Toward Education for All in Barbados: Quality of Universal Secondary Education

• In Event: 41.062 - Bridging the Differences: Equitable Education Opportunities in Barbados, Ghana, New Zealand, and the United States

Abstract

Objectives:
(i) To critically examine current educational issues that have been addressed at the secondary level in Barbados through educational policy and practice;
(ii) To identify areas for improvement within the educational system at the secondary level in Barbados.
Theoretical Framework:
This study is grounded in critical social theory. It brings into focus the transformations in knowledge that have occurred and that are occurring within the educational system at the secondary level as a result of recognized social disparities (Leonardo, 2004). It allows for critical reflection of the entire educational paradigm (Freire, 1993) as the move is made towards quality in education.

Method:
To answer the critical questions associated with this study, document analysis are conducted. Policy documents, literature reviews and empirical studies (2000-2015) are critically analyzed.

Results:
Anecdotal and empirical evidence has shown that Barbados has made significant strides in reaching the Education for All (EFA) Goal #6 (Gail Best-Winfield, 2006; Ministry of Education, Science, Technology and Innovation, 2015); however, literature has shown that there are areas for improvement (King, 2009; Leacock, 2009). It is believed that addressing the identified areas of concern will greatly move Barbados closer to quality education for all.

Significance:
In Barbados, a sound basic education forms the bedrock of the country’s sustainable growth and economic development (Ministry of Education and Human Resource Development, 2010). As such, Barbados has placed much value on universal access to primary and secondary education with the local government spending 16% of government expenditure and 6% of Gross Domestic Product (GDP) on education (Ministry of Education, Science, Technology and Innovation, 2015). Barbados has embraced the EFA goals as outlined in the Dakar Framework for Action (2000) and has consequently formulated policies and programs that aim to address the deficits existing within its educational system. Policy documents such as the White Paper on Education Reform (2000) themed “Each One Matters: Education For All” and Curriculum 2000: Guidelines for Curriculum Reform, and programs such as the Education Sector Enhancement Program (Edutech 2000) have laid the groundwork for closing the divides inherent in education. This study focuses on Goal #6 of the EFA goals which is geared towards improving all aspects of the quality of education and ensuring excellence of all (UNESCO, 2000). Barbados has made significant strides in providing EFA; however, previous findings suggest that the country experiences challenges in meeting the needs of students who encounter difficulties in learning at the secondary level (Leacock, Thompson, Burnett & Obidah, 2007). Against this backdrop, there is a need to move beyond the achievement of physical access and examine the quality of the provisions made for students with regards to curriculum offerings (King, 2009; Leacock, 2009). This study provides a lens through which secondary education in Barbados can be reexamined for improvement, and contributes to the discourse on improving the quality of education for all at the secondary level in Barbados.

Authors

• Ramona Ericka Archer-Bradshaw, Erdiston Teachers' Training College

• Ian Alwyn Marshall, The University of the West Indies - Cave Hill

• Mary Grace-Anne Jackman, The University of the West Indies - Cave Hill