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The problem is a substantial intervention program in
the Windward Islands (WI) has gone unevaluated. Aid
programs such as Technical and Vocational Education
Teacher Training (TVETT) go unevaluated because (a)
aid agencies' personnel policies preclude hiring
local people with experience and expertise to
evaluate programs, and (b) projects are often
abandoned because (i) another project came on stream,
(ii) funds and materials were lacking and (c) project
data arrived too late to conduct an evaluation.
The Commonwealth of Learning-supported TVETT project
is a distance education program developed and
implemented in the WI from October 1996 to June 1997.
The study found that only St. Lucia participated in
all phases of the project. Dominica, Grenada and St.
Vincent were involved solely in the planning and
development of the technical and vocational teacher
training core curriculum. The study concluded that
the WI should (a) control the education project cycle
(b) procure education services in markets of choice,
(b) build the capacity to conduct research including
project and policy evaluation, and (c) be transparent
in the manner the education ministry interfaces with
aid agencies.
the Windward Islands (WI) has gone unevaluated. Aid
programs such as Technical and Vocational Education
Teacher Training (TVETT) go unevaluated because (a)
aid agencies' personnel policies preclude hiring
local people with experience and expertise to
evaluate programs, and (b) projects are often
abandoned because (i) another project came on stream,
(ii) funds and materials were lacking and (c) project
data arrived too late to conduct an evaluation.
The Commonwealth of Learning-supported TVETT project
is a distance education program developed and
implemented in the WI from October 1996 to June 1997.
The study found that only St. Lucia participated in
all phases of the project. Dominica, Grenada and St.
Vincent were involved solely in the planning and
development of the technical and vocational teacher
training core curriculum. The study concluded that
the WI should (a) control the education project cycle
(b) procure education services in markets of choice,
(b) build the capacity to conduct research including
project and policy evaluation, and (c) be transparent
in the manner the education ministry interfaces with
aid agencies.