Notice bibliographique
Résumé
INTRODUCTION Jamaica's education system currently caters to approximately 700,000 students in public and private institutions at the early childhood, primary, secondary and tertiary levels. Some 25, 329 teachers, 20% of whom have first degrees, are employed in 1,000 public schools. In the 2009-2010 fiscal year, education received 13% of the national budget after debt servicing; this amounted to over $72.6 billion. There is universal access to early childhood, primary and lower secondary levels. (1) In an effort to respond to public outcry and address several inequities, the Ministry of Education (MoE) introduced a number of initiatives such as the Reform of Secondary Education (ROSE) and the National Assessment Program (NAP) among others. In 2004, then Prime Minister P.J. Patterson assembled a Task Force on Educational Reform (TFER) having received bi-partisan support by way of a parliamentary resolution passed in the House of Representatives. This program, deemed to be ambitious and magnanimous, sought to ensure that all schools operated effectively and so was ensconced in a contextual framework underpinned by the National Shared Vision for Education in Jamaica which articulated that: Each learner will maximize his/her potential in an enriching, learner-centered education environment with maximum use of learning technologies supported by committed, qualified, competent, effective and professional educators and staff. The education system will be equitable and accessible with full attendance to Grade 11. Accountability, transparency and performance are the hallmarks of a system that is excellent, self-sustaining and resourced and welcomes full stakeholder participation. The system produces full literacy and numeracy, a globally competitive, quality workforce and a disciplined, culturally aware and ethical Jamaican citizenry. (2) Effective schools bring into focus learning, collaboration and accountability. A number of countries including the United Kingdom, Australia, Canada and South Africa, have introduced policy framework within which strong professional networks are created to improve school leadership. (3) The McKinsey Report authored by Barber and Mourshed, (4) a comparative analysis of successful educational reforms, recorded that successful systems of education place great emphasis on school leadership and that they create mechanisms to allow central government to improve the quality of school leaders. Caribbean territories have moved to place an explicit focus on leadership development through entities such as the School Leadership Centre of Trinidad and Tobago (SLCTT) which provides opportunities for principals and teachers to develop the leadership skills necessary to achieve effective teaching and learning. Funded by the Royal Bank of Trinidad and Tobago's (RBTT) Education Foundation, the SLCTT organizes training for educators and annually accesses support from selected entities in the United States and the United Kingdom, as well as from local management experts. Jamaica has also sought to improve the leadership skills of its school administrators and as such the National College for Educational Leadership (NCEL) was established in September 2011. Prior to that, the MoE, through partners such as the University of the West Indies (UWI), Mt. St. Vincent University in Canada, teachers' colleges, the Jamaica Teachers Association (JTA), and the National Council on Education (NCE), has sought to train some 731 primary and 44 secondary school principals respectively. (5) This training, however, has been entirely theoretical in its approach and has not equipped school leaders with specific competences needed for effective leadership. School administrators should provide professional leadership and management in order for an institution to build a secure foundation on which high standards can be achieved. School leaders therefore must promote high quality education by effectively managing teaching and learning to realize the potential of all pupils. …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,008 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».