Indicators of

the Education System of Trinidad and Tobago

1.0 Introduction

This document on educational indicators reports on the functioning of the education system in
Trinidad and Tobago in all its aspects. We noted in our last report that Sauvageot (1997 p 16)
defines an indicator as “a tool that should make it possible both to have a sense of the state of an
education system and also to report on that state to the whole of the education community”.
Shavelson, McDonnell and Oakes (1991) go on to state that “educational indicator systems
serve similar purposes to indicator systems that are used to monitor the economy, the criminal
justice system, or other social systems”, thereby underscoring the clear relevance of education
to the national socio-economy. This thinking also takes cognizance of the dynamism and
widening of educational indicator reporting, emphasizing as well the value of collaboration
between the sectors in the interest of national and personal development.

The development and monitoring of educational indicators is an imperative in the 21 st century,

with regard to the functioning of the education system, both in comparative terms and in context
of the achievement of specified targets and goals

This document provides objective data that will guide the planning and policy-making
processes, school management processes, the supervision of schools, the management of human
resources and the decentralization and improvement efforts of the Ministry of Education.
An analytical/conceptual framework was applied in the development and analysis of the
indicators included in this report. The diagram (fig. 1.1) below outlines this framework.

1
 Figure 1.1: Analytic/Conceptual Framework

Conceptual Framework
Social, Economic and Demographic Context
Education
influences its
The context influences context
the organization and Quality of Education:
performance of the Academic Achievement
education system
EDUCATION SYSTEM:
Social Impact of Education
GENERAL DESCRIPTION
Resources
Invested
in Education Output
Input
Access, Coverage & Participation

Functioning of Education: Internal Efficiency

Equity of Opportunities for Education

Inputs include pupils and teachers, textbooks and materials, school buildings, curriculum and
teaching/learning processes. Outcomes include quality academic achievement and productive
citizens. Based on this model, two analytical categories of indicators are utilized in this
document corresponding to those used at the International Institute for Educational Planning
(IIEP). They are as follows:

Category 1: Context analysis

The indicators of this category provide an overview of the demographic, social, and economic
context within which the education system operates.

Category 2: Angles of analysis and issues

The indicators of this category show a national view of the education system on issues related to
access and coverage, internal efficiency, quality (academic achievements), costs and financing.

In addition, other UNESCO quality bases of equity, pertinence and relevance, including
citizenship preparation and stakeholder participation, are discussed, with analyses attempted.

2
Limitations of the Report

Population
Population data are integral to any analysis of the provision of educational access to our nation’s
children. They are therefore basic to the international reporting framework utilized by the
UNESCO Institute of Statistics (UIS) and to the PRIE (OAS) and PRELAC (UNESCO)
frameworks by which achievement of the overarching and universal objective of quality
Education for All begins to be measured.

Figure 1.2 presents a comparison of different population projections based on data collected and
published by the Central Statistical Office of Trinidad and Tobago for census year 2000. The
Vision 2020 Population Sub-Committee has produced projections through 2020 while the CSO
has itself provided single-age projections based on five-year intervals. The difference between
the two projection sets runs from 3 percent in 2005 to 8 percent in 2020. UIS population
estimates emanate from the UN Population Division published report and show differences
from the CSO data of 2.5 percent in 2005 moving to 5.4 percent by year 2020.

In the compilation of enrolment and other indicators within this report, the Ministry of
Education Planning Division (EPD) has utilized single-year, single-age projections for all
intervening years from 2000 through 2020, derived from the five-year CSO results. In electing
to use the CSO data, our major consideration has been the element of consistency with the
authorized national data source. Differences in the population cohorts at ECCE, Primary and
Secondary levels are also presented in Figures 1.3 to 1.5.

Figure 1.2

Population Projection Comparisons

1,450,000

1,400,000

1,350,000

1,300,000

1,250,000

1,200,000
2005 2006 2007 2010 2015 2020
Vis 2020 1,329,992 1,338,611 1,347,259 1,373,157 1,404,838 1,426,260
UNPD 1,318,000 1,323,200 1,328,400 1,344,000 1,368,000 1,384,000
CSO 1,284,653 1,287,779 1,290,905 1,300,284 1,310,887 1,309,590

3
 Figure 1.3

ECCE Population Comparison 2003-07

36,500

36,000

35,500

35,000

34,500

34,000

33,500

33,000

32,500

32,000
2003 2004 2005 2006 2007
Total 3-4 : CSO Data 34,589 34,618 34,647 34,142 33,637
UIS Population Data 35,224 35,434 35,703 35,982 36,290

4
 Figure 1.4

Primary Cohort Comparison 2003-07

140,000

135,000

130,000

125,000

120,000

115,000

110,000
2003 2004 2005 2006 2007
Total 5-11 CSO Data 135,298 129,381 123,463 121,828 120,193
UIS Population Data 139,668 134,935 131,121 128,305 126,522

5
 Figure 1.5

Secondary Cohort Comparison 2003-07

140,000

120,000

100,000

80,000

60,000

40,000

20,000

0
2003 2004 2005 2006 2007
Total 12-16: CSO Data 124,178 119,440 114,702 109,741 104,780
UIS Population Data 131,904 125,211 118,785 112,811 107,264

6
Student Enrolment
With regard to the other major component of these indicators, the school populations,
enrolment figures are largely valid and consistent and are drawn largely from the EPD
Annual Statistical Return (ASR) census of primary and secondary schools.
Notwithstanding an unsuitably small response rate to the ASR from private schools, the
EPD has conducted surveys in order establish a baseline. For other years within the
review period, estimates are made on the basis of the number of reporting schools as
against the total number of private schools on our register. The results of the baseline
have tended to justify the estimates used.

At present, the data available for the pre-primary level consist of results from a baseline
conducted in the years 2004-05. As such, these data are held consistent throughout the
reporting period of this publication. Relevant data for the school year 2008/09 are
expected to update the present information and to reflect the Ministry’s considerable
efforts toward universal access on a fee-free basis to our nation’s pre-schoolers.

ECCE Centre -Bamboo Settlement

In our calculations of primary and secondary level indicators, there is another possible
source of divergence from the indicators published by the UNESCO Institute of Statistics
(UIS). This derives mainly from our allocations of estimated data for SERVOL student
populations and enrolment at our private and special schools.
2.0 An Overview of the Education System

The Education System in Trinidad and Tobago, which falls under the purview of the
Ministry of Education, consists of the following levels:

 Pre-Primary - 3 to 4 Years Old

 Primary - 5 to 11 Years Old
 Secondary - 12 to 16 Years Old
 Post-Secondary (Advanced Proficiency) - 17 to 18 Years Old
 Adult Education (informal system) - 16 years and above

Education is compulsory for children up to age 12, although, with a minimum age for
employment of 16, tradition holds that most of the nation’s youth up to age 15 are
enrolled in our school system.

School
A school is an institution where teaching and learning activities are organized under the
direct supervision of the head of the establishment

8
School Types

Pre-Primary
Early Childhood Care and Education (ECCE) centres cater to children who are three to
four years old. However, children older than the age group still access ECCE centres.

Government Centres: The Ministry of Education has a comprehensive programme

underway for construction and staffing of quality ECCE centres to add to its network of
centres and assure universal access to this level of education.

SERVOL Centres: The Government assists a network of early childhood centres

operated by the NGO, Service Volunteered for All (SERVOL). SERVOL remains an
integral part of the ECCE sector, including training and parent outreach.

Private Centres: Privately owned and operated centres form the majority of institutions
that target our pre-school population, and represent the traditional providers of this
educational level.

Primary

Primary schools cater to the educational needs of the school-age population between the
ages of five and eleven years old. The primary programme currently culminates in the
Secondary Education Assessment (SEA) examination, as a measure of readiness for
passage to the secondary level. A post-primary level of education has been phased out,
although the school-leaving certification at that level still represents proof of basic
education and attainment.

Secondary
Secondary education encompasses an average age-range from twelve to eighteen years.
Sixteen is the mean age for students taking the Caribbean Examinations Certificate
(CXC) CSEC / CVQ (Level I) examination, which is the recognized measure of
completion of secondary school for a large majority of the school population.

Qualifying students at the CXC Level may access Advanced Level education in a two-
year course of study at sixth-form level. These studies lead to the Caribbean Advanced
Proficiency Examination (CAPE), which by 2008 has largely replaced the General
Certificate of Education Advanced Level (GCE A-Level) Examination.

The secondary level comprises a wide range of subject choices and a great degree of
programme divergence. Secondary students possess widely varying levels of literacy and
numeracy competence.

9
Deshifting and Conversion

It should be noted that a consistent move away from a variety of secondary school types
and a return to standardization of secondary schools is complete. During the review
period, the systematic process of deshifting and converting 3-year Junior Secondary and
2 or 4-year Senior Comprehensive schools was proven to have positive effect in terms of
student performance, both academically and in co-curricular activities. As a
consequence, many secondary schools have also been renamed. The new structure and
names take effect from the 2008-09 school year.

Secondary schools were previously classified as traditional or new, traditional offering a

five or seven year course of academic study, and the new represented by the three, two or
four year courses offered by the Junior/Senior Secondary schools.

Channels beyond Secondary

Normal progression beyond “full” CSEC certification, five passes including English and
Mathematics, apart from post-secondary Advanced level studies, has been employment in
the private sector, or at clerical entry-level in the public service. Such secondary
completion has approximated one in four students at the typical age of sixteen.
Progression beyond A-level certification customarily tends to tertiary level or
professional studies. Lesser achievement at the CXC/CSEC level has tended to lead to
further examination attempts, technical studies or employment in service, craft or
elementary occupations.

The CVQ programme now offered to secondary students prepares students for the world
of work, particularly in technical areas, but also allows for structured growth between
different levels of vocational competence and transfer to higher certification.

School Financing and Administration

Schools are funded by different authorities, as follows:

Government: Government primary and secondary schools are wholly owned, financed
and administered by the Ministry of Education.

Government Assisted: Government assisted schools, formerly owned and operated

usually by ‘religious’ or denominational organizations, are now partly financed by
Government but still operated by the denominational boards.

Private: Private schools, at all levels of the education system, are privately owned and
operate independently of the government.

Special Education Institutions

Special education institutions provide educational content similar to the primary

education level.

10
Adult Education
Adult education classes are conducted in evening sessions at various schools. A snapshot
at the beginning of the review period showed nine thousand, six hundred (9,600) students
enrolled at 46 adult education or life long learning centres. They were served by a
complement of 360 teachers. Four thousand two hundred of these students were enrolled
to complete the GCE/CXC Examinations; 600 enrolled for literacy classes; 200 for
music/dance; 3,800 for technical vocational classes.

Discussing Education Indicators

Education Indicators enable us to measure the quality or health of our education system
and the success of our various efforts. Indicators establish targets and allow for
monitoring of progress. They are exciting, particularly at the level of definition and first
determination in response to agreed philosophical and practical objectives.

They are fed and constructed by the collection of data and as long as these data are
collected in a systematic and regular fashion, allow for accurate comparison from one
collection period to another.

Indicators allow us to “put our money where our mouth is”. When for example, we say
that “Education is a Right for every child!” we bring the responsibility of the parent and
the Government into the picture and we begin to conceptualize mechanisms to determine
the extent to which these responsibilities are being observed. Then, of course, there is the
responsibility of the teacher (and the child) to be considered in this connection.

There are established global indicators to facilitate comparison between countries and
regions and to establish benchmarks for educational development. There are also specific
and / or national indicators that can be developed in order to assess the achievement of
specific or national goals and objectives.

Indicators allow for mobilization of effort by the various players within the educational
system through monitoring of latest indicators against personal or system-wide targets.
11
3.0 Definitions of Indicators

(Average) Annual Growth Rate (of population): The average annual growth of the
population for a given period expressed as a percentage.

Apparent intake rate in primary education: Number of new entrants into first grade of
primary education regardless of age, expressed as a percentage of the population of
official entrance age to primary education.

Average length of study per graduate/Years-input by graduate: The estimated

average number of pupil-years spent by pupils (or students) from a given cohort who
graduate from a given cycle or level of education, taking into account the pupil-years
wasted due to drop-out and repetition. N.B! One school-year spent in a grade by a pupil
is equal to one pupil-year.

CAPE / (A’ Level) transition is expressed as the percentage of students enrolled in the
first year of Sixth form as a percentage of students enrolled in Fifth form in the preceding
year. This indicator is expressed in both Gross and Net terms, net being those students
who satisfy the requirement within the official age brackets.

Citizenship Index: the number of secondary students engaged in at least one voluntary
structured co- / extra-curricular activity of a positive nature, as a percentage of the total
number of students

Coefficient of efficiency: The ideal number of pupil-years required for a cohort to

complete a level or cycle of education (e.g. the primary level) should there be neither
repetition nor drop-out, divided by the total number of pupil-years actually spent by the
same cohort.

Current expenditure per pupil (or student) as a percentage of GDP per capita:
Public current expenditure per pupil (or student), at each level of education, expressed as
a percentage of GDP per capita.

Dependency ratio: This ratio shows the relationship between the numbers of dependents
– children between 0 -15 years of age and adults over 64 years of age – and the working
age population between 15 and 64 years old.

Gender parity index: Ratio of female to male values of a given indicator.

Gross enrolment ratio: Number of pupils enrolled in the given level of education,
regardless of age, expressed as a percentage of the population in the relevant official age-
group.

Gross enrolment ratio in tertiary education: Total enrolment in tertiary education

regardless of age, expressed as a percentage of the population in the five-year age group
following on from the secondary-school leaving age.

12
(Real) Gross Domestic Product Growth rate: The annual growth of the GDP expressed
in real terms as a percentage.

Gross Domestic Product per capita: The Gross Domestic Product expressed in current
TT dollars divided by the total population.

Infant mortality rate: The annual number of deaths of infants under 1 year of age per
1,000 live births in a given year.

Inflation rate: Annual percentage increase in the prices of goods and services.

Lifelong Learning Index: the number of persons engaged in any one year in adult
education and open school programmes of the Ministry of Education expressed as a
percentage of the prior year’s school leavers not attaining full secondary certification.
(This indicator is novel and is to be tested for appropriateness, relevance and value.)

Literacy rate: The number of literate adults expressed as a percentage of the total adult
population aged 15 years and above.

Net enrolment ratio: Number of pupils in the official age group for a given level of
education enrolled in that level expressed as a percentage of the total population in that
age-group.

Net intake rate in primary education: Number of pupils at the official school entrance
age who are new entrants into the first grade of primary education, expressed as a
percentage of the population of official admission age to primary education.

Percentage of a cohort reaching grade 5, or survival rate to grade 5: Percentage of

children starting primary school who eventually attain grade 5.

Percentage of new entrants to primary grade 1 who have attended some form of
organized early childhood development programme: Number of new entrants to
primary grade 1 who have attained some form of organized early childhood development
programme equivalent to at least 200 hours, expressed as a percentage of total number of
new entrants to primary grade 1.

Percentage repeaters: Number of pupils who are enrolled in the same grade (or level)
as the previous year, expressed as a percentage of the total enrolment in the given grade
(or level) of education.

Percentage of trained teachers or percentage of teachers who are certified to teach

according to national standards: Number of teachers who are certified to have
received the minimum organized teacher-training (pre-service or in-service) required for
teaching at the relevant level of education, expressed as a percentage of the total number
of teachers in the given level of education.

13
Percentage distribution of public current expenditure on education by level: Public
current expenditure for each level of education, expressed as a percentage of total public
current expenditure on education.

Primary Completion Rate is the ratio of the total number of students successfully
completing (or graduating from) the last year of primary school in a given year to the
total number of children of official graduation age in the population.

Promotion rates: proportion of pupils from a cohort enrolled in grade (g + 1) in year (t +

1) relative to the number of children enrolled in the grade (g) of the previous year (t).

Public expenditure on education as a percentage of total government expenditure:

Total public expenditure on education at every level of administration according to the
constitution of the country, i.e. central, regional and local authorities, expressed as a
percentage of total government expenditure on all sectors (including health, education,
social services etc.).

Public expenditure on education as a percentage of GDP: Total public expenditure on

education at every level of administration according to the constitution of the country, i.e.
central, regional and local authorities, expressed as a percentage of the Gross Domestic
Product.

Public current expenditure per pupil (student) as % of GNP per capita: Public
current expenditure per pupil (or student) at each level of education, expressed as a
percentage of GNP per capita in a given financial year.

Public expenditure on education as percentage of Gross National Product: Total

public expenditure on education (current and capital) expressed as a percentage of the
Gross National Product (GNP) in a given financial year.

Public current expenditure on education as percentage of total public current

expenditure: Public current expenditure on education expressed as a percentage of total
public current expenditure in a given financial year.

Public capital expenditure on education as percentage of total public capital

expenditure: Public capital expenditure on education expressed as a percentage of total
public capital expenditure in a given financial year.

Pupil/teacher ratio: Average number of pupils per teacher at the level of education
specified in a given school year. When data are available the calculation of the
pupil/teacher ratio is based on teachers and pupils expressed in full-time equivalents.

Repetition rates: Proportion of pupils from a cohort enrolled in a given grade at a given
school-year who study in the same grade in the following school-year.

14
School life expectancy: Number of years a child is expected to remain at school, or
university, including years spent on repetition. It is the sum of the age-specific enrolment
ratios for primary, secondary, post-secondary non-tertiary and tertiary education.

Secondary completion rate is calculated from the number of students attaining a full
CSEC certificate (5 passes (O’s), Eng & Math); divided by the 16 year old population.

Stakeholder Support Index represented by a composite of parent participation, school

board involvement and student input. These are calculated respectively by the number of
parent teacher associations, the number of school boards and the number of student
councils, as a percentage of the total number of schools, expressed as an average.

Student exception rate: indicative of student misbehaviour, is calculated by expressing

the number of student apprehensions for violence, substance abuse or serious
misbehaviour as a percentage of the total number of student sessions in the period

Survival rates/completion rates by grade: Percentage of cohort of pupils (or students)

enrolled in the first grade of a given level or cycle of education in a given school-year
who are expected to reach successive grades.

Teachers’ remuneration as a percentage of current expenditure on education:

Public current expenditure on teachers’ salaries and other remuneration expressed as a
percentage of total public current expenditure on education.

Trained teacher rate expressed at both primary and secondary levels represents the
percentage of teachers who are professionally trained and certified at certificate, diploma
or bachelors levels.

Unemployment rate: The percentage of persons in the workforce who are not working
and are seeking employment.

15
4.0 Context Analysis
4.1 Demographic trends and profile
4.1.1 Demographic Dependency Index

The dependency ratio indicates the relationship between the number of dependents –
children between 0-14 years plus persons 65 years and over – and the number of persons
between 15 and 64 years old (the working population). This indicator is usually
developed to determine the capacity of the working population to provide for the needs of
the dependents within a country. The dependency ratio can also point to the directions in
which the social programmes of a country might be directed.

In Trinidad and Tobago, the dependency ratio for the (0–14) age group, which was 57%
in 1990, dipped to 38% in 2000, and further reduced to 30% in 2005. This rate is
expected to continue its decline to 26% in 2010 and 23% in 2020. This lessening of the
school age population is quite visible in review of past and present enrolment levels. For
the 65+ age group, the 1990 rate of 9% increased to 10% in 2000, returned to 9% in 2005
and is expected to move slowly upwards to 16% by 2020.

The declining dependency ratio for the 0-14 year age group implies a net decrease in
recurrent expenditure or, that if current financial outlays on education are sustained, the
country should be better able to provide for quality enhancements within the education
sector. The ageing of our population, on the other hand could point to a need for
increased provision of opportunities for lifelong learning.

Figure 4.1.1

T&T Population by Age Group - 1990 to 2020

1400

1200
Population 000's

1000

800

600

400

200

0
1990 2000 2005 2010 2015 2020
Year
T&T Population Ages 0-14 Ages 15-64 Ages 65+

(Source: Central Statistical Office, Population Projections

16
4.1.2 Average Annual Growth Rate (of population)

The annual growth rate of the population shows the increase or decrease of the size of the
population for a given period. Used in conjunction with the average annual GDP growth
rate (economic growth), we are reasonably assured that the country is demonstrating
good capacity to support its people.

In Trinidad and Tobago, the population grew by 4% between 1990 and 2000. Average
annual population growth rate declined to 1.77% for the period, 2000 – 2005 and is
expected to show a sharp increase to 7.13% in the 2005-2010 period. As shown in figure
4.1.2 below, the growth rate is then expected to decline once more to 3.84% and 1.94%
respectively in the following two five-year periods to 2020.

Figure 4.1.2

Population Growth Rate 2000-2020

8.00

7.13
7.00

6.00

5.00
Growth Rate %

4.00 4.01
3.84

3.00

2.00 1.94
1.77

1.00

0.00
2000 2005 2010 2015 2020

Closer examination of recent trends in comparison with GDP performance demonstrates

continued economic growth in the 2001 to 2008 period at levels considerably higher than
the growth of the population. This is shown in Figure 4.1.3 below and augurs well for the
ability of Government to implement programmes to enhance the quality of its education
and other social development offerings. Allocations to education in the period reflect
increases consistent with this ability.

17
 Figure 4.1.3

GDP and Population Growth Rates 2001-2008

30.00

26.43
25.00

21.64
20.00 20.00

17.54

15.00

12.55
11.48
10.72
10.00

5.00

2.33

0.00 0.44 0.33 0.33 0.33 0.33 0.24 0.24 0.24

2001 2002 2003 2004 2005 2006 2007 2008

GDP Gr. Rate Population Growth Rate

Given this discussion of dependency ratios, population and economic growth, the
implications for the school-age population are perhaps the most significant for this
particular report. Figure 4.1.4 below gives a graphic representation of this population for
the period 2000-2010, disaggregated into ECCE, Primary, Secondary and “Tertiary”
groupings. Figure 4.1.5 shies a dramatic increase in the working age population between
2000 and 2005 with milder but still upward trending movement to 2020.

All of these groupings show steady decline with the exception of the 17-24 year group,
which shows fluctuation, with a peak at 2005. Net enrolment ratios to be presented later
in this report are significant to the analysis of the school participation of these age
groupings.

Notwithstanding the period covered by this report, 2003 to 2008, at time of writing, an
economic slowdown of near global proportion exists. Trinidad and Tobago too, is
affected by this economic downturn. Sustainability of a relatively high level of
educational allocations is indicative of commitment to the objective of quality education
for all. Figure 4.1.6 looks at the sustained increases in education expenditure over the
past six years as well as Government expenditure on education against its total outlay.

18
 Figure 4.1.4

School Age Population 2000-2020

250,000

200,000

150,000

100,000

50,000

0
2000 2005 2010 2015 2020
0-4 Yr 86,681 84,343 80,986 79,648 71,881
3-4 Yr 35,812 34,647 32,123 32,051 29,863
5-11Yr 154,449 123,463 115,288 111,320 110,081
12-16 Yr 137,191 114,702 89,897 82,633 78,853
17-24 Yr 194,024 215,320 190,596 151,559 130,899

Source: CSO Population Estimates

19
 Figure 4.1.5

Working Age Population (Ages 15-64) 2000 - 2020

960,000

940,000

920,000

900,000

880,000

860,000

840,000

820,000

800,000
2000 2005 2010 2015 2020
T&T 15-64 852,072 920,477 942,524 940,538 944,725

20
 Figure 4.1.6
MOE Expenditure 2003-08 (TT$Bn.)

2003 2004 2005 2006 2007 2008

MOE Exp 2,232,288,220 2,536,980,015 3,009,172,780 3,238,490,608 3,652,516,947 4,177,723,508
Year

MOE to Total Government Expenditure % 2003-2008

12.00%

10.00%

8.00%

6.00%

4.00%

2.00%

0.00%
2003 2004 2005 2006 2007 2008

21
4.2 Macro-Economic Context

4.2.1 (Real) Gross Domestic Product Growth Rate

Real GDP growth averaged 7.1% for the five-year review period 2004-2008, with
provisional figures for 2008 representing a low of 3.5%. The contribution of the Energy
Sector in 2008 was 46.3% as against 52.8% for Non-Energy, comprised of 5.2% for
Manufacturing, 47.3% for Services and Agriculture, 0.3%. The other 1% contributor to
GDP was the net of Financial Intermediation Services and Value Added Tax.

Despite rate fluctuations, GDP grew consistently throughout the period, as did Inflation,
which averaged 7.8% between 2004 and 2008. While GDP growth trended downwards,
Inflation trended upwards, registering a high of 12% in 2008. These two indicators are
compared in figure 4.2.1 below.

Figure 4.2.1

Comparative GDP and Inflation Growth Rates (%) 2003-2008

14
13.3

12 12

10

8.3
8 7.9 7.9

6.9

6
5.4 5.5

4
3.7 3.5

0
2004 2005 2006 2007 2008

GDP Inflation

Source: CSO/Central Bank of T &T

Real GDP increased from TT$71,169 Million in 2003 to TT$152,115.2 Million in 2008,
representing an absolute increase of 113.7%. By component, the Petroleum sector
registered an increase of 175.1%, while the non-petroleum sectors increased by 79.2%, as
follows: Agriculture declined by 30.8%, Manufacturing increased by 60.9% and Services
increased by 79.6%. Construction (175.3%), Hospitality (119.2%) and Finance,
Insurance and Real Estate (83.7%) were respectively the main contributors to the
increase in the Services sector.
22
 Figure 4.2.2

GDP by Component - 2003

36%

56%

1%
7%

Petroleum Industry Agriculture Manufacturing 1 Services

GDP by Component 2008

48% 47%

5% 0%

23
 Figure 4.2.3
Emploment by Industry - 2003

3% 6%
10%

81%

Petroleum Agriculture Manufacturing Services

Employment by Industry - 2007

4% 4%
9%

83%

Source: Central Statistical Office

Compiled by: Research & Planning Unit, MLSMED

24
4.2.2 Labour force participation1

According to the Key Indicators of the Labour Market (KILM), established by the
International Labour Organization (ILO), the Labour Force Participation Rate - KILM 1 -
is considered a primary indicator of the level of labour market activity within an
economy. The rate is used primarily to analyze trends and levels of participation in the
labour force by age and sex. This rate is calculated by expressing the number of persons
in the labour force as a percentage of the non-institutional population 15 years and over.

The labour force participation rate for Trinidad and Tobago in 2007 was 63.4%, down by
0.5 of a percentage point from 63.9% in 2006 after two (2) consecutive years of increased
growth in 2005 and 2006. Table 4.2.1 refers.

Table 4.2.1
Trends in the Labour Force Participation Rate (%) by Age Group 1998-2007

Total MALE FEMALE

Year Both
Total 15- 25- 35- 45- 55- Total 15- 25- 35- 45- 55-
Sexes 65+ 65+
Male 24 34 44 54 64 Female 24 34 44 54 64

1998 61.2 75.3 61.1 94.9 95.5 90.9 59.5 14.8 47.0 40.9 65.5 62.4 49.8 27.8 4.7

1999 60.8 75.0 61.6 95.2 95.0 91.8 58.8 15.7 46.6 40.4 65.3 62.9 52.8 24.6 5.4

2000 61.2 75.3 61.2 94.4 95.1 91.7 64.2 16.0 47.0 41.6 62.9 62.3 53.6 27.0 6.1

2001 60.7 75.0 60.0 95.3 94.4 93.1 61.5 14.2 46.4 39.5 66.3 62.7 51.4 26.7 5.2

2002 60.9 74.6 57.6 95.6 95.4 92.3 63.6 12.8 47.5 41.5 67.1 63.7 54.6 26.7 5.0

2003 61.6 74.2 58.5 95.3 95.0 90.6 61.7 13.6 48.9 44.2 68.5 63.4 57.5 30.1 4.3

2004 63.0 75.2 60.9 95.9 95.4 91.8 60.6 14.2 50.8 43.8 72.3 67.7 60.5 32.7 4.9

2005 63.7 75.2 62.2 95.4 94.7 91.9 62.5 15.8 52.4 45.1 75.3 68.4 63.6 37.5 4.8

2006 63.9 74.7 60.5 94.9 95.3 92.6 64.8 13.7 53.1 47.9 74.6 70.7 61.0 36.4 5.5

2007 63.4 75.2 61.6 95.7 95.7 92.9 63.6 13.2 51.7 45.2 71.2 70.9 60.9 35.8 5.3

Source: Central Statistical Office

Compiled by: Research & Planning Unit, MLSMED

As labour force participation grows, so too the need to provide opportunities to enhance
the education level, and skill set, of the labour force grows. In this connection, an effort
has been made in this report to track the level of participation in lifelong learning
programmes, particularly as compared to persons who have not attained full certification
at the secondary (CSEC/CVQ) level.

1
For this segment of our report, the review will cover the ten-year period, 1998 to 2007. Substantive data
in this section were provided by the Ministry of Labour and Small & Micro Enterprise Development

25
4.2.3 Labour force, unemployment and educational attainment

The labour force in 2007 comprised 165,900 persons with Primary Education and
389,400 with Secondary Education, reflecting decreases in the numbers at primary and
secondary levels, but an increase at the tertiary level, over the previous year.

Table 4.2.2
Labour Force by Educational Attainment & Sex - 1998-2007
Level of Educational Attainment Level of Educational Attainment
Year Sex Year Sex
Primary Secondary Tertiary Primary Secondary Tertiary

Male 145,900 177,300 19,300 Male 130,200 205,400 21,400

1998 Female 63,800 132,000 17,100 2003 Female 59,800 150,400 24,500
Total 209,700 309,300 36,400 Total 190,000 355,800 45,900
Male 146,600 181,200 18,600 Male 121,000 219,300 21,800
1999 Female 62,500 132,000 19,700 2004 Female 58,600 161,500 26,000
Total 209,100 313,200 38,300 Total 179,600 380,800 47,800
Male 141,200 190,900 18,700 Male 114,800 223,700 23,400
2000 Female 63,700 135,600 19,400 2005 Female 63,600 165,700 27,800
Total 204,900 326,500 38,100 Total 178,400 389,400 51,200
Male 135,200 198,900 20,000 Male 111,900 223,500 26,800
2001 Female 58,900 139,000 20,200 2006 Female 58,700 167,900 32,300
Total 194,100 337,900 40,200 Total 170,600 391,400 59,100
Male 132,000 200,200 22,800 Male 110,000 227,900 28,500
2002 Female 57,600 146,200 24,400 2007 Female 55,900 161,500 34,800
Total 189,600 346,400 47,200 Total 165,900 389,400 63,300

Source: Central Statistical Office

Compiled by: Research & Planning Unit, MLSMED

Indeed, a review of the three (3) broad categories of educational attainment in Table 4.2.2
shows annual improvements in the quality of the labour force from 1998 to 2007 in terms
of its educational attainment.

Figure 4.2.4

Labour Force by Educational Attainment 1998-2007

Number of Persons
500,000

400,000
Primary
300,000
Secondary
200,000
Tertiary
100,000

0
1998 1999 2000 2001 2002 2003 2004 2005 2006 2007

Year

Source: Central Statistical Office

Compiled by: Research & Planning Unit, MLSMED

26
The trend observed in Figure 4.2.4 above reveals that annually from 1998 to 2007 there
has been an increase in the number of persons in the labour force with tertiary education.
The decline among persons in the labour force with primary education which started in
2001 has continued through to 2007 and it appears that persons in the labour force whose
highest level of education is secondary reached its zenith in 2006.

Whereas unemployment levels generally declined over the review period, unemployment
rates by primary, secondary and tertiary levels of educational attainment are presented in
Table 4.2.5 below. Over the period 1997 – 2007 males and females with tertiary level
education both experienced lower levels of unemployment than persons with primary and
secondary level education.

Table 4.2.3
Unemployment by Education and Sex - 1998-2007
MALE FEMALE
Year
Primary Secondary Tertiary Primary Secondary Tertiary
1997 11.9 13.9 1.1 22.6 20.1 2.3
1998 11.7 12.1 1.0 22.6 19.2 1.8
1999 10.8 11.9 1.6 19.8 17.7 1.5
2000 10.1 11.3 1.6 16.8 16.3 2.6
2001 8.4 9.6 1.0 16.0 15.5 3.0
2002 8.3 8.2 1.8 17.4 15.5 2.9
2003 8.9 8.6 1.4 18.1 14.0 2.9
2004 6.0 7.2 1.4 13.5 11.7 3.1
2005 5.7 6.4 1.7 13.7 11.3 2.2
2006 4.0 5.0 1.9 11.4 9.1 2.2
2007 3.5 4.5 1.1 10.4 8.2 3.2

Source: Central Statistical Office

Compiled by: Research and Planning Unit MLSMED

4.2.3 Unemployment and underemployment

The CSO defines the employed as comprising all persons, trainees including apprentices
whether paid or not, and unpaid family workers, who worked or held a job during the
past week. The unemployed consists of three categories of persons:

 Persons seeking jobs: This category of workers covers persons who never
worked, but were actively seeking employment during the past week;
 Others seeking work: This includes previously employed and actively seeking
work during the past week; and
 Wanted work and available: This category includes persons desirous of obtaining
a job but not actively seeking work during the past week, but have actively looked
for work during the past three months.

27
The open unemployment rate in Trinidad and Tobago reduced from a level of 14.2% in
1998 to 5.5 % in 2007, with the total number of unemployed showing sustained annual
decreases to an average of 9.7%. For the five-year review period covered by our present
report, the average decrease in unemployment was 11.5%.

The rate of 5.5% unemployment is the lowest in Trinidad and Tobago history and is
considered indicative of full employment. Even however as we look at the composition
of those unemployed by educational attainment, one is invited to consider remuneration
levels and employment by occupation to support the call by the Ministry of Education to
lifelong learning, as well as the offerings of other ministries in skills training and
development.

In this context, an analysis of unemployed persons by occupation in table 4.2.6 below

shows that persons who seek employment in elementary occupations consistently
represent the largest group of unemployed persons.

Table 4.2.4
Unemployment by Occupation - 1998-2007
Service
workers Agricul- Plant &
Techni-
Legislators, (incl. tural, Machine Elemen-
cians & Craft &
Senior Profess- Defence Forestry Opera- tary
Year Associate Clerks Related
Officials & ionals Force) & tors & Occupa-
Profess- Workers
Managers & Shop Fishery Assem- tions
ionals
Sales Workers blers
Workers

1997 700 300 2,600 10,900 13,000 400 13,600 3,700 35,900
1998 800 300 2,500 10,300 13,700 200 12,900 3,900 34,600
1999 700 100 2,300 9,800 12,000 400 12,300 3,400 32,600
2000 500 400 2,600 9,200 12,700 300 12,900 2,500 28,200
2001 700 400 2,600 7,800 12,000 400 10,600 3,300 24,300
2002 600 300 2,900 9,300 11,300 100 9,400 2,400 24,000
2003 500 400 2,700 8,100 11,300 100 8,300 2,700 27,500
2004 600 400 2,500 7,600 9,200 200 7,400 1,800 21,100
2005 700 600 2,000 7,900 8,300 200 5,800 2,000 22,000
2006 400 400 1,900 6,800 6,500 200 5,900 1,300 15,400
2007 300 600 1,700 5,200 6,500 100 4,500 1,200 14,100

With regard to elementary occupations, this major group covers occupations which
require the knowledge and experience necessary to perform mostly simple and routine
tasks, involving the use of hand held tools and in some cases physical effort, and with
few exceptions, only limited personal initiative or judgement. The main tasks consist of
cleaning, working as labourers in the field of agriculture, mining construction,
manufacturing and transport, kitchen assistance, street sales and other elementary work.
Most occupations in this major group require primary education.

Draft National Occupation Classifications - Occupational Research Unit, MOE

28
4.3 Social Context
Central Statistical Office (CSO) projections for the year 2006 indicate that the population
of Trinidad and Tobago comprises persons of Indian descent (40.03%), African descent
(37.52%), Mixed descent (20.46%) and other groups including Caucasians (White),
Chinese and Syrian Lebanese (1.99%), A comparative look at primary school enrolment
by ethnicity (2007-08) shows a similar distribution.

English is the principal language spoken; however, Spanish, Hindi and a French patois
are also spoken. Approximately three-fifths of the population is Christian, with Roman
Catholics accounting for 29.4 % and Anglicans 10.9%. The major non-Christian bodies
are Hindus 23.8% and Muslims 5.8% (CSO 2000).

Figure 4.3.1(a)
CSO Population Data - 2006 by Ethnicity

White / Caucasian, 0.63

Other Ethnic Group (O.E.G.), Syrian / Lebanese (S/L), 0.08
0.18

Not Stated (N.S.), 0.76

African, 37.52
Mixed, 20.46

Chinese, 0.34
Indian, 40.03

African Chinese Indian Mixed Not Stated (N.S.) Other Ethnic Group (O.E.G.) Syrian / Lebanese (S/L) White / Caucasian

Figure 4.3.1(b)

Primary Level Enrolment by Ethnicity 2007-08

Other Ethnic Group White / Caucasian

(O.E.G.) Syrian / Lebanese (S/L) 0.37%
0.19% 0.13%

Not Stated (N.S.)

1.15%

Mixed
African
25.03%
40.37%

Chinese
0.25%
Indian
32.50%

29
A National Literacy Survey of Trinidad and Tobago conducted in 1995 by the Institute of
Social and Economic Research (ISER), University of the West Indies, St Augustine,
estimated national illiteracy at 12.6%, comprising 14.2% males and 11.2 % females. The
data related to 1,822 eligible respondents aged 15 years and over.

Analysis of respondents by gender and ethnicity revealed that illiteracy rates for females
of Indian descent and Mixed were lower when compared to male counterparts, while
illiteracy for females of African descent was higher than that of their male counterparts.

Table 4.3.1
Illiteracy Rate, Percentage of Respondents by Gender and Ethnic Background
Ethnic Background Both Sexes (%) Male (%) Female (%)
All Respondents 1,822 12.6% 836 14.2% 986 11.2%
African 688 8.9% 320 8.9% 368 9.0%
Indian 768 18.1% 358 19.8% 410 16.3%
Mixed/Other 342 8.8% 146 13.7% 196 5.1%
Not Stated 24 n.a 12 n.a 12 n.a
Note: Percentages are based on the respective totals shown in parentheses
Source: St. Bernard, 1995

Figure 4.3.2 Illiteracy Rate by Gender and Ethnic Background

20

18

16

14

12
(%)
Both Sexes
10 Male
Female
8

0
All Respondents African Indian Mixed/Other

The infant mortality rate is 18.6 per 1,000 live births and trained health personnel attend
98% of all births. In 1999, the life expectancy at birth was estimated at 71.9 years for
males and 76.9 years for females.

30