Schools In Trinidad Research Articles

AIDS Concerns among Adolescents Attending Seventh-Day Adventist High Schools in Trinidad and Tobago

The purpose of this study was to identify AIDS-related knowledge, attitudes, beliefs, and short-term behavioral intentions of adolescents attending five Seventh-day Adventist (SDA) parochial high schools in the Republic of Trinidad and Tobago. This is the first known research on AIDS to be conducted in parochial and specifically, SDA schools in the Caribbean and particularly, Trinidad and Tobago. Information gathered from this research will be useful in planning appropriate AIDS education and prevention programs for the schools represented in this survey.

Improving the status and prestige of post-colonial secondary schools in a developing nation: The marketing approach

In many countries of the Third World the structure of secondary education is dichotomized. On the one hand there are traditional grammar schools that predate decolonization, and on the other a new breed of schools has emerged during the period of political independence. Maintaining their traditional reputation for excellence, the grammar schools attract, but are not limited to, students demonstrating the highest levels of academic proficiency. They are the schools where children of the local élite are usually in attendance. The newer post-colonial secondary schools are usually attended by students of lower academic performance, the majority of whom come from lower class families. Post-colonial secondary schools lag far behind their traditional grammar school counterparts in academic performance. In Trinidad and Tobago some serious criticisms have been levelled against the newer post-colonial type of secondary schools. Their reputation and status in the local society have been low, and several efforts at melioration have been attempted by the Government, without much success. The paper therefore attempts three main tasks. It examines some of the major problems faced by post-colonial secondary schools in Trinidad and Tobago, critically reviews some of the efforts made by Government to improve the status and prestige of these schools, and suggests the strategy of marketing educational institutions as a means by which melioristic transformation of these institutions may be achieved. A speculative analysis of certain issues likely to be affected as a result of implementation of the marketing strategy concludes the paper.

A Survey of Primary School Teachers’ Understanding and Implementation of Moral Education in Trinidad and Tobago1

Abstract Results from a survey of teachers’ understanding and implementation of moral education in primary schools in Trinidad and Tobago are presented here, against consideration of the role of moral education in schooling. The paper discusses the range of moral curricula available for the implementation of moral education in schools and constraints on implementation in the classroom. It also compares the need for and applicability of moral education programmes in developing and developed countries. In Trinidad and Tobago, noted for its population and religious mix, the role of moral education has been given importance from the highest levels at the Ministry of Education and elsewhere in government. The survey of a representative sample of teachers in primary schools throughout the country showed that they largely felt themselves responsible for introducing moral education to their pupils, although they rarely drew upon any specific curriculum. They tended to take a ‘virtues’ approach in their teaching of moral education, and were generally satisfied with the results of their efforts. There were few differences between understanding and implementation of moral education that could be attributed to age, sex, experience or responsibilities of the teacher, or the age of the pupils. These results are not just characteristic of a developing country as they mirror earlier findings in England and elsewhere.

We Are All Activists: An Interview With Merle Hodge

HODGE: I was born in Trinidad, one of four girl-children. With the aid of a government scholarship I went to secondary school in Trinidad, and then with the aid of another government scholarship I went to the University of London, where I studied French Language and Literature-and Latin! In 1962, I left Trinidad for London nine days after Trinidad became independent. I did post-graduate work on writers of the French Caribbean and the French Colonies in Africa. I also spent some time in France and visited other European countries while I was there. I worked in a children's home in Denmark for some time. Crick, Crack, Monkey got written between England, Denmark, and France.

Teaching Spanish in the Secondary School in Trinidad, West Indies: A Curriculum Perspective

Teaching Spanish in the Secondary School in Trinidad, West Indies: A Curriculum Perspective

Nationalist Educational Reforms and Religious Schools in Trinidad

tary and secondary schools. Denominational secondary schools have existed in Trinidad since 1863 as part of Trinidad's colonial school system. However, with the change in the political structure in 1962-firom a British colony to an independent country-the nationalist government began promoting the idea of developing a citizenry which would be loyal and supportive of the new political order. To produce this citizenry, the independent government focused on using the schools as a means of reeducating future citizens. However, to bring about this change, the schools themselves were to be changed with regard to structural controls as well as curricular content.' Plans for restructuring the school system were published as early as 1962 by government officials, indicating their dissatisfaction with the system they inherited. While these reforms have been implemented at the elementary level without many problems, implementation at the secondary level has been met with well-organized opposition. This opposition emanates most vehemently from the denominational groups which have traditionally owned and operated three-quarters of Trinidad's secondary schools. Like many developing nations, Trinidad's former colonial era left the country with many disparate ethnic groups imported into the country because of the manpower needs of the British government. In Trinidad this included Africans, East Indians, and Chinese, in addition to others who migrated to Trinidad to escape revolutions, religious persecution, poverty, and the like. With each group came divergent value systems

The Establishment of Queen's Collegiate School in Trinidad, 1859-1867

Queens Royal College is a well known institution in Trinidad. This College came into existence in 1870 as a replacement for Queens Collegiate School, founded in 1859. This latter school was founded by the government with the social and political purpose of spreading English culture in an island racially and religiously divided, and culturally complex. A bridge to the English Universities was established through scholarships which were later won by many eminent Trinidadians. The school was regarded by the government as an extraordinary academic success, but the leadership of the Roman Catholic Church was opposed to the school on account of its secular curriculum and its cost. In an effort to conciliate the Roman Catholic Church the school was reorganised in 1870, and Queens Royal College was born.