Browsing by Author "Trinidad and Tobago National Commission for UNESCO"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Addressing male under-performance in the education system: Final report of Regional Conference
    (Trinidad and Tobago National Commission for UNESCO, 1997) Trinidad and Tobago National Commission for UNESCO
    The objectives of this conference were: 1) to review and analyse the factors contributing to male underperformance in primary and secondary education in the English-speaking Caribbean, and 2) to develop intervention strategies to address male underperformance in the education system. The search for intervention strategies was informed by two major presentations that outlined the findings of recent research into the problem in Trinidad and Tobago, Jamaica, and the other Caribbean territories. Gender differences in achievement as measured by the external examinations of the Caribbean Examination Council (CXC) and the University of Cambridge were examined, as well as gender differences in higher education, as evidenced by data from UWI. Strategies for intervention were explored in four working groups – teacher education, the curriculum (primary and secondary), post-secondary, and early childhood care and education. The conference also explored and discussed intervention strategies in terms of support systems from the perspective of the family and the community. The conference report presents the rapporteur’s summary of issues and recommendations from the four workshop groups.
  • No Thumbnail Available
    Item
    The role of working mothers in early childhood education: Trinidad and Tobago, 1977
    (UNESCO, Feb. 1978) Trinidad and Tobago National Commission for UNESCO;
    This is one of five national studies commissioned by UNESCO to: 1) gather and assess information concerning the role parents and institutions play in early childhood education, with particular emphasis on the role of working mothers; 2) identify the problem that working mothers face in fulfilling their dual role as parents and contributors to the development of their countries; and 3) recommend major areas for action that would enable working mothers to fulfil this dual role. Data were collected from interviews with representatives of key institutions, surveys of institutions catering for preschool children, and working mothers, and from a seminar for principals and teachers of preschool institutions. It was found that, in the society, there is generally a low level of awareness of the importance of fostering the all-round development of the preschool child. There is a great need to focus on areas of neglect such as the emotional and intellectual, which are apparent in the lack of planned programmes necessary to assure the type of learning experiences young children need to develop their full potential. If the quality of education of preschoolers is to be improved, there is also need for greater involvement of parents in the institutions with which they choose to share their responsibility for their children's development. It is felt that given an adequate level of awareness in the community about the needs of preschoolers, the government's role should be that of facilitator, setting standards, though being mindful of not setting them so high as to discourage the growth of small centres. Government's efforts will need to be channelled to stimulating and fostering a spirit of self-help, self-development, and greater local community involvement