OAS HORIZONTAL COOPERATION AGREEMENT FOR TECHNICAL ASSISTANCE MISSION:

STUDY TOUR
TO OBSERVE THE IMPLEMENTATION OF A SCHOOL SUSPENSION PROGRAMME PARTNERSHIP BETWEEN THE DISPUTE RESOLUTION FOUNDATION (JAMAICA) AND THE MINISTRY OF EDUCATION (TRINIDAD AND TOBAGO)

Guidelines for Discussions

[PREPARED FOR: DPS CHRYSOSTOM] Notes: (1) Each member of the delegation will be making their observation based on their specific areas of expertise and interest. (2) Delegates are being requested to capture tangible data/evidence throughout the mission (e.g. photographs, where appropriate; audio recordings; printed material, etc.)

GENERAL FOCUS AREAS: (1) (2) (3) (4) (5) (6) Regulations and legislations supporting programme Programme and curriculum, including technological input Human resources, management structure and tutors efforts Physical infrastructure and the use of space; income streams Referral systems and relationship with school (sustainability) Parental and community support protective factors.

SPECIFIC GUIDING QUESTIONS ([DEPUTY PERMANENT SECRETARY]:

Questions from the DPS should be aimed at understanding the dynamics between the NGO and the government, in particular the Ministry of Education. These are merely suggested leading questions to stimulate discussions in order to fully understand the role that the Ministry will be required to play, the partnerships that need to be established, legislative changes required, etc.

1. Legislations and Regulations i. What specific laws/Ministry regulations/policies govern the operation of the suspension centres? (e.g. requirement for registration, child protection laws, etc.) ii. What is the nature of the relationship between the Foundation and the Ministry of Education?

2. Programme and Curriculum, including technological input i. How is the programme funded? Does the programme receive any subventions from the government? ii. iii. iv. v. vi. vii. If government subvention received, is there a stipulation in how the funds should be allocated (e.g. x% to administration, x% to tutors stipend, etc.) What (other) roles does the Ministry of Education play in supporting the centres? What role do other Ministrys play in supporting the suspension centres? Has any alliance been formed with any private sector entity, other services organisations or community groups? Who is responsible for the physical safety of children while in the centre? (i.e. is the Ministrys responsibility temporarily delegated to the DRF?) Is the Ministry involved in setting the curriculum used in the centres, to ensure that students academic studies are continued, while on suspension?

3. Referral Systems and Relationship with Schools i. Is there a formal referral system between the centres and the school? ii. Is there a memorandum of understanding between the Ministry and the DRF relating to the referral of students to the suspension centres?