Distance Learning in Belize: A Benefit for Youths and Adults Free

As a developing nation, Belize suffers from many societal ailments, such as youths leaving school early with limited opportunity for meaningful employment, and adults who are unskilled and unable to occupy job positions that are available to sustain their families. The problem of crime starts with youths dropping out of school; poor adults received little education, have big families, and are unable to meet their expenses (Crawford, 2010). A survey of the Police Notebook (Belize Police Department, 2010) shows crime and violence on the rise, and the age of criminals being youths 13 and 17 years and early 20s.

In 2007, the unemployment rate among youths was 24%. While female unemployment rate was 32.8% of 41.8% participation rate; males were 18.7% of a participation rate of 77.5% (Statistical Institute of Belize, 2007). The concentration of unemployment, according to the Statistical Institute of Belize (2007), has been in the rural area of the country, with high rates of unemployment recorded in the northern and southern districts. The highest unemployment rate for females was in the southern district. In 2009, the highest unemployment was concentrated in the northern district. This was credited to the decline in the sugar industry located in the northern districts and the economic downturn (Statistical Institute of Belize, January 2010)

Belize, aware of the global environment, is focused on guaranteeing quality education as a basic human right to all through “allocating public funding to schools equitably by funding schools on a per student basis” and “free tuition policy. We know that many of the students who do not attend secondary school because of poverty and limited access (United Democratic Party, 2008). Through the establishment of these policies, more students will have access to a quality education.

According to the Ministry of Education (2008), of 42,000 students who begin elementary school, 38,000 transition to secondary school, and 20% drop out of secondary school. According to Ingels, Chen, and Owings (2005) students perceive positive school experiences based upon the attitude and skills of their teachers, the degree of safety they feel within their school, their perception of victimization at a school, their perception of school rules, the importance they place on good grades and their reason for being in school. The secondary schools in the country with the highest student enrollment are the urban areas (Ministry of Education, 2008).

The Belizean student lives with mother and father, father, mother, stepfathers or stepmothers, relatives, on their own, boarding with boarders, grandparents or grandparent. The parents of these students have varying levels of education ranging from primary level education to postgraduate degrees. Based on the availability of distance education within the country, more and more parents are returning to school to pursue higher education (E. J. Lopez, personal communication, April 20, 2010).

In attempting to address the needs of youths’ and adults’ unemployment or underemployment, Belize has over the years recognized that the traditional system of education no longer meets the needs of these learners. According to United Nations Educational Scientific and Cultural Organization (n.d.-a), conventional education systems are poorly prepared to deal with the challenges and opportunities that are present in the emerging information and communication technologies and little has been done to address the growing problem of social fragmentation, human frustration and disempowerment, cultural dislocation, and technological alienation (p. 2). According to Adaji, Salawu, and Adeoye (2008), distance education provides avenues for higher education for vast under-privileged population.

According to Simonson, Smaldino, Albright, and Zvacek (2009) distance education is institution-based formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources and instruction. Furthermore, research has found no significant difference between distance education and traditional education in terms of student achievement.

According to E. Raymond (personal communication, April 21, 2010) learners in Belize have been participating in distance learning since 1964. This was in the form of examinations for teachers, where teachers attending the teachers’ training school in Belize take qualifying examinations through correspondence. Two-way communication was between student and examination authority through postal services. Students from Belize also completed qualifying subject specific examinations from London’s Royal Society of Arts and General Certificate of Education in ordinary and advance levels. Teachers were also able to obtain professional teachers’ certification, advancing to the doctorate level through correspondence. Today, these examinations can be taken at a distance online, or via postal and courier services.

Telesecundaria. In 1999, the Ministry of Education through technical assistance from the Mexican government as part of the EDUSAT project embarked on a distance learning initiative. According to Ministry of Education (2009) the EDUSAT project was to establish secondary education through satellite and television throughout remote parts of the country of the country, to provide secondary education opportunities to students who otherwise would not receive the opportunity. Technical assistance from Mexico included the training of facilitators in the methodology and use of course materials, technicians to provide equipment support, donation of satellite dishes and televisions, as well as course materials for students. The telesecundaria was implemented in the northern district of Corozal at Escuela Secundaria Mexico because the language of the materials was in Spanish, and people in the northern districts were considered more competent in speaking Spanish and hence would immediately benefit from the training (D. Eck, personal communication, 2009).

Telesecundaria, which was launched in Mexico in 1968, provided lower secondary school learning with television support to remote and small communities; lessons corresponding to Grades 7 to 9 were transmitted live, through open public channels to television sets placed in distant classrooms where students listened and took notes in the presence of a teacher (United Nations Educational, Scientific and Cultural Organization, n.d.-b, p. 2). This program was operational from 2005 to June 2008. After being informed of the program being discontinued, the Ministry of Education conducting an investigation to determine the circumstances that led to the program being discontinued; upon completion of the investigation the explanation received from the principal was the need for additional classroom space (A. Castillo, personal communication, April 20, 2010). Although this program was accessed by many youths and adult learners, training time for the program was Monday to Friday between the hours of 8 A.M. to 2:30 P.M. The time factor also allowed for fewer individuals to access the program and restricted the benefit of utilizing existing space and available teachers. Although the signal could be accessed in any part of the country, the program was never expanded to other areas within the country. An additional factor may have been language, as the language of course materials and instruction was in Spanish.

Technical and vocational education and training has been recognized as an important element in a nation’s development. According to Caribbean Secretariat (1990) TVET is looked upon by developing countries as “a vehicle for the development of marketable skills as an engine for development” (p. 1). As a measure of preparing countries within the region to become more competitive in the global economy, TVET is called upon to help unemployed young people, upgrade existing workers’ competencies, reduce the burden of higher education, provide qualified labors to attract foreign investment, and any investment in human development draws return on the individual as well as the society as a whole (CARICOM, 2001). Individuals will benefit from a better career, increased earnings, and a better quality of life. What benefits the society is a skilled-workforce that enables global competitiveness and economic growth.

In an effort to expand and improve TVET in the country of Belize, and provide opportunities for its people, the government of Belize invested $4.4 million into the establishment and development of Institutes for Technical and Vocational Education and Training (ITVETs) (Caribbean Development Bank, 2001). The Institutes for Technical and Vocational Education and Training (ITVET) are government of Belize skills training institutions that provide training for employment. These institutions are located in each of the seven districts of Belize and provide training based on employment training needs in each district.

Stann Creek ITVET is located in the southern district of Stann Creek. The institution provides training in the area of tourism and hospitality, automotive, masonry, carpentry, and electricity. The main industries in the district are tourism, hospitality, and citrus. New resorts are being built in the district, requiring persons skilled in masonry, carpentry, and electrical installation. Once the resorts have been built, skilled persons will be required to provide services in tourism and hospitality. Automotive training was provided to address the needs of the citrus industry. According to S. W. Bowman (personal communication, February 26, 2010) work has began to expand training to secondary school students within the Stann Creek district. He hopes to provide more employment opportunities for the students with the inclusion of a TVET program as part of their training.

Similar to Stann Creek ITVET, Belize ITVET provides similar training with the addition of customized training to specific groups based on request. The institute provides customized training for the Belize Defense Force, along with courses offered at night in the area of air conditioning and refrigeration and auto body repair. Further, request for training has been received from several different organizations, and these programs are customized programs (K. Ellis, personal communication, March 11, 2010).

Orange Walk ITVET, located in the district of Orange Walk, provides training in the area of building construction trades, computer repair, and automotive repair. Orange Walk ITVET focuses on preparing trainees to become competent and excel in the Belize National Vocational Qualification examination. Beyond the entry level program offerings, the institution has moved to offering training in level two, which prepares employees to perform tasks requiring some level of autonomy. The other four institutions provide similar training with the inclusion of training in the agricultural area in the Toledo district.

According to Bowman (2010, January) the enrollment for Stann Creek ITVET has experienced a decline in the student population. Twelve trainees dropped, out leaving 58 participating in training. Toledo ITVET has 35 trainees enrolled in the programs, which is very small to justify the expense in operating the programs. Bowman (2010, January) attributes the decline in enrollment to financial problems experienced by the trainee in meeting the cost of the program.

As the economic situation of individuals continue to decline, the management of the various institutions recognizes the need to expand and increase access for persons who would otherwise be unable to access training. Distance learning in technical and vocational education can allow for underprivileged youths and adults to obtain skills that will make them employable. Although presently the institutions have only computers and Internet, with regards to technological capabilities to provide distance learning using telecommunications systems, the process of trying to provide training for youths and adults in other locations is considered a priority. Belize ITVET began implementing its first distance learning initiative in San Pedro, Ambergris Caye (K. Ellis, personal communication April 20, 2010). This town is approximately 45 miles outside of the city. This initiative provides training to electricians who are unable to travel to Belize City to attend classes. Students will be able to perform the practical aspect of the training by conducting installations within the workplace. This initiative falls within the category of traditional distance learning program that used postal services, and the EDUSAT concept, though without the technology of satellite and television. For the institution, this is a start and the intention is to expand the distance education program to more individuals through the use of the Internet and other communications technology. There are many open software and available support web-based sites that can be accessed by purchasing licenses or obtaining permission to use the resources.

It is anticipated that programs will be expanded to include students attending secondary schools within the district; satellite centers located in smaller communities would be able to transmit the course using satellite dish and television, as well as videoconferencing and the Internet. (S. W. Bowman, personal communication, February 26, 2010). Distance learning programs will expand opportunities for other students as well as for students at the Orange Walk ITVET (A. Gomez, personal communication, March 11, 2010). The advantage will be that students will be able to take course in programs not offered at that specific ITVET. With distance learning programs offered through the ITVETs, the youths and adults who are ultimately the clients that the ITVET targets will benefit from such an initiative. This will facilitate quality skills training being provided with the introduction of communications technology to persons who would otherwise be unable to access training offered using technology. According to Moore and Tait (2002), many countries have developed vocational and other types of short-cycle colleges, sometimes spanning both secondary and postsecondary levels to provide training to adults and youths. In this sector there are many examples of open and distance learning programmes that may be useful to the ITVETs.

In order to be successful, the plans and efforts of the ITVETs in providing distance education to clients requires coordination and funding. A distance learning division within the TVET system is required. The division will offer individuals the opportunity that would otherwise be inaccessible to them within their own location through a system of telecommunications and internet technology. This initiative will not only provide programs that will be offered through the distance unit, but also allow existing customers from the traditional face to face division, local community, and other targeted groups to access training from the convenience of their own location. According to Simonson et al. (2009), the unavailability of technical support creates a major barrier that discourages many faculties from teaching online course. The need to offer the relevant support to the institutions will also be required, and that will require the Ministry of Education to invest in infrastructure development and teacher training.

According to the Commonwealth of Learning (n.d.), benefits of distance education include overcoming problems of physical distance, solving time or scheduling issues for learners and schools, expanding limited number of places available for learners, and it makes the best use of few teachers. In 2008, the Ministry of Education began a subsidy program, in which students entering secondary schools and those entering the second year receive subsidies to assist with cost of school. In 2010, students completing elementary schools from the Stann Creek and Toledo districts were automatically entitled to subsidies to offset the cost of schooling (A. Genitty, personal communication, April 22, 2010). With the availability of this program, underprivileged students living in remote areas will have the opportunity to obtain relevant materials required for schooling face-to-face or at a distance.

With its small population and high unemployment rate, Belize can benefit tremendously from distance education. The ratification of the free labour movement among Caribbean countries, now more than ever, highlights the need for Belizean youths and adults to become skilled, certified, and competent to meaningfully participate in employment. The vast amount of capital investment made by the government of Belize into infrastructure development in technical and vocational education and training can be further expanded with additional investments to include the development of distance learning initiatives. This will allow for the participation in distance education of more underprivileged youths and adults throughout the country.