Indians in Uganda and East Africa: Retrospection and Realities INVITATION TO OUR 166th ICC ZOOM PUBLIC MEETING
Every year, the Caribbean Examination Council (CXC) and other examining bodies and education ministries in the region announce results in the same format:
● the number of public and private candidates who sat the exams in the respective country or school,
● the sex ratio of students,
● an increase or decrease in the performances in the grades and levels of exam, e.g. Units 1 & 11, Grades I, II & III, or CXC CSEC or CXC CAPE,
● the numbers or percentages of students who achieved full certificates (passes in five subjects),
● the pass or failure rate in percentages in respective subjects such as Mathematics or English, and
● comparisons with the previous year’s results.
Of course, there will be the usual fanfare and photo shoot of the top scorers. This year, in Guyana, Ramoll Baboolall topped the country, and perhaps the Caribbean, with 27 CSEC subjects, 24 being Grade Ones and three Grade Twos, while Uotam Heeralall came second with 24 Grade Ones and one Grade Two. The two boys were from Anna Regina Secondary School. The top performing schools in Guyana were listed as Anna Regina, Queen’s College, Skeldon Line Path, Saraswati Vidya Niketan, Tagore Memorial, Rosignol Secondary and Abram’s Zuil Secondary.
What is rarely disclosed in these public releases is the increase or decrease in number, and total, of students taking specific subjects. For example, a Guyana Ministry of Education official said the pass rate for Caribbean History had declined from 70.7% to just above 64% last year. What is not declared is how many students in the country took Caribbean History, and the percentage of students. Are the Humanities and Social Sciences in decline in schools, community colleges and universities worldwide? The Humanities and Social Sciences include subjects such as history, languages, literature, philosophy, psychology, sociology, religion, politics, law, gender studies, and the visual and performing arts. As an ethnic minority in most of the Diaspora countries, how are Indians impacted by education trends in the choice of subjects? Can their preferences for subjects leading to careers in medicine, engineering, law, accounts, business and finance work against them by causing them to be unprepared to participate in public debates and written communication?
Please join us THIS SUNDAY for the 120th weekly ICC ZOOM (+AGI) Public Meeting, September 18, 2022 at (1.00 p.m. Belize), (3.00 p.m. New York/Eastern time), (3.00 p.m. Trinidad/Atlantic time), (3.00 p.m. Guyana), (4.00 p.m. Suriname), (8.00 p.m. England), (9.00 p.m. South Africa), (Sun 12 midnight, India, ND), (Mon 7.00 a.m. Fiji).
Education Trends in the Indian Diaspora:
The Significance of the Humanities & Social Sciences
PROF. HEMCHAND GOSSAI (USA) - Associate Dean of Liberal Arts at Northern Virginia Community College. Author of several books, and speaker on civic engagement and social justice.
DEREK DABEE (Canada) - Three-term Provincial School Trustee. Former Chair, Disaster Manitoba Appeal Board. Founding President, Caribbean Canadian Heart Health Education.
DR. BHOE TEWARIE (Trinidad) - Former Government Minister, and former Principal and Pro Vice Chancellor of the St. Augustine Campus of the University of the West Indies (UWI).
DR. TARA SINGH (Guyana) - Writer and researcher. Former lecturer in the Faculty of Social Sciences at the University of Guyana. Former Senior Commonwealth Researcher and Fulbright Scholar.
Followed by Q&A
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