UWISpace Repository

Welcome to UWISpace, The University of the West Indies Institutional Repository for Research and Scholarship

This archive was established by the UWI Libraries to support the dissemination of knowledge by providing open access to the digitally preserved intellectual output of the University. Here we aim to collect together in one place the research and scholarship of members of the UWI community. UWISpace provides a platform for the collection, organisation, access and preservation of scholarly information in digital formats.

Departments and individuals wishing to deposit their research material in the UWISpace archive can email the administrators, or phone (868) 662 2002, Exts. 84419, 82241, 82215 at The Alma Jordan Library, St. Augustine Campus, Trinidad and Tobago.

Courtesy: The Caribbean Charts and Engravings Circa 1555-1818. The Alma Jordan Library. The University of the West Indies, St. Augustine, Trinidad and Tobago.

Communities in UWISpace

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Now showing 1 - 7 of 7

Recent Submissions

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Careenage, Barbados.

(The Main Library, University of the West Indies, Cave Hill Campus, Barbados is responsible for making this digital resource available.) J. Combier, J.; The Main Library, University of the West Indies, Cave Hill Campus, Barbados is responsible for making this digital resource available.

This image shows an aerial view of the careenage in Bridgetown, Barbados. There are a signficant number of boats docked in the water. This is a divided back postcard. Back of the Postcard MP £8 (Handwritten in Pencil)

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Accra Beach Christ Church, Barbados, W. I.

(The Main Library, University of the West Indies, Cave Hill Campus, Barbados is responsible for making this digital resource available.) Gomez, Eric; The Main Library, University of the West Indies, Cave Hill Campus, Barbados is responsible for making this digital resource available.

This is a busy beach scene with many people on the beach, including a group of young people sitting together. One gentleman is sitting in the shade of a tree watching the scene. This is an undivided back postcard. Back of the Postcard £7 HD (Handwritten in Pencil) Published by the Advocate Company Limited, Barbados, W.I. ColourPicture Publishers, Inc., Boston 30, Mass., U.S.A.

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Education Caribbean RMRP: Education Sector Background Notes

(2020-07) Response for Venezualans (R4V)

In recent years, increased numbers of Venezuelans have continued to flee to the Caribbean due to serious threats to their lives, freedom, safety and limited access to their basic human rights, including health care, medicines, education and food. By the first quarter of 2020, an estimated 113,500 Venezuelans sought refuge in the Caribbean, including 17,000 in Aruba, 16,500 in Curaçao, 34,000 in Dominican Republic, 22,000 in Guyana, and 24,000 in Trinidad and Tobago. A significant segment of the Venezuelan population in the above-mentioned host countries are school-aged children. For instance, in Trinidad and Tobago, as of 31 May 2020, there were 1,966 children aged 5 to 17 out of 15,965 Venezuelans registered with UNHCR, which represented 12% of the registered population. In Guyana, among 2,090 Venezuelan refugees and migrants biometrically registered in late 2019 and early 2020, there are 652 children between the age of 5 and 17, that being 31% of the total.1 Once settled, Venezuelan migrant and refugee children and youth encounter challenges in accessing education throughout the Caribbean sub-region, particularly in non-Spanish speaking countries such as Aruba, Curaçao, Guyana and Trinidad & Tobago. Although Caribbean countries are bound by international legal obligations to provide education to all children, in practice accessing formalized and accredited education remains a challenge.2 Even in countries where official access is granted for public primary and secondary schooling, Venezuelan children and youth face administrative, financial, language and cultural barriers to quality education and limitations on accessing tertiary education not to mention the occasional xenophobia which has translated into cases of bullying at school.

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Generation Unlimited: the Well-being of Young People in Trinidad and Tobago Fact Sheet

(UNICEF Office for the Eastern Caribbean Area, 2021-07) UNICEF

The age from 10-24 is an important transitional period in the life cycle of young people: from dependence to independence; from childhood to adulthood; from primary to secondary school and onto tertiary education and/ or the labour market; and from pre-pubescence to sexual maturity. Few young people are likely to pass through this period without some reversals or feelings of uncertainty, such as: not doing well at school; examination failures; parental discord; problems with friends and partners; and/or difficulties in finding their first job. In most cases, these experiences will be transitory and have little influence on their future lives. But for others, these experiences can be more severe and have long-lasting impacts on one’s well-being, on that of their families and, if widespread, on national, social and economic development. In 2020 and 2021, the COVID-19 global pandemic and its economic and social impacts have disrupted nearly all aspects of life for all groups in society, but young people, and especially for vulnerable youth, the COVID-19 crisis poses considerable risks to their education, employment, mental health and disposable income. While young people will shoulder much of the long-term economic and social consequences of the crisis, their well-being may be superseded by short-term economic and equity considerations.

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Inquiry into the Right to Equal Access to Education with specific focus on the Underperformance of Schools in the Port-of Spain and Environs District with respect to Performance in Terminal Examinations

(Joint Select Committee on Human Rights, Equality and Diversity, Office of the Parliament, 2021) Joint Select Committee on Human Rights, Equality and Diversity

At its Second Meeting held on December 04, 2020, the Committee resolved to inquire into ‘The Right to Equal Access to Education with specific focus on the Under-performance of Schools in the Port-of Spain and Environs District with respect to Performance in Terminal Examinations.’ It was agreed that the following objectives would guide the inquiry:  Objective 1: To determine the root causes for the underachievement of schools in the Port-of- Spain and Environs District.  Objective 2: To examine methods to address the underachievement of schools in the Port-of-Spain and Environs District.