This evaluation examines the Caribbean Development Bank’s (CDB) Country Engagement Strategy (CES) for Saint Lucia for the period 2020–23, including activities designed and implemented until December 2024. The evaluation uses a mixed-methods approach, combining document reviews, portfolio analysis, and stakeholder interviews, to inform the next CES. The evaluation process supported participation, reflection, and co-creation. During the inception phase, feedback was collected from CDB staff and Government of Saint Lucia (GOSL) counterparts to refine the focus and ensure evaluation questions would generate insights aligned with both CDB’s strategic needs and GOSL priorities. A Theory of Change workshop was conducted with CDB and GOSL stakeholders to reconstruct the underlying logic of the CES and identify key assumptions and change pathways. This collaboration provided a shared foundation for assessing progress and strategic alignment. Validation of emerging findings was carried out via an online workshop. A hybrid co-creation workshop was held with Saint Lucia-based stakeholders and CDB staff to collaboratively develop recommendations and ensure proposed actions are useful, specific, and actionable, with the aim of increasing the success of the next CES.
Enhancement of Technical and Vocational Education and Training - Belize (2012)
Education
Project Completion Validation Report
Complete
Belize
Summary
During 1999, MOES in Belize commissioned several studies involving the primary, secondary and Technical and Vocational Education and Training (TVET) sub-sectors. These studies informed the development of the Belize Education Sector Strategy 1999-2003. The study of the TVET sub-sector identified the need to develop a more effective system to ensure that it provided occupational competencies which were suitable and relevant to the local labour market and would better serve the needs of business and industry; facilitate and support the introduction of new and emerging technologies; and act as a catalyst for attracting new investments. There was also need for a system capable of addressing the requirements of diverse populations, including existing members of the labour force, who needed to update their skills; secondary school graduates preparing for the job market; and candidates from non-formal, pre-vocational programmes who needed to better themselves to enter the job market.
