For the historian writing a textbook, the attempt to temper informed prose with general discussion is a quixotic and frustrating venture. P.F. Steed has in part succeeded in providing such a study on the twentieth century for students preparing for “O” level and C.S.E. examinations. It is readable, concise, and well-illustrated. At the end of each chapter is a work section including excerpts from documents with corresponding questions.

This paper investigates the impact of class attendance on student performance in an Intermediate Microeconomics class at the University of the West Indies (UWI), Mona. The UWI is the foremost and most prestigious university in the Anglophone Caribbean. It serves 18 countries and territories across the West Indies. No other study has explored this relationship in this area of the world. The author controls for a large number of student characteristics as well as the university characteristic class size.

Divergent discourses in education affecting social investment policies are driven by disparate perceptions of education as value, whether societal, individual, or by restructuring definitions of human capital beyond truncated utility measurements. In that context, powerful policy actors are making decisions based on their class cohort experience of what education should be, resulting in distinguishing evaluative properties that design education policy typologies to fit.