chairman Sir David Gibbons questioned whether Bermuda was ready to meet the demands of a rapidly changing global economy. He particularly questioned whether Government's planned education reforms would properly prepare those entering the workforce. In a response to the speech, Education Minister Jerome Dill writes that the reforms will do exactly that and explains why.

Sir David Gibbons is asking the right questions about how we are preparing for changes in the global economy. He is asking especially about Bermuda's readiness to meet demands for a Bermudian work force that can increase its productivity while performing the jobs needed to be done at all levels of the trades, science, commerce and technology One paragraph from Sir David's speech (printed in The Royal Gazette on July 22) is particularly important: "In the months ahead, Government will be embarking on education reform. We already do much. But are we doing it right? Are we emphasising the correct skills? Are we offering the right courses? Are we allocating our resources in the correct way? Are we in business and Government working cooperatively enough to maximise opportunities for all Bermudians? These, I submit, are the difficult questions before us. The answers to these questions will provide the building code that will better prepare Bermudians to weather the winds of global economic change.'' Let me address Sir David's points and questions one at a time. Now that final passage of the Education Act of 1996 has been won, Bermuda's entire school system will see a fundamental reform and restructuring, beginning with the September term.

Thorough Preparation "Are we doing it right?'' The proof will be in the pudding, of course, but if preparation is any indication of how right we will turn out to be, then I can answer emphatically, yes. This long-debated restructuring has deeply and directly involved not only the Education Planning Team, but literally thousands of teachers, parents and children. If careful planning, concerned listening and consensus building affect outcomes as much as we believe they do, then we are doing it right.

"Are we emphasising the correct skills? Are we offering the right courses?'' Yes, we believe we will be doing so, especially with introduction of middle schools, and not only in the "academic'' or pure book learning areas. For example, the Ministry continues working closely with the Visitor Industry Partnership so that we will integrate Bermuda's tourism industry needs into the new middle school curriculum. At much earlier ages, we will be able to begin identifying and training students who have an interest in this field, for example, and help them seize the opportunities ahead.

A Learning-Working Partnership I am going to skip over the question on resources until my conclusion, but let me add to this mix the answer to Sir David's question: "Are we in business and Government working cooperatively enough to maximise opportunities for all Bermudians?'' I state categorically, and with gratitude, that Bermuda's business community, across the board, has accepted our invitation to participate fully and directly. They have rolled up their sleeves and are working side-by-side with us in literally every aspect and at every level of the education system.

The Business-Education Partnership (BEP) was established several years ago with precisely this in view. This is not a "talking'' group. This is a "doing'' group. BEP's active membership includes representatives from; Bermuda Chamber of Commerce, Bank of Bermuda, Bermuda Insurance Institute, Institute of Chartered Accountants, Hotel Employers of Bermuda, Institute of Directors, Bermuda International Business Association, The Royal Gazette, King Edward and St. Brendan's Hospitals, Bermuda Public Services Association, Bermuda Industrial Union, Association of Hospital Professionals, Ministry of Labour and Home Affairs (National Training Programme).

This past academic year, BEP piloted a Work Shadowing programme for students at more than 60 different business sites. Feedback from the businesses was used to sharpen students' awareness of business expectations and to improve the programme's future direction.

Of particular note is the initiative shown by the Bank of Bermuda and Sandys Secondary School in developing a direct partnership. this partnership has involved students gaining experience within the banking environment and bank staff visiting the school and interacting with students. The Bank has attested to the usefulness of this form of involvement, for both partners in the effort. We anticipate that other businesses will select other school to "adopt'' and become partners.

The Trades Are Integral Our school system, in cooperation with the superb staff and facilities of Bermuda College, has continued to provide graduates who enter the trades. It is clear that, unlike many years ago when we had more student interest in trades careers, we need to begin recruiting students and educating them about the many lucrative, fulfilling opportunities that are, in fact, available.

Suffice it to say that Bermuda College is keeping pace with the curriculum needs -- the task now is to fill the seats with willing students.

This notion of "willingness'' and an emphasis on individual responsibility will be encouraged and underpinned for all students by the very nature of the new thrust of the education system. We are moving it towards a design and technology based programme modelled on that used in the United Kingdom. At the school level this programme encourages students to develop thinking and manipulative skills that apply across a wide range of technologies. This is the focus of instruction at the middle level as well. At the senior level, we are working closely with Bermuda College to ensure that there is proper articulation between senior level courses and college courses.

Bermuda College is the site where students focus more directly on the skills needed for specific trades. The College has designed competency based courses which enable students to study the theory and apply that theory to specific tasks in each trades area. These courses have been designed in cooperation with each trade group and will ensure that the standards of graduates are comparable to the standards required by external certification bodies. The structure of these courses also enables persons who are already working in a trade to return to the College part time in order to upgrade or acquire specific skills.

The Drive of Technology The use of technology is integral to all of our efforts. The Ministry foresaw the importance of technology to our students and introduced a programme of technology education in the 1980s. For the past several years students in individual schools have piloted the use of the Internet to communicate with other students on geography projects, and to conduct general communication exercises. In September of this year all middle school libraries will have a network of computers with access to the Internet. The school librarians will receive training on the use of this technology during August.

Conclusion: The Allocation of Resources This year the Government of Bermuda will allocate to education over $80 million in capital and operating expenses. That is the most amount of money allocated to any purpose in all of Bermudian government. Education is tops. I hasten to add that the second largest amount of money, over $63 million, is spent on Health and Hospitals.

I include this budget discussion in order to make my final point: Societies that survive and prosper, however difficult the challenges, are always marked and gauged by how and on whom they spend their resources. I am proud to say that Bermuda clearly has got it right.

Education Minister Jerome Dill