This paper examines the possibility that teachers in the present teacher-education system are being prepared as "gate-keepers" and for "system-maintenance" rather than as promoters and developers of the full potential of students for change processes. It discusses the probable effects of the gate-keeping and system maintenance function when the society is assumed to be unihierarchical. 

The purpose of this paper is to call attention to a number of deficiencies in the way education systems, particularly those of the Third World, are usually managed, and to point to some general principles and procedures which, if adopted, might result in greater efficiency. 

In 1967 the Jamaican Ministry of Education, through its Curriculum Committee, introduced a "modern" mathematics programme in the then recently established Junior Secondary schools. The Grade Nine Achievement Test (GNAT) in Mathematics is one of the tests used by the Ministry of Education to select students from the grade nine population in Junior Secondary and All Age schools for second cycle secondary education in High schools and Technical schools. Since 1970 this test has reflected the change in content of the Junior Secondary mathematics syllabus.

This paper attempts to trace the major developments in teacher-education which have taken place in many Third World countries, especially in ex-British colonial territories, but focuses more on some current dilemmas in education and teacher-education which these countries face.

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.

This study aims to determine Belizean high school students’ perceived barriers to higher education. Data was collected from 1175 senior high school students in Belize, Cayo, Stann Creek, and Toledo districts via an online questionnaire. We found that the majority of students intended to pursue higher education. Ordinal logit, ordinal probit and linear models were used to determine the factors significant (p-value <0.1) for predicting students’ probability of intent to pursue higher education.

The aim of this study was to examine how Microsoft PowerPoint is used by science teachers in Trinidad and Tobago and to gauge from teachers what considerations influence their decision to use PowerPoint presentations in their science teaching. A total of 20 secondary school science teachers were observed using PowerPoint in the delivery of science lessons. The findings indicate that science teachers used PowerPoint slides largely as glorified lectures to present information to students. Some teachers used PowerPoint to introduce their lessons and some to summarise lessons.

Since its establishment in 1972, the Caribbean Examinations Council (CXC) has been providing improved access to education and certification for both in-school and out-of-school students in the Caribbean.  In order to optimize the benefits of its courses of study and examinations to out-of-school students, CXC had to treat with the challenge of the School-Based Assessment which must be undertaken under the guidance of the teacher and is therefore designed for in-school students.

In Trinidad and Tobago, elementary school students transition to secondary schools after writing the Secondary Entrance Examination (SEA), which determines which school they are placed at. Up to 2013, that examination comprised summative assessment in Mathematics, English Language Arts, and Composition. During the period 2013 to 2016, however, a continuous assessment component (CAC) was introduced, requiring amongst other things, that students produce a portfolio of written pieces.

Divergent discourses in education affecting social investment policies are driven by disparate perceptions of education as value, whether societal, individual, or by restructuring definitions of human capital beyond truncated utility measurements. In that context, powerful policy actors are making decisions based on their class cohort experience of what education should be, resulting in distinguishing evaluative properties that design education policy typologies to fit.