Gender and the Democratization of Caribbean Society

The Sub-regional Dimension

Gender and the Democratization of Caribbean Society

was first published titled: Gender and Democratization of Caribbean Education. In Caribbean Journal of Education. Vol. 18 No. 1 April 1996. Pp 11-44.

This paper outlines constitutional reform in Commonwealth Caribbean countries in the post-war period leading to adult suffrage and representative government and sequential policy measures to establish democracy in these countries. It also outlines policy measures in education to democratize educational opportunities to ensure equal and equitable access of all citizens and residents to all levels of public education. It then looks at changes in the gender composition of particular types of schools and colleges consequent upon the implementation of these policies and explains the observed patterns by reference to the Theory of Place.

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free, gender, Marginality, marginalization, Marginalized

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Preparing Caribbean Males for the Twenty-First Century

Book Cover: Preparing Caribbean Males for the Twenty-First Century
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Part of the Touch series:
  • Preparing Caribbean Males for the Twenty-First Century

Preparing Caribbean Males for the Twenty-First Century in Touch Volume 35 1998 Pp 12-29.

This paper provides caution with respect to how gender is understood and how the Caribbean is regarded in the world community and identifies the interaction of gender with other criteria operative in Caribbean society. As an example of this interaction, the paper provides data, in graphical form, of the proportion of males and females of different socioeconomic backgrounds who were selected to enter high schools in Jamaica in the years 1962 and 1982 and then examines the patterns evident in these data. Preparing Caribbean Males for the Twenty-First Century then identifies emerging characteristics of twenty-first-century society and discusses what the author proposes as appropriate education for males in the Caribbean in the twenty-first century.

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Educational reform in Independent Jamaica

Book Cover: Educational reform in Independent Jamaica
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Part of the INTERAMER 54 Educational series:

In Educational Reform in the Commonwealth Caribbean, (1999) Errol Miller Editor, INTERAMER 54 Educational Series. Organisation of American States, Washington D. C. Pp 199-253

This publication describes and discusses educational reforms in Jamaica from the formation of the Ministry of Education in 1953 until 1998, that is, educational reform in Jamaica from the start of the movement to political independence until the twentieth century. It divides the period into two segments, the period of populist government from 1953 until 1977 and the period of structural adjustment 1997 to the end of the twentieth century. This publication describes and discusses education reforms in the populist period such as the governance of the school system; expanding access at the different levels of the education system; equality of opportunity particularly with respect to students with special needs, rural residents and girls; nationalism/regionalism particularly with respect to the capacity to train teachers, the curriculum at the primary and secondary levels and external examinations. Reforms in the period of structural adjustment are identified in relation to the goals of the IMF agreements which were demand management and appropriate economy-wide pricing. The conclusions drawn are related to the extent to which the reforms addressed the colonial legacy of inequality and the marginalization of the majority.

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Errol Miller (Website)

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Chapters of Books, Free Chapters of Books

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    Professor Errol Miller has had a rather unique professional and public service career which has given him almost a three hundred and sixty-degree exposure within the education enterprise. He has been a high school science teacher; university lecturer in science education; college principal; university professor, chancellor of a university college, permanent secretary in the Ministry of Education; independent senator in the Parliament of Jamaica; a president of the teachers’ association; a chairman of the board of the state broadcasting corporation; chairman of the Electoral Commission of Jamaica; a researcher; an author; an international consultant; chairman or member of several school and college boards.

    A Review of OECS Education

    A Sub-regional Dimension

    First published title: A Review of OECS Education: The Sub-regional Dimension in the Caribbean Journal of Education Volume 28 No. 1 April 2006 Pp 1-25

    This paper describes and discusses the long-term education strategies of the Organisation of Eastern Caribbean States (OECS), that were designed to guide educational development in this sub-region during the last decade of the twentieth century and the first decade of the twenty-first century. It records the decision of the Ministers of Education in 1990 to commission Foundation for the Future, the long term strategy for the 1990s, the process employed to develop this strategy document, the broad outline of the strategies developed, the mechanisms put in place to implement the strategies and reviews the three evaluations that were done in 2000 to determine the extent to which the prescribed goals were achieved. The paper also describes and outlines the long term strategy Pillars for Partnership and Progress that was designed to guide educational development in the OECS for the period 2000 to 2010.

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    IMF Related Devastation of Teacher Education in Jamaica.

    Found in Social and Economic Studies Vol 41 No 2 June 1992 Pp 153-181.

    IMF related devastation of Teacher Education in Jamaica is one of the few studies that has documented the impact of IMF programmes seeking to bring about macroeconomic reforms in a small developing country and their impact of the teacher education sector, or any particular level of education. This paper describes the IMF Programmes in Jamaica in the decade 1977 to 1987. It also documents the objectives and target of teacher education plans and policies of the Ministry of Education between 1957 and 1980 and the agencies that supported these plans. Contrary to the general stereotype of non-performance by governments, practically all of the teacher education objectives and targets were achieved, even if not with original time-frame. The underlying premise was that qualified teachers in sufficient quantity were vital to student performance and the improvement of the education system.

    The paper documents the retrenchment measures implemented by the Ministry of Education between 1979 and 1987 in order to operate within reduced subventions allocated by the Ministry of Finance. The effects were pervasive on all areas of operation of the Ministry of Education but the effects on teacher education sector was worse by far. Enrolment, capacity, output, expenditure in constant dollars were all reduced substantially.

    The IMF could claim that its programmes did not target education specifically. The Ministry of Finance could claim that it reduced subventions to the Ministry of Education but did not specify the areas to be cut. The Ministry of Education could defend the cuts made on a case by case basis and deny that it deliberately targeted teacher education. While there is circular deniability disclaiming any conspiracy the fact prior to the IMF programmes teacher education was in progressive developmental mode that was changed to a retrenchment and regressive mode. The results included false economies, great acrimony between the teachers association and Ministry and the mark reduction in access to upward mobility to margin groups that gain such opportunities through teacher education. While there may have been no conspiracy the IMF, the Ministry of Finance and the Ministry were complicit in the devastation of teacher education Jamaica by the end of the 1980s.

    The outcomes of the IMF Program of the 1980s on Teacher Education and the non-conspiratorial complicity of the IMF, the Ministry of Finance and Ministry of Education are explained by employing the Theory of Place.

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