Abstract
Utilizing a conceptual approach, this study explores several political factors that coalesced to paralyze secondary education reform initiatives in Trinidad and Tobago. It discusses how changes in government impact reform priorities, and examines key strategies for overcoming political obstacles. One such strategy is the application of incremental rather than synoptic approaches to education reform. While most education reforms occur as a result of political action, the paper concludes that politicians are the ones largely responsible for presenting political challenges that often result in aborted reform policies, which negatively impact the general quality of education in a developing country.
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