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Caribbean Centre of Excellence for Teacher Training (Caribbean CETT) (2002–2006)

The Caribbean Centre of Excellence for Teacher Training is one of three Centres to be established in Latin America and the Caribbean under a Summit of the Americas Initiative. The goal of the project is to provide innovative leadership to strengthen reading instruction in the early primary grades (1–3). Services are directed at schools that serve disadvantaged communities, especially Creole-dominant or multilingual communities.
 
The Caribbean CETT is composed of five mutually reinforcing components, viz.,
1.      Diagnostic tools to assess student performance
2.      Teaching and learning materials focused on addressing key reading problems
3.      Teacher training to improve teachers’ pedagogical skills, including training to utilize the tools and materials
4.      Action research to enhance the tools, materials, and teacher training
5.      Information and communications technology to support the other four components by improving linkages between institutions and by disseminating the training, materials, and best practices
 
It is expected that the Centre of Excellence will (a) use a training-of-trainers approach to increase the number of teachers that it will impact, (b) provide a clearinghouse of teaching materials, and (c) use information and communications technology to facilitate information-sharing among institutions and to increase the scope of teachers’ access to training.
 
In the first year the programme will operate in Jamaica, St. Lucia, and St. Vincent and the Grenadines, expanding to Belize and Guyana in year two. During phase two it is anticipated that the project will reach the seven remaining independent countries in the English-speaking Caribbean.
 
The project is managed by the Joint Board of Teacher Education, Mona, in collaboration with the Joint Board of Teacher Education, Cave Hill. The framework for implementing and operating CETT is guided by the following principles:
  • A participatory design process
  • A focus on practices rather than institutions
  • Building on existing capabilities
  • Working with educational innovators and change agents


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