Cayman Islands - Revision history

Pbacsich: CSV import high-income countries, all but Andorra which was done manually earlier

2023-05-10T20:28:59Z

CSV import high-income countries, all but Andorra which was done manually earlier

← Older revision		Revision as of 20:28, 10 May 2023
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	[[Category:VISCED]]		[[Category:VISCED]]
	{{Countries-footer}}		{{Countries-footer}}
			{{high-income}}

Pbacsich: CSV import countries B-Z

2023-05-10T11:35:56Z

CSV import countries B-Z

← Older revision		Revision as of 11:35, 10 May 2023
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	[[Category:VISCED]]		[[Category:VISCED]]
			{{Countries-footer}}

Pbacsich: removed Category:CARICOM as just an Associate

2023-05-05T16:00:01Z

removed Category:CARICOM as just an Associate

← Older revision		Revision as of 16:00, 5 May 2023
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	[[Category:Countries in stubs]]		[[Category:Countries in stubs]]

	~~[[Category:CARICOM]]~~

	[[Category:Tier 2S]]		[[Category:Tier 2S]]

	[[Category:VISCED]]		[[Category:VISCED]]

Pbacsich: CLAC cat added

2013-01-29T11:32:00Z

CLAC cat added

← Older revision		Revision as of 11:32, 29 January 2013
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	[[Category:Caribbean]]		[[Category:Caribbean]]
			[[Category:Commonwealth LAC]]

	[[Category:British overseas territories]]		[[Category:British overseas territories]]

Pbacsich: usual fixes

2013-01-28T21:14:37Z

usual fixes

← Older revision		Revision as of 21:14, 28 January 2013
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	~~The~~ ''~~Cayman Islands~~'' ~~are a British overseas territory located~~ in ~~the western Caribbean Sea, comprising the islands of Grand~~ Cayman, Cayman ~~Brac, and Little Cayman. It is a major financial centre in the Caribbean.~~		''by [[Paul Bacsich]] for [[Re.ViCa]]. Updated by Sara Frank Bristow and [[James Kay]] ([[Sero]]) for VISCED''

			''For entities in Cayman Islands see [[:Category:Cayman Islands]]''



	~~The following material is taken from http://en.wikipedia.org/wiki/Cayman_Islands~~		== Partners and experts ==


	== Cayman Islands in a nutshell ==		== Cayman Islands in a nutshell ==

			The ''Cayman Islands'' are a British overseas territory located in the western Caribbean Sea, comprising the islands of Grand Cayman, Cayman Brac, and Little Cayman. It is a major financial centre in the Caribbean.

			The following material is taken from http://en.wikipedia.org/wiki/Cayman_Islands

	The latest population estimate of the Cayman Islands is about 50,000 as of July 2006, representing a mix of more than 100 nationalities. Out of that number, about half are of Caymanian descent. About 60% of the population is of mixed race (mostly mixed African-European). Of the remaining 40%, about half are of European descent and half are of African descent. The islands are almost exclusively Christian, with large number of Presbyterians and Catholics. Caymanians enjoy one of the highest standards of living in the Caribbean. The vast majority of the population resides on Grand Cayman. Cayman Brac is the second most populated with about 1,200 residents, followed by Little Cayman with around 200 permanent residents.		The latest population estimate of the Cayman Islands is about 50,000 as of July 2006, representing a mix of more than 100 nationalities. Out of that number, about half are of Caymanian descent. About 60% of the population is of mixed race (mostly mixed African-European). Of the remaining 40%, about half are of European descent and half are of African descent. The islands are almost exclusively Christian, with large number of Presbyterians and Catholics. Caymanians enjoy one of the highest standards of living in the Caribbean. The vast majority of the population resides on Grand Cayman. Cayman Brac is the second most populated with about 1,200 residents, followed by Little Cayman with around 200 permanent residents.
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	== Education in the Cayman Islands ==		== Education in the Cayman Islands ==

	==~~= Primary and secondary schools =~~==		== Schools ==

	The Cayman Islands Education Department operates state schools. Caymanian children are entitled to free primary and secondary education. Various churches and private foundations operate several private schools that offer American and British based studies starting in nursery to Year 13.		The Cayman Islands Education Department operates state schools. Caymanian children are entitled to free primary and secondary education. Various churches and private foundations operate several private schools that offer American and British based studies starting in nursery to Year 13.


	=== Colleges and universities ===		== Colleges and universities ==

	Grand Cayman is home to University College of the Cayman Islands, the only government run University on the island. The University College is located at 168 Olympic Way in Georgetown, Grand Cayman.		Grand Cayman is home to University College of the Cayman Islands, the only government run University on the island. The University College is located at 168 Olympic Way in Georgetown, Grand Cayman.
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	The Cayman Islands Civil Service College, a unit of Cayman Islands government organised under the Portfolio of the Civil Service, is also located in Grand Cayman. Co-situated with University College of the Cayman Islands in a building on the south side of the campus, the intent of the CICSC is offer both degree programmes and continuing education units of various sorts. Further, the College is planned to develop as a government research centre. It opened in autumn 2007.		The Cayman Islands Civil Service College, a unit of Cayman Islands government organised under the Portfolio of the Civil Service, is also located in Grand Cayman. Co-situated with University College of the Cayman Islands in a building on the south side of the campus, the intent of the CICSC is offer both degree programmes and continuing education units of various sorts. Further, the College is planned to develop as a government research centre. It opened in autumn 2007.

	~~== Virtual Learning ==~~

	In Little Cayman, where the [[Little Cayman Education Centre]] serves only four students and, where consequently, students and teachers have a propensity to feel even more remote and marginalised, the use of ICT has proved the ideal antidote. Through the use of state-of-the art technology, the Little Cayman students are now making videos and music, working with animations and podcasts, blogging and sharing their work with parents, peers and new found
	cyber-friends in schools elsewhere in the world, including certain schools specifically chosen because they have a similarly small student population. In terms of inclusion, this initiative ticks a number of boxes. It integrates ICT entirely into the learning process, as opposed to viewing it as an add-on to the existing curriculum. Moreover, by placing ICT at the forefront of the learning experience, it will be impossible for these students to fall foul of the digital divide. It links students with other students, thereby providing the global perspective in the most remote of settings and draws parents increasingly into the learning community. Having modelled this initiative in Little Cayman, where the benefits will be most widely felt, the Ministry hopes to extend it in the next phase to all primary schools in Cayman Brac and Grand Cayman. http://www.ibe.unesco.org/fileadmin/user_upload/Inclusive_Education/Reports/kingston_07/cayman_islands_inclusion_07.pdf		== Education reform ==

			== Administration ==

			== Quality ==

			== Information society ==

			== ICT in education initiatives ==


			=== Little Cayman Education Centre ===

			In Little Cayman, where the [[Little Cayman Education Centre]] serves only four students and, where consequently, students and teachers have a propensity to feel even more remote and marginalised, the use of ICT has proved the ideal antidote. Through the use of state-of-the art technology, the Little Cayman students are now making videos and music, working with animations and podcasts, blogging and sharing their work with parents, peers and new found cyber-friends in schools elsewhere in the world, including certain schools specifically chosen because they have a similarly small student population. In terms of inclusion, this initiative ticks a number of boxes. It integrates ICT entirely into the learning process, as opposed to viewing it as an add-on to the existing curriculum. Moreover, by placing ICT at the forefront of the learning experience, it will be impossible for these students to fall foul of the digital divide. It links students with other students, thereby providing the global perspective in the most remote of settings and draws parents increasingly into the learning community. Having modelled this initiative in Little Cayman, where the benefits will be most widely felt, the Ministry hopes to extend it in the next phase to all primary schools in Cayman Brac and Grand Cayman.

			See http://www.ibe.unesco.org/fileadmin/user_upload/Inclusive_Education/Reports/kingston_07/cayman_islands_inclusion_07.pdf

	Using a Mac laptop the students are able to undertake joint lessons and projects with Stepping Stones School in the UK, to which they are linked. Projects including making videos and music and working with animations and sharing with parents and friends peered school. http://www.carib-is.net/little-cayman-education-centre		Using a Mac laptop the students are able to undertake joint lessons and projects with Stepping Stones School in the UK, to which they are linked. Projects including making videos and music and working with animations and sharing with parents and friends peered school. http://www.carib-is.net/little-cayman-education-centre

	The ~~principle~~ ICT initiative in Cayman schools is the Improving Teaching and Learning in the Cayman Islands (ITALIC) program, launched in February 2002 in partnership with IBM Corporation as an outcome of the Vision 2008 plan. Key program objectives include teacher training, integration of learning software, Web-based resources, and new curricula in school-based teaching and learning, and increased (classroombased) access to computers and the Internet.
			=== ITALIC ===

			The principal ICT initiative in Cayman schools is the Improving Teaching and Learning in the Cayman Islands (ITALIC) program, launched in February 2002 in partnership with IBM Corporation as an outcome of the Vision 2008 plan. Key program objectives include teacher training, integration of learning software, Web-based resources, and new curricula in school-based teaching and learning, and increased (classroombased) access to computers and the Internet.

	Initial cost of ITALIC was approximately US$16 million, with these costs borne by the MOE. IBM contributed technical support during the installation process. The project involved installation of computer hardware and Internet connectivity in 29 government schools, plus TPD for approximately 300 teachers. In addition, Riverdeep, an IBM partner and services re-seller, was selected to provide educational and administrative software and services. Flagship educational software in the ITALIC program consists of Riverdeep’s Destination Reading and		Initial cost of ITALIC was approximately US$16 million, with these costs borne by the MOE. IBM contributed technical support during the installation process. The project involved installation of computer hardware and Internet connectivity in 29 government schools, plus TPD for approximately 300 teachers. In addition, Riverdeep, an IBM partner and services re-seller, was selected to provide educational and administrative software and services. Flagship educational software in the ITALIC program consists of Riverdeep’s Destination Reading and
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	Evaluation of the ITALIC project completed in 2006 by Dr. Hassan Syed, President, University College Cayman Islands, found that positive outcomes include overall increases in:		Evaluation of the ITALIC project completed in 2006 by Dr. Hassan Syed, President, University College Cayman Islands, found that positive outcomes include overall increases in:

	* Awareness of ICT as a learning tool among teachers and students		* Awareness of ICT as a learning tool among teachers and students
	* Internet connectivity among government schools (100 percent)		* Internet connectivity among government schools (100 percent)
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	Improvements in ICT access have been impressive: The 4:1 student-to-computer ratio in Cayman schools is among the most favorable in the world. (In comparison, ratios in Canada, the USA, and the UK are 6:1, 8:1, and 9:1 respectively.) Approximately 98 percent of full-time teachers have laptop computers. Concomitant with increased access, teaching and learning of ICT has improved, as evidenced by test results.		Improvements in ICT access have been impressive: The 4:1 student-to-computer ratio in Cayman schools is among the most favorable in the world. (In comparison, ratios in Canada, the USA, and the UK are 6:1, 8:1, and 9:1 respectively.) Approximately 98 percent of full-time teachers have laptop computers. Concomitant with increased access, teaching and learning of ICT has improved, as evidenced by test results.

	Adoption of ICT as tools for teaching and learning, however, as well as overall improvements in learning outcomes, have not kept pace with these improvements in infrastructure. Negative and limited outcomes are discussed in the subsequent sections.		Adoption of ICT as tools for teaching and learning, however, as well as overall improvements in learning outcomes, have not kept pace with these improvements in infrastructure. Negative and limited outcomes are discussed in the subsequent sections.

	http://www.google.co.uk/url?sa=t&source=web&cd=20&ved=0CHsQFjAJOAo&url=http%3A%2F%2Fwww.infodev.org%2Fen%2FDocument.598.pdf&rct=j&q=cayman%20islands%20distance%20learning&ei=xi9ATpTwKsW0hAf8o6m2Ag&usg=AFQjCNHWOj2U_izuTUZGfERbRBuUJ1fnBg&cad=rja		http://www.google.co.uk/url?sa=t&source=web&cd=20&ved=0CHsQFjAJOAo&url=http%3A%2F%2Fwww.infodev.org%2Fen%2FDocument.598.pdf&rct=j&q=cayman%20islands%20distance%20learning&ei=xi9ATpTwKsW0hAf8o6m2Ag&usg=AFQjCNHWOj2U_izuTUZGfERbRBuUJ1fnBg&cad=rja


			== Lessons learnt ==

			== References ==


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	> [[Countries]]		> [[Countries]]


			[[Category:Cayman Islands\| ]]

	[[Category:Caribbean]]		[[Category:Caribbean]]
	~~[[Category:Cayman Islands]]~~
	[[Category:British overseas territories]]		[[Category:British overseas territories]]

	[[Category:Countries in stubs]]		[[Category:Countries in stubs]]

	[[Category:CARICOM]]		[[Category:CARICOM]]

			[[Category:Tier 2S]]

	[[Category:VISCED]]		[[Category:VISCED]]

SaraFrankBristow at 17:25, 21 December 2011

2011-12-21T17:25:31Z

← Older revision		Revision as of 17:25, 21 December 2011
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	[[Category:Caribbean]]		[[Category:Caribbean]]
			[[Category:Cayman Islands]]
	[[Category:British overseas territories]]		[[Category:British overseas territories]]
	[[Category:Countries in stubs]]		[[Category:Countries in stubs]]

SaraFrankBristow: /* Virtual Learning */

2011-12-20T23:37:11Z

Virtual Learning

← Older revision		Revision as of 23:37, 20 December 2011
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	Using a Mac laptop the students are able to undertake joint lessons and projects with Stepping Stones School in the UK, to which they are linked. Projects including making videos and music and working with animations and sharing with parents and friends peered school. http://www.carib-is.net/little-cayman-education-centre		Using a Mac laptop the students are able to undertake joint lessons and projects with Stepping Stones School in the UK, to which they are linked. Projects including making videos and music and working with animations and sharing with parents and friends peered school. http://www.carib-is.net/little-cayman-education-centre

	* The principle ICT initiative in Cayman schools is the Improving Teaching and Learning in the Cayman Islands (ITALIC) program, launched in February 2002 in partnership with IBM Corporation as an outcome of the Vision 2008 plan. Key program objectives include teacher training, integration of learning software, Web-based resources, and new curricula in school-based teaching and learning, and increased (classroombased) access to computers and the Internet.		The principle ICT initiative in Cayman schools is the Improving Teaching and Learning in the Cayman Islands (ITALIC) program, launched in February 2002 in partnership with IBM Corporation as an outcome of the Vision 2008 plan. Key program objectives include teacher training, integration of learning software, Web-based resources, and new curricula in school-based teaching and learning, and increased (classroombased) access to computers and the Internet.

	Initial cost of ITALIC was approximately US$16 million, with these costs borne by the MOE. IBM contributed technical support during the installation process. The project involved installation of computer hardware and Internet connectivity in 29 government schools, plus TPD for approximately 300 teachers. In addition, Riverdeep, an IBM partner and services re-seller, was selected to provide educational and administrative software and services. Flagship educational software in the ITALIC program consists of Riverdeep’s Destination Reading and		Initial cost of ITALIC was approximately US$16 million, with these costs borne by the MOE. IBM contributed technical support during the installation process. The project involved installation of computer hardware and Internet connectivity in 29 government schools, plus TPD for approximately 300 teachers. In addition, Riverdeep, an IBM partner and services re-seller, was selected to provide educational and administrative software and services. Flagship educational software in the ITALIC program consists of Riverdeep’s Destination Reading and

SaraFrankBristow: /* Virtual Learning */ fix format error

2011-12-20T23:36:33Z

Virtual Learning: fix format error

← Older revision		Revision as of 23:36, 20 December 2011
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	== Virtual Learning ==		== Virtual Learning ==

	* In Little Cayman, where the [[Little Cayman Education Centre]] serves only four students and, where consequently, students and teachers have a propensity to feel even more remote and marginalised, the use of ICT has proved the ideal antidote. Through the use of state-of-the art technology, the Little Cayman students are now making videos and music, working with animations and podcasts, blogging and sharing their work with parents, peers and new found		In Little Cayman, where the [[Little Cayman Education Centre]] serves only four students and, where consequently, students and teachers have a propensity to feel even more remote and marginalised, the use of ICT has proved the ideal antidote. Through the use of state-of-the art technology, the Little Cayman students are now making videos and music, working with animations and podcasts, blogging and sharing their work with parents, peers and new found
	cyber-friends in schools elsewhere in the world, including certain schools specifically chosen because they have a similarly small student population. In terms of inclusion, this initiative ticks a number of boxes. It integrates ICT entirely into the learning process, as opposed to viewing it as an add-on to the existing curriculum. Moreover, by placing ICT at the forefront of the learning experience, it will be impossible for these students to fall foul of the digital divide. It links students with other students, thereby providing the global perspective in the most remote of settings and draws parents increasingly into the learning community. Having modelled this initiative in Little Cayman, where the benefits will be most widely felt, the Ministry hopes to extend it in the next phase to all primary schools in Cayman Brac and Grand Cayman. http://www.ibe.unesco.org/fileadmin/user_upload/Inclusive_Education/Reports/kingston_07/cayman_islands_inclusion_07.pdf		cyber-friends in schools elsewhere in the world, including certain schools specifically chosen because they have a similarly small student population. In terms of inclusion, this initiative ticks a number of boxes. It integrates ICT entirely into the learning process, as opposed to viewing it as an add-on to the existing curriculum. Moreover, by placing ICT at the forefront of the learning experience, it will be impossible for these students to fall foul of the digital divide. It links students with other students, thereby providing the global perspective in the most remote of settings and draws parents increasingly into the learning community. Having modelled this initiative in Little Cayman, where the benefits will be most widely felt, the Ministry hopes to extend it in the next phase to all primary schools in Cayman Brac and Grand Cayman. http://www.ibe.unesco.org/fileadmin/user_upload/Inclusive_Education/Reports/kingston_07/cayman_islands_inclusion_07.pdf

Pbacsich: added cat CARICOM

2011-08-11T11:24:44Z

added cat CARICOM

← Older revision		Revision as of 11:24, 11 August 2011
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	[[Category:British overseas territories]]		[[Category:British overseas territories]]
	[[Category:Countries in stubs]]		[[Category:Countries in stubs]]

			[[Category:CARICOM]]
			[[Category:VISCED]]

James Kay at 19:33, 8 August 2011

2011-08-08T19:33:08Z

← Older revision		Revision as of 19:33, 8 August 2011
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	Adoption of ICT as tools for teaching and learning, however, as well as overall improvements in learning outcomes, have not kept pace with these improvements in infrastructure. Negative and limited outcomes are discussed in the subsequent sections.		Adoption of ICT as tools for teaching and learning, however, as well as overall improvements in learning outcomes, have not kept pace with these improvements in infrastructure. Negative and limited outcomes are discussed in the subsequent sections.

	http://www.google.co.uk/url?sa=t&source=web&cd=20&ved=0CHsQFjAJOAo&url=http%3A%2F%2Fwww.infodev.org%2Fen%2FDocument.598.pdf&rct=j&q=cayman%20islands%20distance%20learning&ei=xi9ATpTwKsW0hAf8o6m2Ag&usg=AFQjCNHWOj2U_izuTUZGfERbRBuUJ1fnBg&cad=rja		http://www.google.co.uk/url?sa=t&source=web&cd=20&ved=0CHsQFjAJOAo&url=http%3A%2F%2Fwww.infodev.org%2Fen%2FDocument.598.pdf&rct=j&q=cayman%20islands%20distance%20learning&ei=xi9ATpTwKsW0hAf8o6m2Ag&usg=AFQjCNHWOj2U_izuTUZGfERbRBuUJ1fnBg&cad=rja

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