Browsing by Author "Alleyne, Ruby S."
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Item A perception of the Quality Assurance Capability (QuAC) of a teacher's college in Trinidad and Tobago(NIHERST, 1994) Taylor, Ewart; Alleyne, Ruby S.This paper is concerned with the possibilities and problems that a teachers' college in Trinidad and Tobago has, in attempting to develop and sustain a Quality Assurance Capability (QuAC). An examination of the existing models, concepts, and characteristics of quality assurance and tertiary level education was carried out. Following this, systems analysis was used as a means of determining the extent to which a teachers' college measured up to the prevailing conceptions of quality assurance. It is concluded that, in almost every feature of a teachers' college organization, there were severe constraints on the manifestation of genuine quality, since the necessary mechanisms for quality assurance are either underdeveloped or totally lackingItem Conceptions and conditions of educational excellence in secondary education in Trinidad and Tobago(1991) Alleyne, Ruby S.;This study explored the nature of conceptions of excellence in secondary education in Trinidad and Tobago. It sought indigenous conceptions, and compared them with those put forward by Prakash and Waks (1985). A descriptive survey method probed the opinions of a panel of 11 educators, and a group of 63 non-educators on the quality of secondary schools. Inductive analysis of the data and descriptive statistics were used to present an overall picture of what secondary education ought to be, and which schools were achieving the ideals. The survey data revealed four indigenous conceptions of excellence--1) intellectual supremacy, 2) character development, 3) self-actualization, and 4) social consciousness--each belonging to a particular conception of education--1) the elitist, 2) the moral, 3) the personal, and 4) the social--respectively. Educators and non-educators supported the indigenous conceptions, and the majority expressed faith in the conception of excellence as self-actualization. The majority of schools that they believed to be attaining excellence were assisted secondary schools. Junior and senior secondary schools combined registered significant support for their potential, in theory, to contribute to the holistic development of students. There was a high level of consensus on the priority that should be given to specific aspects of school life