Over the last two decades, scholars have investigated the two-way relationship between gender inequality on the one hand, and economic development and growth on the other. Research in this area offers new ways to address the economic stagnation and crisis developing countries have experienced over the last two decades. , and in important ways, constrains economic development and growth in the Caribbean region. It further explores the endogeneity of gender inequality to the macroeconomic policy environment. The article concludes with a discussion of economic policies that can promote a win-win outcome-greater gender equality and economic development and growth.
This study was conducted in two Jamaican parishes: Kingston and St. Thomas. Designed as a case study, the research explores top-down and bottom-up implementation approaches, as well as political model theory. What efforts make programs succeed, and what problems make them fail? The study concludes by highlighting five major findings and suggestions for policy implementation.
Advances in Science, Technology and Innovation (STI) have led to most of the growth and wealth gains in developed economies, but developing countries such as those in the Caribbean with a dearth of technological expertise and development continue to lag behind. This commentary discusses inequalities related to the use (or unavailability) of STI from the perspective of Jamaica. The main focus of the paper is on education and Information and Communications Technology. It also looks briefly at health, employment and security.
Analyzes the separate roles and functions of the police and the military in the context of the current security environment in the Caribbean, which now includes such diverse factors as trans-national organized crime, corruption, links between politics and crime, natural disasters, oil dependency, high levels of public debt and the chronic marginalization of large sectors of the population. This paper argues that rapidly evolving challenges require that the roles, functions and training of the police and the military be kept separate and distinct, and that the policy community needs to understand why the purpose and architecture of the training has to be appropriate for the different missions of the respective organizations.
In St. Vincent and the Grenadines universal secondary education, instituted by 2005, was one of the major pillars of the education revolution intended to propel social and economic advancement. A phased model of implementation was adopted. However, policy implementation required extensive support in critical areas such as physical infrastructural development, curriculum review and development, pedagogy, teacher training and the provision of resources. Implementation was fraught with challenges and the impact necessitated alternative interventions. At the same time, the process underscored the need for a holistic approach to unprecedented reform efforts if quality education is the desired goal.
