Cayman Islands

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

Cayman Islands in a nutshell

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 Cayman Islands have more registered businesses than they have people!

The Cayman Islands are a British overseas territory, listed by the UN Special Committee of twenty-four as one of the last non-self governing territories. A fifteen-seat Legislative Assembly is elected by the people every four years to handle domestic affairs. Of the elected Members of the Legislative Assembly (MLAs), five are chosen to serve as government ministers in a cabinet headed by the governor. The head of government is the Leader of Government Business.

A Governor is appointed by the British government to represent the Queen. The governor can exercise complete executive authority if they wish through blanket powers reserved to them in the constitution. They must give royal assent to all legislation, which allows them the power to strike down any law the legislature may see fit for the country. In modern times, the governor usually allows the country to be run by the cabinet, and the civil service to be run by the Chief Secretary, who is the Acting Governor when the Governor is not able to discharge his usual duties for one reason or another.

Education in the Cayman Islands

Primary and secondary 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.

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.

The International College of the Cayman Islands is a private college and is located in Newlands, Grand Cayman about seven miles (11 km) east of George Town. The college was established in 1970 and offers Associate's, Bachelor's and Post Graduate degree programmes.

Grand Cayman is also home to St. Matthew's University, which includes a medical school and a school of veterinary medicine.

The Cayman Islands Law School (CILS), a branch of the University of Liverpool in the UK, is also based on Grand Cayman. Situated in George Town, the law school has been in operation since 1982. As taken from the student handbook, "The Law School provides tuition for both full and part-time programmes leading to the Bachelor of Law (Honours) Degree of the University of Liverpool and the qualification of Attorney-at-Law of the Cayman Islands, following successful completion of the postgraduate Professional Practicum Course (PPC)

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

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.

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 Destination Math series, each of which supports standards-based curricula from pre-kindergarten through middle school. The MOE also implemented the Riverdeep Learning Village portal, intended to facilitate collaboration and communication among all education stakeholders, including school leaders, teachers, students, parents, and others. Learning Village provides teachers with planning and administrative tools, and affords teachers and students the opportunity to develop rich-media content, collaborate in small and large groups, and interact with family members. Learning Village also supports EMIS.

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
• Internet connectivity among government schools (100 percent)
• Student access to ICT
• Teacher access to ICT

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.

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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