Suzanne M. Charles Watson, Guest ColumnistOver the last two decades, the ways in which the outputs and outcomes of regional Caribbean education systems have been mediated by issues of gender have captured both the popular imagination, as well as that of Caribbean scholars, education practitioners and education policymakers alike.Claims range from the propensity of our education systems to alienate certain groups - mainly males - as evidenced by their disproportionately low rates of participation, to assertions that our regional systems are equally disadvantageous to both male and female students, albeit in different ways.A useful framework within which to consider the relevant issues is the Dakar Framework for Action, which makes a distinction between formal equality, which refers to numerical gaps between the sexes at various levels of education, and substantive equality, which refers to the qualitative experience of education in terms of equal treatment during the educational process, and the social currency of education to either sex, beyond the formal school experience.While formal equality is crucial in ensuring equal access and subscription to our regional education systems, substantive equality is perhaps a more critical indicator of the success or failure of our educational systems, as it speaks to the ways in which access is equitably translated into benefits of education.Not only does the equitable distribution of such benefits redound directly to the sustainable development of our small island developing states, such distribution is mandated by the international frameworks and protocol to which we are signatory, including, but not limited to The CEDAW Convention, The Beijing Platform for Action and the Millennium Development Goals, which all advocate the provision of, inter alia, education systems by states, which provide comparable outcomes for male and female students.At the regional level, the commitment of CARICOM to produce, through education, the Ideal Caribbean Person, who nourishes in himself/herself and in others the fullest development of each person's potential without gender stereotyping and embraces differences and similarities between females and males as a source of mutual strength, also cannot be ignored.THE IDEAL EDUCATED JAMAICANLocally, the Educated Jamaican, as envisaged by the Task Force on Educational Reform, as a lifelong learner, who is well-rounded, agile of mind, able to adjust to different situations, is responsible and able to make decisions, now necessitates the use of education systems to create persons with such capabilities.Regrettably, despite commitments to promote gender equality through education systems at the various levels, a disconnect remains, reflected through - among other things - the content of textbooks. As an educational tool of prime importance, the textbook - according to UNESCO - can potentially act as a tool to either encourage or encumber social change through its use as an agent of socialisation. By presenting particular kinds of gender systems, textbooks can potentially standardise, reinforce and legitimise gender inequality, which is likely to be assimilated not only by the pupils but also by teaching professionals and parents, who do not necessarily view its contents critically.The recent research initiative, Gender Review of Caribbean History Textbooks, completed by the Institute for Gender and Development Studies at the University of the West Indies, with funding from the United Nations Population Fund, offers ample evidence of the ways in which textbooks serve to undermine the gender equality we wish our education systems to promote.Informed by the log frame developed by the International Network for Research into Gendered Representations in Textbooks, the research reviewed 30 Caribbean history textbooks currently in use by the Caribbean Examinations Council at both the CSEC and CAPE levels, examining aspects such as authorship, language and visuals to determine the extent to which gender systems, which privileged particular groups over other, were presented.DISTURBING TRENDSThe results revealed disturbing trends, which indicated that the tripartite of race, class and sex continue to be used as a combined prism through which to present certain groups of persons in subordinated roles.More specifically:1. Males were consistently afforded pride of place over women in terms of text and visuals.Masculine terms accounted for 20 per cent of all terms used throughout the books under review, compared to only 14 per cent of terms used in reference to females.Of particular importance, 65 per cent of all terms used were either gender blind - in which critical opportunities were missed to address issues of gender - or gender neutral.75 per cent of all texts had male characters appearing on their covers, while only in 68 per cent of the texts did female characters appear on the cover.Of the 1,118 visuals that appear throughout the texts, only 158 (14.1 per cent) depicted female characters, compared with 55 per cent of all images depicting male characters.2. Conversely, women and girls were consistently characterised by negative terms in comparison to men and boys.In approximately 90 per cent of the cases in which females are mentioned, they are contextualised in stereotypical roles. This was the case for only 26 per cent of males.Whereas male figures were assigned powerful roles in 97 per cent of cases in which they appear, this was only true for females in 65 per cent of instances in which they appear.While uplifting adjectives or descriptions were used to describe men in 83 per cent of the cases in which they are mentioned, this was only the case for females in 54 per cent of the instances in which they are mentioned.The findings are particularly worrisome, when one considers, as Kereszty (2009) suggests, that the 'hidden' curriculum has an identity forming role, since it mediates the gender-specific expectations, norms and behaviours, and therefore it contributes to the reproduction of social inequalities in the society. Textbooks might transform, strengthen or diminish the developed and developing power relations both in the classroom and in the wider society.Kereszty echoes Bailey, who, writing of the Caribbean, notes that one aspect of the hidden curriculum through which gender stereotypes are transmitted are the print materials used to support the delivery of curricula at all levels. The images portrayed in curriculum materials are powerful and effective socialisation tools.Having recently commemorated International Day for the Elimination of Violence against Women (November 25), as well as International Men's Day (November 19), we are reminded of the deleterious and far-reaching consequences of gender inequity on our societies and the myriad ways in which it may compromise our long-term socio-economic development, not the least of which is violence against women or gender stereotypical expectations of men, which tacitly condone a culture of violence.If our efforts towards gender equality are to be effective, we must be mindful of our national, regional and international responsibilities and obligations and remain conscious of the critical role knowledge production and presentation holds, with particular reference to the development of young minds, irrespective of race, class or sex.AS PART of a move to boost students' performance in mathematics and science, technology innovators Cyber School Technology Solutions has partnered with the Ministry of Education and Jamaica National Building Society (JNBS) to implement the Universal Technology Education Project.Eight schools - Holy Trinity in Kingston; Balaclava in St Elizabeth; Glengoffe in St Catherine; Seaforth in St Thomas; Albert Town in Trelawny; Papine in St Andrew; and Anchovy in St James have been selected to benefit under phase one of the project.The schools will received computer software under a the private-public collaborative agreement.Minister of Education Ronald Thwaites, who spoke at the launch of the project which was held at the Holy Trinity High School in Kingston on Thursday, urged students to fully use the cyber school technology, and information and communication technologies generally, to enhance their learning."It (information technology) must be used in order to increase your learning in every single subject, and not only in school but also throughout your life," the minister said.Pointing to plans afoot to transform the Kingston Port into a logistical centre, minister Thwaites revealed that the investment to take place will yield approximately 4,000 well-paying jobs that will require not only academic competence, but acute information technology skills."The schools that have been chosen as beneficiaries are not schools of choice, but the technology that is being made available to you today, will make you employees of choice if you take up the opportunities that are available to you," he advised the students.specific subject areasChief Executive Officer of Cyber School Technology, Conrod Hanson, said: "The computer program will assist teachers to improve student performance in mathematics, chemistry, biology and physics."Many students continue to struggle with mathematics and science subjects, with data from the Planning Institute of Jamaica showing an average of 65.5 per cent passes in mathematics and the sciences at the Caribbean Secondary Education Certificate level. Scores for math in particular were low, with only 39.9 per cent of students passing in 2011."The technology uses an advanced 3D-animated format called the Digital Virtual Teaching and Learning Technology Education application, which improves lesson delivery dramatically," Hanson added.He explained that it allows for virtual demonstrations of specific concepts, procedures and systems to assist students to understand. In addition to the virtual demonstrations, the technology also engages students using quizzes and games. Students may also access the programme from home so that they can revise the content taught."Ten minutes a day is all it will take to improve your average," Hanson claimed, highlighting that the cyber school program has been used in African countries, such as Kenya, where it has boosted the mean average performance of schools from 50 per cent to approximately 85 per cent in math and sciences in 24 months.improved gradesScience teacher at Mile Gully High School, Mark Clarke, whose school was given a trial of the new program by JNBS, says performance in science has increased tremendously as a result."I've been using it for 18 months and I got a 43 per cent improvement in CSEC results," he revealed. He added that the program has also helped him to deliver richer content, while it also encourages students to take responsibility for their learning."Students are able to go back and revise the content and it builds a sense of excitement about the whole science programme. They come to class knowledgeable, making class discussions and learning more meaningful," he stated.In the meantime, sales development and training specialist at JNBS, Michael Collins, who spoke at the launch of the project, says the new technology will not only engage students but will also "influence them to develop a better appreciation for subjects they often find difficult."As a society focused on nation building, we are confident that the exposure to this new technology will improve the learning process; and, therefore, we welcome the collaboration with cyber schools and the Ministry of Education, to assist students to enter a new phase of educational achievement," Collins said. Click here [1] to view orginal article.