As more and more women choose to have careers and achieve manage­ment positions, research has examined how these women are faring in organizations (Kanter 1977), what their career choices have meant for their private lives (Marshall 1995, 1984), and the ways in which they manage (Rosener 1990; Shakeshaft 1987; Rosener 1990). The majority of these studies have documented the experiences of white women from developed countries such as the USA, Canada, Great Britain, and Australia.

In this pilot study, financial constraints and community and school violence are the major factors identified as contributing to the boys in this pilot study dropping out of the formal school system, and for their nonparticipation and resultant underachievement. The small size of the sample prevents any valid generalizations as to the impact of these factors on the wider population, but they do provide indicators for further research with a more representative sample.

This action research study sought to determine school and home factors which contribute to male academic underachievement, along with the effectiveness of an intervention programme, the Integrated Study and Self-Improvement System (ISIS). It used a case study research design, employing both quantitative and qualitative methodologies. Data collection was through structured and unstructured instruments, for example, questionnaires, group and personal interviews, and observation.

In recent years, the differences in academic achievement between boys and girls in many Caribbean countries have been much debated. References have been made to the number of boys and girls who are awarded Common Entrance Examination (CEE) places for entry to secondary schools, the proportion of boys as compared to girls who obtain level 1 or 2 in the Caribbean Examinations Council (CXC) examination, and the number of men and women enrolled at the University of the West Indies and other tertiary-level institutions.

This volume of Caribbean Journal of Education records ongoing debates in the education arena on issues such as the impact of gender on school achievement, the status of curriculum, the dilemma of teacher education within the history and development of education in the region, and the dialectics of language in a culturally diverse Caribbean community. Controversial in their content, they spotlight the current discourse among educationists, policy makers, and various stakeholders in education.

Dance education embraces more than the development of physical movement skills, for to educate is to promote development of all the major elements of human learning-the cognitive, the affective and the psychomotor. Referring to research by the Association for the Advancement of the Arts (AAAE), Siedel (1997) noted that:

The Commonwealth Caribbean comprises a diversified population spread over a geographically large area. Having been colonies, the countries of the Commonwealth Caribbean inherited a system of education modelled in education in the 19th-century Britain. Although most of these countries gained political independence from Britain during the past 30 to 40 years, and major changes have been made in education, commonalities continue to exist in the aims, structure, and management of education systems-and commonalities exist therefore in music education. 

The intention here is for me to step back and take an overview of drama education as it stands in English at present. I want to give an idea of its place in the curriculum, and then use this as the context for exploring the main ideas of theory and practice that underpin its pedagogy. Behind this exploration is the insistent and persistent question of the aims of drama education.

Steel pan, pan, steelband, used interchangeably in this paper to designate a collection or ensemble of pans, began humbly enough, as the main musical accompaniment for poorer revellers on Carnival days in Trinidad and Tobago. Pan’s acceptance in academia as a legitimate area of study bespeaks therefore a coming of age and a celebration of national consciousness and confidence. It bespeaks, too, the acceptance of music itself, and of the Carnival arts, as worthy of academic study.

Music in the formal education system in Jamaica today offers multicultural variety. Students may choose to study in the tradition of instrumental European music by taking the series of music examinations set by Britain, and/or study Caribbean folk and popular music and Africa America Jazz traditions. Studying this variety of musical genres would not have been possible in the formal system up to the mid-1970s, since only European music was taught.