How to identify and clarify educational tasks in the Caribbean: An example with implications for developing countries

Abstract

The study had five objectives: first, to determine what Virgin Islanders believe the tasks of their public schools are; second, to determine what Virgin Islanders believe the tasks of their public schools should be; third, to determine if the existing task of public education theory, as it is used in several countries, applies in whole or in part to a Caribbean society; fourth, to identify educational goals or tasks which may have relevance for the entire Caribbean region; and fifth, to demonstrate a research procedure for identifying and clarifying educational goals, objectives and tasks in West Indian countries. The significance of the study lies in the information it provides for (1) specifying educational goals, objectives, and tasks; (2) synchronizing perceptions and beliefs of educational tasks; (3) planning and formulating educational policy; and (4) evaluating education programs. The design of the study was developed around the task of public education theory developed by Downey. four research questions, and two hypotheses which interrelated the beliefs of the Virgin Islands Legislature, the Virgin Islands Board of Education, Department of Education, principals, teachers, students, and administrators and professors of the College of the Virgin Islands. Among other findings, the study revealed that (1) Virgin Islanders' beliefs about educational tasks were not that different from beliefs other people hold about educational tasks; (2) the task of education is interpreted and applied in the Virgin Islands as it is in other countries; and (3) schools in the Virgin Islands do have a set of viable education goals and tasks which can focus curriculum development, instruction practices, and learning outcomes.