The article sought to compare the performance of online and traditional face-to-face students who were identically assessed in two graduate courses offered concurrently in the two modes. It hypothesised that there was no significant difference between the achievement levels of online and face-to-face students across years in two separate graduate courses. The study utilised an ex post facto design and used archival data on the final assessment scores of students. The findings suggest that the face-to-face students tended to perform at a higher level than the online students.

Education for All is a global pledge to ensure that quality basic education (either formal or informal) is provided for all, regardless of age, gender, or ethnicity. This paper addresses some issues about adult learning initiatives and gender and ageism through the eyes of older adult males. The paper also examines Men’s Sheds (one informal learning site) in order to highlight their possible benefits and potential to foster greater involvement of older adult males in adult learning opportunities.

Since Jamaica gained its independence, successive governments of the country have implemented various curriculum policy initiatives at both the primary and secondary levels of the education system, aimed at providing increased access and improved quality education for citizens. While many of these initiatives have led to increased access to education in the island, the issue of improved quality education continues to be a challenge.

Caribbean countries need to work their way out of debt. Most Caribbean economies continue to rely on tourism. In a few countries, oil and natural gas underpin the economy. The financial services industry, which had helped to bolster some of these economies, has shrunk in recent years. Graduates with engineering degrees continue to have severe challenges in finding employment in their field within the Caribbean region. This human resource, for the most part, is wasted.

The STEM (Science, Technology, Engineering and Mathematics) Integration Initiatives of the Caribbean Examinations Council (CXC) have significantly impacted on education in the Caribbean landscape. CXC, as the premier assessment and certification provider in the Caribbean, prides itself on executing its mission to provide the region with syllabuses of the highest quality, valid and reliable examinations, and certificates of international repute for students of all ages, abilities, and interests.

Learners have difficulties applying mathematics in the real world. This design–action research explored the heuristics of the Realistic Mathematics Education (RME) approach for learning calculus. Ten in-service student-teachers completed a questionnaire with open-ended and closed-ended items on their experiences in applying Calculus in both decontextualised and contextualised settings. They also completed two assessment worksheets. The data were analysed for themes, and statistical paired t-test for comparison.

This paper reviews the initiative undertaken by the Faculty of Science and Technology at the University of the West Indies, Mona campus, to partner with secondary schools in hosting a series of one day workshops for students preparing to sit the Caribbean Advanced Proficiency Examinations. The initiative allowed grade 12 and 13 students to participate in activities in specific STEM disciplines.

Over the last 40 years, there have been numerous changes in the Jamaican education system at both the primary and secondary levels. In 2015, there was the introduction of the science, technology, engineering and mathematics (STEM) curriculum to meet the changing needs of industry. In order for policymakers to be able to evaluate the impact of this STEM-based programme, it is vital that the current landscape be surveyed to provide critical baseline data.

This study investigated Grade 9 students’ attitudes towards science, technology, engineering, and mathematics (STEM) and the extent to which their attitudes impacted on their academic achievement in Integrated Science. An adapted Students’ Attitudes Towards STEM instrument (Friday Institute for Educational Innovation, 2012) was piloted on 67 high school students in Jamaica and yielded a Cronbach alpha value of 0.821. It was then administered to 259 Grade 9 students from four high schools.

In Trinidad & Tobago, game-based approaches are pedagogies encouraged in the core STEM disciplines of mathematics and science. This paper presents the results of a pilot study in  which non-digital game based approaches were implemented in Grade 6 mathematics and science classrooms in Trinidad. In mathematics, reinforcement of 2D and 3D concepts in geometry took place through Gamification involving team competitions creating Tangrams and Origami. In science, student teams reinforced concepts of  conservation through the board game Extinction.