Browsing by Author "Massey, Romeo M."

Now showing 1 - 4 of 4
  • No Thumbnail Available
    Item
    A six-year formative evaluation report (July 1, 1976 to June 30, 1982) of the Rural Education and Agriculture Program (REAP)
    (Dec. 1982) Massey, Romeo M.;
    This study highlights milestones in the Rural Education and Agriculture Programme (REAP) in Belize between July 1979 and June 1982. Each programme objective is assessed. Among conclusions reached is that the REAP curriculum functions as a parallel structure to the established curriculum and has not yet succeeded in replacing it. The REAP curriculum, however, is only being emphasized at the senior primary level (Grades 6-8). Positive attitudes towards REAP are underscored, and it is posited that, in spite of problems of implementation, it has achieved goals relating to changes in diet and improved community involvement. The promotion of REAP district councils is hailed as a sign of continued expansion and institutionalization of the REAP programme
  • No Thumbnail Available
    Item
    Rural Education and Agriculture Program: A summative evaluation
    (CARE, Dec. 1979) Massey, Romeo M.;
    The paper describes characteristics of rural Belizean society and primary education relevant to the evaluation of the Rural Education and Agriculture Programme (REAP). The purposes of the evaluation are delineated, and procedures and milestones in the programme between September 1975 and June 1979 are identified
  • No Thumbnail Available
    Item
    The Relevant Education for Agriculture and Production (REAP) nine-year evaluation: Implications for development education
    Massey, Romeo M.;
    Belize's Relevant Education for Agriculture and Production (REAP) national primary school programme is described in data from seven annual formative evaluations (1979-1985). The 1984-85 programme/school evaluation included 54 rural REAP schools and utilized a 43-item questionnaire containing eight quality sub-variables. The quality of REAP schools varied greatly and showed generally successful but incomplete implementation. Academic achievement of all rural Standard VI students on the 1984-85 Belize National Selection Examinations (BNSEs) was analysed. Over seven years, no significant differences were found between REAP and non-REAP students on 15 BNSEs; REAP students scored significantly higher on 10 other BNSEs and never scored significantly lower on any of the 25 tests. REAP students produced substantial amounts of agricultural products in seven years. Participation in REAP did not lower BNSE scores below those of non-REAP students and probably taught useful rural-oriented knowledge and skills. REAP was compared to four development models and two educational models illustrating REAP's eclectic and pragmatic, rather than dogmatic orientation. Maintaining academic achievement and learning practically oriented knowledge and skills were not incompatible in Belize's new national approach to primary school education. Seventy-five tables are contained in the report. Appendices include the REAP format of statements for programme evaluation, the 1984-1985 REAP programme/school questionnaire, and an outline of the REAP learning activity pack
  • No Thumbnail Available
    Item
    The Rural Education and Agriculture Program (REAP): Belize's new approach to rural primary education
    Massey, Romeo M.;
    The Rural Education and Agriculture Program (REAP) was initiated in response to perceived deficiencies in the rural primary schools of Belize. From its inception in 1976, REAP moved through two of its anticipated three phases (Pilot Phase, July 1976-June 1979; District-Level Phase, July 1979-June 1982). REAP integrates academic subjects with nine rural life-related areas of study. Practical applications of both are made on REAP school farms, which have Outdoor Education Centres with gardens, coops, hutches, and so on. Evaluations were conducted in 1979, 1980, and 1981. Criterion-referenced measures were used to evaluate programme objectives in curriculum development; inservice training; academic achievement; attitudes of parents, students, and teachers; agricultural knowledge and skills; community involvement; and teacher training. Programme criteria were reached or exceeded in all but agricultural knowledge, where insufficient data made conclusions impossible. During the anticipated National-Level Phase (July 1982 to June 1985), REAP will be expanded to cover approximately half the rural primary schools in Belize, and the support role will be transferred from international to Belizean organizations