Dominica

Dominica

Highlights

Alice Albright expresses deep concern about the devastation that Hurricane Maria left in the Caribbean, including in Dominica, one of GPE’s partner countries.
GPE's Board of Directors recently approved a US$2 million grant to support education in the four Caribbean island states of Dominica, Grenada, St. Lucia, and St. Vincent and the Grenadines.The...
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Education in Dominica

Dominica is member of the Organization of Eastern Caribbean States (OECS) and as such is being supported by GPE alongside Grenada, Saint Lucia, and Saint Vincent and the Grenadines.

The OECS recognizes the importance of improving the quality of education as part of the solution to improving social and economic development in the region.

On average, OECS countries spend over 17% of the national budget on education and between 5-7% of GDP.

The OECS countries have made good progress in access to basic education, which is expanded to universal levels with some countries implementing universal early childhood education, but some challenges remain with regard to access, equity, and quality.

The overarching goal of education outlined in the 2012-2021 OECS Education Sector Strategy (OESS) is to contribute to the socio-economic advancement of the OECS through a quality education system that enables learners of all ages to reach their true potential.

The OESS is results-oriented, focuses on learning outcomes, and provides a strategic approach aimed at strengthening leadership, management, and accountability systems within the education sectors in the region.

The OESS outlines seven objectives:

  1. Improve the quality and accountability of leadership and management by:
    • Establishing professional development programs for school leaders across the region
    • Strengthening accountability, knowledge management, and legal frameworks within which school leaders operate.
  2. Improve teachers’ professional development by:
    • Recruiting and retaining qualified teachers and teacher trainers/educators
    • Improving teacher management
    • Increasing the number of qualified teachers operating within their field of expertise across schools in the OECS.
  3. Improve the quality of teaching and learning by:
    • Providing different approaches that engage learners in creative learning experiences
    • Improving achievement for all learners and ensure that they acquire the core competencies in the areas of literacy, numeracy, and technology.
  4. Improve curriculum and strategies for assessment by:
    • Providing students with access to curricula that is based on defined learning outcomes
    • Increasing students’ engagement and achievements, with levels of attainment matching international benchmarks
    • Developing a regional education and skills strategy that meets the needs of individuals, communities, and employers in the 21st century context.
  5. Increase and expand access to quality early childhood development services by:
    • Improving the quality of early childhood development services to meet the needs of children from birth to age five, including the most vulnerable
    • Increasing funding for early childhood education programs by developing and implementing a strategy that encourages public-private partnerships
    • Strengthening inter-sector, parent, and community collaboration and partnerships.
  6. Provide opportunities for all learners in technical and vocational education and training by:
    • Providing introductory technical and vocational training for primary school students
    • Creating a qualification framework that enables learners to move seamlessly between vocational and academic qualifications.
  7. Increase provision for tertiary and continuing education by:
    • Improving funding mechanisms for tertiary and continuing education institutions across the OECS
    • Improving governance systems and processes
    • Improving the quality of programs and research offered by tertiary and continuing education institutions.

Also, the OESS covers the following cross-cutting themes: improving achievement levels in the core subjects of literacy, numeracy and technology; strengthening boys’ education; achieving equality of access to the marginalized and economically disadvantaged; strengthening disaster risk reduction and management measures; establishing effective knowledge management systems; and integrating technology in the classroom.

Grants

All amounts are in US dollars.

Program implementation 2016-2019 2,000,000 411,400 IBRD
Grant type* Years Allocations Disbursements Grant agent
Sector plan development 2014 298,500 285,239 IBRD
Program development 2014 316,000 314,839 IBRD
  TOTAL 2,614,500 1,011,478  

*These grants were allocated to the Organisation of Eastern Caribbean States to be shared among Dominica, Grenada, Saint Lucia and Saint Vincent and the Grenadines.

Data

Source: World Bank - Education Data
Data on education are compiled by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics from official responses to surveys and from reports provided by education authorities in each country.

Access

Primary Gross Enrollment Rate (%)

Primary Completion Rate (%)

Lower Secondary Completion Rate (%)

Out-of-school Children Rate (%)

Domestic Financing

Public Expenditure on Education as Share of GDP (%)

Public Expenditure on Education as a Share of Public Expenditure (%)

Public Expenditure on Primary as a Share of Total Education Expenditure (%)

Teachers

Student/Trained teacher ratio

Teachers Trained (%)

GPE in Dominica

The main objectives of the US$2 million GPE grant are to:

  1. Use quality learning standards to support evidence-based teaching and learning at the primary level by:
    • Reviewing the harmonized curriculum to clarify grade-level learning standards for primary education in literacy, numeracy, science, and social studies.
    • Developing a learner-centered assessment framework to monitor the achievement of learning standards.
    • Developing and implementing guidelines for using the learning standards and formative classroom assessment.
  2. Improve teacher practices at the primary level by:
    • Reviewing the teacher training programs in member countries.
    • Reviewing classroom practices in member countries to understand current practices and identify capacity gaps.
    • Developing a teacher professional development course and school-based professional learning communities to improve classroom practices.
    • Carrying out competence-based professional development activities for teachers in the member countries.
    • Establishing an online community of practice for teachers to access online instructional resources and share lesson plans and experiences.
  1. Strengthen primary school leadership and accountability by:
    • Developing a school leader training program based on professional standards.
    • Carrying out competence-based training and certification activities for school leaders.
    • Developing a handbook for school principals/leaders to guide school leadership and management.
  2. Initiate the strengthening of sector monitoring & evaluation capacity by:
    • Process monitoring of the teachers and school leader professionals development activities.
    • Establishment of national routines for ongoing monitoring of learning standards and assessment using available data and additional research.
    • Monitoring of teacher classroom practices through the use of the classroom assessment scoring system.
    • Carrying out annual regional and country-level program reviews.

The Organization of Eastern Caribbean States Commission received a US$298,500 Education Sector Plan Development Grant to finalize and appraise the OESS and a US$316,000 Program Development Grant to develop a multi-country program implementation grant application in 2014. The World Bank acted as grant agent for both grants.  

The World Bank acted as grant agent for both grants. ​

Source: World Bank Project Appraisal Document. March 2016

Last updated September 05, 2017