This book offers readers a careful, thought provoking and detailed analysis of the roles assigned to women in educational systems which have been designed and implemented by men. Although the book addresses the British system, the arguments are also relevant to educational systems elsewhere, and to women worldwide. As the title suggests, the book stresses the 'invisibility' of women - in world history, in the shaping of educational policy, in the content of school curricula - and points out how women become invisible even in the classroom.

The relationships existing between performance in separate subject areas in the Cambridge Advanced Level Examinations (A-Level) and past performance (PP) in Cambridge Ordinary Level, and Caribbean Examinations Council General Level Examinations on the one hand, and teacher estimates (TE) on the other, formed the major focus of this study. TE were, on the whole, better predictors of A-Level performance than PP, and were more reliable for girls than boys in arts subjects, and for boys than girls in the sciences.

The paper examines some of the methods used by a sample of Jamaican sixth form students in carrying out the work and study required for the General Certificate of Education Advanced Level (A-Level) examinations. Students’ opinions of, and their reactions to, their course of study are also explored. The need for school programmes which offer guidance in study skills seems indicated.

The paper analyses the need for change as universities emphasize quality and strive to be more relevant and responsive to external demands. The concept of universities becoming learning communities has been a major thrust of the past 15 years, and the accompanying quality imperative places new demands on all members of the university community.

The Caribbean Journal of Education (CJE) has been in existence for  35 years and during that period has published several articles which both directly and indirectly report and reflect research, analysis and commentary on the issue of gender as it pertains to various aspects of education. This overview focuses on articles which have explicitly addressed gender, and acknowledges, but does not comment on, the several articles where gender has been included as a category of research and analysis even though it may not have been the major focus. 

This valuable bibliography of research in gender and education in the Commonwealth Caribbean has been carefully compiled at the request of the University of the West Indies’ (UWI) Centre for Gender and Development Studies and published by the Institute of Education of the UWI, Mona, with funding support from UNESCO.

Re-imagining Education is a “must read”; a most welcome addition to the educational literature. It documents issues associated with the context and process of education and creates an awareness of the need for us to “take stock” of what is and reimagine what can and should be... The several chapters address different themes, from philosophical /ideological perspectives and globalisation to policy, sustainable development and inclusiveness, teacher education, Information and Communication Technology, gender and school violence.

This paper pressents guidelines for conducting a gender analysis within the formal educational system. The need to reach beyond indicators which can be readily obtained from population census data and to explore, in depth, the actual process of education, and the differential consequences of this process for female and male students is emphasised.

The education system in Jamaica is characterized by differences in the achievements of male and female students. As a follow-up to previous studies conducted in urban Jamaica, this study sought to determine if differences can be observed in the educational achievement at the pre-school level in selected Caribbean countries by examining the competencies of male and female students in Guyana, Jamaica, and St. Vincent and the Grenadines.  Using a mixed methodology, the study also sought to identify factors which impede and facilitate transition to primary school.