PALS Jamaica emerged as an attempt on the part of a concerned citizen to address the growing problem of conflict and violence in Jamaican society. This individual, convinced by the increasing evidence that peo­ple could be empowered to prevent acts of violence, sought the support of those of like mind. Together, they searched for a programme that would provide the framework for equipping children and the wider society with the knowledge and skills for successful conflict resolution and violence prevention. These men of vision created PALS-Peace and Love in Schools. 

The editor of the Jamaica Journal of Education and Teachers' A id, in an issue published in August 1909, included the story of a certain squire who had violent objections to anyone invading his pew. On one occa­sion, at the conclusion of a service, he went to the vicar and complained bitterly of a stranger who had unknowingly intruded. It was a very large pew and the only occupants had been the squire and the unwelcome visitor. 

The Report of the Task Force on New Directions in Teacher Educa­tion dated 26 June 1996 has stated clearly the colleges' mandate for the next five years. They must begin to grant degrees in the four major programmes offered by the colleges, as Professor Errol Miller has reiterated. This is not merely recommendation but reality, because IO years before, Mico College moved into the BEd in Special Educa­tion (one programme); G. C.

This presentation is a summary of discussions going on within the School of Education itself about the proposals. It is presented here to start another stage of the discussion, to move the proposals forward. Some of the proposals are already actively being examined, and some are even already being implemented. This should suggest that there is consensus on the need to focus seriously on the competence of the teacher in the classroom, recognizing the variety of roles we play in the formation of this professional.

Since 1952 the Department of Educational Studies (DES), with peri­odic variations of its name, has been involved in training secondary school teachers. Indeed, its establishment marked the first attempt to build indigenous capacity to train secondary school teachers in the Commonwealth Caribbean. Later, through the Certificate in Education and the Bachelor of Education (BEd), which commenced in the late 1960s, DES became involved in training primary school principals and teachers, with the college programme of initial training a prerequisite.

A reassessment of tertiary education in Jamaica and the role of The University of the West Indies (UWI) in it may in fact be overdue, and Kenneth Hall's presentation has set out very clearly the factors which make it urgent at this point in our history. By drawing attention to some of the weaknesses in the present system and putting before us different approaches being used in other countries, Professor Hall has helped to frame an agenda within which we can hope to find solutions. 

Jamaica, in approaching the 21st century, will be called upon to define policies to address the emerging issues forecasted to be characteristics of the 21st century. In defining a policy framework for those issues, there will be a significant challenge to maintain elements of stability in the existing systems while coping with and in some cases initiating changes that will enable it to remain a successful player in that world. 

I am indebted to two distinguished members of the academic community at Mona for stimulating my preparation for this presentation. One was Professor Errol Miller, who at a forum staged by the Ministry of Education reminded us of the hidden agendas-my term, not his-which are served by education systems-agendas often hidden from the practitioners, the participants/beneficiaries, and even (as it seemed to me on reflection) those who might hold titular office and believe that they are in charge of the system. 

Let us start with a simple question: What is development? For our purposes, development equals modernization minus dependency. As the new century unfolds, globalization emerges as a stage in modernization. Modernization is the pursuit of efficiency, cost effectiveness, and wider participation. But if development equals mondernization minus dependency, how do we reduce dependency?

I agree with Neville Ying about the significance of computer technol­ogy. But then I said to Sir Roy Augier, I take it all this is predicated on people being able to read and write. And then Dr. Ying came up with the wonderful technical phrase of numeracy and literacy, and we had to retreat. I was tempted at first to say something about what my colleague Errol Miller has been identified with-gender. Yet I cannot resist re­marking how interesting it is that we mere men, our mothers' sons, are the people who are now talking a great deal about "gender imbalance".