Economics, 5th Edition by David C. Colander

By David C. Colander

Written in a casual colloquial kind, this student-friendly ideas of economics textbook doesn't sacrifice highbrow intensity in its quest for accessibility. The author's fundamental problem is to instill "economic sensibility" within the pupil. Colander emphasizes the highbrow and historic context to which the industrial versions are utilized.

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Student Achievement. Secondary school achievement levels are generally low, as measured by the Region's most commonly used benchmark-pass rates on CXC examinations. Notably, the proportion of secondary students taking the CXC varies between countries from one-quarter and two-thirds of those enrolled. , Levels I or II. The percentage of CXC candidates achieving passing grades in four or more subjects at one sitting (generally viewed as ''successful" secondary schooling) currently averages only 13 percent across the Region.

Actual analysis commenced in September 1990. Additional statistical data and information on national education and training systems were collected during a December 1990 mission to Barbados, Trinidad and Tobago, Guyana, and Jamaica. The Caribbean Examination Council (CXC) and a consultant from the Region collaborated in the study by processing CXC examination data. 4. More recently, two major consultative meetings were held in the Region to discuss in depth successive drafts of the study. The first, held in October 1991, at the Page xii University of the West Indies, Jamaica, under the chairmanship of its Vice-Chancellor, Sir Alister McIntyre, brought together 15 regional education specialists asked to serve as an Advisory Committee to the study.

The type of school and its management also seem to strongly influence achievement. The principal underlying causes of lower than desired achievement levels remain unclear, however, and require further investigation. xxxviii. Vocational Education and Training (VET). Caribbean governments long have advocated formal, education-system based prevocational and vocational programs. Such a stance reflects often widely held beliefs that academically-oriented secondary schooling is neither effective nor relevant for many students.

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