Commonwealth Case Studies in Citizenship Education

English
ISSN: 
2310-1431 (online)
http://dx.doi.org/10.14217/23101431
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The books in this series report on the outcomes of project on citizenship education in the selected countries, and provide valuable insights into the strengthening of values in a society. They set out the strategies and actions needed to support small states wishing to promote the values of good citizenship.
 
Citizenship Education in Small States

Citizenship Education in Small States

Trinidad and Tobago You do not have access to this content

English
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    http://oecd.metastore.ingenta.com/content/0802141e.pdf
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Author(s):
Patricia Ellis
01 Jan 2002
Pages:
46
ISBN:
9781848597945 (PDF)
http://dx.doi.org/10.14217/9781848597945-en

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Identity and diversity in all its forms present major challenges to countries seeking to best equip citizens with the skills to participate effectively in their diverse societies. The project on Citizenship education in the Commonwealth is one of the followup activities being undertaken by the Commonwealth Secretariat in response to a mandate from Commonwealth Heads of Government and Ministers of Education. It is a component of the Secretariat’s education programme, examining how values are transmitted in society. These books focus on the outcomes of this project in the respective countries, providing valuable insights into the strengthening of values in a society. They set out the strategies and actions needed to support small states wishing to promote the values of good citizenship.
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  • Executive Summary

    The investigation into citizenship education in Trinidad and Tobago produced information.

  • Introduction

    The Harare Declaration, signed by Commonwealth Heads of Government at their meeting in 1991, set out key principles and values to which Commonwealth countries should adhere, identified strategies for promoting peace, sustainable development, alleviation of poverty, and agreed to support small states in their efforts to overcome their problems. At their meeting in New Zealand in 1995, they also pledged to support democracy, respect for human rights and fundamental freedom. In 2000 at their meeting in Halifax, Commonwealth Ministers of Education agreed, among other things, that education should be used to promote values of democracy, human rights, citizenship and good governance.

  • The Context

    The twin island republic of Trinidad and Tobago has a multi-racial, multi-cultural, multi-religious society. The population comprises persons of East Indian descent (40.3 per cent), of African descent (39.6 per cent), of mixed race (18 per cent), of small numbers of Chinese, Syrian-Lebanese and Caucasians and nearly half (46 per cent) of the population is under 25 years of age. Citizens belong to and follow the teachings of Christian as well as non-Christian religions and there are holidays to celebrate holy days of each religion.

  • The Study

    The objectives of the study.

  • Citizenship Education

    Information collected on questionnaires and from interviews, and presentations at the Search Conference, clearly shows that different aspects of citizenship education are being dealt with in a number of ways in many different programmes, and that citizenship education is being provided by government institutions, especially by the Ministry of Education, and by several civic organisations. At the same time, while each of the providers has a slightly different definition of what citizenship education is, all of the definitions given by them include core values that must be accepted by all citizens.

  • Themes, Trends and Issues

    An analysis of the data collected on the questionnaires, gathered during interviews and meetings, and generated during the Search Conference reveals several themes that are the focus of citizenship education programmes, some emerging trends and some key issues that still need to be addressed.

  • An Action Agenda for the Future

    All of those who participated in the study had ideas about what needs to be done, about what actions should be taken and about what activities should be undertaken to promote good citizenship, to create good citizens and to expand and implement citizenship education programmes in Trinidad and Tobago.

  • Appendices
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