Attitude In Trinidad And Tobago Case Study

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Attitude
In addition to cooperation and collaboration, which were found to be important to inter-institutional systems, Wood (1999), identified the need for changes in the attitudes of those involved in the process, especially among postsecondary institutions. “Attitude is described as a mental or neural state of readiness, organized through experience, exerting a directive influence upon the individual’s response to all objects and situations with which it is related” (Allport, 1935 p,810). Attitude is believed to be a hypothetical construct (Madsen, 1968) that is not always observable but is instead an interpretation of the observable responses to attitude objects/stimuli (Allport, 1935). From a theoretical perspective, attitudes are believed
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Steinbach (2012), charges the constitutional elitism of education in Trinidad and Tobago to its neo-colonialist past. This according to Steinbach (2012) governs many structures of the society. The education system of the country is believed to give credence to the high academic criteria set to sift students for admission to the 71% of schools which are managed by denominational boards (National Report on the Development of Education in Trinidad and Tobago: Inclusive Education, 2008) which are also financially and otherwise, assisted by the government. This strategy is utilized for student placement at government managed secondary school. It is systematically employed and contributes to the preservation of prestige school …show more content…
De Lisle, Seecharan and Ayodike (2010) hinted that difficulty may arise in attempting to improve educational equality in the absence of critical areas of research and data use, which is believed to lack capacity in Trinidad and Tobago. Skrtic (1991) challenges special education as a rational system. He asserts that for any system to be considered rational it must have some means by which it can be gaged for the purpose of executing technical changes. Conger et al. (2008) suggests one means of monitoring the progress of smooth transition is with the implementation of an equally effective longitudinal data system. According to Coger, disconnected educational systems have been named as a barrier to the tracking of student progress. She posits that successful transitions are heavily weighted on the collection and analysis of students’ data” (Conger, 2008 p1). A longitudinal data system is described as a tool and not an end product. These are believed to facilitate and promote students’ academic achievements and that of the learning institution. It is also believed to identify weak links and strong points in the education

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