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First Governor of the ECCB Passes

Communiqué Of The 62nd Meeting Of The Monetary Council, Antigua And Barbuda, 18 July 2008

ECCB Launches 25th Anniversary Competitions

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Introduction
Competitions

Highlights and Competition Winners


SECONDARY SCHOOLS' QUIZ COMPETITION 2005

OBJECTIVE:
The contest is designed to:
1. Promote awareness and understanding of the ECCB and its affiliates, and the history and features of the EC dollar.

ELIGIBILITY:
•  Participants must be enrolled in a public or private secondary or tertiary school in the ECCU.
•  Participants must be in forms 1 to 3 or grades 7 to 9.
•  Each school participating can enter only one team in the contest. The team must consist of three persons.
•  Each participating school must submit an entry form to the Ministry of Education by 7 October 2005.


CONTEST ORGANISATION AND CONTENT:
•  There will be three rounds of 15 questions each and focusing on the following areas:
  The ECCB – history, organizational structure, functions and affiliate institutions
  EC Dollar History
  Know Your Notes
In the event that there are more than five (5) teams for the competition there will be an elimination prior to the finals.

RULES:
1. Questions will be posed to teams individually
2. The questions will be read twice. For a bonus the question will be read again once.
3. Each team will be given 20 seconds to respond to a question, in the event of a bonus the team answering will be given 10 seconds.
4. A team may discuss the answer to a question within the time frame allotted to answer that question.
5. The answer must come through a designated team captain.
6. In the event that team answers the question incorrectly, the question will be passed to successive teams for a bonus.
7. A correct response will be worth 10 points. In the event of a bonus the correct response will be worth 5 points.
8. No points will be deducted for an incorrect response.

If there is an elimination round these rules will also be applied.

AWARD:
The winning school in each country will receive $1000.

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