This document looks briefly at the development of "Education pre-emancipation to present date.

1. HIGHER EDUCATION
LANDSCAPE IN THE TRI-
ISLAND STATE OF GRENADA
(2016)
PREPARED BY MARTIN JOSEPH WILLIAMS
QUALITY ASSURANCE OFFICER
T.A. MARRYSHOW COMMUNITY COLLEGE

2. BACKGROUND OF EDUCATION IN
GRENADA
Characteristics of the Education System: Colonial era pre-
emancipation.
Non-existing or little pockets of schooling located mainly at homes
(large plantations facilities) and only available to close relatives and
friends of the plantocracy.
Only white males privileged to formal education. White females given
education in domestic sciences.
No slaves nor their relatives were allowed to attend.
Most children of the plantation owners went to school back in the
“mother-country”

3. COLONIAL PERIOD: POST-EMANCIPATION
The first set of schools were controlled by religious
denomination: the Anglicans, Methodist and Catholics. In 1845
only 2.3% of the national budget was spent on education. By
1852 it had moved up to an estimated 5%.
In 1868 only 50 sterling pounds were designated to education in
Grenada.

4. IN 1882 A NEW EDUCATION ORDINANCE WAS
ENACTED THAT :
• Made grants-in-aid available to assist schools that reached certain
standards in terms of their enrollment and academic results.
• Provided for the establishment of schools in areas where no assisted
schools existed.
• Doubled the education vote between 1881 and 1882
• Allowed funds to be allocated toward the appointment of an
Inspector of Schools.
• Permitted the Roman Catholics to have a 50 percent representation
on the Board of Education
• .

5. POST-EMANCIPATION.
• Education in Grenada changed dramatically in 1889; it was
during this year that Governor Sendall declared that the
financial allocations to education were inadequate and
called for the establishment of government owned and
operated schools, the first public schools on the island.
The colony continued its financial support for
denominational schools, which still remain an important
part of the educational system.
•

6. POST-EMANCIPATION (CONT.)
• • Emergence of limited formal education for the newly freed.
Usually initiated by the missionary societies.
• State funded educational institutions were limited during the
immediate post-emancipation era. Economic loss from declining
sugar profits was blamed for this inadequacy.
• The 1898 Lumb Report recommended that both boys and girls
should be taught agriculture science “in such a manner as to
overcome the prevalent distaste for these pursuits so essential to the
economic standards of Jamaica and its citizens”. (Leo-Rhynie, 1997)
Blacks had developed a dislike for agricultural enterprise and
preferred education in areas lending to ‘office work’.

7. 1900 – POLITICAL INDEPENDENCE
Nationalist politicians understood that education was essential to
national progress and productivity. National policies were implemented
to improve the quality and increase opportunity for education amongst
the masses.
• 1950 saw the development of the first regional university amongst
the British West Indies – the University of the West Indies, with three
campuses spread throughout the region, located at Mona Jamaica,
Cave hill Barbados and St Augustine Trinidad. For the first time in the
history of the BWI, Anglophone students desirous of pursuing
university education had the option of obtaining their Bachelor degree
within the region. S

8. CHARACTERISTIC OF THE SYSTEM DURING
THAT PERIOD
• Education is free and compulsory from 5 to 16 years by law;
• The majority of the population will have completed a primary
education;
• Grenada has both public schools and parochial schools, although
there may be only one choice in rural areas.
• Most of the parochial schools are run by the different religious
denominations although they are fully financed by the
Government;

9. CONT.
Grenada's education system was deficient in meeting the basic
needs of the country in the 1980s. Although literacy was
estimated at nearly 90 percent, much of the population was only
marginally literate and had little hope of becoming proficient at
reading.
There were 68 primary schools with a total enrollment of
approximately 22,100 students; the majority did not continue on
to a secondary-school program. The secondary-school program
for the same year included 20 schools and 6,250 students.
Students took a middle-level examination at age sixteen to
determine their eligibility for entry into post-secondary
education, mainly at the T.A. Marryshow Community College,

10. STATUS OF THE T.A. MARRYSHOW
COMMUNITY COLLEGE
• An act to establish the T. A. Marryshow Community
College as a statutory body under the control of a
Council was passed by the House of Representatives
on March 28, 1995 and by the upper chamber of
Grenada's parliament, the Senate, on April 4, 1995.
• An amended act was passed in 1996 and
implementation of this legislation began January
8,2001. With the establishment of the Council by the
Minister of Education. The 1996 Act was proclaimed
on March 1, 2001

11. FORMATION OF T. A. MARRYSHOW
COMMUNITY COLLEGE
The College was established by the Government of
Grenada on on July 1, 1988 by a merger of the
Grenada Teachers College (GTC), The Grenada
Technical and Vocational Institute (GTVI), The Institute
for Further Education (IFE), The National Institute of
Handicraft (NIH), The Mirabeau Agricultural Training
School (MATS ),
The Domestic Arts Institute (DAI) , The Continuing
Education Programme (CEP) and The School of
Pharmacy. Later the Grenada Nursing School and the
St. Patrick’s Multi-purpose Center were added.

12. PROGRAMMES OF THE COLLEGE
The College is divided into three schools.
The School of Arts, Science and Professional
Studies offers Associate Degrees in the areas of
Agriculture, Art & Design, Baccalaureates (social
Work), Business Studies, Early Childhood
Education, Environmental Science, General
Studies, Horticulture, Modern languages, Natural
Sciences, Nursing, Office Administration, Paralegal
Studies, Social Sciences, Social Work and Teacher
Education.

13. CONT.
The School of Applied Arts &Technology offers
Associate Degrees programmes in Building
Construction Technology, Computer System Systems
Technology, Heating-Air-conditioning-Refrigeration
Technology, Culinary Arts, Electronic Service
Technology, Food & Beverage Management, Hospitality
Studies, Information Technology, Mechanical
Engineering Technology. Certificate programmes are
also offered in the disciplines of Automotive Services
Technology and Building Trades and Services.

14. CONT.
• The School of Continuing Education (SCE) is the official outreach arm of T.A.
Marryshow Community College. This school is mandated to provide adult,
continuing and public education and training especially to the majority of
persons outside of the formal system.
• The School of Continuing Education (SCE) focuses primarily on the vast
majority of men and women outside of the formal education and training
system to help improve their livelihood and intellectual
development. Secondly, attention is given to linkages with the business and
private sector to promote requisite training in skills for personal and
national development and to collaborate with reputable institutions to
obtain accreditation for its certificate and associate degree programmes. It
currently offers associate degrees in business studies and marketing and
anticipates the initiation of others in professional and technical areas
believed to offer good potential for expanded employment opportunities.

15. CONT.
The School of Continuing Education offers an Associate degree in
Media Studies, Scholastic Aptitude Test (SAT) preparation,
CXC/CSEC classes in Mathematics, English, Principles of
Business, Principles of Accounting. Short courses are also offered
at the level required in Modern Management and Administration,
Foundations of Labour Law, Introduction to Industrial Relations,
Introduction to Sociology, Introduction to Psychology, ACCA, CAT
(Foundations in Accounting), Associate Degree in Marketing,
Associate Degree in Business Studies (Business Management
w/Accounts), Associate Degree in Business Management
w/Economics) and Taxi/Tour Operations.

16. REVOLUTIONARY PERIOD 1979 -83
Education reform was a pillar of the development
platform of the PRG. Beginning in 1979, Bishop
initiated programmes designed to reorganize the
entire curriculum and move it away from the
British model. The overall plan envisioned the
development of a nationwide education system
that would meet the vague goal of addressing
the "particular needs" of the society.

17. ST. GEORGE’S UNIVERSITY
Another Post-secondary Institution existing within the State is the St.
George’s Uinversity. It is a “for profit” institution regulated by the laws
and constitution of Grenada.
Founded as an independent School of Medicine in 1976, St. George’s
University has evolved into a top center of international education,
drawing students and faculty from 140 countries to the island of
Grenada, in the West Indies.
The University’s over 15,000 graduates include physicians,
veterinarians, scientists, and public health and business professionals
across the world. The University offers medical, and veterinary
degrees, and independent and dual graduate degrees in the sciences,
public health, and business. Undergraduate degree programs are also

18. UNIVERSITY OF THE WEST INDIES
The Open Campus of the University of the West Indies is an
amalgamation of the previous Office of the Board for Non-Campus
Countries & Distance Education (BNNCDE), the School of Continuing
Studies (SCS), the UWI Distance Education Centre (UWIDEC), and the
Tertiary Level Institutions Unit (TLIU).
• The Campus, which has nearly 50 physical site locations in 17
English-speaking Caribbean countries, including Grenada, offers
multi-mode teaching and learning services through virtual and
physical site locations across the Caribbean region.
• The Open Campus has developed a unique approach in the Caribbean
region to enhancing the student experience in innovative continuing
and professional education, undergraduate, postgraduate and
continuing education study programmes and courses by distance,
blended, online and face-to-face learning modes.

19. The Open Campus also works closely with the other sister UWI
Campuses at Cave Hill, Mona and St. Augustine to offer many
academic options in many key areas for Caribbean and global
markets.

20. Thank you!!!!!