Interventions in schools’ curricula to achieve quality in learning
Experiences from the Commonwealth Caribbean
Bibliographic Data
| ID | 11919094 |
|---|---|
| Authors | Zellynne Jennings (0000-0002-9457-9695, School of Education, The University of the West Indies, Kingston, Jamaica, corresponding author) |
| Year | 2017 |
| Volume | 47 |
| Issue | 6 |
| Pages | 818-834 |
| Publication date | 2017-06-12 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Compare A Journal of Comparative and International Education (JOURNAL) |
| Journal identifiers | ISSN: 0305-7925 • E-ISSN: 1469-3623 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/03057925.2017.1331120 |
| OpenAlex | W2626759042 |
| Language | EN |
| Citations received | 3 |
| References cited | 21 |
For some four decades governments in Commonwealth Caribbean (CC) countries have been introducing interventions in their school systems to provide quality education for all. Examples of these are learner-centred teaching pedagogy and the integration of technology into teaching and learning. The data for the paper is based on published research and evaluation studies of these interventions. How successful have these interventions been? Following a discussion of how quality in education and learning has been interpreted, this paper seeks to answer this question through a review of selected interventions in schools in three CC countries. Challenges that CC countries need to address as they pursue goals relating to quality education are: the intersection of quality with access and equity, limitations in teacher training which have militated against change in teaching pedagogy, and resources and infrastructure
Commonwealth · Curriculum · Equity (law · Medical education · Pedagogy · Political science · Psychological intervention · Quality (philosophy · Sociology · Education Systems and Policy · Medicine · Nursing · Psychology · School Choice and Performance · Teacher Education and Leadership Studies
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| Citations per year | 0.5 |
|---|---|
| Citation span | 2020 - 2025 (6) |
| Highly cited | No |