“The education system in Trinidad and Tobago would have crumbled with alarming swiftness if it were not for the enormous presence and contribution of several denominational boards- both big and small” (Maharaj, 2014). According to the Merriam Webster online dictionary, a denomination refers to a religious organization whose congregations are united in their adherence to its beliefs and practices. The Concordat existing in Trinidad and Tobago represents the pre-Independence agreement that was achieved between the national government and the denominational boards which assured the denominational boards their ownership and right of direct control and management of all their primary and secondary schools. This agreement was signed in December 1960
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Denominational schools are valuable for society as a whole. “In my own schooling, which was all denominational, I was always taught by word and example to be generous, sensitive to the needs of others, compassionate, empathetic, tolerant and patient” (Murray, 2008. p. 7). Denominational schools can play a distinctive and essential role in dealing with the negative aspects of religion. One aspect that is negative is unreasonable intolerance. Such a school can be a community in the deepest sense, sharing and celebrating a specific world-view that inspires and guides its staff, pupils, parents and local community. “This gives rise to a larger religious plausibility structure, in which religious faith seems important not only to certain significant others known by the child, but to a generality of others who make up society as a whole” (Berger and Luckmann, …show more content…
Denominational schools have proven to deliver high quality instructions which results in good academic performance at both the primary and secondary level. In recent years, the top performers in the Secondary Entrance Assessment (SEA) examination have hailed from the denominational schools and the majority of the secondary schools considered to be prestigious are denominational such as Naparima College, Naparima Girls High School, Presentation College, the ASJA Colleges and St. Joseph Convent.
In a report on the top performers in the 2009 SEA examination it was stated that, “Fifty-one students (25%) came from Hindu schools, forty-eight (23%) from Presbyterian schools, forty-three (21%) from Government schools, twenty-six (13%) from Catholic schools, twenty-one (10%) from Muslim schools, eleven (5%) from Private schools, six (3%) from Anglican schools, and one (1%) from Seventh Day Adventist”(Mahabir,
Denominational schools are valuable for society as a whole. “In my own schooling, which was all denominational, I was always taught by word and example to be generous, sensitive to the needs of others, compassionate, empathetic, tolerant and patient” (Murray, 2008. p. 7). Denominational schools can play a distinctive and essential role in dealing with the negative aspects of religion. One aspect that is negative is unreasonable intolerance. Such a school can be a community in the deepest sense, sharing and celebrating a specific world-view that inspires and guides its staff, pupils, parents and local community. “This gives rise to a larger religious plausibility structure, in which religious faith seems important not only to certain significant others known by the child, but to a generality of others who make up society as a whole” (Berger and Luckmann, …show more content…
Denominational schools have proven to deliver high quality instructions which results in good academic performance at both the primary and secondary level. In recent years, the top performers in the Secondary Entrance Assessment (SEA) examination have hailed from the denominational schools and the majority of the secondary schools considered to be prestigious are denominational such as Naparima College, Naparima Girls High School, Presentation College, the ASJA Colleges and St. Joseph Convent.
In a report on the top performers in the 2009 SEA examination it was stated that, “Fifty-one students (25%) came from Hindu schools, forty-eight (23%) from Presbyterian schools, forty-three (21%) from Government schools, twenty-six (13%) from Catholic schools, twenty-one (10%) from Muslim schools, eleven (5%) from Private schools, six (3%) from Anglican schools, and one (1%) from Seventh Day Adventist”(Mahabir,