Primary and Secondary School Structure- Colonial vs. Contemporary period (Trinidad and Tobago)

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See The National Model for Primary and Secondary Education in Trinidad and Tobago, pages 34-49 (Revised 05/03/07)
Anglocentric- Centered on or considered in terms of England or Britain

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Name: Victoria Rampersad Student ID number:Status: Full Time Lecturer: Dr. Nasser Mustapha Topic: Briefly describe the structure of the primary or secondary school system in your country. How has it changed from colonial times to the present?"Full national independence and identity will be achieved and secured only on the basis of an educational system which does not rely on foreign assumptions and references for its existence and growth. Every component of the system would require to have, as the foundation of its validity, its relevance to the needs of the peoples it serves." (Draft Plan for Educational Development in Trinidad and Tobago 1968-1983)Name: Victoria Rampersad Student ID number:Status: Full Time Lecturer: Dr. Nasser Mustapha Topic: Briefly describe the structure of the primary or secondary school system in your country. How has it changed from colonial times to the present?"Full national independence and identity will be achieved and secured only on the basis of an educational system which does not rely on foreign assumptions and references for its existence and growth. Every component of the system would require to have, as the foundation of its validity, its relevance to the needs of the peoples it serves." (Draft Plan for Educational Development in Trinidad and Tobago 1968-1983)

Name: Victoria Rampersad
Student ID number:
Status: Full Time
Lecturer: Dr. Nasser Mustapha
Topic: Briefly describe the structure of the primary or secondary school system in your country. How has it changed from colonial times to the present?
"Full national independence and identity will be achieved and secured only on the basis of an educational system which does not rely on foreign assumptions and references for its existence and growth. Every component of the system would require to have, as the foundation of its validity, its relevance to the needs of the peoples it serves." (Draft Plan for Educational Development in Trinidad and Tobago 1968-1983)






































Name: Victoria Rampersad
Student ID number:
Status: Full Time
Lecturer: Dr. Nasser Mustapha
Topic: Briefly describe the structure of the primary or secondary school system in your country. How has it changed from colonial times to the present?
"Full national independence and identity will be achieved and secured only on the basis of an educational system which does not rely on foreign assumptions and references for its existence and growth. Every component of the system would require to have, as the foundation of its validity, its relevance to the needs of the peoples it serves." (Draft Plan for Educational Development in Trinidad and Tobago 1968-1983)






































FINAL GRADE 21/25


This research paper will seek to explore the structure of the secondary schools in Trinidad and Tobago and by extension examine how it has changed from colonial times to the present. Trinidad and Tobago ceased to be a colony of the United Kingdom in the year 1962. With the gaining of independence, concern deepened for its educational system, especially at the secondary stage and demand has increased gradually ever since. As this country anticipated complete control of its internal affairs, there was a need to review the education system in order to better understand the one left behind by the colonialist. With the change in the political structure in 1962 from a British colony to an independent country, the nationalist government began endorsing the idea of developing a citizenry which will be loyal and supportive of the new political order. In order to produce this citizenry, the independent government focused on using the schools as a means of reeducating future citizens. However to bring about this change, the schools themselves were to be changed with regard to structural controls as well as curricular content (Stewart 1981).
According to the functionalist approach, the school structure is composed of many distinct sub-systems or parts, each with their own goals. Together these parts make up a functioning whole. Each part dependent on the other for smooth operation. As a social system, a school has a formal and informal structure. The formal structure refers to the roles and function of the administration. The informal system relates to the social relationship that helps the organization function.
The practical norm of Secondary schools in Trinidad and Tobago is structured where three levels are available. Firstly there is a lower secondary form comprising of forms one to three. This leads up to the National Certificate of Secondary Education (NCSE). Secondly there is level two, which compromises of form four and five. On this level, it leads to Caribbean secondary education certificate (CSEC) and the Caribbean vocational qualifications. For some schools, level two is the final level since the school only offers up to form five studies. However for other schools there is another additional two years where students have the option of staying back to complete Lower six and Upper six studies in which they are prepared for tertiary level education (such as UWI,USC and UTT). The exam in which they are prepared for at this level is Caribbean advanced proficiency examination, which was formally known as A 'Levels (London based exam). It is mandatory for any educational institution to have an administrative staff. In all secondary school, it is mandated by the government and the Ministry of Education that all secondary schools have one principal, two vice principals, Deans, Head of Departments, one guidance and counselling office, one school bursar, two learning support assistant, two school safety office, one Nurse aide and Teachers in accordance with a subject teacher workload of 75 – 80% of the weekly total for general subjects and 66 2/3% for practical subjects (M. o. Education 2007).
The school structure is also defined by the school culture, school context and the school climate. According to Fullan (2007) school culture can be defined as the guiding beliefs and values evident in the way a school operates. School climate on the other hand may be defined as the quality and character of a school. In secondary schools in Trinidad and Tobago, it may be based on the patterns of student, parent and school personnel experiences within the school and reflect norms, goals, values, interpersonal relationships, teaching and learning practices and also the organizational structure. On the other hand however, school context means the surrounding neighborhood where the school draws its students from, is taken into account.
Furthermore schools at the secondary level can be further classified in terms of their programme offerings. The Traditional sector schools (the five and seven years), both government and government assisted schools offer mainly an academic type program. This program is essentially designated to prepare graduates for further education or for employment at the clerical level. The New Sector schools, which are all government schools, emerged during the 1970s and 1980s as a result of the government's effort to expand the secondary school intake and broaden the curriculum. The New sector consists mainly of a two tiered system incorporating the three-year junior secondary schools. With transitions into the two year or four year senior secondary/senior comprehensive schools. It also encompasses the five year composite schools. School in this sector offer courses in both academic and technical/vocational subjects. (Lynda Quamina-Aiyejina 1999)
After the abolition of slavery in 1834, ex-slaves were afforded the opportunity into the education system. During this period, the Church of England and the Roman Catholic Church were responsible for the distribution of this social service. Dr. Eric William (1962) stated that at the end of 1880 there were a total of ninety-six schools operating in Trinidad three of which were secondary, two which were normal model schools, fifty-two that were government primary school and thirty-nine assisted primary schools. There were three hundred and thirty two students in the secondary schools, eighty at the Queen's Royal Collegiate (QRC), one hundred and forty two at the College of the Immaculate Conception (CIC) and one hundred and ten at St. Joseph's Convent. By the year 1949, Lord Harris (Governor of Trinidad and Tobago) established the non-religious government schools called the ward schools, where emphasis was placed in reading, writing and arithmetic. The established schools at that time, especially the denominational schools, catered for the educational needs of the offspring's of the planters. Those planters who could have afforded it, sent their children back to the metropoles (Britain) to be educated. The others stayed back and worked on the plantation since they couldn't afford the exorbitant fees.
The coming of the East Indians (indentured labourers) added another aspect to education. The Canadian Presbyterian Mission founded by Rev. John Morton in 1868, assisted as a means of educating the East Indians during this period. Thus the Indians were largely educated in institutions separate from the rest of the population in Trinidad.
The secondary school curriculum reflected the traditional influence of the colonial teachers and the English grammar school model which dominated in Trinidad & Tobago secondary education, plus the traditional and anglocentric content of the Secondary School and Higher School Certificate exams. The foreign character during the colonial era of secondary education in Trinidad and Tobago could be credited not only to the fact that such secondary education was not envisioned to serve the majority of the members of the society, but also to the attitude toward education of those citizens who were privileged to receive it such as the planters offspring. It is important to note that during the colonial period, no Trinidadians were made Teachers, most of the Teachers were Englishmen. So in obvious terms, the subject matter being taught to children were not of Trinidad's culture but of the British one. It was not until 1958 that a Trinidadian was made principal. Before gaining Independence, the chief administrative officer in the Department of Education in Trinidad had always been an emigrant Englishman.
In the secondary school prior to independence (colonial era) the subject that were taught were as follow, Mathematics, Latin, Greek, French, German, English Language and Literature, English History and Geography. No scientific, artistic, practical or technical subjects were included. The secondary school education was patented after that of Queen's Royal Collage. The Cambridge examinations maintained a firm grip on the content of the education offered in the schools. This Cambridge exam according to the Ministry of Education website, is a general certification of education also known by its popular acronym 'GCE' is an internationally recognized certification at the secondary level that is usually required to attend university or study for professional qualifications. GCE examinations are set by the University of London International Examinations, and are available at the Ordinary (O) and Advanced (A) Levels. Subsequently after mentioning all this the curricula was intentionally designed to provide education for an elite group, that being the planters and their offspring or anyone who was financially stable, with an education which mirrored the English elements, such as their culture and society. The secondary education provided in these times did not serve the majority of the people of Trinidad and Tobago. In many cases, they were intentionally and systematically excluded from it. More so the colonialist were racist against anyone who was anything other than "white skin." In other words "if your brown stick around, if you're white, it's alright and if you're black stay to the back."
In contrast, the secondary school's curriculum in today's society is structured in ways to facilitate the academic certificates, vocational, technical and even sporting certificates. The curriculum in Trinidad is also Caribbean friendly, meaning that most of the content taught in the classroom by the teachers are Caribbean based. The government of Trinidad and Tobago developed schools like Servol where both vocational and technical training are done at the expense of the government. In present-day Trinidad and Tobago education is free to all at the secondary level and is regarded as a high priority. In this year (2014) budget, education was allocated the most amount of money, amounting to $10.126 Billion. Prior to this, in the colonial days as mentioned above, those who attended school had to pay stringent school fees in order to obtain an education and also only a fraction of the population were able to be educated. However in society today those form all cross section of society (African, Caucasian, Indian, Chinese and even Mixed races) benefit from the education system since it is free and equal to all. All secondary schools in Trinidad and Tobago is mandated by the Government to follow a national curriculum. The national curriculum includes the basic subjects of Mathematics (mandatory), English (mandatory), Science, Social Studies, Physical Education, and Geography and in some cases Religious Instruction. Each school may choose to offer additional subjects, as well as extra-curricular activities. In the colonial days schools didn't have a "choice" of allowing schools to offer additional subjects, they had to abide by the rules of the colonial masters in terms of the education system. Additionally English was seen and a mandatory subject prior to independence, in today's society not, only is English compulsory but so too is Mathematics.
The requirements of being a teacher have also changed since the colonial days. Normally, as mentioned previously Englishmen who had no clue about the culture of Trinidad were the teachers in the secondary school classroom. Today the selection process of being a teacher is much more complex. In order to become a primary school teach according to the Ministry of Education Teacher's portal, a person must first obtain a Teacher's Registration Number. Once registered, the person can then apply for employment as a secondary-level teacher at any government or private school in the country. They however must be qualified. Their qualification must include five O'Level subjects at CSEC (General Proficiency) grades I, II or III inclusive of English Language, Mathematics and one subject from the Natural Sciences Group and also have a qualification from an accredited university or higher education institution such as University of the West Indies, University of Trinidad and Tobago or any national or international university.
The examination structure has also changed in secondary schools since the colonial era. Exams such as the National Certification of Secondary Education (NCSE), Caribbean Secondary Education of Certificate (CSEC) and Certificate of Advanced Proficiency Examinations (CAPE) are all Caribbean based exams which test the academic and vocational skills of students at the secondary level. During the colonial period, these types of exams were not offered to those at secondary level.
At the form three level, all student must sit the NCSE examination. This type of examination brings academic, technical and vocational courses of study within a single system of certification. Students are awarded certification based on successful completion of examinations on the national curriculum in the following eight subjects; Language Arts, Mathematics, Science, Social Studies, Visual and Performing Arts, Spanish, Technology Education, Agricultural Science and Physical Education. This ensures that if student choose to "drop out" of school they have a certificate to prove that they completed the form three level. This type of certificate allows school drop out to join technical or trade institutions to further their vocational skills.
Secondly there is Caribbean Secondary Education Certificate or CSEC. This examination under the Caribbean Examination Council (CXC) examine students after a five year period at secondary schools. This type of exam is a fixed exam meaning that students from demonational and government assisted secondary school all write the same exam at the end of the five year period so too as all other Caribbean countries. CSEC examinations are offered under three Proficiency Schemes: Basic, General and Technical. The Basic scheme provides students with the knowledge, skills and attitudes usually associated with completing a secondary course. The General and Technical Proficiencies provide students with the foundation for further studies and entry to the workplace if they decide not to further their studies at tertiary level. At this level the examination offers up to thirty one subjects. So a student's choice is not limited.
The Caribbean Advanced Proficiency Examinations (CAPE) is used as an indicator to measure a student's academic achievement at the secondary level. The CAPE examination replaced the A 'level examination which was a London based exam. A 'Level and GCE examination are still offered today however CAPE is the preferred certificate since it is internationally based as has more weight than the A 'levels and GCE certificate if applying for degrees or any type of job in Trinidad and Tobago and other Caribbean territory. CAPE just like the aforementioned examination brings academic, technical and vocational courses of study within a single system of certification. A CAPE Certificate is awarded after a student has successfully completed one year of study in the CAPE programme and has obtained at least ten credits, which is equivalent to one unit (Unit 1). A CAPE Diploma is awarded after a student has successfully completed at least six units and has obtained at least sixty credits (Unit 2). It is important to note that a student is only eligible to write CAPE after he/she has finished the CSEC examination and secured passes in five or more subjects including mathematics and English. The CAPE examination is geared to teaching students about the territory in which they live. They promote the culture of Trinidad and Tobago and beyond the Caribbean shores through its subject. Some subjects offered at this level include; Caribbean Studies, Communication Studies, French, Spanish, Information Technology, and Statistical Analysis, along with natural science, modern studies and business subjects. The aforesaid subjects were agreed upon to aid students in preparation for tertiary level education. Before, that is during the colonial era, students were not prepared in the school system for advancement in tertiary educational institutions. Basically they had to fend for themselves. However today they are provided with support systems in the education curriculum.
Trinidad and Tobago have come a long way in terms of its education system. The government allocates a considerable amount of money into education via the country's wealth from natural gas, methanol, asphalt and oil in order to provide free education at secondary levels and even towards primary and tertiary level. Minister of Education Dr. Tim Gopeesingh in one of his feature speeches for 2014, informed the republic of three distinct goals of his government for the education system in the country. The first goal is to design and develop a quality education system. He made mentions that this goal is linked to qualified teachers, new/improved school infrastructure and relevant curriculum, appropriate legislation, enabling teaching and learning environment are currently being addressed. Secondly, he mention transforming the ministry into a modern high performing organization. Finally Dr. Gopeesingh stated the engagement of stakeholders in the change and transformation process. All in all the government have planned initiatives to develop the education system in order to achieve its vision 2020.
After analysis of the secondary school structure in Trinidad and Tobago and its changes from colonial time till present, it can be concluded that drastic changes were made in terms of the curriculum structure and examination body. Students in society today are equipped with equal opportunities unlike in the era of colonialism. The curriculum is Caribbean friendly so too is the examination body. More emphasis is placed on the content being taught in the classroom. Modernization and Globalization has also played important and key roles in the education structure in contemporary society. As the great Nelson Mandela said "Education is the most powerful weapon which you can use to change the world."




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