Browsing by Author "Harvey, Claudia"
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Item Conceptions of curriculum and their application to teacher education programmes(1979) Harvey, Claudia;This study examines whether: 1) the influence of conceptions of curriculum is identifiable in actual teacher education programmes, 2) they appear as mutually exclusive entities, and 3) their influence is similarly expressed or perceived across different sources of the same programme. The programmes analysed were the Inservice Diploma in Education, School of Education, The University of the West Indies (UWI), St. Augustine, and the Bachelor of Education Programme, Faculty of Education, York University, Toronto. The study employed a content analysis of documents and questionnaires to teacher educators to examine the ways in which the conceptions of curriculum were applied to the two programmes. The results indicated that the influence of the conceptions is identifiable by judges, given specific criteria, but that the conceptions do not appear as mutually exclusive entities. In addition, the influence of the conceptions appears to be similarly expressed or perceived across different sources of one programme, but differently expressed and perceived across sources of the other programmesItem Defining best practice: Contextual relevance in the Caribbean [PowerPoint](2015-07-15) Harvey, ClaudiaThe word "best" is heavily value laden and, therefore, "best practice" can only be discussed within a particular context; in this instance, higher education in the Caribbean. The Strategic Plan for the Caribbean Community (CARICOM 2014), outlines the strategic priorities for the region until 2019 as: strong economic growth and reduction in poverty and unemployment; improved quality of life; reduced environmental vulnerability; and an integrated community with equity for all. The Plan envisages a strong role for tertiary education in preparing its graduates to deliver on these priorities. Drawing on the UWI Survey of the Literature on Global Best Practices in Higher Education (Harvey, 2012), this keynote presentation examined the problematique of defining best practice in higher education. The paper then examined the definition in terms of higher education helping to meet the defined priority needs of the Caribbean. An attempt was made to illustrate the definition by drawing on examples of "best practice" in higher education in Cuba, a country operating within severe economic strictures, yet able to meet their particular societal needs and have such "best practice", particularly in medicine, as to help serve the whole world. From the derived definition, the presentation examined some of the implications for application to higher education institutions and programmes and quality assurance agencies in the Caribbean.Item Education and productive work in Trinidad and Tobago: An exploratory study(CARNEID, 1985) Harvey, Claudia;This study provides an overview of formal and nonformal education in Trinidad and Tobago, with special reference to the senior comprehensive schools and the National Training Board. There is more emphasis in the study on nonformal educational programmes, for example, as offered in the Trinidad and Tobago Hotel and Catering School and the Cipriani Labour College. Some examples of on-the-job training are also provided. Suggestions are given for future research in the area, especially for tracer studies and more qualitative forms of enquiryItem Educational change and its impact on national development in Trinidad and Tobago 1962-1987(Institute of Social and Economic Research, 1988) Harvey, Claudia; Ryan, SelwynThis paper examines education in Trinidad and Tobago in the period 1962-1987 with respect to both internal changes and external impact. An attempt is made to assess the impact of changes in the education system on: 1) individuals' readiness/ability to function in the post-independence era, 2) economic development, and 3) sociocultural change. In terms of changes in the educational system, it focuses mainly on the primary and secondary sectors with respect to access and curriculum. Reference is also made to access, teaching, and research at The University of the West Indies (UWI), and to the establishment of several agencies offering nonformal education. In terms of impact on national development, there is an attempt to examine the ways in which education affected the following: 1) individual preparedness to deal with independence, 2) the economic challenges of independence, and 3) the sociocultural, in terms of issues related to multi-ethnicity and cultural autonomyItem Gender bias in primary school textbooks used in selected Commonwealth Caribbean countries: An exploratory study(Commonwealth Secretariat, Nov. 1990) Harvey, Claudia;Primary school textbooks from five countries: Barbados, Guyana, Jamaica, St. Kitts-Nevis, and Trinidad and Tobago were selected for study. An instrument was devised to analyse the texts targetted at 8- and 11-year-olds in the subject areas of Language Arts, Social Studies, Mathematics, and Science. The study examined the portrayal of characters divided into eight age and gender groups: girls, women, senior women, female personifications; boys, men, senior men and male personifications, in order to determine whether bias was displayed. The findings are presented in two ways. In the body of the report, the data are presented in a summary manner by country, while in Section Four, an analysis of each text is presented. The data revealed that gender bias obtained in different ways and to different degrees in textbooks used in all the countries. Moreover, age and class bias were also indicatedItem Higher education in Trinidad and Tobago: A focus on organizational development and change(CREALC-UNESCO, 1985) Williams, Gwendoline; Harvey, ClaudiaThis is a compendium of descriptive data on the role, structure, and functions of the major agencies of higher education in Trinidad and Tobago in the 1980s. The major focus is on The University of the West Indies (UWI), St. Augustine, and the National Institute of Higher Education, Research, Science and Technology (NIHERST).Item Practitioners' perceptions of an innovative school system in a developing country: A qualitative analysis(1981) Harvey, Claudia;This analysis of the senior secondary comprehensive school sector of Trinidad and Tobago was undertaken in three phases. The first was to understand the overall setting of secondary education in the country. The second was to identify and classify issues which fell into five basic categories: students, personnel, curriculum and examinations, perceived goals and achievement, and external factors. The third and interpretive phase sought to locate the study in the wider contexts of methodology, theory, and practiceItem Reflections on Carnival as an instrument of educationHarvey, Claudia;Item Report of the Cabinet Appointed Committee to Examine the Youth Camps, Trade Centres and Youth Centres in Trinidad and Tobago(Ministry of Youth, Sport, Culture and Creative Arts, 1988-11) Phillips, Campbell; Satcunanathan, S.; Day, Dwight; Bernard, Derek; Lambkin, Tim; Brathwaite, Brader; Heath, Kenneth; Harvey, Claudia; Riley, IanItem Report of the Cabinet Appointed Youth Training Employment Committee: To consider three reports on youth training and devise an integrated programme and proposed implementation strategies for youth training and employment(Youth Training and Employment Partnership Programme (YTEPP), 1988-01) Harvey, Claudia; Marcelle, Lennox; Ramesar, Esmond; Brown-Chen, Cynthia; Figaro, Paul; Paul, Justin; Spencer, Julien; Williams, Winston; Clarke, KnollyThis report aims to, 1. examine the following three (3) reports on youth training: (i) The Final Report of the Committee appointed by Cabinet to consider and make recommendations for the introduction of a system of National Service for Trinidad and Tobago, (ii) The Report of the Cabinet-appointed Adolescent Training Programme Committee, and (iii) The Report of the Committee on the Apprenticeship Training Programme. 2. To devise an integrated programme selecting strategies recommended in the three (3) reports mentioned above to address the training and employment of young people ages 15 to 25 years. 3. To propose strategies for the implementation of the integrated programme with the objective of training 20,000 youths in 1988.Item Report on Conference on Educational Research in the Republic of Trinidad and Tobago(The University of the West Indies, St. Augustine, 1981) Gift, Edrick; Harvey, Claudia; Mark, Paula; Williams, GwendolineThe report contains all but two of the papers presented at the conference, and notes of the discussion following delivery of the papers. The report is organized into sections covering; 1) Research needs and problems; 2) Perspectives relevant to educational planning; 3) Approaches to research; and 4) The training of researchers, and capacity and facilities to support research. It also includes a comprehensive research agenda.Item Research on reflexive teaching: The design and implementation of a postgraduate educational administration course(Faculty of Education, UWI, Jan-Apr., 1988) Harvey, Claudia; Brandon, E. P.An attempt was made to design a postgraduate course in educational administration in which the participants would engage in conscious reflection on their own teaching/learning and administrative behaviour on the course. This report describes the emergent instructional process of the course. Seven students and two tutors engaged in an attempt to use theory and research findings to widen their perspectives on educational administration and to use these widened frames of reference to reflect on and improve practice, beginning with improving behaviour on the course itself. There were indications that this attempt at praxis worked to some extentItem A survey of adult education in the Caribbean: Policy, practice, impacts and projections(Caribbean Regional Council for Adult Education (CARCAE), 1990-04) Harvey, Claudia; Williams, GwendolineThis survey analysed adult education activities in 7 member countries of the Caribbean Regional Council for Adult Education (CARCAE). This report is presented in two parts: Part 1 contains an introduction and regional analysis. The introduction provides the background, definitions and methods used in the study, while the regional analysis presents an overview of adult education in all the territories, with a discussion of the significance and implications of the study. This section also outlines some possible roles that various agencies might play in the delivery of adult education programmes in the region in light of the findings with particular reference to CARCAE. Part 2 contains the country analyses. Each country analysis presents a detailed study of adult education in the territory, providing information on the following: 1) background, 2) considerations, 3) policy; 4) analysis by sector, sub-sector and type of activity; 5) organization, management, and administration; 6) funding; 7) constraints; 8) impacts; 9) projections as outlined by adult educators in the territory; and 10) concluding comments.