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.

Doctoral study is a complex process, and the critical and overarching factor is the quality of supervision. The article presents reflections on a doctoral supervision from the perspective of the supervisee.

The aim of this study was to investigate the relationship between students' academic locus of control orientation (ALOC) and their ability to assess their own performance in the course. Twenty students participated in the study. Euchaus and Cassidy developed the Academic Locus of Control Scale which was adapted in this study. On this instrument, students were also requested to indicate their expected overall grade for the course. The findings suggest that this group of online students had low self-assessment skills.

It was while we were attending the Third Congress of Qualitative Inquiry at the University of Illinois, Urbana/Champaign in 2007 that the idea of hosting a Qualitative Symposium at the University of the West Indies (UWI), Mona, was conceived. Although as a School of Education we had made much progress in accepting the qualitative approach as an acceptable way to do research, there was still a sense that those who used qualitative methods were operating in isolation.

Using a post-colonial lens, this paper describes the changes and constants in Jamaica’s educational system between the 19th and the early 21st century using academic literature and secondary data from the Ministry of Education. High schools initially emerged in Jamaica for the upper and middle classes only, based on the families’ income level, thus excluding children from the lower income bracket. Over time, breaking the glass ceiling for lower-income students became more possible as education included students moving from elementary to high school based on merit.

The purpose of this study was to examine the extent to which a selected group of parents (mothers) in an under-resourced community in Kingston, Jamaica supported their children in their education. This study is a mixed-method case study involving 24 participants from a women’s organization in a low-income community. All women are mothers living in the inner city. They all have children ranging from age 3 to 24. Twenty-four copies of the questionnaire were first administered to the participants as a structured interview via telephone in 2013 by a graduate research assistant.

The School of Education, University of the West Indies, Mona, in collaboration with Operation Save Jamaica, hosted a two-day symposium, “Changing the Landscape of Education within Urban Schools and Communities” in Kingston, Jamaica on October 31 and November 1, 2013. The goals of the symposium were to expose educators to the rugged terrain that many children from inner-city communities encounter and also to facilitate discussions among the participants about some of the challenges and solutions to the critical issues raised by our presenters. Approximately 120 persons attended.

This study explored the experiences of adult learners in a blended learning environment. All of the 76 adult learners who participated in the course were required to write reflections which compared their learning experiences in online tutorials with the face-to–face sessions. In the online tutorials, students were assigned to groups and each group member was required to read articles on topics relevant to the course content that was delivered in the face-to-face lectures, and then participate in group discussions and collaborations which were synchronous and asynchronous.