Quality has always been a major concern in higher education; in fact some accrediting agencies date back to the 1800s (Rhoades and Sporn 2002). Since the mid-1980s, issues of quality assurance have been raised in various coun­tries and international fora with increasing rapidity. Today there is an on­going international conversation about the quality of higher education and quality assurance in tertiary education worldwide.

The imperatives for the establishment of quality assurance mechanisms, and the need to create a culture of quality within higher education have been well established in the various debates on quality which have intensified since the 1980s.

The ever-changing needs of society justify the necessity for teachers to engage in continuous learning. Teachers are encouraged to participate in professional development activities that will help them develop the knowledge and skills that are required to meet the needs of a 21st century society.

This paper explores how the COVID-19 pandemic can act as a lens for educators and scholars to more clearly define some of the issues hampering effective science education in one Caribbean territory. The pandemic clearly revealed certain phenomena in Trinidad and Tobago (T&T) including: the poor state of public scientific literacy; limited public understanding of the nature of science; an antagonistic dynamic with respect to public trust in science; and the lack of comprehensive remote/online pedagogical options for science.

This research (the second part of a 2-part study) sought to investigate selected high school teachers’ knowledge and use of a problem solving approach to mathematics teaching and learning. It also examined the challenges that they experienced in implementing this pedagogical approach. A survey research design was used for this research whereby data were collected using a questionnaire with closed- and open-ended items. Thirty-one high school teachers from Jamaica participated in the study.

This qualitative study explored the practices of Belizean urban, preschool teachers when teaching social and emotional skills (SES). It sought to shed light on their understanding of social and emotional development (SED) with a view to highlighting possibilities for and challenges with improving the teaching of SES at the preschool level. A sample of 6 preschool teachers was interviewed, observed, and asked to provide a self-evaluation reflection on their social and emotional teaching practices.

The teaching stock within the Caribbean region has been eroded by migration to developed countries. Higher potential earnings are one of the motivating factors to move abroad, but little is known about the extent of the income disparity between countries in the Caribbean and popular destination countries. Teacher salary comparisons are undertaken between selected countries in the Caribbean; Suriname, Trinidad and Tobago, St. Lucia, and Jamaica and popular destination countries, namely; United Kingdom, United States, and Canada using a purchasing power parity (PPP) exchange rate.

Borders are put in place for the purpose of regulation. They act as lines of demarcation, whether actual or imaginary. They attempt to provide clear visual and psychological markings of where one thing or place begins, and where it ends. To go beyond any border is to cross over defined lines which have been used in various ways to determine the identity, place, and function of a particular landscape, whether this landscape be physical or psychological.

Poetry is multifaceted and timeless. Resultantly, its subject and its crafting provide a rich array of possibilities for engagement and use. Within this edition, poetry is presented as powerful, with the kinetic energy to teach, transform, and heal, even while revealing, subverting, and problematizing.

This qualitative, collaborative action research study explored preschoolers’ learning of mathematical concepts as their teacher used productive questions as a key pedagogical strategy. The teacher’s use of productive questions was also investigated. One early childhood supervisor, a preschool teacher and eight 4-year old students from her class participated in this research. Data were collected through observations of teacher and students’ question-answer interactions, and semi-structured interviews with the teacher.