CVTLIB - Full-text Database

Permanent URI for this collection

Browse

Recent Submissions

Now showing 1 - 20 of 2405
  • Item
    Directory of technical-vocational teachers
    (Ministry of Education and Sports Education Division, 1111) Dominica. Ministry of Education and Sports Education Division
  • Item
    Enhancing the Coordination between Education and Labour: Jamaican Strategies: OAS Intersectoral Workshop
    (Ministry of Education and Youth, Jamaica, 2023-05) Black, Dameon; Taylor, Roy; Rowe Amonde, Marcia
    This item examines: 1) Jamaica: The national context, 2) TVET embracing the national competency framework, and 3) HEART NSTA Triple Access Strategy, towards enhancing the coordination between education and labour.
  • Item
    The Challenges to the Barbados Education System in the 21st Century
    (Barbados Union of Teachers, 2018) Carter, Dan C.
    This speech on the challenges to the Barbados education system in the 21st century touches on globalization, access to tertiary education, curriculum reform, AIDS, and the teacher.
  • Item
    Teaching Service Commission Newsletter: TSC Online Volume 1, Issue 1
    (Teaching Service Commission, 2021-03) Trinidad and Tobago. Teaching Service Commission
    The Teaching Service Commission (TSC) newsletter discusses the role, function and jurisdiction of the Teaching Service Commission, appointments to the TSC, TSC members’ profiles, The role, function and jurisdiction of the TSC, Feature article on “School Leadership in a COVID-19 World: The Role of Heads and Deans”, and Quarterly achievements of the TSC for the period October – December 2020
  • Item
    Ministry of Education: Guidelines for the Lower Secondary School Proficiency Examination (LSPE)
    (Ministry of Education, Trinidad and Tobago, 2023) Trinidad and Tobago. Ministry of Education
    The Lower Secondary School Proficiency Examination (LSPE) is intended to replace the Primary School Leaving Certificate Examination (PSLCE) from the year 2024 and onwards. It is designed to provide students with a form of certification in key competencies such as Mathematics, English Language, English Comprehension and Composition and General Studies. Whereas the first administration targets Form 2 students at the secondary level for academic year 2023/24 who scored less than 50% at SEA 2022, the LSPE will be opened to all institutions/students who previously sat the PSLCE, inclusive of: SERVOL Life Centre, adult education centre, correctional centre or facility, and other ministries. The LSPE draws its content from the Upper Primary School Curriculum (Standards 4/5) and the Lower Secondary NCSE (Forms 1 and 2). For students at the Secondary School level, the LSPE certificate will provide a pathway for students as they progress to the upper secondary school level. The assessment will be administered in June of each year with registration taking place in November/December of the previous year and dissemination of results by September of the year of administration. The items in the LSPE will comprise a mixture of open ended or constructed response (CR) and Multiple Choice Question (MCQ). The grading scheme will provide the following results: distinction, credit, pass and fail.
  • Item
    The University Council of Jamaica: The Contemporary Higher Education Landscape in Jamaica
    (The University Council of Jamaica, 2020-05-22) The University Council of Jamaica
    This paper highlights important features of the evolution of the Jamaican higher education sector.
  • Item
    The Accreditation Council of Trinidad and Tobago (ACTT): Strategic Plan 2020 – 2025 (Abridged Version)
    (The Accreditation Council of Trinidad and Tobago (ACTT), 2020-07) The Accreditation Council of Trinidad and Tobago (ACTT)
    The Strategic Plan (2020-2025) is a formal document which articulates five years of focused capacity building actions. It is characterised by several components which include the vision statement, mission statement, core values, priorities, goals, key performance indicators, objectives and enabling and core actions that were developed during the organisation’s strategic planning exercise. This Strategic Plan is aligned to regional and national education policies. Benchmarking of strategies from similar external quality assurance bodies and systems, has resulted in the adoption of suitable approaches. A detailed SWOT (Strengths, Weaknesses, Opportunities and Threats) analysis was also conducted. The SWOT analysis resulted in the identification of various strategic opportunities, which are articulated in the Strategic Plan. During this exercise, the Council engaged in an extensive research-based consultative approach by obtaining feedback from key stakeholders such as the Parliament; Government; registered and accredited PSTE institutions; international and regional agencies; external evaluators; existing and former staff and management of ACTT; and from members of former ACTT boards.
  • Item
    Ministry of Education: Guidelines for the Reopening of Schools
    (Ministry of Education, Trinidad and Tobago, 2020-07-09) Trinidad and Tobago. Ministry of Education, School Supervision and Management Division
    The COVID-19 (Novel Coronavirus) has created a ‘New Normal’ to which schools must conform. As schools across the globe gradually reopen, the practices to conform to the ‘New Normal’ are varied based on the dynamics that exist in various countries. In the Trinidad and Tobago context, the UNESCO Framework for Reopening Schools April 2020, as well as the Ministry of Health is Reopening Guidelines for Businesses, Facilities and Institutions (May 2020) were used to develop these guidelines. The School Supervision and Management Division has created this document as a guide to be used by the internal stakeholders of the Ministry of Education in the creation of a safe and secure environment for teaching and learning.
  • Item
    Ministry of Education Curriculum Implementation Operational Guidelines
    (Ministry of Education, Trinidad and Tobago, 2020) Trinidad and Tobago. Ministry of Education
    This document contains general guidelines intended for implementation at both Primary and Secondary Level Schools in Trinidad and Tobago with respect to curriculum coverage and operations in Term I 2020/21, in the first instance.
  • Item
    School-based Assessment (SBA) Handbook for Teachers
    (Caribbean Examinations Council (CXC), Barbados, 2019) Caribbean Examinations Council
    The Caribbean Examinations Council have made some changes to the administration of the SBA and has designed this Handbook to assist you with preparing students for the SBA. It provides, inter alia, useful guidelines for conducting and marking the SBA, presentation of SBA products as well as procedures for moderation.
  • Item
    Criteria for Assessment of Qualifications for Teaching at the Secondary Level in Trinidad and Tobago
    (Ministry of Education, Curriculum Planning and Development Division, Trinidad and Tobago, 2019-01-01) Trinidad and Tobago. Ministry of Education, Curriculum Planning and Development Division
    The information in this document provides an overview of the subject content and skill criteria for assessment of teachers at the highest possible assessment in the respective subject areas. A summary of each identified criteria and the relative credit weighting is provided so that prospective applicants may select courses at any institution where the programme of study offered meets the stated requirement. Attention needs to be paid also to the level of the content specified, introductory in some cases, but more advanced or specialized studies in others. For the purpose of this document, one (1) credit is accepted as being equivalent to twelve (12) to fifteen (15) hours of contact time for the university course taken. Since programmes of study with similar titles have variability across tertiary institutions the world over, detailed course outlines may be required in order to ascertain the breadth and depth of content and skill covered by a particular programme or institution.
  • Item
    OECS Primary Grades’ Learning Standards for Social Studies, Grades K-6
    (Organization of Eastern Caribbean States (OECS), 2018) Organization of Eastern Caribbean States
    In order to address the underlying causes of low learning outcomes, the OECS countries developed a Regional Education Strategy "Every Learner Succeeds" whose focus is ensuring that all children learn and succeed in school. The strategy was developed in a consultative manner and has been endorsed by the OECS Ministerial Forum for implementation. With the aim of enhancing the quality of education, the Education Sector Strategy sets out the education priorities for the period 2012-2021. The “Every Learner Succeeds” regional education strategy is results based and includes the following imperatives: (i) improve the quality and accountability of education leadership; (ii) improve teacher quality, management and motivation; (iii) improve the quality of teaching and learning using learner-centered approaches; (iv) improve curriculum and strategies for assessment to meet the needs of all learners; (v) increase access to quality early childhood development services; (vi) provide opportunities for all learners to develop the knowledge, skills and attitudes to enable them to progress to further education and training and productive employment; and (vii) increased access to and relevance of tertiary and continuing education.
  • Item
    Jamaican Kindergarten and First Grade Teachers’ Expectations for Readiness Skills for Readiness Skills
    (Walden University, 2019-11) Harris-Mortley, Sadie Henrietta
    Children’s readiness to meet demands in Grade 1 is a common concern in most primary schools in Jamaica. Teachers have voiced their expectations that students should display a level of mastery in readiness skills so that they can be engaged in academic tasks when they transition from the kindergarten to Grade 1. The purpose of this qualitative case study, guided by social constructivism, was to explore kindergarten students’ readiness for Grade 1 based on the perceptions of kindergarten teachers compared to Grade 1 teachers on readiness skills, instructional practices, and expectations of students’ competency. The research questions were designed to explore how teachers prepare students with readiness skills, to what extent teachers believe incoming students are prepared, and to what extent students’ mastery of readiness skills influence students’ competencies for the formal curriculum at Grade 1. Ten face-to-face, semi-structured interviews were conducted, and documents from the standardized assessment of Grade One Individual Learning Profile were reviewed. Data were coded and analyzed for themes. The findings indicated that the teacher–pupil ratio needs to be addressed; students were exposed to readiness skills, but mastery in the requisite areas for literacy and numeracy needs greater focus; and there should be greater collaboration of stakeholders about the expectations for students. This research may influence positive social change by informing policymakers as they review, refine, and implement the expected standards for young children who transition to Grade 1.
  • Item
    Graduates’ Perception of History Education in Jamaican High Schools Schools
    (Walden University, 2021-05) Edwards, Patricia Cecile
    Researchers have shown that history education is valuable, but it is not a popular subject of choice among secondary and post-secondary students in several parts of the world. In Jamaica, fewer students have taken the Caribbean Secondary Education Certificate (CSEC) examination in history education in the decade beginning in 2010 than in the decade before. The threefold purpose of this basic qualitative study was to investigate the perception of graduates of Jamaican high schools about what influenced their decision when they selected or deselected history education at the CSEC examination level, what career decision making factors they perceived influenced their decision, and what they think schools should do to improve the decision making regarding the selection of history education at the CSEC examination level. The study used a conceptual framework based on Super’s life-span, life-space theory and Krumboltz and Mitchell’s social learning theory of career decision making. Data were collected through telephone interviews from 10 participants who graduated from Jamaican high schools from 2014 to 2019. Data were coded by hand and resulted in four key findings, which indicated that career path, experience with teachers in history classes, and writing and reading skills were the main influential decision making factors, and that improvements should be made in pedagogical innovations as well as to explore careers to improve the uptake of history education. The findings of this study could contribute to positive social change by helping educators design history curriculum that students perceive as relevant to their career portfolio. It could also influence the wider society to begin creating jobs that make use of the content and skills learned in history education.
  • Item
    Miss mek wi trai: Using Multiliteracies Pedagogy to Effect Changes in Jamaica Inner-city Grade 7 Students’ English Language Development
    (York University, 2018-03) Hardware, Shawnee
    My four-month research project is the first recorded Jamaican study to explore if and how multiliteracies pedagogy (MLS) paired with sociocultural theory (SCT) can improve inner-city students’ English language development (ELD) and engagement. Jamaica is a diglossic society in which we speak different variations of either Jamaican Standard English (JSE) or Patois. Typically, most upper- and middle-class Jamaicans speak English, while most members of the Jamaican lower class speak Patois; hence, social class typically dictates Jamaican language abilities. However, English is the language of the Jamaican curriculum, employment, and power. All my participants attempted to learn JSE well because of the dominant belief that better knowledge of this English will improve their access to better-paying jobs and higher education. I conducted my research in the following sequential manner: 1) a month of classroom observation of the original English teacher’s classroom; 2) two months where I taught my experiential communicative lessons inspired by multiliteracies pedagogy and sociocultural theory; 3) four student focus group interviews and one teacher interview; and, 4) document analysis of examples of students’ three individual work (two after-lesson reflections and a paragraph of narrative account). All of these data collection tools ensured that I captured my participants’ meaning-making and subjectivities. All my communicative activities paired grammar forms with the school’s modified version of the Jamaican Grade 7 curriculum and, to further engage my participants’, communicative activities based on their socio-cultural knowledge. My research findings support and diverge from the weight of evidence in multiliteracies pedagogy and sociocultural theory. On the one hand, my research findings support the dominant narratives from multiliteracies pedagogy and sociocultural theory about students' learning, development and student engagement. These findings, which are consistent with other multiliteracies iii and sociocultural based research revealed that participants became more engaged in their English learning during the experiential teaching that I conducted than they were in their original English language class. The majority of the students’ writing skills also improved. On the other hand, my research deviated from the dominant themes of multiliteracies and sociocultural theory research studies, which typically show a mutual relationship between the students’ emotional engagement, behavioural engagement and their learning. In my study, there was not a strong relationship between the students’ emotional engagement and their behavioural engagement; there was also no relationship between the students’ emotional engagement and improvement in language development. Unlike many multiliteracies studies in which most of the students are said to prefer the use of the home language, my research shows that participants would prefer to only speak in English in classes to better enhance and speed up their English learning. I recommend that teachers incorporate multiliteracies-inspired communicative activities in their English classes, as these activities engage students and promote English learning and development. I also suggest that multiliteracies researchers implement good behavioural strategies to ensure that students are engaged cognitively, emotionally and behaviourally. Moreover, in tandem with my student participants, I encourage teachers, future researchers and the Jamaican Ministry of Education to respect the students’ voices and agency, rather than merely incorporating their lived experiences in their school learning.
  • Item
    Educating Boys in Jamaica: In Search of a New Lens
    (University of San Diego, 2018-05-20) Chin, Marcia Sharon-May
    The need for innovative solutions to enhance educational outcomes for Jamaican high school male students is evident. For over two decades, national exam results demonstrate that these students have consistently underachieved. Using a qualitative research design, this study explores the possibility of scaling up a student leadership educational model, developed by one U.S. school that has proven successful in educating an inner city minority male student population, to a similarly placed Jamaican high school. Focus groups and interviews were conducted with stakeholders at an all male Jamaican school and with administrators at the Ministry of Education, to understand their perceptions regarding the benefits, challenges and feasibility of the U.S. model for Jamaican high school male students. While participants’ attraction to the model was very strong, the possibility of transferring it was perceived to be low. Although Jamaican educators found aspects of the model helpful, they felt the need to construct their own model of education to respond to their contextual and cultural needs. This study offers two levels of analysis. First, it contributes on a macro level to the larger body of literature on scaling up educational reform, demonstrating the need to take into account the structural, cultural and agentive factors that co-construct and define the importance of context. This study shows that successful scaling up requires a high level of alignment with the educational goals, aspirations, beliefs, values and practices of the target school context. Second, this study contributes on a micro level to a greater understanding of the specificity of the Jamaican educational context. By examining the potential transferability of a student leadership educational model to help address high school male students’ academic underperformance, this study highlights how Jamaican educators’ deeply ingrained historical values, beliefs and practices, shape opportunities to reform education. In order to bring about meaningful change, successful transferability relies on sensitivity to school culture, as well as attending to stakeholders’ beliefs and practices regarding the education of male students.
  • Item
    Pursuing a Career in Early and Primary Education: Male Student-Teachers’ Experiences in Jamaica
    (University of Liverpool, 2021-12) Lindsay, Theresa
    Researchers have emphasised the need to recruit more men in early childhood and primary education, and governments and policymakers have responded to this need. Despite the recognised value of recruiting more men, the number of men pursuing early childhood and primary education is still insufficient in many places around the world, such as the island nation of Jamaica. The low recruitment in the profession suggests that more focus needs to be placed on understanding the experiences and perceptions of the men who have selected this profession. The purpose of this study was to gain an understanding of the decisions of male student-teachers who pursue careers in early childhood and primary education, based on one Jamaican teacher education college. This is a transcendental phenomenological (TP) study in which eight male student-teachers were interviewed using semi-structured interviews. A well-known systematic approach was chosen to collect, manage, and analyse qualitative data within a TP methodology. However, with the sample size of eight male student-teachers, it is not possible to say whether these findings can be generalised to the study population. Future research on this topic could be expanded across all state-owned teacher education institutions in Jamaica. The findings of this study indicated that male student-teachers are influenced in their career choices by others, the desire to work with children, and the passion for teaching. Participants in this study wanted to make a difference in children’s lives and be positive role models or act as father figures. Most participants had experienced negative reactions from others about their career choice, such as views that men do not have the characteristics to become early childhood or primary education teachers. Many of these negative reactions were based on stereotypical views of gender from others, including female peers with whom they were studying. Because of the perception that such views are predominant in society, a few participants expressed fear of being viewed as sexual predators. These participants suggested such views were perpetuated by the fact that early childhood and primary education continue to be female-dominated environments, with males in the sector being viewed as “others.” While male student-teachers are subjected to discouragements and gender stereotypes, they too demonstrate strong stereotypical views. These views relate predominantly to their perceived value to the profession and aspects of the teaching role that they believe males may be more naturally suited to. The participants provided useful insight into what they felt institutions should do to successfully recruit more male students for early childhood and primary education teaching programmes. The findings of this study have implications for those working in colleges and schools. It is essential that teacher training programmes effectively address gender bias if they wish to avoid perpetuating this in subsequent generations, which will be taught by current student-teachers when they enter the workforce. Unless government challenges the stereotypical views of gender-related roles and behaviours in schools, as well as within teacher training programmes, a gender balance in early childhood and primary education will not be attained.
  • Item
    Dissertation: Professionalism in Trinidad and Tobago's Early Childhood Sector: A Case Study
    (Walden University, 2019-08) Celestin, Cynthia Juliana
    This case study explored early childhood practitioners’ responses to government mandates for increased professionalism in Trinidad and Tobago. The impact of those mandates on their personal and professional lives and their conceptions of professionalism. The study addressed government concerns about lack of professionalism in early childhood care and education; informed policymakers of the challenges therein; and included practitioners’ voices in international discourse on professionalism. Change theory, systems thinking, and voice elicitation formed the conceptual framework for understanding changes needed to increase professionalism in the sector. The meaning of professionalism as defined in mandates, difference between practitioners’ and officials’ definitions of professionalism, practitioners’ view on the impacts of mandates, and how those impacts should be addressed were explained. Data were collected in interviews, focus groups, official documents, activity plans, and journal of 12 practitioners, and from the national standards, curriculum guide, and school’s code of conduct. Discourse and content analysis were used to identify patterns and themes in the data. Key findings were that mandates had more negative than positive impacts; children were underserved; teachers were frustrated and confused by impractical demands; and some administrators lacked content knowledge and leadership skills. Government officials, practitioners, and stakeholders need to dialogue to resolve problems illuminated by this study. Revision of legislative documents, fiscal adjustments for Trinidad and Tobago, continuous professional development, ongoing research, and national sensitization of practitioners’ role will yield a better understanding of early childhood care and education, the catalyst for nationwide social change.
  • Item
    Expansion of mass primary education: A case study of Jamaica and Trinidad & Tobago
    (Utrecht University, 2019-08-15) Horswill, Isabella
    This thesis investigates the causes of primary school education development and how a primary school system emerged in Jamaica and Trinidad and Tobago between 1834 and 1940. When the United Kingdom abolished slavery, the metropole implemented educational reforms for the masses of the islands. Educating colonial subjects provided an avenue for British hegemony to be infused into the colonies, as it increased access to metropolitan identity i.e. Language and customs. Studying primary school education in Jamaica and Trinidad & Tobago, utilising qualitative and quantitative data, shows how implementing British schooling experienced differences across socially and economically diverse colonies. While Jamaica is considered to be the largest and most developed island in the British West Indies, numerous factors including government underinvestment and data indicate the colony’s primary schooling over the colonial period fell behind Trinidad and Tobago’s efforts. This thesis presents a brief historical overview of primary schools in Jamaica and Trinidad and Tobago during the period following emancipation. Differences in the islands outcomes derive from local circumstances, government, Religious denominations, and approaches dealing with the economic changes triggered by the Emancipation of slaves.
  • Item
    The Impact of High-Stakes Testing: The Experiences of Educators, Students, and Parents in Trinidad and Tobago
    (University of Sheffield, 2021-10-15) Cunningham, Victoria Maria
    Students completing primary schooling in Trinidad and Tobago must pass the high-stakes Secondary Entrance Assessment (SEA) exam to be promoted. Although there are sufficient schools to accommodate students, the competition for high scores is equated and rewarded with placements into a few elite secondary schools. Failure to get a placement in a prestigious school can have a negative social, psychological, and emotional impact on students. This research describes and interprets the experiences of thirteen participants, and finds out their inherent beliefs and values and the ways their experiences impact their lives. Using a qualitative methodological design with unstructured and semi-structured in-depth interviews, data was collected from a purposive sample of 13 participants inclusive of primary school principals, teachers, students, and parents. Documentary analysis of pre-SEA students’ writings was also used to generate data. Abraham Maslow’s and Carl Roger’s humanistic theory of psychology and personality development, and Paulo Freire’s and Henry Giroux’s critical pedagogy helped me to make sense of the collected data. A critical theoretical approach was taken using thematic analysis to arrive at my findings that are presented thematically. Findings revealed experiences of fear, academic pressure, stress and test anxiety, negative feelings, and suicidal ideation. Participants had strong educational expectations, valued extra-lesson, believed in the prestige school ideology, and believed in educational inequity. Self-recrimination, play deprivation, diminished self-worth, approval-seeking, validation behaviour, a cycle of academic indoctrination, and a helicopter parenting style, were some of the ways participants were impacted. This research study is part of a growing body of knowledge and will contribute to future research on the assessment practices and behaviours that are needed to promote students’ well-being rather than focus on judging the students’ worth.