education

Disconnecting to buy local for sustainable living

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Anyone know of a local alternative to #Microsoft and some other #software and #hardware technologies and upgrades?
Does sustaining local enterprise mean disconnecting from global technologies?
Those who know me know I do not like shopping and am an advocate to #BuyLocal so I would appreciate info so as to avoid that new #7%Tax in addition to the other taxes already … see more www.kris-rampersad.blogspot.com
for even more:
#knowledge products  #industry #sustainable alternatives, contact lolleaves@gmail.com @krisamp @lolleaves @glocalpot #GlocalKnowledgePot #Worldwewantpeople #SustainableDevelopment #SDG #SustainableLiving

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Open Letter to Dr Anthony Sabga Saviour of the Trinity Cross Key Keeper of City Guardian of Demokrissy

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The More Things Change: From  Montage of Articles & Columns
on Social and Economic Development
(c) KrisRampersadArchives2016
Dear Father Tony,
Please hear my plea,
To revive the economy
Try that city key
Tho of you and me
Dey making bobolee
And the poor already
Heading to vagrancy
Save this country
We call La Trinity

 

 I may call you that, Dear Father Tony, may I not, although we is not family, we are still part of the Trini famalee and the human famalee, part of the same national journey on the same ship, and I was part of your empire on the media side for most of me journalistic life and that was how some referred to you in revered whispers though others had less reverent terms; and it may be said, ’twas in your empire whence I cut meh journalistic tooth and whence my career was birthed and so you really are meh father in some sense of the word, eh Tony!
 
Vagrant’s View of Woodford Square, Port of Spain

See more: Demokrissy:  www.kris-rampersad.blogspot.com 

via Blogger http://ift.tt/1MHmOuG

 

 

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Use Memory of the World resource to transform education curriculum

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Remarks, Dr Kris Rampersad,
Chair, Trinidad and Tobago National Commission for UNESCO at the Opening of UNESCO Pan-Caribbean Consultative Workshop on Memory of the World
Port of Spain, Trinidad, 25-27 September 2013
On behalf of the Trinidad and Tobago National Commission for UNESCO welcome to this Pan Caribbean consultative workshop on UNESCO Memory of the World initiative. While we are a national commission with essentially a national mandate, we also take very seriously our role as a member of the Caribbean community and the wider UNESCO region of Latin America and the Caribbean.
As we mark this year the 21st anniversary of the Memory of the World programme and 13th anniversary of the Memory of the World Committee for Latin America and the Caribbean, it is perhaps timely for us to reflect on where we have reached with the programme.
In the short 13 years since, eight countries from the Commonwealth Caribbean (Trinidad and Tobago, St Lucia, St Kitts, Jamaica, Guyana, Dominica, Barbados, and the Bahamas) have inscribed 21 collections of documentary heritage on the International Memory of the World Register and twenty five collections on the Regional Register.
We tend to think of the University of the West Indies and Cricket as two main elements I am sure you will agree that this has offered us an opportunity to collaborate as a region in the 13 joint nominations submitted among several of our countries – and these by four national committees in Barbados, Jamaica, Saint Lucia, and certainly I want to particularly recognise the work of the Trinidad and Tobago National Memory of the World Committee under the stewardship of Mrs Joan Osborne.
But much work still to be done in public engagement and to draw out private collectors and archivists to present their work for consideration so we can have broad representation of the diversity of cultures, languages and heritage.
Last year’s meeting underscored the need for greater involvement by countries in the Caribbean, and to support each other. Through the work of the Trinidad and Tobago national memory of the world committee we have enlisted:
—  The Derek Walcott Collection
—  The Eric Williams Collection
—  The C.L.R. James Collection
—  Registry of Slaves of the British Caribbean
—  Records of Indian Indentured Labourersof Trinidad and Tobago
—  The Constantine Collection
—  The Donald ‘Jackie’ Hinkson Collection
—  The Carlisle Chang Collection
—  The Digital Pan Archive
—  Records of Indian Indentured Labourers of Trinidad and Tobago 1845-1917
—  The Samuel Selvon Collection
At the MOWLAC meeting in Port of Spain 2012 the concern was raised of the involvement of countries in the region in the programme and how to encourage the creation of national committees and the number of nominations coming from the region. It was found that there was greater need for collaboration since in some countries the MOW programme was not visible and professionals and owners of collections did not know how to complete the nomination forms.
We should also recognise that much of the critical documentary heritage reside not only within the region but also in internationally-based institutions.
We hope this workshop will meet with similar success of preceding workshops in which nine inscriptions followed the 2009 workshop in Barbados, for example.
We note among the objectives of this is to strengthen the memory of the world programme through greater awareness, to increase nominations at the national, regional and international levels; and to develop an action agenda and a CARICOM MOW action plan for 2013- 2015.
I suggest that among the latter you also take a look at the current draft CARICOM-UNESCO memorandum of agreement and suggest any alternations you may need to make to the text relevant to accommodate the region’s outlook for the memory of the world programme within that MOU to be signed between Caricom and UNESCO at the General Assembly in November.
We know there are many, many areas in which we need to focus the heritage and I’d like to also stir attention away from the printed heritage which we all know limits us to the last few hundred years to other elements of record also recognised by the memory of the world register – to also consider other forms of documentation – items on stone, craft, recordings, visuals.
As we know, UNESCO established the Memory of the World Programme in 1992 from a growing awareness of the poor state of preservation of, and access to, documentary heritage in various parts of the world – looting and dispersal, illegal trading, destruction, inadequate housing and funding have all played a part. Much has vanished forever; much is endangered. So a core element is to raise public awareness and mobilise communities to capture and preserve and promote respect and understanding.
In the region, we need to move quickly to secure our endangered archives – and I draw attention to the invaluable collections of the military history museum in Chaguaramas that contains information on the connections between our islands and South America, unrecorded elsewhere, and which can further expand  the recent inscriptions by Cuba of the  Life and Works of Ernesto Che Guevara, and Columbia’s of Francisco De Miranda and Simon Bolivar and it may be useful to supplement that with the archives of Mr Gaylord Kelshall of the Military History Museum who has researched and written extensively about this period which though recent, has still not been injected into teachings on our history and as the Minister of Education is here with us I’d like to recommend that we look at this immense UNESCO resource and work to revising the materials in the school curriculum – in history, social studies, civics, visual and performing arts, among others. This presents us with an opportunity to revise our textbooks using new research and information s there is need to establish critical synergies between archiving and education soWebiste is not just fossilised – and consider utilising this model of engagement between ministry of education, archive and library and the school system.
I’d also like to suggest that you consider how we may establish a facility to resource and fund acquisition and maintenance of public and private collections: like those of the Chaguaramas Military History Museum, and dozens of others in private collections and establish linkages with these.

And we also need to place some emphasis on capture yet undocumented heritage and utilise digitisation and engage the enthusiasm of our young people to collate data from disappearing knowledge holders.

Take back communities from so-called leaders

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PORT OF SPAIN, Trinidad — Take back schools and communities from so-called community leaders, chair of the Trinidad and Tobago National Commission for UNESCO, Dr Kris Rampersad told educators last week.

She was addressing the closing ceremony of a joint initiative by UNESCO and the Ministry of Education in Port of Spain for pilot training of some 125 principals, school supervisors and teachers.

kris_rampersad2.jpg
Dr Kris Rampersad, Chair of Trinidad and Tobago National Commission for UNESCO

“For too long our children have been kidnapped and our society has been hijacked and held to ransom by bandits and criminals who are held up as community leaders and to whom, tragically, the society now seems to be turning for advice to address the very problems they create. You are the community leaders,” Rampersad told the graduates, before they were presented certificates of completion of the course, Leading for Literacy Now!

“For too long the schoolmaster and mistress who were once significant and pivotal axes of social life in our villages and districts, have either abdicated their roles as leaders or been forced out of them by other social pressures,” she continued.

The educators participated in a pilot training in leadership skills training towards improving literacy levels beginning with primary schools with special focus on teachers of Infant I and II. A national call was made by the Commission through the Education Ministry and the participants were selected from voluntary applicants.

“For too long we have been held to ransom by bandits and criminals in the guise of leaders and social and community leaders. We ask you now to go back and reclaim those spaces; to see yourself and to present and represent yourselves as the leaders that you are. To put your hands up proudly when there are calls for meetings and discussions and consultations with community leaders and say that you are leaders in your community. We ask you that you return to your schools to no longer cower before bullying parents and misguided children and take charge!” Rampersad said.

She noted that the course has helped equip and tool principals and teachers to return to the new school term with fresh perspectives and approaches to face some of the challenges they may confront.

The exercise was conducted by facilitators from the UK-based National Training College for School Leadership with financial and other technical support from UNESCO, the Ministry of Education, the National Commission, BMobile and the Army Leadership Training Centre of the Trinidad and Tobago Regiment.

“We ask you to use what you have learnt here to not just influence but to transform the directions of our education system and by extension our society as well,” Rampersad urged, noting a growing nervousness in the society enveloped in a wind of change that is causing considerable restless and which requires solid management of the processes of change and transformation.

Acknowledging that the problems facing educators are many, and not insignificant, she challenged the trainees to take their learning back to school and expressed the hope to see positive results by as early as the end of the first term – by December 2013.

“Three months is a very long time in the life of a child, and we know how much they can learn in short a short period. We need to capture their minds and imaginations before someone else does,” Rampersad pointed out.

She said the participants will be engaged in continuous assessment and will share their experiences and recommendations for expanding the programme to all schools and districts of Trinidad and Tobago, adding that commitment for such support has already been expressed by the Ministry of Education.

“We do not deny that the challenges are many and these times demand all our energies and intelligence to manage the changes that are inevitable. We have to ensure that such management occurs and we do not have the negative repercussions as we are witnessing taking place in Egypt and Syria and elsewhere. Let us manage and redirect the changes that are inevitable, drawing from your wisdom and experiences to positively impact our youth and harness their restless energies for change,” Rampersad said. “It will require open-mindedness, flexibility and a lot of patience.”

She also noted that, once the expected results are realised, the Commission hopes to be able to hold up Leading for Literacy Now this as a model project to UNESCO to share with the Caribbean and its global community.

https://sites.google.com/site/krisrampersadglobal
 http://www.caribbeannewsnow.com/topstory-Take-back-communities-from-so-called-leaders%2C-says-Trinidad-UNESCO-chair-17393.html

Culling leaders for literacy among principals and teachers

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Opening Remarks,
Chair, National Commission for UNESCO, Dr Kris Rampersad at
Leading for Literacy Now! training workshop
Sister Francis Xavier Heritage Hall, Abercromby Street, Port of Spain
19August 2013
Culling Leaders for LiteracyMine is the pleasure to welcome you to the opening of this round of training in our project leading for literacy now, on behalf of the Trinidad and Tobago National Commission for UNESCO.
 This project, Leading for Literacy Now, represents what we envision as the ideal blend of commitment, energy and drive in taking responsibility and taking action in transforming our society and the spaces we occupy, improving our communities and lifting the life chances of the youngsters and next generation of leaders in our charge.
You may well recognise the urgency we ascribe to this intervention, as we seek solutions to cull leaders for literacy, Now, as indeed – all of us must surely be attuned to the news – for every minute that we lose focus we run the risk of losing another child to one of the many delinquencies and distractions that compete for their attention.
With its ideal mix of stakeholders – it includes a confluence of vision and energies – funding support from UNESCO’s international participation programme  and the Ministry of Education to meet our budget for this pilot exercise of almostsix hundred and sixty two thousand, dollars ($661,720.00), one quarter of which comes from UNESCO’s funds and the remaining three quarters from the Ministry of Education, and indeed we must thank the Minister of Education for his wholehearted endorsement of this endeavour.
This leading for Literacy Now! project, represents an exercise in our collective as well as individual responsibility evident in the commitment of the policy and decision makers in the Minister of Education, Dr Gopeesingh who has provided unflinching support not just in funding approval but also in the involvement of technical staff of his Ministry; the engagement of technical expertise of the UK-based National College for School Leadership; principals and teachers and of course we at the National Commission and especially the very hard working and committed team of its education sector committee, headed by Mrs Crouch, and including:
Mr Bhadase Seetahal Maraj from the Ministry of Education; Dr Sandra Gift of the University of the West Indies; Mrs Shayphan Smith of the Ministry of Tertiary Education; Ms. Lucia Phillip, Executive Director of NALIS; Mrs Liseli Daaga with broad community and NGO experience; alongside the work of the secretariat led by Ms Susan Shurland; Programme Officer Ms. Hannah Katwaroo; and Research Assistant Mr. Sean Garcia.
I particularly look forward to the session on risk management and leadership drill with the Trinidad and Tobago Regiment, that certainly is an example of the out of-the-box synergies required to make be effective and make an impact, by engagement other national agencies and institutions in our efforts to Lead for Literacy, Now!
This project forms part of the UNESCO “10,000 Principals Leadership Programme” launched by the UNESCO’s Director General Irina Bokova in 2011 as a global project to improve the quality of teaching and learning opportunities for children. It envisions training of some 10,000 principals with the intended multiplier effect to benefit thousands of teachers and principals and millions children across the globe.
Our National Commission has literacy as a top priority of our national agenda, as it is in among the Ministry of Education’s 16 national priority focus areas for education.
In this context, earlier this year the Commission unanimously took a decision to contextualise this project within what we declared as A Decade for Literacy, endorsed by the Ministry of Education, as we well recognise that it does not end here with the end of this course next Sunday or the end of the pilot a few months hence.
Indeed, it is only a beginning as we task you with taking your learnings from here, into your schools and communities, tooled with the core training activities that speak directly to some of those urgent needs within our society for leaders, for which the schools that are in your charge are the incubators, hence the inclusion of such topics as team building, organisational management, using and generating research and data, and certainly what we have been seeing as greater and greater needs in the dynamic environment in which we function today – risk management and most importantly managing change.
Beyond the immediate intentions of providing you – principals and teachers – with leadership skills so you return to the new school term with new tools to improve reading standards among students, this places you at the forefront of the agenda for change and transformation of our society into the next decade – you are not just influencers of the process, you are the transformers of it!
We have been following keenly the sharing of knowledge and ideas that have been taking place on our Leading for Literacy Now! web platform and are inspired by the cross fertilisation of ideas and energies. We encourage you to not only keep up the dialogue, but translate it into actions within your own spheres so that one of the outcomes of this programme can be the boast of all of us that, under our watch no child was left behind.
For our part at the National Commission, given the commitment we have seen to this project and the unwavering support of all concerned, we anticipate such successes that we are looking to pitch this as a model project that can be adapted for our Caribbean counterparts as well as indeed the global community of UNESCO which maintains education among the five key pillars of its focus including communications and information, science, culture, and social and human sciences.
 We look forward to receiving your reflections on this and recommendations at the end of this exercise and certainly look forward to the greatly empowered role you will play when the new school terms begins next week.
I thank you.

LiTTscapes’ literary odyssey goes to London

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LiTTribute to LondonTTown is the next stop in our literary odyssey  to recognise and underscore the global character and relevance of fiction, even those from small islands like Trinidad and Tobago.
It will take place on July 15, 2013 and will feature readings and presentations inspired by LiTTscapes – Landscapes of Fiction from Trinidad and Tobago.
High Commissioner to the United Kingdom, His Excellency Garvin Nicholas said: “The Trinidad and Tobago High Commission looks forward to showcasing the work of one of our talented local authors. In ‘Littscapes’, Dr. Rampersad has brought to light Trinidad and Tobago’s rich literary tradition and unique heritage. This event will provide an important platform for highlighting the complex history and fascinating social landscape of Trinidad and Tobago to a British audience”.
As with other LiTTributes held earlier this year – to the Mainland in Guyana and to the Antilles in Antigua  – this will encourage  rethinking how we may better engage with and utilise the rich literary outpourings as represented in LiTTscapes to develop synergies with the international community for social and economic development in film, music, entertainment and education sectors.



Jean Ramjohn Richards, First Lady (former) and author Kris Rampersad at LiTTribute to the Republic of Trinidad and Tobago in 2012. It preceded LiTTribute to the Mainland held in Guyana and LiTTribute to the Antilles in Antigua earlier this year, part of a series of connecting the Caribbean heritage and creative sectors, through the literary arts, with the diaspora.   Photo courtesy Office of the President of Trinidad and Tobago (http://www.thepresident.tt/events_and_ceremonies.php?mid=189&eid=1002).

It is well established that the relationship between Trinidad and Tobago and Europe, particularly the British Empire, has been the primary axis from which all of our written literature has emerged. This is evident even in books that do not engage directly with the colonial condition in the effects and influences of the English language, literature, education, and political and social systems and institutions.
LiTTscapes represents this relationship from the earliest writings of Sir Walter Raleigh to the current day among the 100-plus works by more than 60 writers, including those who made London their home such as Naipaul, Selvon, Lakshmi Seetaram-Persaud and others.
LiTTscapes has been acclaimed as a groundbreaking pictoral yet encyclopaedic compendium of the lifestyles, landscapes, architecture, cultures, festivals and institutions in its full colour easy reading documentary/travelogue/biography representation of Trinidad and Tobago and its fiction as represented in more than 100 fictional works by some 60 writers.  It is available at bookshops or email lolleaves@gmail.com.
LiTTribute to LondonTTown follows on the recent LiTTribute to the Antilles staged in Antigua in March,  LiTTurgy to the Mainland in Guyana in February, and LiTTribute to the Republic of Trinidad and Tobago, hosted by the First Lady of Trinidad and Tobago, Dr Jean Ramjohn Richards and Dr Rampersad in September 2012. LiTTscapes was launched at White Hall – one of Trinidad and Tobago’s Magnificent Seven buildings as part of the islands 50th anniversary of independence in August 2012.
Persons wishing to get involved and For invitations and details Email: lolleaves@gmail.com.
See: https://sites.google.com/site/krisrampersadglobal;  facebook.com/kris.rampersad1LiTTscapes, LiTtributes, LiTTour Album Facebook .

Belizean bulldozer mentality pervades region

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Belize bulldozer mentality pervades region
Countries dozing off on heritage education and bio-cultural sustainable development planning


At Xunantunich preclassical complex in Belize. (c) Kris rampersd
Who in the region can say it wouldn’t happen to us? The bulldozing of the 3200-plus year-old-Mayan Noh Mul temple in Orange Walk Belize is only symptomatic of level of unchecked danger and threats to significant heritage elements of the region and the degree of short sightedness in our approach to sustainable development. 
The bulldozer mentality is symptomatic of pervading misperceptions that sustainability, bio-cultural heritage conservation and development are polar opposites. This promotes confrontational approaches at the expense of exploration of very real modes by which the two can successfully and peacefully co-exist to the benefit of populations. Countries of the region needs to reexamine its overall approaches to sustainable development planning, budgeting and education and consciousness raising, not just about heritage but about the way we view sector development and their relation with each other.  Our budget and economic, social and environmental planning directorate and bureaucracies should take note.

With a population about the size of Tobago’s, Belize, a former British colony might be said to be perhaps one of the least pressured countries of the region in terms of the intensity of competition for land space for development. Tobago can itself fit into Belize about 75 times; Jamaica, the largest of the English-speaking Caribbean islands, can fit twice, and Trinidad four times.
Last week’s bulldozing by a construction company of what was visibly a temple and part of a complex to turn the rubble into – of all things – gravel for a road (from the comments on the internet I am not the only aghast at the sheer idiocy of this) is testimony to some of the challenges for heritage preservation facing the region.
Proper land use planning with concurrent resourcing, execution and implementation may be one element of a solution, but without a focussed awareness building and formal and informal education that inject heritage consciousness from the cradle through adulthood, it is a tragedy that is certain to be repeated.
For instance, the Mayas are still described and treated in the past tense in much of our history and standard educational material – part of historic misrepresentations of all the civilisations that comprise our region – although very vibrant Mayan communities live across South/Central America and not unlike  with other regional ethnic groups, function in active regional diasporas across the globe.
They were also in significant numbers in our heritage training sessions in Belize last year, eating, breathing, talking, exchanging ideas, reciting, playing music, dancing, living, as indeed it was a astounding to discover the numbers of Mayan building complexes that existed in this small land space, most of them heavily silted over through the millennia, overgrown with full fledged trees and overrun with wildlife.
A significant element of the tragedy of the bulldozing at the Noh Mul complex  is that it was visible and known to exist, not like Altun Ha where allegedly it wasn’t and it when the blasting revealed the complex it was stopped. This is part of one of the documented temple complex in the Orange Walk district where there is a significant population of Mayan descent. It is not one of the hundreds of other architectural complexes across Belize and South/Central America that have been overgrown, covered over by silt and which now support huge forest and other ecosystems and so indistinguishable from the natural landscape. That in itself might provide an excuse to a bulldozer purportedly innocently quarrying what is believed to be a hill, but only in the absence of proper environmental assessment, which is a mandatory requirement for any development project.
The site of the hundreds of temple complexes across Belize which nature has reclaimed and camouflaged over millennia is enough of an experience to make one want to kneel down and worship the inherent nobility of the people who in their times created this, as much as nature’s resilience and restorative capacity if undisturbed.
As I discovered on a visit last year, Belize is an awesome example of the sheer magnitude of the Mayan civilisation from the numbers of still standing temples, many indiscernible as with centuries of overgrowth they appear as innocent hillocks that support dense forest ecosystems. And while the ruins might point to the historical past tense, the vivacity of the people I met and the friends I made is testimony to a vibrant living heritage.
I could not have asked for a better induction than to have expert guides in Drs Nigel Encalada and Allan Moore of the Belize Institute of Technology, who are part of the National Institute of Culture and History of Belize, on a one day cross-country drive to the Mayan mountains.
It whet my appetite that before I left I made time to explore three more sites with local Mayan guides at Altun Ha, Lamanai and Xuantunich – who incidentally took pride and the time to put into context the deliberately distorted and misrepresented for hype the end of calendar/doomsday story. In fact, these sites have been only partly unearthed of the hundreds of other complexes.
To some degree, Belize has legal and institutional mechanisms: an Act, laws, oversight institutions which may be challenged by shortage of human resource and other capacity, but those are also largely reactive mechanisms, as important as they are, to net culprits after the fact of a bulldoze, for example, rather than sustainable pre-emptive mechanisms which are where the focus should be.What could have stopped the company from issuing the order or the guy himself driving the bulldozer to halt and think twice?
If we cannot build consciousness and recognise the value these elements of our heritage, hold to the sense of self and esteem that could prevent the next trigger happy youngster from bulldozing his own life – value beyond commercial value, beyond the next access road and the next high rise and the next exploration for an oil well – which incidentally is another impending threat to Belize where recent interests in exploitation for petroleum can become the next international heritage disaster story.
The bulldozer mentality will stay with us unless mechanisms are built into our budgeting and physical and mental spatial development planning, as in all other development plans so we present and project that physical, social and educational planning not separate silos and never the twain shall meet, but as a seamless and essentially integrated system that depend on and support each other.
Is that being taken into account in the current land use planning  for sustainable development currently being undertaken in Trinidad and Tobago and other parts of the region? Where are the efforts to factor and integrate sustainable heritage consciousness into all of this, other than the flag waving mentality? Where are the plans to factor in heritage in the planning for sustainable development and the strategic educational interventions into that process that move beyond a few Kodak advertising moments?
Lost, surely in the cliched excuse about the jostle for space for industry and agriculture and shelter in the name of development.
Development does not have to be at the expense of heritage or vice versa. There are enough successful models of this that can make us confident that we can find the right balance between feeding ourselves, living with all the modern comforts that one may desire and at the same time showing respect and pride in the legacy and inheritances that are ours.
The alternative is the next regional bulldozer story – while Belize becomes a footnote, as McLoed house in South Trinidad already has – this is the potential fate of other sites in the region; like the Banwari and other related sites in Trinidad; or the Pitons in St Lucia or the maroon and other distinctive heritage of Jamaica’s majestic Blue Mountains and others across the region can soon become. Sustainable development requires sustainable planning and sustainable education and awareness activities.