Browsing by Author "Hornby, Garry"

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    A whole education approach to education reform in Barbados: Effective provision for students with special educational needs and disabilities
    (MDPI, 2023) Hornby, Garry
    Improving education provision for children with special educational needs and disabilities in Barbados is the focus of this article. It takes into account the wider historical and educational context and uses a whole education approach to conduct the analysis and propose transformation of the education system, involving three key components. First, abandoning the system of selective secondary education based on the results of a high-stakes examination, the 11 plus, and replacing it with a more equitable system of geographical zoning. Second, revamping curricula at primary and secondary schools to emphasise the development of literacy, numeracy, interpersonal and vocational skills rather than focusing mainly on preparing students for academic examinations, especially the 11 plus examination. Third, implementing comprehensive policy and procedures for the identification and effective education of children with special educational needs and disabilities in order to maximise outcomes for all students.
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    Investigating the Impact of a Mathematics Enhancement Programme on Jamaican Students’ Attainment
    (MDPI, 2021-09-07) Binns-Thompson, Shandelene Khadine Kedisha; Hornby, Garry; Burghes, David
    Underperformance in mathematics has been an issue that plagues the education system in Jamaica. Studies in first world countries have shown that enrichment programs, including Mathematics Enhancement Programmes (MEPs,) have been positively impacting attainment in mathematics. This quasi-experimental research design study investigated the impact of an MEP on Jamaican students’ attainment in mathematics. A sample of seven grade one classes from two primary schools in representative areas in Jamaica were selected for the intervention group. The treatment involved teaching the Jamaican grade one mathematics standards using the MEP resources for nine months. A statistically significant improvement and large effect size of the intervention was found, indicating that the MEP had a substantial impact on students’ achievement and attitudes towards mathematics. This study has implications for designing enrichment programs geared at addressing mathematics underperformance in Jamaica and in similar countries.
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    Selective secondary school education in Barbados: The need for change
    (2018) Pilgrim, Marcia; Hornby, Garry; Inniss, Tara
    This article examines the implications of selective secondary school education in Barbados for the provision of an inclusive and equitable education system and highlights its impact on educational outcomes. The concepts of inclusion and equity in education are discussed and their importance in achieving the education goals of nations within the English- speaking Caribbean are highlighted. The historical development of the selective secondary school system in Barbados is outlined and the inequity perpetuated by high stakes selection examinations are examined. The ongoing effects of the ability grouping that result from this process are discussed. The need for a move away from a selective secondary education system is proposed and a possible means for bringing about this change in Barbados is explored. This has important implications for countries in the Caribbean and in other parts of the world that have selective secondary school education systems.