Central to the Reform of Secondary Education (ROSE) in Jamaica in the 1990s was the achievement of goals of access, equity and quality through the implementation of a common curriculum in all schools. Within this reform, Resource and Technology (R&T) was an innovation designed to develop the creative potential in technology and to transform pedagogical practices from being teacher-centred to being student-centred. This paper examines how teachers and principals involved in the implementation of R&T perceive its attributes, such as need and relevance and observability.
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.
African American Research Center, Library, University of Illinois at Urbana-Champaign
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221 p, Rodney was disturbed by the inability of intellectuals to share common cause with the masses, thus ensuring that they would be unable to contribute to uplifting their talents or participate in the growth of the nation. Guyana and the Caribbean were subject to sugar and slave traffic that constituted cheap labor for the plantations and buttressed the capitalist-industrial system. A significant byproduct of that system was the master-slave relationship; a no-less iniquitous consequence was an active racism. Thus, social inequality became the heritage of Guyanese and Caribbean history.
