Under the colonial regimes, there seems to have been an obviously political and developmental role (a social purpose) for geography, in addition to its epistemological and academic role and its role as a medium for education. But post-colonial Caribbean governments and educators do not seem to perceive of such a role for school geography or to have used it to enhance development and a sense of Caribbean consciousness. 

This article focuses on the development of training for teachers of children with special needs in Barbados. Various factors which present particular challenges to the organisation of effective, special needs training in this setting are discussed. Opportunities which such training offers for bringing about improvements in positions for children with special needs are highlighted. Several positive forces currently supporting constructive changes in special education provision and training in Barbados are noted and the essential components of effective special needs provision are outlined.

In this study, the knowledge shown by selected preservice secondary school science teachers of six categories of labelling errors in some biological drawings was investigated using the Errors in Biological Labelling Test developed by the author. The sample consisted of 173 students, in their first, second and third year at Teachers' Colleges in Jamaica which train high school teachers. Of the sample, 56 were males and 117 females.

This article explores some of the developments in Science Education in the English speaking Caribbean over the past thirty years. It examines in some detail the introduction of School Based Assessment (SBA) of experimental skills in Science subjects offered for the Caribbean Examination Council (CXC) Secondary Education Certificate Examination This examination-led change is considered in the light of both its subjective and objective meanings.

Well? When is a bluggo not a bluggo? When it's a buffer or a moko. The unselfconscious use of Caribbean terms without quotation marks in written English may be significant for the presuppositions a writer holds regarding normal language use. In this analysis, which is intended to be suggestive only, examples are taken from short essays written by final-year trainee teachers from Barbados and Grenada.

The aim of this study is to examine the psychological and environmental vari­ables which are related to the mathematics achievement of third-year students in Jamaican post-primary schools. A correlational study of the inter-relations of thirteen independent variables with the criterion, mathematics achievement, was factor-analysed to produce four factors which account for most of the variation in mathematical performance.

Curriculum development and evaluation activities are inextricably inter­woven. Evaluation gathers and systematically orders evidence so that teachers and other curriculum workers may make decisions about the state of the learner, about organising and teaching subject matter, and about learning-outcomes.

Against the background of the creole-language situation in Jamaica, the present paper examines the need for a study of language aptitudes. Also examined are the relevance of S. B. Carroll's theory of language aptitudes in the Jamaican situation, and the implications that become evident out of a comparison of children's performance in language-aptitude and learning-potential tests. The findings suggest that performance in both types of test is strongly influenced by social-class factors.

The concern of West Indian educators for improvement in language-teaching methods and materials has been for the most part confined to the problem of teaching Standard English. Research seeks to determine the differences between Creole and Standard English, the nature of the post-Creole continuum, if it exists, and the effects of the vernacular on proficiency in learning the standard or, through it, other subjects.