Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.779385
Title: Problems, pressures and policies affecting the progress of the Caribbean Examinations Council examinations : a postcolonial response to secondary education in Jamaica
Author: Gordon, Erica Donna
ISNI:       0000 0004 7965 0814
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2019
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Abstract:
Various factors have impacted on and fashioned Jamaica's secondary education. Firstly, colonization saw the introduction of an imported British foreign system. Then, political independence led educators and nationalists to advocate for an examination system, which would meet the needs of the populace. Consequently, the Caribbean Examinations Council, (CXC) was established to design and implement relevant, culture-specific curricula and examination systems. However, this local examination body has not been able to address all the problems associated with the legacy nor cater to the various demands of the nation that have been imposed by external agencies and globalization. This single case study, which draws on theories of education, colonialism, globalization and post colonialism, examines the extent to which CXC examinations have successfully replaced colonial examinations in Jamaica. Various methods were utilized to ascertain a range of views and embrace both qualitative and quantitative traditions: - interviews with CXC personnel, government, education and industry officials; a survey with teachers, examination of census data and documentary analysis of reports were the data collection strategies. An analysis of the syllabuses reveals the extent to which the content, assessment and suggested methodologies adequately prepare Jamaicans to contribute to national development and function effectively globally. Findings indicate mixed perceptions about CXC's effectiveness. While the examinations are adequate in terms of their Caribbean content, student-preparation and the availability of access to more students, success rates, especially in Mathematics and English at the CSEC levels, have been deemed unacceptable. Findings also show that various internal and external factors, including the colonial legacy, neo-colonialism and the demands of globalization drive the education product and impact CXC students' success. The implication is that the Government, stakeholders and Council will have to continue to undertake revisions of syllabi, effect curricular, infrastructural and administrative changes to improve their offerings to meet the demands of globalization.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.779385  DOI: Not available
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