Browsing by Author "Hutton, Disraeli M."

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    Lessons from the transformation of the Jamaican education system
    (School of Education, UWI, St. Augustine, 2008) Hutton, Disraeli M.
    This paper presents an overview of the implementation of the transformation of the Jamaican public education system, by identifying some of the challenges faced and successes realized since the Education Transformation Team (ETT) was established in April 2005. Armed with 133 goals, objectives, and activities, the ETT was charged with the responsibility of providing the leadership for the transformation process. The six areas identified for transformation were (a) Curriculum, Teaching and Learning; (b) Governance and Management; (c) Facilities and Infrastructure; (d) Stakeholder Participation; (e) Finance; and (f) Behaviour Transformation. The challenges faced thus far include mobilizing the necessary funding to support the programme, implementing a structure that will ensure transparency and independence, involving critical stakeholders in the process, and pursuing those goals that will have a significant impact on expected outcomes. Areas of definite progress include the rehabilitation of the infrastructure and the creation of the broad organizational framework for the devolution of power from the Ministry of Education to regional authorities. Based on the experience of the transformation process thus far, the paper advances recommendations and alternative approaches that could assist other regional states to avoid pitfalls in the transformation of their education systems. The evaluation of the transformation process after 20 months of implementation in Jamaica would also benefit from the issues discussed and positions advanced
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    STEM and TVET in the Caribbean: A framework for integration at the primary, secondary, and tertiary levels
    (School of Education, The University of the West Indies, St. Augustine, 2016) Dixon, Raymond A.; Hutton, Disraeli M.
    Technical and Vocational Education and Training (TVET) by its nature offers an ideal platform for the integration of STEM. High-quality TVET or advanced technology programmes can provide a strong foundation for, and serve as a delivery system of, STEM competencies and skills for a broader range of students. But it can also be argued that integrative STEM is an ideal vehicle to facilitate TVET because of its focus on innovation and problem solving. Combining both paradigms in education and training seems to offer a breakthrough in how to prepare the workforce to be much more effective and productive in the present knowledge-based economy. So far, however, while there has been an increased focus on the importance of STEM in curricula and for a globally competitive workforce, the idea of teaching integrated STEM has been explored in a limited manner, particularly in the Caribbean. This paper examines the goals of integrated STEM education, and describes a framework for integration that is built on goal orientation, constructivism, systems thinking, and situated learning. Issues relating to STEM pedagogy and research are addressed to offer a pragmatic lens to the context, nature, and scope of integration that is attainable at the primary, secondary, and post- secondary levels.
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    Technical and vocational education and training (TVET) and its integration into general education at the university level
    (School of Education, The University of the West Indies, St. Augustine, 2016) Hutton, Disraeli M.; Dixon, Raymond A.
    This paper seeks to demonstrate the progress that technical and vocational education and training (TVET) has made in cementing its place in general education (at the tertiary level) as a legitimate component of the education process for economic development and prosperity. It explores the reasons for the separation of liberal arts education from professional education in an earlier period, and the continued attempt to maintain the separation between general education and TVET in the 21st century. With the inevitable move towards a knowledge-based economy in developed and developing countries, the role of both general education and technical education is being heralded as vital to the performance of this modern approach to economic development. The paper also examines the factors that are driving these changes and the potential benefits to be derived from the integration of general education and TVET. Finally, the paper concludes that based on the growing symbiotic relationship between general education and TVET, it can be safely predicted that, increasingly, the distinction between general education and acquisition of skills for work will gradually disappear and will cease to be an issue for the education system in the long run.