Community engagement in the implementation of educational policy in Trinidad and Tobago |
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| Authors: | Norrel A London |
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| Institution: | (1) Present address: Faculty of Education, University of Western Ontario, N6G 1G7 London, ON, Canada |
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| Abstract: | Inauguration of  double-shift junior secondary schooling in Trinidad and Tobago in 1973 created several problems for local planners, policy makers, parents, and students themselves. In some cases solution has been found, but in others problems have remained defiant and irresolute. In the latter category is the problem of deviant student behaviour during off-shift sessions, believed to be the result of poor student choice regarding the use of time. Recommendations have been made to redress this situation through engagement of community groups. This paper argues that this approach is problematical and contradictory and will not achieve stipulated objectives. The main reason for the gloomy outlook is the principle of decentralization, which must be taken into account in any attempt to engage the local community. Community engagement is examined against certain imperatives of decentralization. The paper concludes, however, that as a strategy, community engagement is doomed to failure. Poor choices by junior secondary school students in the use of their off-shift hours are therefore very likely to persist. |
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| Keywords: | community collaboration decentralization decision-making shift system educational policy the State implementation education reform curriculum |
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