Seeks to ascertain the extent to which male academic underperformance in Jamaica can be understood in relation to the historical privileging of males. Examines some statistical evidence available that demonstrates that while females are often outperforming males in terms of overall numbers, a more nuanced analysis reveals the role of old male privileging. Argues that there are internal (relating to home) and external (relating to public and social life) factors contribute to make privilege but contradictorily work against boys at this present conjuncture.

Examines women's and men's participation and performance in education and refutes the argument that women's achievements in education have resulted in a shift in the balance of power between women and men. Challenging the potency of education to transform women's lives, provides convincing statistics to show that educational certification for women has not translated into greater economic power, increased political participation or improved personal autonomy and security for women. Concludes by calling for a range of actions to be taken to, inter alia, investigate gender differentials in education and the entrenched sex-segregation of technical-vocational training; undertake research on the root causes of gender-based violence; identify and define quantitative and qualitative indicators to be used in education; and provide gender training for a critical mass of teachers and teacher educators.

Investigates the attitudes of Barbadian children towards computers. Provides a background of computer use in schools in Barbados, and explains the rationale of the research. Surveys previous research done and their findings on the relationships between children's attitudes to computers and age, gender, experience and access. Reports on a study conducted with a sample of 364 students - 190 boys and 174 girls - from the 11-12 and 14-15 age groups. Compares the findings of the study to previous research findings. Concludes that there is a generally positive attitude towards computers among students.

Reviews research carried out in Jamaica and the Commonwealth Caribbean on gender and education and uses the findings to examine the issue of inclusion and exclusion as it relates to the provision of access for, and the involvement of boys and girls in the education process. Four major themes are identified and these allow for an analysis of participation and performance rates of male and female students, gender biases in socialisation in the school system, the intersection of social class and gender in education and gender discrimination in employment. Implications for policy makers and educators are highlighted.

Outlines the background to the Regional programme to promote the integration of women in the development process. Sets out the goals of the programme and activities held to implement them. Reports on the First Regional Workshop held in Jamaica in September 1987, for Senior Women Administrators. Provides a general comment and a summary of the Workshop. The Second Regional Workshop was held in April 1988 in Guyana and targeted representatives of management training agencies. The objectives of this workshop was to sensitise training agencies to the needs of women managers and to produce case studies based on the views and recommendations of the First Regional Workshop. National Workshops were held in each country between November 1988 and June 1990. The programme for the National Workshops is set out and the outcomes summarized. Conclusions at the national level were: to organize sensitising programmes, dissemination of all national policies, programmes and issues, the need for stronger functioning national machinery strengthening of the non-governmental agencies and developing skills of needs assessment and programme planning. At the regional level conculsions were: priority to be given to a regional education programme; regional training agencies to address gender in their programmes; continuation of programmes to strengthen national machinery for management of women's issues; the development of skills in representation and diplomacy; assistance to NGOs; encouragement of bottom-up and two-way dialogue approaches; and the identification of strategies to move from commitment to action. Annex I contains lists of participants in the regional programmes. Annex II th, Annex II the programmes, Annex III thge managerial role matrix,