Author: The International Bank for Reconstruction and Development / The World BankThe International Bank for Reconstruction and Development / The World BankPublish On: 2011-09-28
Not only are schools distant and difficult to access, there often is insufficient room for children who do enroll, ... points for girls transitioning from primary to secondary schools in Cambodia, and 0.5 days a month in Jamaica.43 ...
Author: The International Bank for Reconstruction and Development / The World BankThe International Bank for Reconstruction and Development / The World Bank
Publisher: The International Bank for Reconstruction and Development / The World Bank
Category: Business & Economics
The lives of women around the world have improved dramatically, at a pace and scope difficult to imagine even 25 years ago. Women have made unprecedented gains in rights, education, health, and access to jobs and livelihoods. More countries than ever guarantee equal rights in property, marriage, and other domains. Gendergaps in primary schooling have closed in many countries, while in a third of all countries girls now outnumber boys in secondary school. And more young women than men attend universities in 60 countries. Women are using their education to participate more in the labor force: they now make up for 40 percent of the global labor force and 43 percent of its farmers. Moreover, women now live longer than men in every region of the world. Despite the progress, gaps remain in many areas. Women are more likely to die—relative to males—in many low- and middle-income countries than their counterparts in rich countries,especially in childhood and during their reproductive years. Primary and secondary school enrollments for girls remain much lower than for boys in many Sub-Saharan African countries and some parts of South Asia, as well as among disadvantaged populations. Women are more likely than men to work as unpaid family laborers or in the informal sector, to farm smaller plots and grow less profitable crops, operate in smaller firms and less profi table sectors, and generally earn less. Women—especially poor women—have less say over decisions and less control over household resources. And in most countries, fewer women participate in formal politics than men and are underrepresented in the upper echelons. The World Development Report 2012: Gender Equality and Development argues that closing these persistent gender gaps matters. It matters because gender equality is a core development objective in its own right. But it is also smart economics. Greater gender equality can enhance productivity, improve development outcomes for the next generation, and make institutions more representative. Building on a growing body of knowledge on the economics of gender equality and development, the Report identifies the areas where gender gaps are most significant—both intrinsically and in terms of their potential development payoff—and where growth alone cannot solve the issues. It then sets forth four priorities for public action: Reducing excess female mortality and closing education gaps where they remain Improving access to economic opportunities for women Increasing women’s voice and agency in the household and in society Limiting the reproduction of gender inequality across generations.
This is remarkable considering the rapid growth of the primary school - going population from the 1960s through the end ... rationing of secondary school places through a national examination held after completion of primary education .
Author: World Bank
Publisher: World Bank Publications
Category: Business & Economics
Despite having a number of potential attributes (such as being English-speaking, having poverty levels below that of comparable countries and a reasonably well-educated labour force), Jamaicas economic history is marked by the paradoxes of low growth in GDP and high employment despite high investment and important achievements in poverty reduction. This publication seeks to examines these issues, and topics discussed include: poverty reduction and income inequality; whether Jamaicas GDP growth has been underestimated; policy options for reducing the fiscal and debt burden, revitalising the financial system; improving education outcomes, tackling the economic costs of crime, and improving international competitiveness.
are schools distant and difficult to access, there often is insufficient room for children who do enroll, ... pointsfor girls transitioning from primary tosecondary schoolsinCambodia, and 0.5daysa monthin Jamaica.43Preliminary results ...
Author: World Bank
Publisher: World Bank Publications
Category: Social Science
This year's World Development Report looks at facts and trends regarding the various dimensions of gender equality in the context of the development process.
They emphasized, however, that their father's primary school prepared them well for their secondary education—so well that ... schools in Dominica were not as entrenched in British public school culture4 as were the schools in Jamaica, ...
Author: Vered Amit
Publisher: Berghahn Books
Category: Business & Economics
People travel as never before. However, anthropological research has tended to focus primarily on either labor migration or on tourism. In contrast, this collection of essays explores a diversity of circumstances and impetuses towards contemporary mobility. It ranges from expatriates to peripatetic professionals to middle class migrants in search of extended educational and career opportunities to people seeking self development through travel, either by moving after retirement or visiting educational retreats. These situations, however, converge in the significant resources, variously of finances, time, credentials or skills, which these voyagers are able to call on in embarking on their respective journeys. Accordingly, this volume seeks to tease out the scope and implications of the relatively privileged circumstances under which these voyages are being undertaken.
Author: Charles B. HutchisonPublish On: 2015-10-05
JAMAICAN BEGINNINGS AND TRANSITIONS TO AMERICA When I think about my formative years as a primary and secondary school student in Jamaica, what stands out most is how structured, culturally diverse, and safe the environment felt and how ...
Author: Charles B. Hutchison
Educational institutions all over the world continue to attract the services of foreign-born scholars. In addition to the culture shock that immigrants experience in unfamiliar countries, these scholars often undergo "pedagogical shock." Through autobiographical accounts of foreign-born professors from Africa, Asia, Europe, and the US, this volume examines the experiences of foreign-born professors around the world to provide insight on the curricular, school-systemic, and sociological differences and challenges that are encountered, and how to help resolve them. It will help administrators, institutions, and immigration and comparative education scholars understand the cross-cultural challenges and coping strategies that define the private and professional lives of foreign-born professors across the globe.
The prevalence rate for ADHD in Jamaica among primary school children is 3 percent, but an alarming 19.6 percent demonstrated high levels of inattention, and hyperactivity (Pottinger, 2010). There is a high cooccurrence rate for LD and ...
Author: Stacey Blackman
Caribbean Discourse in Inclusive Education is an edited book series that aims to give voice to Caribbean scholars, practitioners, and other professionals working in diverse classrooms. The book series is intended to provide an ongoing forum for Caribbean researchers, practitioners, and academics, including those of the Diaspora, to critically examine issues that influence the education of children within inclusive settings. The book series is visionary, timely, authoritative and presents pioneering work in the area of inclusive education in the Caribbean, as part of the broader South?South dialogue. It is essential reading for students in undergraduate and postgraduate programmes, scholars, teachers, researchers and policy makers at the regional and international level. The first book in this series entitled Historical and Contemporary Issues will trace the history and examine the Caribbean’s trajectory towards the development of inclusive education in the 21st Century. The main premise of the book is that inclusion remains an ideologically sound goal, which remains elusive in the Caribbean. It will also provide a wider platform to discuss other factors that influence the development of inclusive education such as school climate, culture and ethos, LGBT issues, teacher training and professional development, pedagogy, pupil perspective, curriculum, policy and legislation.
She is also a member of Jamaica's Early Childhood Development Oversight Commi ee, the body tasked with overseeing the ... in the transition from primary to secondary s ool to derive individual coping strategies and conditions for a ...
Author: Sue Dockett
Transition to school represents a time of great change for all involved. Many transition to school programs have been developed to support positive transitions to school. While these programs have involved complex planning and implementation, often they have not been evaluated in rigorous or systematic ways. This book brings together Australian and international perspectives on research and practice to explore approaches to evaluating transition to school programs. For children, school is quite different from anything else they have experienced. For families and educators, there are considerable changes as they interact with new people and take on new roles. Developing effective transition to school programs is a key policy initiative around the world, based on recognition of the importance of a positive start to school and the impact of this for future school engagement and outcomes. Throughout the chapters of this book, authors from Australia, Germany, Sweden, Ireland and Jamaica share examples of evaluation practice, with the aim of encouraging educators to reflect on their own contexts and adopt evaluation practices that are relevant and appropriate for them. The book brings together the fields of evaluation research and transition to school. A wide range of examples and figures is used to relate research and practice and to illustrate possible applications of evaluation strategies. Evaluating Transition to School Programs highlights the importance of multiple perspectives of the transition to school and offers suggestions about how the perspectives of children, families, educators and community members might be included and analysed in evaluation strategies. Other themes throughout the book include the importance of collaboration, respectful and trusting relationships, practitioner-driven inquiry, strengths-based approaches and developing programs that are responsive to context. This book is written for educators and leaders in early years and primary school settings, and will also be of interest to researchers, students and policy makers in the field.
The syllabus for the Jamaica School Certificate, which was introduced in 1964 to replace the Jamaica Local Exam (taken by finishing primary schools pupils who were not going on to secondary education) was almost completely devoid of ...
Author: Anne Spry Rush
Publisher: Oxford University Press
In the first half of the twentieth century Britishness was an integral part of the culture that pervaded life in the colonial Caribbean. Caribbean peoples were encouraged to identify with social structures and cultural values touted as intrinsically British. Many middle-class West Indians of colour duly adopted Britishness as part of their own identity. Yet, as Anne Spry Rush explains in Bonds of Empire, even as they re-fashioned themselves, West Indians recast Britishness in their own image, basing it on hierarchical ideas of respectability that were traditionally British, but also on more modern expectations of racial and geographical inclusiveness. Britain became the focus of an imperial British identity, an identity which stood separate from, and yet intimately related to, their strong feelings for their tropical homelands. Moving from the heights of empire in 1900 to the independence era of the 1960s, Rush argues that middle-class West Indians used their understanding of Britishness first to establish a place for themselves in the British imperial world, and then to negotiate the challenges of decolonization. Through a focus on education, voluntary organization, the challenges of war, radio broadcasting, and British royalty, she explores how this process worked in the daily lives of West Indians in both the Caribbean and the British Isles. Bonds of Empire thus traces West Indians' participation in a complex process of cultural transition as they manipulated Britishness and their relationship to it not only as colonial peoples but also as Britons
There are over three hundred thousand students in Jamaica's primary schools, that range from grades one through to six. In secondary schools, students have the option of going to co-ed schools (both boys and girls) or boys only and ...