{"id":202,"date":"2012-01-19T05:59:42","date_gmt":"2012-01-19T05:59:42","guid":{"rendered":"http:\/\/www.eyecarecaribbean.com\/site\/eyecarecaribbean\/2012\/01\/19\/caribbean-situation-analysis\/"},"modified":"2012-01-19T05:59:42","modified_gmt":"2012-01-19T05:59:42","slug":"caribbean-situation-analysis","status":"publish","type":"post","link":"https:\/\/www.eyecarecaribbean.com\/site\/ecc\/education-for-all-caribbean\/caribbean-situation-analysis\/","title":{"rendered":"Caribbean – Situation Analysis"},"content":{"rendered":"

\u00a0<\/p>\n

To be used in developing<\/strong>
National Plan for the achievement of ‘Education for all Children<\/strong>
who are Blind or Visually Impaired across the Anglophone Caribbean’<\/strong><\/p>\n

Planning for the Period 2010 – 2014<\/strong><\/p>\n

SITUATION ANALYSIS<\/strong><\/p>\n

Prepared by: Frank Bowen and Keva Richards<\/strong><\/p>\n

(This document can be downloaded in pdf format here.<\/a> )<\/strong><\/p>\n

WHAT IS EFA-VI CAMPAIGN?<\/strong>
The Education for All Children with Visual Impairment (EFA-VI) is a global campaign and program of the International Council for Education of People with Visual Impairment (ICEVI) acting in partnership with the World Blind Union (WBU) and endorsed by the UNESCO and UNICEF to ensure that girls and boys with blindness and low vision enjoy the right to education. This campaign and program primarily focus on children in the developing world. The EFA-VI campaign will focus on early intervention and on all preschool and school age girls and boys with visual impairment. The term “visual impairment” used in this campaign includes blind and low vision children and those children who are deafblind or otherwise multiply disabled.<\/p>\n

<\/p>\n

\u00a0<\/p>\n

GUIDING PRINCIPLES:<\/strong>
The EFA-VI campaign will be guided by the following fundamental principles:
1.\tThere is a need to create a demand for education of children with visual impairment
2.\tThe campaign will work within the general framework of education and special education of countries selected for implementation.
3.\tGirls and boys with visual impairment should be included in the general education system with appropriate support
4.\tAlternative educational approaches are also necessary considering that some children with specialised needs such as those who are deafblind and multiple disabilities require specialised services.<\/p>\n

MODE OF IMPLEMENTATION:<\/strong>
The campaign is being implemented at two levels. A Global Task Force (GTF) is involved in formulating a strategic framework for the campaign and mobilizing technical and material resources. The day-to-day implementation of the Campaign is the primary responsibility of the National Task Force (NTF). The country-level Task Forces will be oriented to take stock of the existing situation in each country before projecting a national plan for implementation. The President of ICEVI, Mr. Larry Campbell, serves as the Chairman of the Global Task Force and Dr. M.N.G. Mani, Secretary-General of ICEVI serves as the Executive Director of the Campaign.<\/p>\n

COMPOSITION OF NATIONAL TASK FORCES AND TERMS OF REFERENCE:<\/strong>
The National Task Forces are the most vital units in the implementation of the EFA-VI Campaign and Program. They should consist of all stakeholders of Special Needs Education who have made their contribution directly or indirectly to the development and implementation of National Plans. The National Task Force may comprise the following:<\/p>\n

\u2022\tGovernment Ministries of Education and other Ministries concerned for the overall ‘Education For All’ Campaign
\u2022\tOrganizations of Persons with Visual Impairment and Parent Organisations where exist
\u2022\tNational and International Non-Governmental Organizations working in the area of Visual Impairment and EFA
\u2022\tUN Specialized Agencies concerned at the national level.
\u2022\tSpecial Teachers and other professionals working in the area of visual impairment
\u2022\tProfessionals in the Eye-Health Care\/Vision 2020 Program
\u2022\tTeacher Preparation Institutes including Universities, which train Teachers for regular schools and for children with visual impairment.<\/p>\n

The Terms of Reference of the National Task Force should include:<\/strong><\/p>\n

\u2022\tWorking within the overall framework of existing National Education Plans to ensure that the educational issues of girls and boys with visual impairment including those who are deaf-blind and multiple disabled are adequately addressed
\u2022\tMaking situation analysis and collecting data at the national level
\u2022\tDeveloping long-term and short-term goal-oriented Strategic Plans for implementing educational services for all visually impaired children
\u2022\tSuggesting legislations and regulations for adoption, where not existing, and ensuring that any existing discriminatory clauses are eliminated
\u2022\tEstablishing linkages for the purpose of Networking and Advocacy
\u2022\tSuggesting development of appropriate Curricula
\u2022\tMobilizing and sharing of resources towards convergence of services in order to achieve the EFA Goal.<\/p>\n

The National Task Force should meet at least twice a year to review the implementation of the EFA Campaign and assess its progress towards suggesting mid-term refinement, if any. The existing infrastructure of regional meetings of ICEVI and WBU may be used as forums for the National Task Forces to report on the progress of the Campaign at the national level.<\/p>\n

[See EFA Guidelines and Principles – for more details \u2013 Doc. #4]<\/p>\n

1. Introduction <\/strong><\/p>\n

<\/strong>The Caribbean is an archipelago about 2,500 miles long and approximately 160 miles wide. It encompasses the Caribbean Sea, a group of about 7,000 islands, islets, reefs and cays and the surrounding coasts. The region is located southeast of the Gulf of Mexico and Northern America, east of Central America, and to the north of South America. The islands are usually referred to as the ‘West Indies’. A history of conquest and colonization has left the region with four major languages (English, French, Dutch and Spanish); several dialects; and it own unique social and cultural characteristics and experiences. <\/p>\n

\u00a0<\/p>\n

Politically, “Caribbean” may be centered around socio-economic groupings found in the region. For example, the bloc known as the Caribbean Community (CARICOM) contains both the Republic of Guyana and Republic of Suriname, found in South America; along with Belize in Central America, as full members. Bermuda and the Turks and Caicos Islands, which are found in the Atlantic Ocean, are Associate Members of the Caribbean Community; and the same goes for the Commonwealth of the Bahamas, which is a full member.
In the global political landscape, the Caribbean which consists of more than twenty-two (22) independent States, Overseas Departments and Territories, is regarded as a ‘sub-region’ of North America.<\/p>\n

For the purpose of this Situation Analysis, however, the area of coverage is restricted to the Anglophone or English-speaking Caribbean.<\/p>\n

1.1 Anglophone Caribbean – Political, Geographical and Economic Profile:<\/strong>
(See Table I – below):<\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Countries<\/b><\/p>\n<\/td>\n

\n

Political Status<\/b><\/p>\n<\/td>\n

\n

Area (sq. km.)<\/b><\/p>\n<\/td>\n

\n

Capital<\/b><\/p>\n<\/td>\n

\n

GDP per capita (PPP)- USD<\/b><\/p>\n<\/td>\n

\n

HDI Rank<\/b><\/p>\n<\/td>\n<\/tr>\n

\n

1. Anguilla<\/p>\n<\/td>\n

\n

Overseas Territory of UK<\/p>\n<\/td>\n

\n

102<\/p>\n<\/td>\n

\n

The Valley<\/p>\n<\/td>\n

\n

8,800<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n<\/tr>\n

\n

2. Antigua & Barbuda<\/p>\n<\/td>\n

\n

Independent<\/p>\n<\/td>\n

\n

442.6<\/p>\n<\/td>\n

\n

St. John\u2019s<\/p>\n<\/td>\n

\n

19,000<\/p>\n<\/td>\n

\n

57<\/p>\n<\/td>\n<\/tr>\n

\n

3. (The) Bahamas<\/p>\n<\/td>\n

\n

Independent<\/p>\n<\/td>\n

\n

13,940<\/p>\n<\/td>\n

\n

Nassau<\/p>\n<\/td>\n

\n

28,600<\/p>\n<\/td>\n

\n

49<\/p>\n<\/td>\n<\/tr>\n

\n

4. Barbados<\/p>\n<\/td>\n

\n

Independent<\/p>\n<\/td>\n

\n

431<\/p>\n<\/td>\n

\n

Bridgetown<\/p>\n<\/td>\n

\n

19,300<\/p>\n<\/td>\n

\n

31<\/p>\n<\/td>\n<\/tr>\n

\n

5. Bermuda<\/p>\n<\/td>\n

\n

Overseas Territory of UK<\/p>\n<\/td>\n

\n

53.3<\/p>\n<\/td>\n

\n

Hamilton<\/p>\n<\/td>\n

\n

69,900<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n<\/tr>\n

\n

6. British Virgin Islands<\/p>\n<\/td>\n

\n

Overseas Territory of UK<\/p>\n<\/td>\n

\n

153<\/p>\n<\/td>\n

\n

Road Town<\/p>\n<\/td>\n

\n

38,500<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n<\/tr>\n

\n

7. Cayman Islands<\/p>\n<\/td>\n

\n

Overseas Territory of UK<\/p>\n<\/td>\n

\n

262<\/p>\n<\/td>\n

\n

George Town<\/p>\n<\/td>\n

\n

43,800<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n<\/tr>\n

\n

8. (Commonwealth of) Dominica<\/p>\n<\/td>\n

\n

Independent<\/p>\n<\/td>\n

\n

754<\/p>\n<\/td>\n

\n

Roseau<\/p>\n<\/td>\n

\n

9,900<\/p>\n<\/td>\n

\n

71<\/p>\n<\/td>\n<\/tr>\n

\n

9. Grenada<\/p>\n<\/td>\n

\n

Independent<\/p>\n<\/td>\n

\n

344<\/p>\n<\/td>\n

\n

St. George\u2019s<\/p>\n<\/td>\n

\n

13,400<\/p>\n<\/td>\n

\n

82<\/p>\n<\/td>\n<\/tr>\n

\n

10. Guyana<\/p>\n<\/td>\n

\n

Independent<\/p>\n<\/td>\n

\n

214,970<\/p>\n<\/td>\n

\n

Georgetown<\/p>\n<\/td>\n

\n

3,900<\/p>\n<\/td>\n

\n

92<\/p>\n<\/td>\n<\/tr>\n

\n

11. Jamaica<\/p>\n<\/td>\n

\n

Independent<\/p>\n<\/td>\n

\n

10,991<\/p>\n<\/td>\n

\n

Kingston<\/p>\n<\/td>\n

\n

7,400<\/p>\n<\/td>\n

\n

101<\/p>\n<\/td>\n<\/tr>\n

\n

12. Montserrat<\/p>\n<\/td>\n

\n

Overseas Territory of  UK<\/p>\n<\/td>\n

\n

102<\/p>\n<\/td>\n

\n

?<\/p>\n<\/td>\n

\n

3,400<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n<\/tr>\n

\n

13. St. Kitts\/Nevis<\/p>\n<\/td>\n

\n

Independent<\/p>\n<\/td>\n

\n

261<\/p>\n<\/td>\n

\n

Basseterre<\/p>\n<\/td>\n

\n

19,700<\/p>\n<\/td>\n

\n

54<\/p>\n<\/td>\n<\/tr>\n

\n

14. St. Lucia<\/p>\n<\/td>\n

\n

Independent<\/p>\n<\/td>\n

\n

616<\/p>\n<\/td>\n

\n

Castries<\/p>\n<\/td>\n

\n

11,300<\/p>\n<\/td>\n

\n

72<\/p>\n<\/td>\n<\/tr>\n

\n

15. St. Vincent and The Grenadines<\/p>\n<\/td>\n

\n

Independent<\/p>\n<\/td>\n

\n

389<\/p>\n<\/td>\n

\n

Kingstown<\/p>\n<\/td>\n

\n

10,500<\/p>\n<\/td>\n

\n

93<\/p>\n<\/td>\n<\/tr>\n

\n

16. Trinidad & Tobago<\/p>\n<\/td>\n

\n

Independent<\/p>\n<\/td>\n

\n

5,128<\/p>\n<\/td>\n

\n

Port-of-Spain<\/p>\n<\/td>\n

\n

18,600<\/p>\n<\/td>\n

\n

59<\/p>\n<\/td>\n<\/tr>\n

\n

17. Turks & Caicos Islands<\/p>\n<\/td>\n

\n

Overseas Territory of UK<\/p>\n<\/td>\n

\n

430<\/p>\n<\/td>\n

\n

Cockburn Town<\/p>\n<\/td>\n

\n

11,500<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n<\/tr>\n

\n

TOTAL<\/b><\/p>\n<\/td>\n

\n

–<\/p>\n<\/td>\n

\n

249,368.9<\/b><\/p>\n<\/td>\n

\n

–<\/p>\n<\/td>\n

\n

–<\/p>\n<\/td>\n

\n

–<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\u00a0<\/p>\n

2. Anglophone Caribbean: Demographic Profile:<\/strong>
[See Table II \u2013 below]<\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Country<\/b><\/p>\n<\/td>\n

\n

Population<\/b><\/p>\n<\/td>\n

\n

Life Expectancy<\/b><\/p>\n<\/td>\n

\n

Literacy Rate<\/b><\/p>\n<\/td>\n<\/tr>\n

\n

1. Anguilla<\/p>\n<\/td>\n

\n

13,477<\/p>\n<\/td>\n

\n

80.64<\/p>\n<\/td>\n

\n

95<\/p>\n<\/td>\n<\/tr>\n

\n

2. Antigua and Barbuda<\/p>\n<\/td>\n

\n

87,506<\/p>\n<\/td>\n

\n

74.76<\/p>\n<\/td>\n

\n

85.8<\/p>\n<\/td>\n<\/tr>\n

\n

3. The Bahamas<\/p>\n<\/td>\n

\n

327,000<\/p>\n<\/td>\n

\n

65.78<\/p>\n<\/td>\n

\n

95.8<\/p>\n<\/td>\n<\/tr>\n

\n

4. Barbados<\/p>\n<\/td>\n

\n

293,000<\/p>\n<\/td>\n

\n

73.94<\/p>\n<\/td>\n

\n

99.7<\/p>\n<\/td>\n<\/tr>\n

\n

5. Bermuda<\/p>\n<\/td>\n

\n

64,000<\/p>\n<\/td>\n

\n

80.43<\/p>\n<\/td>\n

\n

98<\/p>\n<\/td>\n<\/tr>\n

\n

6. British Virgin Islands<\/p>\n<\/td>\n

\n

22,016<\/p>\n<\/td>\n

\n

77.26<\/p>\n<\/td>\n

\n

97.8<\/p>\n<\/td>\n<\/tr>\n

\n

7. Cayman Islands<\/p>\n<\/td>\n

\n

51,900<\/p>\n<\/td>\n

\n

80.44<\/p>\n<\/td>\n

\n

98<\/p>\n<\/td>\n<\/tr>\n

\n

8. Commonwealth of Dominica<\/p>\n<\/td>\n

\n

72,000<\/p>\n<\/td>\n

\n

75.55<\/p>\n<\/td>\n

\n

88<\/p>\n<\/td>\n<\/tr>\n

\n

9. Grenada<\/p>\n<\/td>\n

\n

108,000<\/p>\n<\/td>\n

\n

65.95<\/p>\n<\/td>\n

\n

96<\/p>\n<\/td>\n<\/tr>\n

\n

10. Guyana<\/p>\n<\/td>\n

\n

739,000<\/p>\n<\/td>\n

\n

66.68<\/p>\n<\/td>\n

\n

99<\/p>\n<\/td>\n<\/tr>\n

\n

11. Jamaica<\/p>\n<\/td>\n

\n

2,667,000<\/p>\n<\/td>\n

\n

73.53<\/p>\n<\/td>\n

\n

79.9<\/p>\n<\/td>\n<\/tr>\n

\n

12. Montserrat<\/p>\n<\/td>\n

\n

4,488<\/p>\n<\/td>\n

\n

72.76<\/p>\n<\/td>\n

\n

97<\/p>\n<\/td>\n<\/tr>\n

\n

13. St. Kitts\/Nevis<\/p>\n<\/td>\n

\n

48,000<\/p>\n<\/td>\n

\n

73.2<\/p>\n<\/td>\n

\n

97.8<\/p>\n<\/td>\n<\/tr>\n

\n

14. St. Lucia<\/p>\n<\/td>\n

\n

166,000<\/p>\n<\/td>\n

\n

76.45<\/p>\n<\/td>\n

\n

94.8<\/p>\n<\/td>\n<\/tr>\n

\n

15. St. Vincent and The Grenadines<\/p>\n<\/td>\n

\n

120,00<\/p>\n<\/td>\n

\n

73.65<\/p>\n<\/td>\n

\n

88.1<\/p>\n<\/td>\n<\/tr>\n

\n

16. Trinidad & Tobago<\/p>\n<\/td>\n

\n

1,328,000<\/p>\n<\/td>\n

\n

70.86<\/p>\n<\/td>\n

\n

98.4<\/p>\n<\/td>\n<\/tr>\n

\n

17. Turks & Caicos Islands<\/p>\n<\/td>\n

\n

30,600<\/p>\n<\/td>\n

\n

75.42<\/p>\n<\/td>\n

\n

98<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\u00a0<\/p>\n

3. Blindness Worldwide: <\/strong><\/p>\n

<\/strong>The WHO Reports present the following picture in relation to blindness and visual impairment, globally:
\u2022\tApproximately 314 million persons are visually impaired world-wide, with 45 million of them being blind.
\u2022\t Most people with visual impairment are older, with females being at greater risk, at every age, in every part of the world.
\u2022\tAbout 87% of the world’s visually impaired live in developing countries.
\u2022\tThe number of people blinded by infectious diseases has been greatly reduced, but age related impairment is increasing.
\u2022\tCataract remains the leading cause of blindness globally, except in developed countries.
\u2022\tCorrection of refractive errors could give normal vision to more than 12 million children (ages 5 to 15).
\u2022\tAbout 85% of all visual impairment is avoidable, globally.
[WHO Media Center \u2013 Key Facts] <\/p>\n

\u00a0<\/p>\n

3.1 Blindness in the Caribbean:<\/strong>
Blindness in the Caribbean is estimated at 1%, according to the Barbados Eye Study (BES), although this figure may be higher in poor countries, such as Haiti and slightly lower in the more developed territories.<\/p>\n

The main causes of blindness in the region are: non-operated Cataract, uncorrected Refractive Error and Low Vision, Diabetic Retinopathy, Childhood Blindness and Glaucoma. Childhood Blindness is not as prevalent, but is a main cause of blinding years in the population.
As is the case globally, a high percentage of blindness in the Caribbean is avoidable (preventable or curable).<\/p>\n

The Strategic Plan for Vision 2020: The Right to Sight \u2013 Caribbean, observed that “visual disability has far-reaching individual, social and economic consequences, impeding development in childhood and productivity in adulthood, with functional and quality of life implications across the whole life spectrum. Cost-effective technologies are available to prevent, control or minimize visual impairment for most disorders”. The Plan emphasizes that “what is needed is political and professional commitment to, and provision of resources for, the delivery and application of these technologies to populations in need”.
[The Strategic Plan for Vision 2020 \u2013 Caribbean Region, pg. 1]<\/p>\n

3.1.1 Blindness and Low Vision in the Anglophone Caribbean:<\/b><\/p>\n

(See Table III – below):<\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Country <\/b><\/p>\n<\/td>\n

\n

Population <\/b><\/p>\n<\/td>\n

\n

Blindness <\/b><\/p>\n

(1%)<\/b><\/p>\n<\/td>\n

\n

Low Vision <\/b><\/p>\n

(3%)<\/b><\/p>\n<\/td>\n

\n

Total:<\/b><\/p>\n

(B+LV)<\/b><\/p>\n<\/td>\n<\/tr>\n

\n

1. Anguilla<\/p>\n<\/td>\n

\n

13,477<\/p>\n<\/td>\n

\n

135<\/p>\n<\/td>\n

\n

405<\/p>\n<\/td>\n

\n

540<\/p>\n<\/td>\n<\/tr>\n

\n

2. Antigua & Barbuda<\/p>\n<\/td>\n

\n

87,506<\/p>\n<\/td>\n

\n

875<\/p>\n<\/td>\n

\n

2,625<\/p>\n<\/td>\n

\n

3,500<\/p>\n<\/td>\n<\/tr>\n

\n

3. (The) Bahamas<\/p>\n<\/td>\n

\n

327,000<\/p>\n<\/td>\n

\n

3,270<\/p>\n<\/td>\n

\n

9,810<\/p>\n<\/td>\n

\n

13,080<\/p>\n<\/td>\n<\/tr>\n

\n

4. Barbados<\/p>\n<\/td>\n

\n

293,000<\/p>\n<\/td>\n

\n

2,930<\/p>\n<\/td>\n

\n

8,790<\/p>\n<\/td>\n

\n

11,720<\/p>\n<\/td>\n<\/tr>\n

\n

5. Bermuda<\/p>\n<\/td>\n

\n

64,000<\/p>\n<\/td>\n

\n

640<\/p>\n<\/td>\n

\n

1,920<\/p>\n<\/td>\n

\n

2,560<\/p>\n<\/td>\n<\/tr>\n

\n

6. British Virgin Islands<\/p>\n<\/td>\n

\n

22,016<\/p>\n<\/td>\n

\n

220<\/p>\n<\/td>\n

\n

660<\/p>\n<\/td>\n

\n

880<\/p>\n<\/td>\n<\/tr>\n

\n

7. Cayman Islands<\/p>\n<\/td>\n

\n

51,900<\/p>\n<\/td>\n

\n

519<\/p>\n<\/td>\n

\n

1,557<\/p>\n<\/td>\n

\n

2,076<\/p>\n<\/td>\n<\/tr>\n

\n

8. Commonwealth of Dominica<\/p>\n<\/td>\n

\n

72,000<\/p>\n<\/td>\n

\n

720<\/p>\n<\/td>\n

\n

2,160<\/p>\n<\/td>\n

\n

2,880<\/p>\n<\/td>\n<\/tr>\n

\n

9. Grenada<\/p>\n<\/td>\n

\n

108,000<\/p>\n<\/td>\n

\n

1,080<\/p>\n<\/td>\n

\n

3,240<\/p>\n<\/td>\n

\n

4,320<\/p>\n<\/td>\n<\/tr>\n

\n

10. Guyana<\/p>\n<\/td>\n

\n

739,000<\/p>\n<\/td>\n

\n

7,390<\/p>\n<\/td>\n

\n

22,170<\/p>\n<\/td>\n

\n

29,560<\/p>\n<\/td>\n<\/tr>\n

\n

11. Jamaica<\/p>\n<\/td>\n

\n

2,667,000<\/p>\n<\/td>\n

\n

26,670<\/p>\n<\/td>\n

\n

80,010<\/p>\n<\/td>\n

\n

106,680<\/p>\n<\/td>\n<\/tr>\n

\n

12. Montserrat<\/p>\n<\/td>\n

\n

4,488<\/p>\n<\/td>\n

\n

45<\/p>\n<\/td>\n

\n

135<\/p>\n<\/td>\n

\n

180<\/p>\n<\/td>\n<\/tr>\n

\n

13. St. Kitts\/Nevis<\/p>\n<\/td>\n

\n

48,000<\/p>\n<\/td>\n

\n

480<\/p>\n<\/td>\n

\n

1,440<\/p>\n<\/td>\n

\n

1,920<\/p>\n<\/td>\n<\/tr>\n

\n

14. St. Lucia<\/p>\n<\/td>\n

\n

166,000<\/p>\n<\/td>\n

\n

1,660<\/p>\n<\/td>\n

\n

4,980<\/p>\n<\/td>\n

\n

6,640<\/p>\n<\/td>\n<\/tr>\n

\n

15. St. Vincent & The Grenadines<\/p>\n<\/td>\n

\n

120,000<\/p>\n<\/td>\n

\n

1,200<\/p>\n<\/td>\n

\n

3,600<\/p>\n<\/td>\n

\n

4,800<\/p>\n<\/td>\n<\/tr>\n

\n

16. Trinidad & Tobago<\/p>\n<\/td>\n

\n

1,328,000<\/p>\n<\/td>\n

\n

13,280<\/p>\n<\/td>\n

\n

39,840<\/p>\n<\/td>\n

\n

53,120<\/p>\n<\/td>\n<\/tr>\n

\n

17. Turks & Caicos Islands<\/p>\n<\/td>\n

\n

30,600<\/p>\n<\/td>\n

\n

306<\/p>\n<\/td>\n

\n

918<\/p>\n<\/td>\n

\n

1,224<\/p>\n<\/td>\n<\/tr>\n

\n

TOTAL:<\/b><\/p>\n<\/td>\n

\n

6,141,987<\/b><\/p>\n<\/td>\n

\n

61,420<\/b><\/p>\n<\/td>\n

\n

184,260<\/b><\/p>\n<\/td>\n

\n

245,680<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\u00a0<\/p>\n

\u00a0<\/p>\n

\u00a0<\/p>\n

\u00a0<\/p>\n

\u00a0<\/p>\n

\u00a0<\/p>\n

\u00a0<\/p>\n

\u00a0<\/p>\n

\u00a0<\/p>\n

\u00a0<\/p>\n

\u00a0<\/p>\n

\u00a0<\/p>\n

\u00a0<\/p>\n

\u00a0<\/p>\n

\u00a0<\/p>\n

\u00a0<\/p>\n

\u00a0<\/p>\n

\u00a0<\/p>\n

\u00a0<\/p>\n

\u00a0<\/p>\n

\u00a0<\/p>\n

\u00a0<\/p>\n

\u00a0<\/p>\n

\u00a0<\/p>\n

\u00a0<\/p>\n

3.1.2 Blindness and Low Vision in Children of School Age \u2013 Anglophone Caribbean:<\/b><\/p>\n

(See Table IV – below):<\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Country <\/b><\/p>\n<\/td>\n

\n

Population of school-aged children<\/b><\/p>\n

(5 – 16 yrs.)<\/b><\/p>\n<\/td>\n

\n

Blindness <\/b><\/p>\n

(1:1000)<\/b><\/p>\n<\/td>\n

\n

Low Vision <\/b><\/p>\n

(Blind x 3)<\/b><\/p>\n<\/td>\n

\n

Total:<\/b><\/p>\n

(B+LV)<\/b><\/p>\n<\/td>\n

\n

No. of b& vi children receiving special education<\/b><\/p>\n<\/td>\n

\n

Service Gap<\/b><\/p>\n<\/td>\n<\/tr>\n

\n

1. Anguilla<\/p>\n<\/td>\n

\n

2,833<\/p>\n<\/td>\n

\n

3<\/p>\n<\/td>\n

\n

9<\/p>\n<\/td>\n

\n

12<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n<\/tr>\n

\n

2. Antigua & Barbuda<\/p>\n<\/td>\n

\n

23,679<\/p>\n<\/td>\n

\n

24<\/p>\n<\/td>\n

\n

72<\/p>\n<\/td>\n

\n

96<\/p>\n<\/td>\n

\n

6<\/p>\n<\/td>\n

\n

90<\/p>\n<\/td>\n<\/tr>\n

\n

3. (The) Bahamas<\/p>\n<\/td>\n

\n

72,514<\/p>\n<\/td>\n

\n

73<\/p>\n<\/td>\n

\n

219<\/p>\n<\/td>\n

\n

292<\/p>\n<\/td>\n

\n

20 (?)<\/p>\n<\/td>\n

\n

272<\/p>\n<\/td>\n<\/tr>\n

\n

4.  Barbados<\/p>\n<\/td>\n

\n

41,496<\/p>\n<\/td>\n

\n

41<\/p>\n<\/td>\n

\n

123<\/p>\n<\/td>\n

\n

164<\/p>\n<\/td>\n

\n

8 (?)<\/p>\n<\/td>\n

\n

156 (?)<\/p>\n<\/td>\n<\/tr>\n

\n

5. Bermuda<\/p>\n<\/td>\n

\n

10,013<\/p>\n<\/td>\n

\n

10<\/p>\n<\/td>\n

\n

30<\/p>\n<\/td>\n

\n

40<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n<\/tr>\n

\n

6. British Virgin Islands<\/p>\n<\/td>\n

\n

4,513<\/p>\n<\/td>\n

\n

5<\/p>\n<\/td>\n

\n

15<\/p>\n<\/td>\n

\n

20<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n<\/tr>\n

\n

7. Cayman Islands<\/p>\n<\/td>\n

\n

6,390<\/p>\n<\/td>\n

\n

6<\/p>\n<\/td>\n

\n

18<\/p>\n<\/td>\n

\n

24<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n<\/tr>\n

\n

8. Commonwealth of Dominica<\/p>\n<\/td>\n

\n

17,452<\/p>\n<\/td>\n

\n

17<\/p>\n<\/td>\n

\n

51<\/p>\n<\/td>\n

\n

68<\/p>\n<\/td>\n

\n

4<\/p>\n<\/td>\n

\n

64<\/p>\n<\/td>\n<\/tr>\n

\n

9. Grenada<\/p>\n<\/td>\n

\n

30,684<\/p>\n<\/td>\n

\n

31<\/p>\n<\/td>\n

\n

93<\/p>\n<\/td>\n

\n

124<\/p>\n<\/td>\n

\n

14<\/p>\n<\/td>\n

\n

110<\/p>\n<\/td>\n<\/tr>\n

\n

10. Guyana<\/p>\n<\/td>\n

\n

165,867<\/p>\n<\/td>\n

\n

166<\/p>\n<\/td>\n

\n

498<\/p>\n<\/td>\n

\n

664<\/p>\n<\/td>\n

\n

29<\/p>\n<\/td>\n

\n

635<\/p>\n<\/td>\n<\/tr>\n

\n

11. Jamaica<\/p>\n<\/td>\n

\n

625,888<\/p>\n<\/td>\n

\n

626<\/p>\n<\/td>\n

\n

1,878<\/p>\n<\/td>\n

\n

2,504<\/p>\n<\/td>\n

\n

114<\/p>\n<\/td>\n

\n

2.390<\/p>\n<\/td>\n<\/tr>\n

\n

12. Montserrat<\/p>\n<\/td>\n

\n

806<\/p>\n<\/td>\n

\n

1<\/p>\n<\/td>\n

\n

3<\/p>\n<\/td>\n

\n

4<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n<\/tr>\n

\n

13. St. Kitts\/Nevis<\/p>\n<\/td>\n

\n

10,906<\/p>\n<\/td>\n

\n

11<\/p>\n<\/td>\n

\n

33<\/p>\n<\/td>\n

\n

44<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n<\/tr>\n

\n

14. St. Lucia<\/p>\n<\/td>\n

\n

36,392<\/p>\n<\/td>\n

\n

36<\/p>\n<\/td>\n

\n

108<\/p>\n<\/td>\n

\n

144<\/p>\n<\/td>\n

\n

35<\/p>\n<\/td>\n

\n

109<\/p>\n<\/td>\n<\/tr>\n

\n

15. St. Vincent & The Grenadines<\/p>\n<\/td>\n

\n

27,518<\/p>\n<\/td>\n

\n

28<\/p>\n<\/td>\n

\n

84<\/p>\n<\/td>\n

\n

112<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n<\/tr>\n

\n

16. Trinidad & Tobago<\/p>\n<\/td>\n

\n

239,182<\/p>\n<\/td>\n

\n

239<\/p>\n<\/td>\n

\n

717<\/p>\n<\/td>\n

\n

956<\/p>\n<\/td>\n

\n

30<\/p>\n<\/td>\n

\n

926<\/p>\n<\/td>\n<\/tr>\n

\n

17. Turks & Caicos Islands<\/p>\n<\/td>\n

\n

4,433<\/p>\n<\/td>\n

\n

4<\/p>\n<\/td>\n

\n

12<\/p>\n<\/td>\n

\n

16<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n<\/tr>\n

\n

TOTAL:<\/b><\/p>\n<\/td>\n

\n

1,320,566<\/b><\/p>\n<\/td>\n

\n

1,321<\/b><\/p>\n<\/td>\n

\n

3,963<\/b><\/p>\n<\/td>\n

\n

5,284<\/b><\/p>\n<\/td>\n

\n

260 (?)<\/b><\/p>\n<\/td>\n

\n

4,752 (?)<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\u00a0<\/p>\n

4. The state of Education: <\/strong><\/p>\n

<\/strong>4.1Education for All (EFA) \u2013 Globally:<\/strong>
It is estimated that as many as 93 million of school age are currently out-of-school, and that the majority of them are females, 80% of whom live in Sub-Saharan Africa and South Asia. Further, it is emphasized that quality education remains lacking for many of the world’s children “even though it is a fundamental human right enshrined in the international commitments. From the Millennium Development Goals to the Dakar Declaration, countries have repeatedly committed themselves to achieving universal primary education and eliminating gender disparities at all levels of education by 2015.” (UNICEF \u2013 “Basic education and gender equity”). <\/p>\n

\u00a0<\/p>\n

“Poverty, geographic isolation, gender, language, ethnicity \u2013 these are some of the main obstacles blocking the road to school. They all have a common denominator: unequal opportunities”.
“An estimated 75 million children of primary school age world wide are currently out of school with partial projections suggesting that at least 29 million children will still be missing out on their right to an education in 2015. A further 776 million adults, or 16% of the world’s population, lack even basic literacy skills. Two-thirds of these are women” (The UNESCO Courier 2008 Special Issue \u2013 “Education: roads closed”).<\/p>\n

4.2 Education for All (EFA) \u2013 The Caribbean:<\/strong>
“Latin American and the Caribbean stands ahead of other developing regions in Education for All. Most countries in the region have achieved universal primary education (UPE) and are witnessing a rapid expansion of both pre-primary education and secondary and tetiary. However learning achievement levels remain low by international standards. Moreover, while there is little evidence of gender disparity levels at primary level, massive underparticipation by boys exits in secondary and tertiary education.
The EFA Global Monitoring Report 2009 finds that disparities based on wealth, location, gender and disability deny millions of children a good quality education.”[Regional Overview:Latin America and the Caribbean]<\/p>\n

4.3 Situation of Education Services for children who are blind or low vision in the Caribbean:<\/strong>
“Children with disabilities are among the most marginalized and least likely to go to school. Evidence from household surveys indicates that among children aged 6 to 11 the difference in primary school attendance rates between those with and without disabilities ranges from twenty-eight percentage points in Jamaica to thirty-six in Colombia and fifty-seven in Bolivia. Speeding up the progress towards UPE will require a far stronger focus on public policies facilitating access, and on political leadership to change attitudes” [Regional Overview \u2013 Latin America and the Caribbean]<\/p>\n

Among children with disabilities, those who are blind or visually impaired are reported to be among the most vulnerable to marginalization and discrimination. They are more likely to experience poor quality education, delivered through inadequate curricula, untrained personnel and under-resourced facilities.<\/p>\n

In 2007, Hasan Minto and Petra Van Es conducted a Clinical and Cognitive Assessment of Children in Education Programs for the Visually Impaired in Guyana, Jamaica and Trinidad & Tobago, commissioned by CCB.
Some of the findings of the Assessment, include:
\u2022\tCoverage in Guyana – 21.6%; Jamaica \u2013 33.3%; Trinidad & Tobago \u2013 62%;
\u2022\tThere was a bias towards males;
\u2022\tNo system of case-finding;
\u2022\tChildren with additional disability varied between 12% to 23%;
\u2022\tLow Vision Services were not available in Jamaica and Trinidad & Tobago;
\u2022\tLimited availability of low vision devices;
\u2022\tLow uptake in Guyana of Low Vision Services by children;
\u2022\tUnavailability of trained personnel to issue low vision devices;
\u2022\tNo systematic program for referral between Education Services and Eye Clinic.
[Report: Clinical and Cognitive Assessment of Children in Education Programs for the Visually Impaired in Guyana, Jamaica and Trinidad & Tobago, 2007]<\/p>\n

4.4 Human Resource Development in the Education Sector:<\/strong>
Human Resource Considerations:<\/strong>
4.4.1 Number of Teachers trained to work with children who are blind or visually impaired \u2013 by Country and number needed to achieve a ratio of 1-14:
(See Table IV \u2013 below):<\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Country<\/b><\/p>\n<\/td>\n

\n

No. of Children who are blind\/lv<\/b><\/p>\n<\/td>\n

\n

No. of Teachers trained to work with children who are blind or visually impaired<\/b><\/p>\n<\/td>\n

\n

No. of Teachers need to be trained to work with children who are blind or visually impaired to achieve a ratio of 1:14<\/b><\/p>\n<\/td>\n

\n

Disparity: Teachers trained\/Teachers needed<\/b><\/p>\n<\/td>\n<\/tr>\n

\n

1. Anguilla<\/p>\n<\/td>\n

\n

12<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n

\n

1<\/p>\n<\/td>\n

\n

1<\/p>\n<\/td>\n<\/tr>\n

\n

2. Antigua & Barbuda<\/p>\n<\/td>\n

\n

96<\/p>\n<\/td>\n

\n

2<\/p>\n<\/td>\n

\n

7<\/p>\n<\/td>\n

\n

5<\/p>\n<\/td>\n<\/tr>\n

\n

3. (The) Bahamas<\/p>\n<\/td>\n

\n

292<\/p>\n<\/td>\n

\n

6<\/p>\n<\/td>\n

\n

21<\/p>\n<\/td>\n

\n

15<\/p>\n<\/td>\n<\/tr>\n

\n

4. Barbados<\/p>\n<\/td>\n

\n

164<\/p>\n<\/td>\n

\n

1<\/p>\n<\/td>\n

\n

12<\/p>\n<\/td>\n

\n

11<\/p>\n<\/td>\n<\/tr>\n

\n

5. Bermuda<\/p>\n<\/td>\n

\n

40<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n

\n

3<\/p>\n<\/td>\n

\n

3<\/p>\n<\/td>\n<\/tr>\n

\n

6. British Virgin Islands<\/p>\n<\/td>\n

\n

20<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n

\n

2<\/p>\n<\/td>\n

\n

2<\/p>\n<\/td>\n<\/tr>\n

\n

7. Cayman Islands<\/p>\n<\/td>\n

\n

24<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n

\n

2<\/p>\n<\/td>\n

\n

2<\/p>\n<\/td>\n<\/tr>\n

\n

8. Commonwealth of Dominica<\/p>\n<\/td>\n

\n

68<\/p>\n<\/td>\n

\n

1<\/p>\n<\/td>\n

\n

5<\/p>\n<\/td>\n

\n

4<\/p>\n<\/td>\n<\/tr>\n

\n

9. Grenada<\/p>\n<\/td>\n

\n

124<\/p>\n<\/td>\n

\n

3<\/p>\n<\/td>\n

\n

9<\/p>\n<\/td>\n

\n

6<\/p>\n<\/td>\n<\/tr>\n

\n

10. Guyana<\/p>\n<\/td>\n

\n

664<\/p>\n<\/td>\n

\n

0<\/p>\n<\/td>\n

\n

47<\/p>\n<\/td>\n

\n

47<\/p>\n<\/td>\n<\/tr>\n

\n

11. Jamaica<\/p>\n<\/td>\n

\n

2,504<\/p>\n<\/td>\n

\n

18<\/p>\n<\/td>\n

\n

179<\/p>\n<\/td>\n

\n

161<\/p>\n<\/td>\n<\/tr>\n

\n

12. Montserrat<\/p>\n<\/td>\n

\n

4<\/p>\n<\/td>\n

\n

0<\/p>\n<\/td>\n

\n

?<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

13. St. Kitts\/Nevis<\/p>\n<\/td>\n

\n

44<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n

\n

3<\/p>\n<\/td>\n

\n

3<\/p>\n<\/td>\n<\/tr>\n

\n

14. St. Lucia<\/p>\n<\/td>\n

\n

144<\/p>\n<\/td>\n

\n

8<\/p>\n<\/td>\n

\n

10<\/p>\n<\/td>\n

\n

2<\/p>\n<\/td>\n<\/tr>\n

\n

15. St. Vincent & The Grenadines<\/p>\n<\/td>\n

\n

112<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n

\n

8<\/p>\n<\/td>\n

\n

8 ?<\/p>\n<\/td>\n<\/tr>\n

\n

16. Trinidad & Tobago<\/p>\n<\/td>\n

\n

956<\/p>\n<\/td>\n

\n

6<\/p>\n<\/td>\n

\n

68<\/p>\n<\/td>\n

\n

62<\/p>\n<\/td>\n<\/tr>\n

\n

17. Turks & Caicos Islands<\/p>\n<\/td>\n

\n

16<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n

\n

1<\/p>\n<\/td>\n

\n

1<\/p>\n<\/td>\n<\/tr>\n

\n

TOTAL:<\/b><\/p>\n<\/td>\n

\n

5,284<\/b><\/p>\n<\/td>\n

\n

45<\/b><\/p>\n<\/td>\n

\n

378<\/b><\/p>\n<\/td>\n

\n

333<\/b><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\u00a0<\/p>\n

4.4.2 Required Training Institutions or Programs by Country or Sub-region:<\/strong>
(See Table V – below):<\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Country<\/b><\/p>\n<\/td>\n

\n

Training Institution<\/b><\/p>\n<\/td>\n

\n

IE Program<\/b><\/p>\n<\/td>\n

\n

<\/b><\/p>\n

<\/td>\n<\/tr>\n

\n

1. Anguilla<\/p>\n<\/td>\n

\n

None<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n

\n

<\/b><\/p>\n

<\/td>\n<\/tr>\n

\n

2. Antigua and Barbuda<\/p>\n<\/td>\n

\n

None<\/p>\n<\/td>\n

\n

Yes<\/p>\n<\/td>\n

\n

<\/b><\/p>\n

<\/td>\n<\/tr>\n

\n

3. The Bahamas<\/p>\n<\/td>\n

\n

None<\/p>\n<\/td>\n

\n

Yes<\/p>\n<\/td>\n

\n

<\/b><\/p>\n

<\/td>\n<\/tr>\n

\n

4. Barbados<\/p>\n<\/td>\n

\n

None<\/p>\n<\/td>\n

\n

Yes<\/p>\n<\/td>\n

\n

<\/b><\/p>\n

<\/td>\n<\/tr>\n

\n

5. Bermuda<\/p>\n<\/td>\n

\n

None<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n

\n

<\/b><\/p>\n

<\/td>\n<\/tr>\n

\n

6. British Virgin Islands<\/p>\n<\/td>\n

\n

None<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n

\n

<\/b><\/p>\n

<\/td>\n<\/tr>\n

\n

7. Cayman Islands<\/p>\n<\/td>\n

\n

None<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n

\n

<\/b><\/p>\n

<\/td>\n<\/tr>\n

\n

8. Commonwealth of Dominica<\/p>\n<\/td>\n

\n

None<\/p>\n<\/td>\n

\n

Yes<\/p>\n<\/td>\n

\n

<\/b><\/p>\n

<\/td>\n<\/tr>\n

\n

9. Grenada<\/p>\n<\/td>\n

\n

None<\/p>\n<\/td>\n

\n

Yes<\/p>\n<\/td>\n

\n

<\/b><\/p>\n

<\/td>\n<\/tr>\n

\n

10. Guyana<\/p>\n<\/td>\n

\n

May be established to serve the South-Eastern Caribbean<\/p>\n<\/td>\n

\n

Yes \u2013 at two sites<\/p>\n<\/td>\n

\n

<\/b><\/p>\n

<\/td>\n<\/tr>\n

\n

11. Jamaica<\/p>\n<\/td>\n

\n

Mico University College<\/p>\n<\/td>\n

\n

Yes<\/p>\n<\/td>\n

\n

<\/b><\/p>\n

<\/td>\n<\/tr>\n

\n

12. Montserrat<\/p>\n<\/td>\n

\n

None<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n

\n

<\/b><\/p>\n

<\/td>\n<\/tr>\n

\n

13. St. Kitts\/Nevis<\/p>\n<\/td>\n

\n

None<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n

\n

<\/b><\/p>\n

<\/td>\n<\/tr>\n

\n

14. St. Lucia<\/p>\n<\/td>\n

\n

None<\/p>\n<\/td>\n

\n

Yes \u2013 at two sites<\/p>\n<\/td>\n

\n

<\/b><\/p>\n

<\/td>\n<\/tr>\n

\n

15. St. Vincent and The Grenadines<\/p>\n<\/td>\n

\n

None<\/p>\n<\/td>\n

\n

Yes<\/p>\n<\/td>\n

\n

<\/b><\/p>\n

<\/td>\n<\/tr>\n

\n

16. Trinidad & Tobago<\/p>\n<\/td>\n

\n

None<\/p>\n<\/td>\n

\n

Yes<\/p>\n<\/td>\n

\n

<\/b><\/p>\n

<\/td>\n<\/tr>\n

\n

17. Turks & Caicos Islands<\/p>\n<\/td>\n

\n

None<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n

\n

<\/b><\/p>\n

<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\u00a0<\/p>\n

4.4.3 Resource Centers\/Resource Units and Schools by Country, District, Province, Parish or Region:<\/strong>
(See Table VI – below):<\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Country<\/b><\/p>\n<\/td>\n

\n

School<\/b><\/p>\n<\/td>\n

\n

Resource Center\/Unit<\/b><\/p>\n<\/td>\n

\n

\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

Anguilla<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

Antigua and Barbuda<\/p>\n<\/td>\n

\n

T.N. Kirnon Junior Secondary School<\/p>\n<\/td>\n

\n

Unit for the Blind and Visually Impaired<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

The Bahamas<\/p>\n<\/td>\n

\n

Erin H. Gilmour School for the Blind<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

Barbados<\/p>\n<\/td>\n

\n

Irving Wilson School for the Blind and Deaf<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

Bermuda<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

British Virgin Islands<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

Cayman Islands<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

Commonwealth of Dominica<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n<\/td>\n

\n

* Not a fully equipped Unit<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

Grenada<\/p>\n<\/td>\n

\n

St. Paul\u2019s Primary School<\/p>\n<\/td>\n

\n

Resource Center for the Blind and Deaf<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

Guyana<\/p>\n<\/td>\n

\n

1. St. Rose\u2019s High School<\/p>\n

\u00a0<\/p>\n

2. Wismar Hill Primary School, Linden<\/p>\n<\/td>\n

\n
    \n
  1. Resource Unit for the Visually Impaired<\/li>\n
  2. Resource Unit for the Visually Impaired.<\/li>\n<\/ol>\n<\/td>\n
\n

\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

Jamaica<\/p>\n<\/td>\n

\n

The Salvation Army School for the Blind<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

Montserrat<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

St. Kitts\/Nevis<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

St. Lucia<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n<\/td>\n

\n

Resource Center(s) – SLBWA<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

St. Vincent and The Grenadines<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

Trinidad & Tobago<\/p>\n<\/td>\n

\n

School for the Blind, Santa Cruz<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

Turks & Caicos Islands<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n

\n

n\/a<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\u00a0<\/p>\n

5. Barriers: <\/strong><\/p>\n

<\/strong>5.1 Barriers to the achievement of education for all children who are blind or visually impaired:<\/strong>
\u2022\tAbsence of case-finding mechanism
\u2022\tInsufficient number of Specialist Teachers
\u2022\tLack of Schools\/Resource Centers or Units
\u2022\tAbsence of Specialised Equipment
\u2022\tLack of Library Facilities
\u2022\tInadequate support\/resources for Program <\/p>\n

\u00a0<\/p>\n

5.2 Barriers to children accessing Education Services:<\/strong>
\u2022\tPoverty
\u2022\tInadequate nutrition
\u2022\tPoor health
\u2022\tLanguage
\u2022\tLocation \u2013 residence or school
\u2022\tDisability
\u2022\tInequalities \u2013 social, educational
\u2022\tReligious Beliefs
\u2022\tPoor to inadequate advocacy activities by Member Organisations of CCB<\/p>\n

5.3 Barriers to more Teachers being trained at the Tertiary Levels:<\/strong>
\u2022\tInadequate resources for training: number of training opportunities\/scholarships
\u2022\tInadequate number of Training Institutions\/Programs \u2013 Colleges, In-Service and Pre-Service Programs;
\u2022\tPoor salaries and working conditions for Teachers;
\u2022\tLack of incentives (financial, promotional opportunities) for Trained Teachers;
\u2022\tNone to poor interventions with Ministries of Education by individuals and Organisations with responsibility for advancing the interests of children with blindness and visual impairments.<\/p>\n

5.4 Barriers to more Classroom Teachers being sensitized in On-the Job (In-Service) Training:<\/strong>
\u2022\tInadequate In-Service Program;
\u2022\tLack of commitment of part of MoE\/Government;
\u2022\tAbsence of incentives;
\u2022\tFailure by Organisations of and for the Blind to facilitate the development and implementation of In-service Training Programs for generic Classroom Teachers.<\/p>\n

5.5 Barriers to more Resource Units and Centers being established:<\/strong>
\u2022\tInsufficient support from the MoE;
\u2022\tInadequate number of Specialist Teachers;
\u2022\tInadequate\/lack of resources for materials and equipment;
\u2022\tInadequate\/lack of resources for materials and equipment;
\u2022\tInsufficient leadership by CCB and other Organisations capable of giving guidance to regional and national program development and implementation.<\/p>\n

6. Traditional Partners in the development of Education Services for Children who are Blind or Visually Impaired in the Caribbean :<\/strong>
6.1 Parents of children who are blind or visually impaired
6.2 Parent Teachers Associations (PTAs)
6.3 Ministries of Education
6.4 Ministries of Health
6.5 The Salvation Army (Schools for the Blind)
6.6 Service Clubs \u2013 Lions, Rotary, etc.
6.8 Mico University College
6.9 CCB and its Member Organisations<\/p>\n

7. BIBLIOGRAPHY:<\/strong>
\u2022\tCCB: “Clinical and Cognitive Assessment of Children in Guyana, Jamaica and Trinidad & Tobago in Education Programs for the Visually Impaired” – 2007.
\u2022\tCIA World Factbook
\u2022\tEFA – Education for All Global Monitoring Report -2009
\u2022\tStrategic Plan for Vision 2020: The Right to Sight \u2013 Caribbean Region
\u2022\tUNICEF \u2013 “Basic Education and gender equality \u2013 The big picture”.
\u2022\tUNDP
\u2022\tUNESCO – Regional Overview: Latin America and the Caribbean
\u2022\tUNESCO \u2013The Courier \u2013 2008 Special Issue \u2013 “Education: roads closed”.<\/p>\n

End of Document.<\/p>\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

\u00a0 To be used in developingNational Plan for the achievement of ‘Education for all Childrenwho are Blind or Visually Impaired across the Anglophone Caribbean’ Planning for the Period 2010 – 2014 SITUATION ANALYSIS Prepared by: Frank Bowen and Keva Richards (This document can be downloaded in pdf format here. ) WHAT IS EFA-VI CAMPAIGN?The Education for All Children with Visual Impairment (EFA-VI) is a global campaign and program of the International Council for Education of People with Visual Impairment (ICEVI) acting in partnership with the World Blind Union (WBU) and endorsed by the UNESCO and UNICEF to ensure that girls and boys with …<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[33],"tags":[],"class_list":["post-202","post","type-post","status-publish","format-standard","hentry","category-education-for-all-caribbean"],"_links":{"self":[{"href":"https:\/\/www.eyecarecaribbean.com\/site\/ecc\/wp-json\/wp\/v2\/posts\/202","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.eyecarecaribbean.com\/site\/ecc\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.eyecarecaribbean.com\/site\/ecc\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.eyecarecaribbean.com\/site\/ecc\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.eyecarecaribbean.com\/site\/ecc\/wp-json\/wp\/v2\/comments?post=202"}],"version-history":[{"count":0,"href":"https:\/\/www.eyecarecaribbean.com\/site\/ecc\/wp-json\/wp\/v2\/posts\/202\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.eyecarecaribbean.com\/site\/ecc\/wp-json\/wp\/v2\/media?parent=202"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.eyecarecaribbean.com\/site\/ecc\/wp-json\/wp\/v2\/categories?post=202"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.eyecarecaribbean.com\/site\/ecc\/wp-json\/wp\/v2\/tags?post=202"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}