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for comments. She reminded the members of the Panel that based on the recommendations, they
should examine the syllabus document in its entirety, ensuring that the Rationale, Aims, General
Objectives, Specific Objectives, Content and Assessment Procedures were properly linked. She further
advised that particular attention should be paid to the suggestions and concerns of all stakeholders.

THE PANEL’S RESPONSE TO ISSUES RAISED

Teacher Questionnaire and Focus Group

11. The Assistant Registrar/SCD informed the Panel that a seven-page, 16-item questionnaire was
posted on Survey Gizmo and the link was sent to teachers of CSEC® Information Technology in the
Participating Territories. Completed questionnaires were received from 22 persons in ten of the
Participating Territories (see list of teachers at Appendix IIa). These territories were Barbados, Belize,
Guyana, Jamaica, Montserrat, St Kitts and Nevis, St Lucia, St Vincent and the Grenadines, Trinidad and
Tobago, and Turks and Caicos Islands. The questionnaire sought to obtain information from practising
teachers on all aspects of the syllabus, including the appropriateness of the knowledge and skills being
taught, the clarity of the objectives, the adequacy of the Content, and the validity of the assessment
tasks and procedures, including the School-Based Assessment for which suggestions were invited from
the respondents. Additionally, the Assistant Registrar/SCD informed that a Focus Group interview was
conducted with 12 teachers of Information Technology from Jamaica.

12. An analysis of the comments on items of the questionnaire revealed that all of the
respondents agreed that the Rationale justified the inclusion of Information Technology in the school
curriculum. Five (29 per cent) of the participants disagreed that the Rationale justifies the choice of
instructional methods and procedures and suggested that these be further clarified. The respondents
also indicated that the Rationale does not adequately cover the course components. The Panel,
having reviewed the Rationale in light of the concerns raised by the respondents, determined that
these two areas were adequately covered. The following sections from paragraph two of the Rationale
were highlighted by the Panel as evidence that it adequately addresses the identified areas of concern.

To this end, the CSEC® Information Technology syllabus is designed to provide
knowledge and skills in the essential Information Technology domains which include:
computer fundamentals, problem-solving, networks, Web Technologies, productivity
tools, computer and cybersecurity, as well as the social implications of information
and communications technology.

The goal is to use learner-centred and problem-based teaching, and assessment
strategies to develop core competencies that will provide pathways to multiple post-
secondary destinations.

13. All of the respondents except one, agreed that the Aims adequately describe anticipated
outcomes. The one participant who disagreed indicated that the syllabus should also aim to provide a
foundation for the introduction to the world of work. Having reviewed this suggestion, the Panel
determined that Aim 4, prepare students for suitable employment, in the draft syllabus does provide
that particular focus. The Panel proceeded to re-order the Aims to ensure that they appear in a more
progressive manner.

14. All of the respondents agreed that the General Objectives adequately reflected the goals of
the syllabus. Additionally, 20 (87 per cent) of the participants agreed that the Specific Objectives were
clearly stated while three respondents (13 per cent) felt that two of the Specific Objectives needed to

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