Country and Faculty Breakdowns of Proposals

D. Country and Faculty Breakdowns of Proposals

Country-by-country Survey of Issues
1. Anguilla
  1. A University presence has only just been created in Anguilla. There are currently problems relating to location, but the prospect is for the continuation and growth of UWI activity here.
  2. There is scope for the development of TLI capacity and articulation arrangements with what it can deliver.
2. Antigua
  1. Our main link here has been the Antigua State College which has franchised level 1 in several subjects, including Geography, and level 2 in Social Sciences.
  2. There is scope for institutional development. As with several other countries there is a need for some sort of Diploma in Education provision (distance plus summer perhaps).
3. Bahamas
  1. Large potential market going to North America. The College of the Bahamas has recently been given full degree-granting powers, and is setting out on its own independent path. It is becoming involved in the joint degree in tourism and this pattern may be feasible in other areas. We have negotiated articulation arrangements with the Baptist College.
  2. There is scope for:
    - Rationalisation of training for all aspects of tourism (the joint degree may contribute to this, but there may be scope for involvement at lower levels in which the SCS might find a niche).
    - MBA - non-traditional delivery methods, collaboration with COB.
    - Undergraduate and postgraduate degrees for teachers.
    - Summer Diploma in Education programme.
    - Project to produce local school text-books.
    - Franchising of LLB (#6.11.2).
    - Non-residential postgraduate programmes.
    - Research/consultation on tourism; agriculture; fisheries.
    - Collaboration in sub-degree DE work with COB, and more generally in integrating the DEC's system with intra-Bahamanian networks.
4. Belize
  1. Tertiary education is mainly focussed on North America. The University College of Belize has full degree-granting powers and is working to upgrade a variety of Associate Degree programmes. It has sought articulation in some areas. There are a number of other TLIs. The University of North Florida is currently offering a summer Masters programme in Education.
  2. There is scope for:
    - More extensive articulation arrangements with several TLIs.
    - Collaboration with UCB on an MBA.
    - Programmes for Technical/Vocational teachers.
    - Attachments, collaborative research in agriculture with BCA and NGOs.
    - GIS.
    - Use of Regional Language Centre in Belmopan for immersion in Spanish.
    - Heritage studies or archaeology might also be possible.
5. British Virgin Islands
  1. The University Centre is closely linked with the local TLI. A degree in Education and another subject has been worked out, using various resources in ways that deserve careful study and probably replication elsewhere. The UWI is in keen competition here from the University of the Virgin Islands.
  2. There is scope for several developments between the college and the University Centre. Legal and financial studies are of particular importance to the economy.
6. Cayman
  1. The UWI has entered into articulation arrangements with the Community College. It will also have DE facilities, but still using dial-up. Most advanced tertiary training is undertaken in the USA.
  2. There is scope for:
    - Residential MBA, and specialist training in finance.
    - Continuing medical training.
7. Dominica
  1. There is a Sixth Form College and a Teachers' College. There is a medical offshore school, Ross University. An agricultural research facility exists, that was once associated with Clemson University and respecting which the UWI had a co-operative agreement.
  2. Teacher training, particularly of secondary teachers, remains a priority. A current project in the island may produce a proposal for an articulated programme that could be generalised.
8. Grenada
  1. There is a national TLI (T.A. Marryshow Community College) and also an active off-shore institution, St Georges University.
  2. There is scope for articulation with the Community College in tourism and hospitality arts, and possibly also in Pharmacy.
9. Montserrat: While the situation in Montserrat remains so uncertain, this Plan makes no specific commitments; but every effort will be made to provide access for Montserratian students to programmes and resources that are offered.
10. St Kitts & Nevis
  1. Note has been made of the need for facilities in Nevis. The Community College has entered into articulation arrangements. Dalhousie has set up a telemedicine facility through which it is beginning to offer low level training.
  2. There is scope for collaboration with Dalhousie on all aspects of the use of its facility in the island.
11. St Lucia
  1. Sir Arthur Lewis Community College (SALCC) teaches the UWI BEd in Administration, and level 1 and 2 of several programmes in Arts, Natural and Social Sciences. Some of its Associate Degrees are being considered for articulation arrangements. There is an active NGO, the National Research and Development Foundation, with which we might work more fully.
  2. The new Principal may wish to see different paths taken, but as things were, there was scope for extending the range of level 2 courses being taught at SALCC.
12. St Vincent
  1. There is a national TLI, which has not moved as quickly as expected to negotiate articulation arrangements.
  2. This may be an appropriate case for the UWI to initiate institutional development work.
13. Turks and Caicos
  1. There is a UWI DE facility as part of the Community College on Grand Turk. The majority of inhabitants (though not nationals) reside on Providenciales; the Community College is opening a facility there. Tertiary-level training is extensively supported, but with a clear preference for Caribbean (mostly Jamaican) institutions (there is talk that at some point in the future, Turks students may be able to access UK universities at UK resident rates, which might well affect preferences). First UWI DE intake in 1998/99 looks promising; there may be a problem finding sufficient local tutors.
  2. There is scope for:
    - Articulation and collaboration in tourism and other areas taught at the Community College.
    - Extension of DE by some means to Providenciales.
    - Specialist focus on offshore finance and associated legal and accounting skills.
    - Fisheries.
    - Project to produce local school teaching materials.
14. Beyond the Contributing Countries
  1. This Plan is focussed on the NCCs. But there are a number of other places where we are already or may soon be involved. It is desirable in this context at least to notice and remind ourselves of them.
  2. Historically the earliest is Guyana. There is scope here for extending collaboration in DE work with UG.
  3. Suriname. We have a collaborative agreement with the Anton de Kom University and there may be scope for articulation in some areas.
  4. St Maarten. Note possibility, recently endorsed by Council, of its incorporation into the teleconference network. There may be possibilities of articulation with the local TLI.
  5. Dominican Republic. Opportunities may flow from Cariforum links
  6. Nicaragua. New institutions in Bluefields on the Caribbean coast have suggested collaboration.
  7. Diaspora in North America and UK. Several consultants have suggested that we should explore possibilities of distance education for this audience. It would require a shift from the present emphasis on local tutoring and continuing reliance on teleconferencing. When some Internet materials are available, they might be able to used beyond the region. Given the amount of study abroad organized by North American institutions, it ought to be possible to work out programmes that might appeal primarily to diaspora students but which would be open to all. Such programmes could include periods at regional TLIs and could provide courses at a wide range of levels. So far the UWI has simply responded to external suggestions; we live in a particularly attractive environment; let us make some profit from it.

15. Faculty/School-specific Issues

Agriculture
1. There are several possibilities of collaboration: articulation; focussed staff development; postgraduate attachments; research work.
2. The School needs to deal with its two OECS officers. Possibilities include using them as in effect staff tutors of the Open College, to work on extension and back-up programmes with TLIs and the SCS, in part using distance methodologies. Or establishing much closer ties with the local TLI, with an eye to the franchising of some courses so that students could save time when transferring to St Augustine.
3. There seem to be needs in Fisheries that are not being adequately addressed at the moment.
Arts & Humanities
1. General degree aimed at school teachers and that would provide a more solid grounding in some of the subjects (humanities or social science) that they teach. Work has begun on proposals along these lines at St Augustine.
2. There is extensive interest throughout the region in CARIMAC programmes. As with other single-campus-only resources we need on the one hand to ensure that NCC students get a fair chance of acceptance, if necessary through affirmative action, and on the other devise ways in which expertise can be brought to other locations in the region.
3. Heritage studies (archaeology) has obvious relevance for Belize in particular. A difficulty is the likely small numbers involved.
4. Amerindian studies. Our History departments have naturally focussed on the literate period of Caribbean history, but as a result we are sadly lacking in resources devoted to the indigenous inhabitants of the region, some of whom survive among our clientele.
5. The Faculties have endorsed the need for students majoring in Spanish to spend at least a semester in a Spanish-speaking environment. In this context, the potentiality of the Regional Language Centre being built at the Belmopan campus of the University College of Belize should be seriously examined. Students could easily be housed in Spanish-speaking households, while we have the convenience of a partner institution and the presence, not too far away, of our Resident Tutor.
Education
1. Summer BEd. Programmes were mentioned; in general there are possibilities of mixing distance education with the summer period.
2. Masters programmes in several areas (administration; guidance and counselling; special education).
3. Diploma programmes are needed in several countries, again using modalities that permit the teachers to remain in service.
4. An active role in planning the education system, e.g. in Grenada with the present review of the Education Act.
5. Training is needed for Technical/Vocational teachers.
6. Training is needed for teachers of physical education (work is going on in this area, sponsored by the Commonwealth, and in collaboration with the G.C. Foster College of Education in Jamaica).
7. Text-book production by local teachers. The IIEP distance education course could be revived and funding sought for follow-up programmes where a considerable amount of activity is going on.
Engineering
1. In several instances the gap between the Faculty of Engineering and the capacity of local institutions is too large for direct articulation to be immediately feasible. A possible role for the Faculty, however, would be to work to strengthen certain TLIs (notably the University of Technology) so that they can articulate adequately with NCC institutions.
2. This upgrading could utilize summer programmes, either in Trinidad or using intensive sessions in different NCCs.
Law
1. Need to revisit the quota in the Council of Legal Education.
2. Need to franchise the LLB to COB.
3. Need to collaborate on para-legal programmes.
Medical Sciences
1. The Faculty should look more favourably on the use of NCC hospitals for internships and explore the possibility of some clinical training in them.
2. It must move speedily to cater for the considerable needs for professional upgrading throughout the region.
Natural Sciences
1. The Lom� IV Masters programme in Environmental Management should provide a basis for modules that will find wide use around the region.
2. There are needs in Forestry.
3. There are needs in computer science. The CCDESP programme with Athabasca may help us in this regard.
Social Sciences
1. The Faculty should review the content of the CPA and CBA in light of their use in the workplace. Present courses are perhaps geared too closely to matriculation and degree programme requirements.
2. Once Management Studies is ready, other options should be prepared for distance education delivery.
3. The UTech joint degree in tourism has been the subject of considerable attention and will no doubt be extended further. Other projects in tourism are feasible.
4. Several suggestions have been made for the need for project writing, project implementation, and project management in Faculty programmes.
5. The Trades Union Institute is based at Mona; its concerns can be spread through the SCS to the entire region. Just as businesses need management training so do labour organizations and their members. There is scope for joint action between the Faculty, the SCS, and the various NGOs in the region.
University Issues: The teams often heard of the need for the University to give a larger place to sport. Most suggestions concern what happens on campus, but there is scope for action in the NCC in some respects. Indeed, the Faculty of Arts at Cave Hill has successfully sent some of its special cricket lecturers to the OECS territories. But beside academic attention to sport, there is also the possibility of the SCS providing peripatetic coaching in cricket or other sports, and no doubt in many other ways we can explicitly acknowledge this part of our rich heritage.

Concluding Remarks

Like the University's other strategic plans, this document is in a sense continuously "under construction". This formulation has collated ideas that have been provoked by discussions on and off campus. After the Board has trimmed the unfeasible, undesirable or unnecessary proposals, and made its own additions, it will be necessary to take them back to those arms of the University, and of any other bodies that may be asked to execute them.

The agreed plan will be submitted to Strategy Committee so that consistency with the overall aims of the institution can be assured. Detailed operational plans will be drawn up to cover the various elements, costed, and funding sought. These plans will be brought back to the Board as they are finalised. Each year, the work for which the Board is responsible will be evaluated against the plan's objectives. It is intended that the next planning exercise will benefit from the various consultative mechanisms proposed herein, and that it will more fully reflect the aims of all stake-holders within the region.

Go to Background

Present situation and constraints

Addressing needs

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Office of the Board for Non-Campus Countries and Distance Education

May 12^th, 1998. HTML prepared June 4th, 1998.

URL http://www.uwichill.edu.bb/bnccde/docs/spond.html

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