OECS PEARL Programme in Dominica

The OECS PEARL Programme in Dominica constitutes the local branch of the OECS Programme for Educational Advancement and Relevant Learning. This regionally coordinated, four-year initiative seeks to advance the OECS Education Sector Strategy by promoting access, strengthening quality, and reinforcing resilience in learning across member states. The programme benefits from a US$10 million grant provided by the Global Partnership for Education and is overseen by the OECS Commission, with national ministries of education serving as the key partners for implementation.

Purpose and Funding

PEARL targets system strengthening after the disruptions of 2020–2021, with emphasis on curriculum renewal, teacher development, assessments, and inclusion. The OECS Commission launched the program in September 2021 with GPE funding to raise learning outcomes across the subregion. Dominica’s national plan treats PEARL as complementary financing to its own reform priorities.

Dominica’s 2024 Partnership Compact identifies curriculum transformation as the priority reform and lists PEARL as a principal external program supporting that agenda. The Compact details how PEARL activities dovetail with domestic workstreams in curriculum, TVET, special education, and school leadership, and how local units and partners will carry specific roles.

Core components active in Dominica

• Curriculum and assessment. PEARL supports an OECS Harmonized Primary Curriculum, development of curriculum support materials, and early grade reading assessments. Dominica’s reform will enhance the harmonized core with national content and use it to scaffold lower secondary coherence.
• Teacher and school leadership development. Activities include in-service training on child-centered learning and a Quality Teaching, Learning and Leadership Framework, with professional development for principals and heads of department.
• Inclusion and special education needs. The program finances training for teachers and practitioners who work with learners with SEN, assistive technology tools, community sensitization, and targeted support packages. Dominica’s PEARL focal team and national coordinator have worked on case-based responses and family outreach.
• School improvement grants. Through the Continuous School and System Improvement (CSSI) mechanism, PEARL provides school-level grants and guidance to develop plans that build professional learning communities and prioritize measurable improvement goals.

Activities and milestones involving Dominica

• In 2024 the program advanced primary curriculum revision and regional assessment design, with public communications from participating ministries noting the four component areas and timelines.
• In March 2024 the Early Childhood Education Leaders Forum, convened under PEARL, brought together educators from Dominica and other member states to focus on supporting young children with Autism Spectrum Disorder.
• In June 2024 PEARL’s bi-annual progress meeting agreed steps such as collaboration with Google for Education to integrate selected tools into teaching and curriculum delivery.
• In June 2025 Dominican media reported a PEARL event recognizing learners with special education needs, part of the inclusion strand implemented nationally.

Digital learning, resources, and teacher support

PEARL’s regional hub aggregates professional development materials, facilitates resource sharing, and encourages cross-territory collaboration. Communications from ministries highlight the use of online platforms to support the harmonized curriculum while allowing localized adaptation.

Relationship to national institutions and reforms

PEARL is executed in Dominica through the Ministry of Education and aligned to reform activities under Education Reform and the Education System. Domestic providers such as Dominica State College are positioned to support teacher training and specialist modules. The program links to standards and certification work overseen by national TVET and qualifications bodies where applicable. Dominica’s Compact sets out actions to strengthen units responsible for curriculum, TVET, and SEN, and to formalize partnerships through MOUs.

Monitoring and evaluation

A mid-term evaluation framework established by the OECS Commission guides tracking of outputs and outcomes across member states. The published Terms of Reference outline data needs, school-level grant performance monitoring, and validation processes across ministries. At country level, Dominica’s Compact commits to enhancing data platforms, establishing SEN diagnostic teams, and publishing an annual education digest to inform decisions.