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.
All items in the UWISpace repository are protected by original copyright, with all rights reserved, unless otherwise indicated.
Courtesy: The Caribbean Charts and Engravings Circa 1555-1818. The Alma Jordan Library. The University of the West Indies, St. Augustine, Trinidad and Tobago.
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Recent Submissions
Baseline financial literacy survey 2022
(2023-04-20) Market Research Services Limited
The aims and objectives of the Jamaica Baseline Survey were to: • Ascertain the level of financial literacy among secondary school In-school Youths and Out-of-school Youths (target group); • Assess the target group's awareness of the existence of financial instruments; • Assess the main delivery channels through which the target group receives information about financial services; • Measure the target group's understanding of the uses of financial services (for e.g. loans, mobile payment products); • Measure the target group's money management skills; • Examine the measures that the target group takes to protect themselves in the marketplace (understanding how interest is calculated, understanding fees imposed for services); • Measure the extent of usage of select financial instruments; • Identify the tools that the target group uses to assist them in their daily financial activities; • Determine where the target group acquires information about financial services; • Determine the levels of financial capability among the target group; • Identify the preferred delivery channels for communication of financial education content to target group; 9 April 20, 2023 • Measure the extent to which the target group is knowledgeable about simple contractual terms in contracts (e.g. fees, interest rates, principal); • Provide data to help channel resources effectively to the most vulnerable Market segments; • Develop a baseline against which changes in the level of financial capability in the target group can be assessed over time on a national level; • Assess the need for financial literacy and financial capability content among the target group; • Develop empirical data as input for the formulation and review of relevant policies and programmes; and • Prepare and submit a comprehensive report on the findings, methodology and recommendations from the survey.
The Impact of Sr Mary Noel Menezes’ Work on Lusophone Studies in Guyana and the Caribbean
(2016-12-03) Ferreira, Jo-Anne
This presentation was delivered by Dr. Jo-Ann Ferreira at the "Inaugural Prof Mary Noel Menezes Distinguished Lecture, University of Guyana" on December 3rd 2016. The presentation highlights the achievements of Prof Mary Noel Menezes and her contribution to Lusophone studies.
Labor Education in the Caribbean: A Critical Evaluation of Barbados, Jamaica and Trinidad
(International Labor and Working-Class History, Inc. 2016, 2016) Roberts, Danny; Marsh, Lauren
The achievements of the labor movement in the Caribbean are generally historicized without highlighting the contribution of labor colleges to the function and survivability of trade unions. For more than fifty years, labor colleges have played a critical role in developing the knowledge and skill sets of union members who had an interest in labor studies. Many will attribute the heydays of the Caribbean labor movement in the mid-1900s to the intellectual thrust given to the trade union movement by labor colleges. During this period, trade unions relied heavily on labor colleges for intellectual support and advice primarily on matters that required in-depth academic investigation. Support from the labor colleges enhanced the reputation of the labor movement by shifting popular notions that the trade union movement consisted only of the poor and illiterate working class. The effects of these parallel training activities have been positive for both the leadership of the trade union movement and the overall impact they have had on labor-management relationships. There has been a noted change in the pattern of trade union leadership where “the first generation leaders, considered by many as demagogic and messianic, have given way increasingly to a younger and more formally educated second and third generation leadership”
Learning style preferences: A study of Pre-clinical Medical Students in Barbados
(2017) Ojeh, Nkemcho; Sobers-Grannum, Natasha; Gaur, Uma; Udupa, Alaya; Majumder, Anwarul Azim
Educators need to be aware of different learning styles to effectively tailor instructional strategies and methods to cater to the students’ learning needs and support a conductive learning environment. The VARK [an acronym for visual (V), aural (A), read/write (R) and kinesthetic (K)] instrument is a useful model to assess learning styles. The aim of this study was to use the VARK questionnaire to determine the learning styles of pre-clinical medical students in order to compare the perceived and assessed learning style preferences, assess gender differences in learning style preferences, and determine whether any relationships exists between awareness of learning styles and academic grades, age, gender and learning modality. The VARK questionnaire was administered to preclinical students taking a variety of courses in the first three years of the undergraduate MB BS degree programme at the Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Barbados in 2014. The majority of the students were multimodal learners with no differences observed between males (59.5%) and females (60.0%), with tetramodal being the most common. Read/write (33.8%) followed by kinesthetic (32.5%) were the most common learning style preferences. The sensory modality preference for females was read/write (34.2%) and for males it was kinesthetic (40.5%). Significant differences were observed between the perceived and assessed learning style preferences with a majority of visual and read/write learners correctly matching their perceived to their actual learning styles. Awareness of learning styles was associated with learning modality but not with academic performance, age or gender. Overall, 60.7% of high achievers used multimodal learning compared to 56.9% low achievers. The findings from this study indicated that the VARK tool was useful in gathering information about different learning styles, and might assist educators in designing blended teaching strategies to cater to the students’ needs as well as help the students in becoming aware of their learning style preferences to enhance learning.
Equality through Education: A Review of Michael Manley's Vision for Jamaica
(2021) Annan, Renée
Michael Manley envisioned a Jamaica that would provide equality for the working-class through education. This was done considering the socio-economic structure of the country which reflects its legacies of colonialism, slavery, and imperialism. Indications of this trauma are evident in racial divisions based largely in colourism and class inequalities, which have led to the stigmatization of manual labour. During what historians Chambers and Airey label the ‘Socialist Era’ in Jamaica (i.e. 1972 and 1980), Manley’s People’s National Party (PNP) government sought to embed ideals of self-reliance into vital socio-economic industries such as education, agriculture, manufacturing, and tourism. The ultimate goal of this was aimed at reversing the condition of psychological dependency that plagued many regions in the Global South. This policy review seeks consider the process by which Michael Manley implemented his administration’s Free Education policy during the years of 1972 to 1980.