UWISpace Repository

Welcome to UWISpace, The University of the West Indies Institutional Repository for Research and Scholarship

This archive was established by the UWI Libraries to support the dissemination of knowledge by providing open access to the digitally preserved intellectual output of the University. Here we aim to collect together in one place the research and scholarship of members of the UWI community. UWISpace provides a platform for the collection, organisation, access and preservation of scholarly information in digital formats.

Departments and individuals wishing to deposit their research material in the UWISpace archive can email the administrators, or phone (868) 662 2002, Exts. 84419, 82241, 82215 at The Alma Jordan Library, St. Augustine Campus, Trinidad and Tobago.

Courtesy: The Caribbean Charts and Engravings Circa 1555-1818. The Alma Jordan Library. The University of the West Indies, St. Augustine, Trinidad and Tobago.

Communities in UWISpace

Select a community to browse its collections.

Now showing 1 - 7 of 7

Recent Submissions

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Jamaica (Three Views)

(The Main Library, University of the West Indies, Cave Hill Campus, Barbados is responsible for making this digital resource available.) The Main Library, University of the West Indies, Cave Hill Campus, Barbados is responsible for making this digital resource available.

Postcard showing various aspects of the Jamaican heritage ; plantation life, the Myrtle Bank Hotel and Jamaica Army. At the front ; SA/901 (Handwritten in pencil). Verlag v. Albert Aust, Hamburg. This is an undivided back postcard. Back of the card ; €32 (Handwritten in pencil), Union Postale Universelle POST CARD. Published as card No. 20 in the Central American series.

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The Belize National Curriculum Framework

(Ministry of Education, Culture and Science and Technology, Belize, 2022-07) Belize. Ministry of Education, Culture, Science and Technology

The main purpose of this National Curriculum Framework is to promote a consistent, high-quality, competency-based education via policies and practices that set standards across the curriculum system to achieve the best possible outcomes for our students. It functions as a guide to curriculum writers, teachers, administrators, managements, parents, and other education stakeholders. Its components include a common vision, aims and objectives, values and principles, philosophy of teaching and learning, the overall architecture, the importance of competency, the subject areas of learning and cross curricular areas of learning, methodologies and strategies, assessments, and monitoring and evaluation. It is more than just a curriculum – it is the overarching document of the curriculum system.

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CARICOM standards for the teaching profession: Teachers, educational leaders and teacher educators

(CARICOM Secretariat, 2020) CARICOM Secretariat

The CARICOM Standards for the Teaching Profession is an aspirational collection of statements of performance and value expectations for members of the teaching profession in the CARICOM region. It is designed based on the following principles: 1. That being stirred into the profession of teaching is developmental and occurs within communities of practices. As such, no individual is fully developed as a teacher upon graduation from teacher training and the potential for growth should be aligned with career development. 2. That even before teachers graduate from their teacher education programme they are focused on the progression of their career. However, it is important to note that there is no clear and direct path to progression in the teaching service since teachers enter the teaching service at different competency levels. Therefore, the single trajectory of individuals will vary. In this regard, this document offers guidelines to assist with career progression in the teaching service. While it is important to acknowledge that years of focus to career progression. service provide significant experience toward teacher progression, factors such as competence to perform the tasks expressed in this document, knowledge and attitude as well as feedback from performance appraisals and colleagues must be of central 3. That good classroom teachers are not automatically good leaders; as such their leadership development must begin at the point of being a teacher candidate in training, through to the classroom and be sustained throughout their leadership career. 4. That the expectations for teacher educators must be aligned with those for effective and innovative classroom teachers and entrepreneurial school leaders. More so, teacher educators play a key role in developing and nurturing evidence-based practices in teaching. As such, teacher educators carry the burden of mentoring scholastic leadership. 5. That students, parents and the wider community should be fully aware of, and come to an agreement around, the sets of expectations a society should have for members of its teaching force; while ensuring the wellbeing of the teaching profession. Thus, the standards are deliberately written in an accessible manner that is aimed at holding the teacher accountable for the cultural and political obligations that s/he carries for the society. Thus, while the standards for classroom teachers, educational leaders and teacher educators, can be read in isolation, it is recommended that the document be considered in its entirety. The document should be used as a guide for education systems to develop professional standards where none exist and where they do exist it is a reference framework that can be used to strengthen existing policies and procedures that govern assessing teaching quality.

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Teacher education and training policies in the Commonwealth Caribbean

(2004) Miller, Errol; UNESCO Office Santiago & the Regional Bureau for Education in Latin America and the Caribbean

The purpose of the paper is to identify and discuss policies and practices that have been adopted in teacher education and training in this sub-region. The primary focus will be on new policies, projects and programmes in teacher education and training since the beginning of the 1990s.

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2019 Global Education Monitoring Report: Migration, Displacement and Education: Building Bridges, Not Walls – Dominica

(UNESCO, 2019) United Nations Educational, Scientific and Cultural Organization (UNESCO)