community forums held during Education Month in February.

The first responsibility of the new Board of Education for the year 2000 was to plan Education Month that is held annually in February. While the task appeared to be mammoth, each member committed him/herself to ensuring its success.

One of the major events was the Village Meetings that were held at schools throughout the island. The objective of the meetings was to have the entire community come together and share their vision for education in the new millennium.

A committee, consisting of chairman, Ms Constance McHardy and members Mrs.

Ernestine DeGraff, Mrs. Martha Dismont and Mrs. Eudora Browne-Zuill, was formed to plan the event. The Committee met several times and came up with the following programme: Letters were sent to a cross-section of the community inviting them to be a part of this process. School personnel, students and parents were given special invitations to attend. The meetings were held in the western parishes at Sandys Secondary and Spice Valley Middle Schools, the central parishes at The Berkeley Institute and Mount Saint Agnes Academy and the eastern parishes at Whitney Institute Middle School and St. George's Preparatory School. The meetings were held on the same night in each location, allowing the entire Island to focus on its vision for education at the same time.

The format was to have the community members to go to the location of choice, form into small groups and share a vision around the following scenario.

Imagine you and a friend are in an air balloon hovering over Bermuda in 2005.

You look down and are able to observe the education system at work. Imagine you are describing to your friend what you are seeing, hearing, feeling etc.

Imagine you are seeing things that please you very much. Create a picture in your mind. Be concrete so others can see what you see, hear what you hear and feel what you feel...

SCHOOLS Facilities/Infrastructure Two major themes were identified as it relates to facilities/infrastructure, the need for improved standardised facilities and alternative schooling options. There is a need for separate special schools.

Improved standardised facilities Improved standardised facilities highlight the need for equality/equity amongst all schools. Whereby all schools have the same standard/model of facility, whether it be gym facilities, cafeteria, enclosed eating areas outside, air condition classrooms or an ample supply of up-to-date Internet accessible computers. Mention was also made of the need for all facilities to be accessible to the physically challenged students and all schools should receive regular preventive maintenance.

Alternative Schooling Options This idea encompasses the need for a facility based on the child's academic, physical and/or psychosocial needs. One such example is the Magnet School, which is described as a special school for children gifted in the arts.

Another suggestion was the re-introduction of the separated special schools to help meet the overall needs of the children.

On 22nd February, 2000 a forum was held at Sandys Middle School and was attended by at least 15 concerned individuals. These numbers included the principal of the school and three other members of the teaching staff there.

Also attending was the principal of Southampton Glebe School with the other ten representing concerned parents in the community. The recurring theme throughout the discussion indicated a concern for the lack of scholarship funds available to children in the public system and in particular those who appear to be gifted in addition to a call for breakfast and lunch meal plans.

A big concern presented was speaking to the lack of equity in programmes across the entire school system. All present had taken the view that one school should not be seen to have programmes in place while others at the same level do not. By far the hottest topic was that of inclusion where it was suggested that while inclusion can be seen to be good in one sense it was also not so good in another.

In perusing the data collected at the other forums that happened throughout the community it appeared that at least ninety percent of the materials perused spoke to the issue of the availability of more scholarships in the public school system with a special focus on gifted children. Meal plans with the idea that each school should have a cafeteria and the issue of inclusion in addition to an education system that is equal across the board in terms of programmes.

Technology Technology advances are greatly valued. Considerable attention is paid to hardware items, computers, automatic equipment, programmed delivery systems and other inventions that provide swift processing procedures. In order that our children are equipped they should be introduced to instructional centres and learning labs, which boast technology advances. Plans must be put in place to provide more technological developments that influence the education process and also meets the needs of the business community.

Curriculum Curriculum must meet the needs of all children of school age so that they are able to attain the highest goals set. For example, reading on/or above grade level. At the end of the senior year, children should have attained a grade that will enable them to enter the Bermuda College or any other institute of higher learning, university or college. Early intervention should be implemented in order in order to ascertain the grade level of students.

Positive Attitudes and Behaviour Students should graduate with self-respect, respect for others and their property, morale values and self-reliance. To achieve these positive attitudes we must have the cooperation of the family and community at large.

Grading/Evaluations The evaluations are made primarily on a personal basis and that each evaluation is seemed as unique and is treated in that manner. Where grades are unavoidable, every effort is made to ensure that the marking system is used for the welfare of the children. Students should be encouraged to test themselves and judge their own personal performance progress. Errors should be viewed as a source of information rather than a sign of failure. Students should participate in decisions about how the grading and evaluation process is applied. Students should be encouraged to take confidence in their ability to learn and to celebrate their personal uniqueness.

TEACHERS Qualification/Training Qualification should be standardised and a list of acceptable universities and degrees be drawn up. Teachers need to be kept up-to-date with teaching methods, learning differences and technology with improved teacher workshops and exposure to professional organisations overseas. Principals should be qualified educators with training in administration and supervision and should be trained to use technology. More specialist teachers are needed and teachers should be trained to deal with children who experience personal/family problems.

Experience Educators should have experience (knowledge) of the work force outside of education and exposure to cultures outside of Bermuda. A teacher exchange programme would help to accomplish this.

Sensitivity Sensitivity training for teachers brings recognition of special needs and different learning styles. The understanding of gender differences and respecting children's differences and commitment to all children is important.

Other Teachers having input at the Department level in decision-making, testing for drug and alcohol, lower retirement age (55) and teachers accountability for directives.

Summary The most widely held views were that teachers need to be kept up-to-date with teaching methods and technology; educators should have broader experience outside of education and wider exposure to cultures outside of Bermuda; teachers need to be more sensitive to the differences in children and to their different learning styles and should be committed to educating all children regardless of their social backgrounds and personality differences.

COMMUNITY Community Participation In general, each group from each school meeting expressed the desire to have a commitment from the entire community to the education of Bermuda's youth.

There were particular points expressed in each area. Ideas expressed with respect to the business sector were that businesses should allow parents time off for school activities.

There should exist a link between businesses of all types, the general community and schools so that students become aware of the different job opportunities and the academic requirements needed for them. Businesses should give more time instead of money to schools. Businesses should work with Bermuda College to design courses relevant to their needs.

Businesses should provide finances to assist schools in purchasing computers for every student. They should have representatives to visit the schools and share knowledge about their businesses with students. Companies should be encouraged to adopt a school and the schools should have a career day where parents can talk about their professions.

Parents should lend expertise to the system, carpenters, etc. and should be more involved in the curriculum and decision-making. Less emphasis should be placed on homework over holidays and more family time should be encouraged.

Relative to the school connecting more with the community, the general consensus was that teachers needed to be trained to deal with children who are arriving with more problems. Parents should be able to choose the school they want their children to attend. There should be no zoning.

Schools should make sure that everyone has the same educational opportunities.

They should ensure that parents be given the curriculum (timetable, homework schedule) before the school year begins. Encourage interactive learning through using Bermuda's environment. Have parent programmes as a support.

Provide tips for parents, e.g. "You should know''. Sponsor more education programmes on television, e.g. GED availability to parents and children.

Hold weekend forums, engaging input from teenagers and other family members.

Ensure adequate funding for public education. Provide more funds for gifted children. Make sure that each school has a Board of Governors and allocate money for scholarships, enriching curriculum, funding for parents to be used for children, and discount on school uniforms and supplies.

Relative to social services needed for school children, the consensus was that schools should out-source and find the appropriate social programmes and expertise in the community to assist the teachers. Find a way to address social/economic issues of students so that they do not act as barriers to learning. Search for adequate drug counselling. Attend to breakfast for children who need it.

Have a coordinated approach to assisting children with psychosocial needs.

Provide social workers at schools, increase nurse presence. Schools and private service providers should collaborate to develop intervention programmes for children with substance abuse problems as young as six-years-old. Remove barriers that foster a public verses private system.

Relative to the community's participation as a whole, the group recommended that the community should take an active progressive, empowering and aggressive role in helping in educating our children. Help to improve continuing adult education. Schools interacting with organised community/sports clubs. More volunteers from the community should assist with reading and other activities.

Members of Government should roam the schools once per week and sit in on classes twice per week. People should talk positively about the public school system as they do the private school system. The community should value education more. A sense of ownership is needed and more funding for the arts and various cultures should be delegated.

Parents The data received from the six venues that participated in the village meetings contained information that support the need for parents to play a vital role in their children's education. It suggested that parents need to be held accountable on all levels for their children and that they should be held legally responsible. Parents are expected to become partners in education.

The data suggested parents should become more involved in activities with their children at school, such as cafeteria duty, aiding in the classroom and lending their expertise were applicable. In accordance, it suggested that there be a registry of the skills and talents of parents, so that the school can benefit from them as needed. To facilitate more involvement from parents at the school level, the data determined that businesses be supportive and allow parents time off to execute these activities.

The data also suggested that parents should monitor their children's activities, and be available to assist them in community projects. The data also disclosed that parents be involved in all decisions in regard to their children, including their curricula and their discipline.

The data implied also that it would be imperative for parents to be involved in the lives of their children to ensure positive outcomes. In order to become more effective parents the data strongly suggested that there be available outreach parenting programmes, and also resources to assist parents with the need/concerns of their children. The data also suggested that PTA's should become more effective in providing services to school communities and their families.

Last, but not least, the data suggested that parents encourage their children, especially in their career choices.

FORUM CON