Through the rough economic times of the early 20th century of the early 20th century continued.

However, it had become firmly established that even if religious bodies were involved in building and

equipping schools, it was the responsibility of the state to provide for schools from public funds..

Gradually, religious schools came more and more under government regulations and the state in some

Caribbean countries undertook to pay teacher’s salaries. In all territories, more primary schools were

built but secondary education continued to be severely restricted.

The curriculum remained a bone of contention throughout the early 20th century. Various commissions

on education sent out by Britain sought to introduce agriculture and various forms of technical-

vocational education. Parents persistently opposed primary education for their children because they

were concerned about social mobility. The whites and few upper-class coloured and blacks who held

high ranks in the public service and government saw the curriculum in terms of instilling British values

and fulfilling the needs of the colony: parents, teachers and students saw the curriculum in terms of

social mobility.

In the lead-up to Independence in the 1960s and 19970s, the new governments promised to increase

the equality in Education by freeing up access to the secondary level. Educational expansion increased

with loans secured from international agencies, while most countries achieved Universal Primary

Education (UPE), Universal Secondary Education (USE) continued to be elusive. Therefore, high stakes

examinations for example the Common Entrance were used to so sort and allocate students to different

types of secondary schools. Those who could not secure a place at a secondary school remained in

primary school or were sent to trade and vocational schools.

In the post-Independence era the new black officials in government were no only occupied with school

building and increasing access, but curriculum reform as well. The urge was to transform the curriculum

so that that it could better articulate with the economy. Human Capital theory strongly advocated that
education, especially secondary education, could kick start economic growth. Newly independent states

wishing to survive on the world market had to be competitive. They needed and education system that

would increase the levels of skills and knowledge in construction, marketing, commerce, industry,

research and development.

Expansion of Caribbean education systems resulted in a centralized and bureaucratic organization,

headed by ministry of education. The state was now I full control of education even though

denominational bodies did have some power, mainly because their schools did have some power,

mainly because their schools continued to be in high demand.