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" A critical and evaluative study of educational provision in Jamaica 1938-1973 "
Palmer, B. S.
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Latin Dissertation
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| Record Number
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1096639
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TLets468066
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| Main Entry
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Palmer, B. S.
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| Title & Author
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A critical and evaluative study of educational provision in Jamaica 1938-1973\ Palmer, B. S.
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| College
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Institute of Education, University of London
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| Date
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1976
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| student score
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1976
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| Degree
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Ph.D.
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| Abstract
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As a precursor to the study of school—age educational provision in Jamaica, there is a review of the historical, social, cultural and economic factors which have comprised the demographic background in which the schools function. Attention is paid to the considerable body of research, official reports, comment and opinion which avers that Jamaican society is both vulnerable to and influenced by elitism, based upon models borrowed from metropolitan cultures. The chapters which deal with successive age ranges in the school population offer an objective study of qualitative and quantitative differences between the age sectors and also between schools within each sector. Major influences in educational practice, such as selection for secondary schooling, curriculum choice and the examination process are subjected to scrutiny, though acknowledgements are made to the developmental stage through which the society has been moving throughout the period under review. While recognition is given to the place of further and higher education as an outcome of the educational system, it has not been possible to offer more than a cursory examination of these sectors. Thera is an attempt to examine the educational process as a causal or adaptive feature of a society in a state of rapid change from Colonial to Independent status. There is ready acknowledgement also that the state of affairs observed in the course of an academic year of field study, in 1972 — 1973, was influenced by the political tradition which had ensured a decade of administration by the Jamaica tabour Party. The implications of the educational process in the island community are set out in the final section, together with a synopsis of the changes in emphasis promised under the administration of the Peoples' National Party.
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Institute of Education, University of London
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