This article explores some of the developments in Science Education in the English speaking Caribbean over the past thirty years. It examines in some detail the introduction of School Based Assessment (SBA) of experimental skills in Science subjects offered for the Caribbean Examination Council (CXC) Secondary Education Certificate Examination This examination-led change is considered in the light of both its subjective and objective meanings.

Well? When is a bluggo not a bluggo? When it's a buffer or a moko. The unselfconscious use of Caribbean terms without quotation marks in written English may be significant for the presuppositions a writer holds regarding normal language use. In this analysis, which is intended to be suggestive only, examples are taken from short essays written by final-year trainee teachers from Barbados and Grenada.

The aim of this study is to examine the psychological and environmental vari­ables which are related to the mathematics achievement of third-year students in Jamaican post-primary schools. A correlational study of the inter-relations of thirteen independent variables with the criterion, mathematics achievement, was factor-analysed to produce four factors which account for most of the variation in mathematical performance.

Curriculum development and evaluation activities are inextricably inter­woven. Evaluation gathers and systematically orders evidence so that teachers and other curriculum workers may make decisions about the state of the learner, about organising and teaching subject matter, and about learning-outcomes.

Against the background of the creole-language situation in Jamaica, the present paper examines the need for a study of language aptitudes. Also examined are the relevance of S. B. Carroll's theory of language aptitudes in the Jamaican situation, and the implications that become evident out of a comparison of children's performance in language-aptitude and learning-potential tests. The findings suggest that performance in both types of test is strongly influenced by social-class factors.

The concern of West Indian educators for improvement in language-teaching methods and materials has been for the most part confined to the problem of teaching Standard English. Research seeks to determine the differences between Creole and Standard English, the nature of the post-Creole continuum, if it exists, and the effects of the vernacular on proficiency in learning the standard or, through it, other subjects.

This paper seeks to investigate possible links between Cambridge examination results in the General Certificate of Education "O" and "A" level examinations over the years, and the annual Jamaican graduate output from the University of the West Indies. Although all faculties are considered, the main interest lies in numbers of graduates from the faculties of Natural Sciences, Engineering, Agriculture and Medicine, linked with passes gained in science subjects at both "O" and "A" level GCE examinations. 

It is generally accepted that in the United States and other modern industrial societies there is a link between formal schooling (number of years of formal education) and social mobility, though some scholars such as Anderson, Blau and Duncan, and Jencks have disputed the strength of this link.

Queens Royal College is a well known institution in Trinidad. This College came into existence in 1870 as a replacement for Queens Collegiate School, founded in 1859. This latter school was founded by the government with the social and political purpose of spreading English culture in an island racially and religiously divided, and culturally complex. A bridge to the English Universities was established through scholarships which were later won by many eminent Trinidadians.