There is a lack of clarity on what quality education means and how it could be achieved. This study examines this question from the perspective of secondary school students in Jamaica and Trinidad. The study also sought to ascertain whether there were significant country, school type and gender differences in the students’ perceptions .A convergent mixed methods design was used for the research.

Proposals to “restructure” the University of the West Indies will be officially implemented with effect from the Ist October, 1984. The stated objective of such restructuring is the need for more Campus autonomy in order that the University may contribute more effectively to the perceived “national needs” of the respective Commonwealth Caribbean territories.
Vice-Chancellor Aston Preston [11] has explained that:

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.

This paper presents findings from a quantitative, survey research study that investigated the prevalence of mathematics anxiety (MA) in two Grade 7 cohorts and how students’ MA compared by gender. The research sample consisted of 467 Grade 7 students (276 females and 186 males) from two high schools in Jamaica. The data were collected using the Modified Abbreviated Math Anxiety Scale (mAMAS) and analyzed using descriptive statistics and a Mann-Whitney U test. The results showed that students experienced a range of MA (Low, Slight, Moderate, and High).

This paper highlights works published in the Caribbean Journal of Education (CJE) from literacy and language arts scholars on that special  group  of  islands in the Western  Hemisphere  called the Caribbean. It is a territory that received the first documented European visit in 1492 when Columbus landed in what he named “San Salvador”.

Language Education in the Caribbean: Selected Articles by Dennis Craig is a carefully selected collection of the writings of the late Dennis Craig (1929–2004). Edited by Jeannete Allsopp and Zellynne Jennings, the book contains eight of Craig’s “most representative articles” with a focus on language education in the Commonwealth Caribbean. The book is a rich resource for its intended audience of language teachers, creolists, practitioners and researchers in the field of Caribbean language education.

The notion of the "Caribbean at the Crossroads and Its Implications for Education" is one that has exercised and excited the minds of policy makers in this region for a long time. 

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.

After many years of waiting we have at last seen the publication of the first of the six-volume UNESCO series on the History of lhe Caribbean. Though the first to appear in print chronologically, the present volume is the third in terms of the arrangement of the series. It focuses attention on the slave societies of the region and attempts to look at the ways in which this institution affected the various linguistic/colonial groupings.

At the outset, Caribbean representations of nation depicted and were offered by male projections of Caribbean identity and experience. The 1940s to the 1970s were fraught with sociopolitical and literary constructions of national identities for the once enslaved and colonized Caribbean territories which were male-centred and which bore gendered assumptions concerning what was to be regarded as necessary for the creation and development of these nations.