Browsing by Author "Persaud, Ganga"

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    Moral education and the curriculum process: A case study of Jamaica
    (UNESCO Regional Office for Education in Latin America and the Caribbean, 1980) Persaud, Ganga;
    Examination of the conceptual framework and historical roots of moral values in Jamaican education indicates that moral values have a strong effect upon an individual's attitude toward himself, his society, and his own work. This case study, sponsored by UNESCO, was intended to test these interactions. There are 10 parts to the case study. The conceptual framework is presented in Part 1. Part 2 discusses moral values in the general aims of education in Jamaica. Parts 3 and 4 examine moral education in religious education and social studies respectively. Time allocated to the various curriculum offerings in Jamaica is presented in part 5. The school; social and environmental influences; and the development of students' moral conduct in the primary grades are examined in Part 6. Views on the results of moral education are discussed in Part 7. Conclusions are presented in Part 8. The appendices in Part 9 contain abridged samples of the aims, content, and methodology of social studies and religious education, and a brief test that examines student views on a number of issues. The case study concludes with a bibliography
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    Moral education and the primary school curriculum: A comparative review of case studies of selected Latin American and Caribbean countries
    (UNESCO Regional Office for Education in Latin America and the Caribbean, 1983) Persaud, Ganga;
    Data from four separate case studies examining socialization and moral education in the elementary schools of Jamaica, Argentina, Uruguay, and Venezuela are compared and analysed. The analysis is intended to help national officials, university personnel, and community leaders interpret what is happening in relation to moral values and the educational process. Part 1 contains the comparative analysis, while Parts 2, 3, 4, and 5 contain the case studies for the four countries. Data show that the educational systems in all four countries explicitly define the ground rules of moral conduct in their aims, content, and activities (excluding methods of teaching, teacher behaviour, and school organization). With the exception of social studies courses in Jamaica, the development of critical consciousness and autonomous moral judgements concerning social issues is not included in the curricula. Family, communication media, church, and other social groups are also sources of socialization that reinforce traditional values and the status quo in these highly stratified and elitist countries, rather than the development of moral consciousness