Jamaica : Reform of Secondary Education PDF Download
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Author: World Bank. Latin America and the Caribbean Regional Office
Publisher:
ISBN:
Category : Education, Secondary
Languages : en
Pages : 59
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Book Description
Author: World Bank. Latin America and the Caribbean Regional Office
Publisher:
ISBN:
Category : Education, Secondary
Languages : en
Pages : 59
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Book Description
Author: World Bank. Latin America and the Caribbean Regional Office. Department III. Human Resources Operations Division
Publisher:
ISBN:
Category : Economic assistance
Languages : en
Pages : 93
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Book Description
Author: World Bank
Publisher:
ISBN:
Category : Education, Secondary
Languages : en
Pages : 29
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Book Description
Author: World Bank. Latin America and the Caribbean Regional Office. Caribbean Country Management Unit. Sector Management for Human Development
Publisher:
ISBN:
Category : Education, Secondary
Languages : en
Pages : 125
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Book Description
Author: Errol Miller
Publisher:
ISBN:
Category : Education, Secondary
Languages : en
Pages : 420
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Book Description
Author: Dorothy Raymond
Publisher:
ISBN:
Category : Educational change
Languages : en
Pages : 526
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Book Description
Author: James W. Greig
Publisher:
ISBN: 9781895369038
Category : Distance education
Languages : en
Pages : 30
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Book Description
Consistent with education reform efforts, the Jamaican Government invited The Commonwealth of Learning to participate in an on-site needs assessment survey. Previous examination results revealed a need to strengthen teaching and learning in English, mathematics, and science, as most primary school teachers required enhancement in both the content and pedagogy of these subjects. Specific tasks assigned included: (1) identification of training needs which would assist in accelerating the primary teacher upgrading program; and (2) recommendations for practical means whereby the upgrading program might be accelerated through distance education. Since the number of qualified trainers in the country is inadequate to meet the many and diverse needs of educational personnel, distance education is viewed as one means of coping with the problem. This report addresses the critical infrastructure needed for the efficient and effective use of distance teaching and learning, and it discusses the possibility of broadening the use of distance education in Jamaica, particularly with respect to the in-service training of teachers and administrators to improve effectiveness in classrooms and schools. Recommendations and 24 references complete the document. (LL)
Author: Jonathan Goodrich
Publisher:
ISBN: 9781977236500
Category :
Languages : en
Pages : 352
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Book Description
Equal opportunity for children to access "good education" has to be one of the primary obligations of any government. In a developing country like Jamaica, such opportunity is tantamount to ensuring the country's viability if not its very survival. OUR STORY is a collection of first-person narratives by graduates of one of the most visionary and effective yet undocumented experiments in the history of secondary education in the English speaking Caribbean. The poetic prose of graduate Trevor Thomas highlights this shortcoming: "A brilliant meteor had streaked across the bleakness of Jamaica's education landscape, briefly illuminating its dark canopy, but attracted scant attention, and the remains were unceremoniously buried without headstone or epitaph." The observation of Prof. Emeritus, the Hon. Errol Miller, OJ, CD, Ph.D., DLL (Honoris Causa), an internationally recognized scholar on the subject, further emphasizes the sentiment in his exceptional Foreword: "Our Story recounts and reflects upon a unique chapter in the history of Jamaican secondary education told sixty-seven years after it began and sixty years after it ended by some students who assess its impact on their lives." Although OUR STORY focuses on the period 1954-1960, it directly references critical antecedents as well as pivotal outcomes from the period, especially in the area of Education Policy. The revolutionary role of the Hon. Edwin Leopold Allen, the then Minister of Education who envisioned and implemented the Experimental Secondary Classes, and the notable teachers that were the definitive agents of the success of the endeavor are recognized. The inextricable connection between the Classes and the broader history of Secondary Education in Jamaica is boldly clarified in the volume. OUR STORY references Jamaica's political, economic, and cultural history as these unfolded during the period immediately preceding and immediately following, national Independence in 1962. The absence of the story of the Classes from the larger narrative of secondary education in Jamaica substantiates a void in the history that should be addressed. This history and the related influence of the imposed, traditional, generally elitist, and highly discriminatory, imposed British system of education are well known and documented. This history is therefore not the main driver of this effort. Instead, the effort is driven by the realization that the Experimental Secondary Classes have not received the recognition and credit that they unquestionably deserve. The historical linkages with our own stories demand that we acknowledge the nature, cause, consequences, and relevance of the international protests instigated by the worldwide recognition of systemic discrimination against people of color. It would be irresponsible not to do so. The common origins, direct relevance, and impact on how we may view our own heritage, and the future of the land of our birth are inescapable. Notably, the protests are in direct response to historical inequities in the opportunity to access crucial socio-cultural prerequisites such as education, justice, and the benefits that generally accrue from a clearly flawed, artfully marketed participatory economy that is extensively dependent on the education status of participants. Hopefully, as the stories are told and read, the telling will not be in vain.
Author: Eleanor J. Blair
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 120
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Book Description
Nowhere is teachers’ lives and work more challenging than in Jamaican schools. Teachers in Jamaica are regularly faced with limited resources and challenging students. Teacher pay has been historically low and current conditions continue a long tradition of providing minimal compensation for teachers’ work. Recent school reform efforts has been successful in producing a teaching force that is better educated than ever before, and yet, teachers are seldom given the autonomy in decision-making and/or respect that accompanies the work of comparable professions. Coupled with these issues, teachers regularly face hunger, poverty, behavioral issues and a lack of parental support as part and parcel of their experience in 21st century schools. If teachers are perceived as having low professional status, it is not surprising that they are often blamed for the shortcomings of Jamaican schools. The citizens of Jamaica are firmly committed to the notion that “every child can learn, every child must learn;” however, the reality is that while all children can learn, many children do not learn in this country where the allocation of resources favors the rich and disowns the poor. Public schools in Jamaica vary tremendously across the fourteen parishes. Geography and social class regularly determine both the context and circumstances of teachers’ work, and yet, discussions of teachers seldom acknowledge the differences. There is a place for a more in-depth examination of teachers’ work and teachers’ lives in Jamaica where a consideration of the emergence of teacher leadership and higher professional status can intersect with a vision of new roles and responsibilities for teachers. While many of the reports on Jamaican education consider the role of administrative leaders, there is an absence of any discussion of the role of teacher leaders is school reform. It is interesting that a country can advocate for higher levels of teacher preparation and an upgrading of the professional status of teachers, and yet, ignore the potential power of teachers as major actors directing efforts to reform the schools. Teachers acting as leaders, in a profession dominated by women, would challenge the status quo and usurp preconceived notions regarding the work of teachers. In this book, 21st century descriptions of teachers’ lives and work will accompany a consideration of how the transformation of the teaching profession could positively impact both schools and classrooms across the island.
Author: Carmel Roofe
Publisher: Springer Nature
ISBN: 3030994503
Category : Education
Languages : en
Pages : 100
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Book Description
This book offers first-person narratives of teachers’ curriculum encounters. The reflections of teachers are presented using Pinar’s Method of Currere as a tool for undertaking deep analysis of teachers’ curriculum encounters. The Method of Currere allows teachers to embody curriculum in all its forms, allowing for reflection on encounters in the formal, informal, hidden curriculum and beyond. The book aims to provide readers with a broad understanding of curriculum as the lived experience encapsulating the educational, personal, and professional life of the teacher. In this way teachers are able to trace and make sense of the development of their knowledge and make changes that lead to the continuous offering of quality education. The book will be of interest to students, scholars and practitioners involved in curriculum studies, teacher education/training, teaching, and general education.
