The gender gap in post-compulsory science education remains a key concern for educators in many countries. Over the last two decades significant effort has been placed in a number of initiatives aimed not only at raising the profile of science in schools, but also at widening female participation. Despite these initiatives, the rate of female…

Formal education for sustainable development (ESD) is in large part dependent on capacity-building and training of teachers as they are the individuals who must both deliver ESD at the classroom level as well as utilize their own knowledge, values, and skills in support of sustainability. In this paper, teacher educators within a higher education…

The rapid worldwide expansion of enrolment in higher education (HE) has led to greater diversity among students, with more first-generation learners, HE returnees, and disadvantaged groups. Yet, inequalities in participation persist and have worsened during the COVID-19 pandemic. The implementation of flexible learning pathways (FLPs) can help HE…

This study on flexible learning pathways in higher education (FLPs in HE) was commissioned by the UNESCO International Institute for Educational Planning (IIEP). It is a part of a global research project to determine the effectiveness of national provisions for inclusive and equitable access to quality higher education and lifelong learning…

In an attempt to understand how a narrowed version of accountability in the form of high-stakes assessment deepens inequity rather than improves educational equity, we examine three education documents in Jamaica using critical discourse analysis. Our two research questions were: How did each government document position the Grade Four Literacy…

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…

The purpose of this study was to find out what student teachers and beginning teachers from a teacher training institution knew about Education for All (EFA). The study was guided by three research questions. Two null hypotheses were tested. The participants (student teachers and beginning teachers) were from a teacher training institution in…

Improving all aspects of the quality of education is dependent on preparing teachers to become critical citizens. The social reconstructionist approach to teacher education is essential to transforming an education system defined by inequity, issues of quality, and issues of access. How do pre-service teachers perceive the mission of quality…

The attainment of Education for All (EFA) goals is crucial to the productivity of any country. However attaining these goals cannot be realised unless due consideration is given to the inputs and processes that must be enacted to achieve such goals. In this article, the Revised Primary Curriculum (RPC) used at grades one to three in Jamaican…