by 2010.
Recommended Strategies


Implementation of quality standards in the field
of early education to ensure equity and quality in
services offered to young children and their
families.
Continued implementation of an integrated
approach to meeting the needs of young children
and their families through policy development
and collaborative planning by the National
Council of Early Childhood Care and Education
and the Ministry of Education.
Recommended Strategies


Develop Standards for teacher preparation,
certification, in-service training and ongoing professional development .
Develop and support (with other partners)
coherent training systems using regional
and distance learning where possible.
Recommended Strategies

Institute policies to prevent early school
failure by providing affordable, high
quality child-care and education services
to young children and their families,
especially those from lower socio
economic backgrounds.
Recommended Strategies



Provide on –going professional
development programmes and support
system for all early years educators.
All primary school teachers should be
trained in teaching reading and early
childhood education.
Develop policies and provide incentives to
attract and retain the best teachers.
Recommended Strategies





Class size should be reduced in the early primary
classes.
School districts should have support available for
students in danger of failing.
Provision of after –school tutoring/ vacation
programmes for at risk students.
Creating stronger linkages between pre-school
and primary school – attach pre-school centres to
schools with low student population.
Placing competent trained early childhood
personnel in infant and lower junior classes in
primary schools.
Recommended Strategies


Schools identified with large number of at risk
students should be provided with staff specially
trained to meet the needs of those students.
Institute policies to prevent early school failure
by providing affordable, high quality child-care
services to young children and their families,
especially those from lower socio economic
backgrounds.
Recommended Strategies


Development of Integrated Curriculum Modules
for use with children in early primary grades to
promote learning and development across
domains.
Development of a National ECCE Curriculum
Guide as a methodological framework for young
children’s care and education with the teachers
and parents employing the framework to arrange
the context of the programme, while the children
provide the content.
Conclusion
Based on what has been done to date:

Valuable lessons have been learnt.

New research will emerge

Questionnaires have been developed using
themes from the problem cause analysis.

Further research is soon to be conducted.
The sharing of lessons learnt among the participating
OAS countries will enable us to provide effective
intervention and will bring us closer to achieving the
goal of preventing school failure through
high quality early childhood care and education.