Educators all over the world seem to accept the idea that early childhood education has educational value for all pre-school children regardless of family circumstances. Students of the history and the sociology of education point out that the need to provide "day care centres" for children of the poor, who roamed the streets while their parents went to work, triggered interest in educational provision for the "deprived," "underprivileged" children in a community.

The Education for Sustainable Development (ESD) Working Group (consisting of teacher educators within the School of Education at The University of the West Indies, Mona Campus in Jamaica), conducted a collaborative action research project to infuse ESD skills, issues, perspectives, and values into six courses. The study explored students’ views on the role of teachers in promoting ESD, their personal commitment to ESD, and whether these views were influenced by the infusion process.

This study conducted an analysis of selected items from the Caribbean Secondary Education Certificate (CSEC) mathematics multiple-choice test to detect misunderstandings or misconceptions among Jamaican test-takers. The sample of the data included 7,000 CSEC test-takers’ test scores for the examination period 2010–2016. The study applied the Classical Test Theory (CTT) and the Item Response Theory (IRT) in the data analysis process.

It is with a mix of emotions that I write this note to our readers. I am sad because this is the final issue of the Caribbean Journal of Education. On the other hand, I am excited that the CJE will be merged with the Journal of Education and Development in the Caribbean and relaunched as CJED—the Caribbean Journal of Education and Development. The CJE has served as a forum, since 1974, to stimulate thought and discussion about issues in education that affect Caribbean people in the region and worldwide.

This paper explores teachers’ experiences in implementing the Language Arts Alternative Pathway to Secondary Education (APSE) curriculum in a rural high school and the factors which influenced its implementation. The study employed a qualitative case study research design. Semi-structured interviews, observations of participants, and document analysis were used to gather data from six purposefully selected members of the Language and Literacy Department. The collected data were analysed using content analysis.

This study examined the relationships between extraversion, neuroticism, and non-verbal intelligence in a combined group of 159 West Indian college and university students of both sexes. The only significant correlation was that between extraversion and neuroticism, (p <.05), which is negative.

A survey was done to assess the level of knowledge of elementary geometrical concepts (primarily recognition of basic shapes and knowledge of their properties) among Grade 5 students in upper and lower streams and Grade 9 students in selective and non-selective schools in Kingston, Jamaica. The test instrument was also administered to groups at the same educational levels in West Germany.

Today schools are inescapably, though not deliberately, involved in moral education and teachers are significant agents in facilitating moral thinking and moral conduct. If teachers themselves think and speak and act at levels recognizably below those to which they must lead their students, then structures and processes must be found to promote 'the moral point of view' as an integral part of teacher education, school practice and organization.

The paper considers the research work carried out by a sample of graduate students of the School of Education U.W.I., and highlights the potential value of such investigations in terms of the understandings they impart, and the directions for improvement they indicate. Problems related to the dissemination and implementation of the recommendations arising from these understandings are discussed.

There has been growing interest, over the past twenty years or so, in the importance of creative production as an aspect of human intellect and personality. Results of numerous investigations in this field have provided some thought-provoking information on the relationship between creativity and educational concerns such as curriculum structure, contextual/situational factors of the school, and academic orientation and sex differences among students, although, in respect of the latter aspect, there tends to be conflicting opinions.