« Home | Research Paper No. 2006/08 Turning Points i... » | Clean Energy and Development: Towards an Investm... » | Caribbean Environmental Programme hosts journa... » | Caribbean tertiary education project gets 2M eu... » | 'Caribbean citizens prefer to keep silent abo... » | Due to technical problems the site will be tempora... » | 3rd May Caribbean Bird Flu Watch By Godfrey Eneas... » | Caribbean Tourism Organization Caribbean needs b... » | Slow responses to 'Youth at Risk' Tuesday May 02... » | Global Development: Views from the Center May 01,... » 

Friday, May 05, 2006 

Friday 5 May 2006

Teachers have difficulties teaching in Papiamento

CURACAO – Part of the group 3-teachers in the first cycle of the basic education (fo) have difficulties with the unprepared transition to Papiamento as instruction language. The transition from Dutch to Papiamento as instruction language was underestimated by the policymakers.

The schools inspectors of the fo concluded this over a year ago after orientation visits to a few schools. Yet, the extra training of the teachers didn’t get adjusted.

The fo was expanded to group 3, the old first grade in the school year 2004-2005. The schools inspectors assigned to the fo observed during orientation visits to schools that not all the teachers master the Papiamento language well enough to give lessons in this language without preparation.

There had to be a course that eases the transition from Dutch to Papiamento as instruction language. This course was not included in the extra training package yet. The instances responsible for this didn’t announce yet when this will happen or if it will happen at all.

The schools inspectors also established that according to several teachers, the Papiamento teaching method Lesa Bon contains errors and does not have enough didactic indications.

Despite this shortage, most of the teachers were still capable of putting together teaching material themselves. Furthermore, the teachers in group 3 didn’t know how and when to start with the so-called ‘familiarize the students with the Dutch language’. It now turns out that this was not done enough and the students in group 4 that have to continue to group 5 will have to take Dutch language supplemental lessons in order to catch up.

The report also indicated that almost every teacher, cycle coordinator, and principal have tried to make it clear to the inspectors that they and other colleagues have the feeling that they are worked off their feet by the profusion of written information, including orders from several education authorities.
© Copyright 2001, Amigoe.com.

Links to this post

Create a Link

About me

  • I'm Em Asomba
  • From United States
My profile
Skype Me™!

Poverty & Social Development: A Caribbean Perspective is powered by Blogspot and Gecko & Fly.
No part of the content or the blog may be reproduced without prior written permission.
Join the Google Adsense program and learn how to make money online.