National Sport Policy in a Developing Country: the Case of Jamaica's
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National Sport and Physical Activity Policy for the Republic of Mauritius
NATIONAL SPORT AND PHYSICAL ACTIVITY POLICY FOR THE REPUBLIC OF MAURITIUS 2018-2028 A NEW VISION FOR COMMUNITY SPORT IN MAURITIUS HEALTHIER CITIZENS, HAPPIER COMMUNITIES AND A STRONGER NATION BANN SITWAYIN AN MEYER SANTE, BANN KOMINOTE PLI ERE, ENN NASION PLI FOR A NEW VISION FOR ELITE SPORT IN MAURITIUS INSPIRE MAURITIANS IN THE PURSUIT OF EXCELLENCE ON THE WORLD STAGE FER BANN MORISIEN DEVLOP ENN KILTIR KI VIZ NIVO EXSELANS LOR LASENN INTERNASIONAL Minister of Youth and Sports MESSAGE It is essential for every single Mauritian, and Mauritius as a Nation, to recognise the value of sport and physical activity in our daily lives, mental and physical wellbeing, productivity and future. We intend to use sport and physical activity through the delivery of this Policy as an opportunity to redefine our future and improve the lives of all our citizens. This Policy is both unique and timely: built upon a global review of best practices and deep local analysis we have created a ‘best in class’ policy against international benchmarks. It focuses on both physical activity and sport, describes tangible actions to address the health crisis our Nation is facing and outlines how we can create a more cohesive Mauritius through community sport. It also recognises our athletes’ essential role, our desire for success on the sporting stage and how these successes will collectively enhance our Nation’s international reputation. Sport and physical activity will also support our growing economy with new enterprises, jobs and a professional workforce. The twenty transformative actions that form the basis of the Policy provide a roadmap towards a healthier, wealthier, happier and enhanced Mauritius and define how our Nation will offer opportunities for everyone to participate, perform and benefit from sport and physical activity. -
Sport Sector Plan 2009 --- 2030
FINAL DRAFT SPORT SECTOR PLAN 2009 --- 2030 Sport Task Force September 2009 Table of Contents Page 1. Introduction 1 2. Situational Analysis – Jamaica’s Sport Sector 3 2.1 Overview 3 2.2 Issues and Challenges 7 3. SWOT Analysis 10 4. Strategic Vision and Planning Framework – Sport 13 4.1 Vision Statement – Sport 13 4.2 Strategic Planning Framework 14 4.3 Sector Indicators and Targets 16 5. Implementation, Monitoring & Evaluation Framework for the Sport Sector 17 5.1 Implementation Framework 17 5.2 Monitoring and Evaluation Framework 18 5.3 The Way Forward 20 6. Action Plan for the Sport Sector 21 7. Appendices 39 Vision 2030 Jamaica - National Development Plan Sport Sector Plan 1. Introduction IN 2006, THE GOVERNMENT of Plan . It is one of thirty-one sector plans Jamaica (GOJ) mandated the Planning that form the foundation for Vision 2030 Institute of Jamaica (PIOJ) to lead the Jamaica – a 21-year plan based on a preparation of a comprehensive long- fundamental vision to make ‘Jamaica term National Development Plan (NDP) the place of choice to live, work, raise which would place Jamaica in a position families, and do business,’ and on to achieve developed country status by guiding principles which put the 2030. Development of the Plan began in Jamaican people at the centre of the January 2007 and thirty-one Task Forces nation’s transformation. (TFs) including the Creative Industries and Sport Task Force were established Vision 2030 Jamaica will strengthen the thereafter. The TFs represent sectors and role of sport in national development by: areas critical to the achievement of the broadening opportunities for national goals and have been charged participation in recreational and with responsibility for developing the competitive sports for persons of all age relevant long-term sector plans. -
Sport, Nationalism and Globalization: Relevance, Impact, Consequences
Hitotsubashi Journal of Arts and Sciences 49 (2008), pp.43-53. Ⓒ Hitotsubashi University SPORT, NATIONALISM AND GLOBALIZATION: RELEVANCE, IMPACT, CONSEQUENCES * ALAN BAIRNER Relevance International Sport At the most basiclevel of analysis, it is easy to see the extent to whichsport, arguably more than any other form of social activity in the modern world, facilitates flag waving and the playing of national anthems, both formally at moments such as medal ceremonies and informally through the activities of fans. Indeed there are many political nationalists who fear that by acting as such a visible medium for overt displays of national sentiment, sport can actually blunt the edge of serious political debate. No matter how one views the grotesque caricatures of national modes of behavior and dress that so often provide the colorful backdrop to major sporting events, one certainly cannot escape the fact that nationalism, in some form or another, and sport are closely linked. It is important to appreciate, however, that the precise nature of their relationship varies dramatically from one political setting to another and that, as a consequence, it is vital that we are alert to a range of different conceptual issues. For example, like the United Nations, sportʼs global governing bodies, such as the International OlympicCommittee or the Fédération Internationale de Football Association (FIFA), consist almost exclusively of representatives not of nations but rather of sovereign nation states. It is also worth noting that pioneering figures in the organization of international sport, such as Baron Pierre de Coubertin who established the modern Olympics in 1896, commonly revealed a commitment to both internationalism and the interests of their own nation states. -
World Bank Document
37587 Public Disclosure Authorized National and Regional Secondary Level Examinations and the Reform of Secondary Education (ROSE II)1 Public Disclosure Authorized Prepared for the Ministry of Education, Youth, and Culture Government of Jamaica January 2003 Public Disclosure Authorized Carol Anne Dwyer Abigail M. Harris and Loretta Anderson 1 This report is based on research conducted by Carol A. Dwyer and Loretta Anderson with funding from the Japan PHRD fund. It extends the earlier investigation to incorporate comments made at the presentation to stake- holders and additional data analyses and synthesis. The authors are grateful for the generous support of the Ministry Public Disclosure Authorized of Education, Youth, and Culture without whose contributions in time and effort this report would not have been possible. Acknowledgement is also given to W. Miles McPeek and Carol-Anne McPeek for their assistance in pre- paring the report. Findings and recommendations presented in this report are solely those of the authors and do not necessarily reflect the views of the Jamaican government or the World Bank. 2 A Study of Secondary Education in Jamaica Table of Contents List of Tables and Figures 3 Executive Summary 4 Recommendation 1 4 Recommendation 2 5 Introduction and Rationalization 8 Evaluation of the CXC and SSC examinations 10 CXC Examinations. 13 SSC Examinations. 13 CXC & SSC Design & Content Comparison. 13 Vocational and technical examinations. 15 JHSC Examinations. 15 Examinations and the Curriculum. 16 Junior High School and Upper Secondary Curricula. 18 The Impact Of Examinations On Students’ School Performance And Self- Perceptions. 19 Data on Student’s Non-Academic Traits. -
Branding Jamaica's Tourism Product
Eastern Illinois University The Keep Masters Theses Student Theses & Publications 2015 Stepping out from the Crowd: (Re)branding Jamaica's Tourism Product through Sports and Culture Thelca Patrice White Eastern Illinois University This research is a product of the graduate program in Communication Studies at Eastern Illinois University. Find out more about the program. Recommended Citation White, Thelca Patrice, "Stepping out from the Crowd: (Re)branding Jamaica's Tourism Product through Sports and Culture" (2015). Masters Theses. 2367. https://thekeep.eiu.edu/theses/2367 This is brought to you for free and open access by the Student Theses & Publications at The Keep. It has been accepted for inclusion in Masters Theses by an authorized administrator of The Keep. For more information, please contact [email protected]. The Graduate School~ U'II'El\.N ILLINOIS UNIVERSITY'" Thesis Maintenance and Reproduction Certificate FOR: Graduate Candidates Completing Theses in Partial Fulfillment of the Degree Graduate Faculty Advisors Directing the Theses RE: Preservation, Reproduction, and Distribution of Thesis Research Preserving, reproducing, and distributing thesis research is an important part of Booth Library's responsibility to provide access to scholarship. In order to further this goal, Booth Library makes all graduate theses completed as part of a degree program at Eastern Illinois University available for personal study, research, and other not-for-profit educational purposes. Under 17 U.S.C. § 108, the library may reproduce and distribute a copy without infringing on copyright; however, professional courtesy dictates that permission be requested from the author before doing so. Your signatures affirm the following: • The graduate candidate is the author of this thesis. -
Copyright by O'neal Anthony Mundle 2008
Copyright by O’Neal Anthony Mundle 2008 The Dissertation Committee for O’Neal Anthony Mundle Certifies that this is the approved version of the following dissertation: Characteristics of Music Education Programs in Public Schools of Jamaica Committee: Eugenia Costa-Giomi, Supervisor Leslie Cohen Jacqueline Henninger Judith Jellison Hunter March Laurie Scott Characteristics of Music Education Programs in Public Schools of Jamaica by O’Neal Anthony Mundle, BSc.; M.M. Dissertation Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The University of Texas at Austin May 2008 Dedication This dissertation is dedicated to my parents Hylton and Valvis Mundle who recognized my musical abilities at an early stage and constantly supported and prayed for me. I also want to pay tribute to Calvin Wilson, Kenneth Neale, Eileen Francis, Noel Dexter, and Dr. Kaestner Robertson, who were my musical mentors. Finally, I owe a debt of gratitude to Colleen Brown and Joan Tyser-Mills who were principals that supported my development as a music educator. Acknowledgements I would like to thank God for giving me the mental capacity and the will to complete this exercise. Special thanks to Dr. Costa-Giomi for her expert supervision, mentorship and dedication to the project. Similarly, many thanks to the members of my committee for their guidance throughout my graduate school experience. Thanks to Deron who spent countless hours reviewing and editing my work and to Paul for his insightful contributions. Likewise, credit is due to Monica for her tremendous support and sacrifice especially in addressing many of my technological challenges, and Marie for encouragement and constant willingness to tackle any task. -
Jamaica-Wikipedia-Re
4/15/2017 Jamaica Wikipedia Coordinates: 18°N 77°W Jamaica From Wikipedia, the free encyclopedia i Jamaica ( /dʒәˈmeɪkә/) is an island country situated in the Jamaica Caribbean Sea, consisting of the thirdlargest island of the Greater Antilles. The island, 10,990 square kilometres (4,240 sq mi) in area, lies about 145 kilometres (90 mi) south of Cuba, and 191 kilometres (119 mi) west of Hispaniola (the island containing the nationstates of Haiti and the Dominican Republic). Jamaica is the fourthlargest island country in the Caribbean, by area.[6] Flag Coat of arms Motto: "Out of Many, One People" Inhabited by the indigenous Arawak and Taíno peoples, the island came under Spanish rule following the arrival of Anthem: Christopher Columbus in 1494. Many of the indigenous people "Jamaica, Land We Love" died of disease, and the Spanish imported African slaves as 0:00 MENU labourers. Named Santiago, the island remained a possession of Royal anthem: "God Save the Queen" Spain until 1655, when England (later Great Britain) conquered it and renamed it Jamaica. Under British colonial rule Jamaica became a leading sugar exporter, with its plantation economy highly dependent on slaves imported from Africa. The British fully emancipated all slaves in 1838, and many freedmen chose to have subsistence farms rather than to work on plantations. Beginning in the 1840s, the British imported Chinese and Indian indentured labour to work on plantations. The island achieved independence from the United Kingdom on 6 August 1962.[7] With 2.8 million people, Jamaica is the thirdmost populous Anglophone country in the Americas (after the United States and Canada), and the fourthmost populous country in the Caribbean. -
National Sport National Food: Sports in Global Games
S P A I N Capital: Madrid Official Language: Spanish National Animal: Bull National Sport Football National Food: Paella or Churros Sports in Global Games: Athletics and Swimming S P A I N Capital: Madrid Official Language: Spanish Head of State: His Majesty King Felipe VI Head of Government: Prime Minister HE Mr Perdro Sanchez Perez- Castejon Population: 46.3 million(2017) Land Area: 498,800 Sq km Currency: Euro Major Australian Exports: Coal, Fruit & nuts, electronic integrated circuits Sports in the Global Games: Athletics and Swimming S P A I N Located in south-western Europe, Spain borders the Mediterranean Sea, North Atlantic Ocean, Bay of Biscay and the Pyrenees Mountains. It covers an area of 498,800 sq km south-west of France. With a population of 46.4 million (2016), Spain’s official languages include Castilian (Spanish), Basque, Catalan and Galician. Ninety-four per cent of the population identifies as Roman Catholic. In the 2016 Census 119,952 Australian residents claimed Spanish descent, while 15,391 indicated they were born in Spain. The Spanish community in Australia comprises principally those who migrated to Australia in the 1960s under a government-to-government assisted migrant passage program, and their children, but also includes the descendants of nineteenth-century, primarily agricultural, immigrants. (Source: DFAT Website) G E R M A N Y Capital: Berlin Official Language: German National Animal: Black Eagle National Sport Football National Food: Bratwurst Sports in Global Games: Table Tennis G E R M A N Y Capital: -
Nationalism and Sporting Culture: a Media Analysis of Croatia's Participation in the 1998 World
Nationalism and Sporting Culture: A Media Analysis of Croatia’s Participation in the 1998 World Cup Andreja Milasincic, BPHED Submitted in partial fulfillment of the requirements for the degree of Master of Arts in Applied Health Sciences (Health and Physical Education) Supervisor: Ian Ritchie, PhD Faculty of Applied Health Sciences, Brock University St. Catharines, Ontario L2S 3A1 Andreja Milasincic © November 2013 Abstract The past two centuries have witnessed the rise of nationalist movements and widespread nationalism. As these movements gained strength in Europe, sport played a role in their development. Media representations of sport recount events in a way that reinforces cultural values and this research investigates media representations of Croatian nationalism in the weeks surrounding the country’s third place victory in the 1998 FIFA World Cup. Sociological theories alongside more contemporary theories of sport and nation construction are considered. Croatian newspapers were analyzed for elements of national identity construction. The study concludes that the 1998 World Cup played an important role in Croatia’s on-going construction of nationhood and invention of nationalist traditions. This research further demonstrates sport’s ability to evoke strong emotions that are difficult to witness in other areas of social life and the direct role of sport in garnering nationalism. Keywords: nationalism, identities, newspapers, Croatia, soccer Acknowledgments The successful composition of this thesis required the support and direction of various individuals. First and foremost, a thank you to my supervisor, Dr. Ian Ritchie, for the countless hours spent encouraging, advising, and offering constructive criticisms throughout the research process. Your support and guidance have been not only appreciated but also vital to the completion of this thesis. -
Survey of ICT and EDUCATION in the CARIBBEAN
+ mainstreaming ICT and Education Series SURVEY OF ICT AND EDUCATION IN THE CARIBBEAN S A Summary Report, Based on 16 Country Surveys UR A Summary Report Based on V EY SURVEY OF ICT 16 Country Surveys: Anguilla, This project seeks to gather together in a single resource the most relevant and useful information O F ICT Antigua and Barbuda, Aruba, on ICT in education activities in the Caribbean. AND Education Barbados, British Virgin The study addresses the following general topics: AND Islands, Cayman Islands, • The state of policy and planning IN THE CARIBBEAN E Dominica, Grenada, Jamaica, • Current usage of ICT in the primary, secondary and tertiary education systems ducation VOLUME I: REGIONAL Montserrat, St. Kitts and Nevis, • Pre-service and in-service teacher professional development (TPD) St Lucia, St. Vincent and the • Critical challenges TRENDS AND ANALYSIS Grenadines, Trinidad and Contents: IN Tobago, Turks and Caicos T Islands, U.S. Virgin Islands • Regional trends in ICT in Caribbean education H An infoDev PUBLICATION PREPARED BY: E • Global trends in ICT and education, and their relevance to the Caribbean context C ARIBBEAN Edmond Gaible, PhD • Selected regional ICT initiatives in education The Natoma Group • Regional and national EMIS initiatives ICT AND EDUCATION SERIES This Summary Report is complemented by 16 separate Country Reports addressing policy and – planning; ICT in primary and secondary schools; TPD; tertiary education; non-formal learning VOLUME SERIES EDITOR: and TVET; education management information systems (EMIS) and Ministry of Education (MOE) Michael Trucano capacity; barriers and challenges. Please note that Cuba, the Dominican Republic, Haiti, and the U.S. -
Football Discipline As a Barometer of Racism in English Sport and Society, 2004-2007: Spatial Dimensions
Middle States Geographer, 2012, 44:27-35 FOOTBALL DISCIPLINE AS A BAROMETER OF RACISM IN ENGLISH SPORT AND SOCIETY, 2004-2007: SPATIAL DIMENSIONS M.T. Sullivan*1, J. Strauss*2 and D.S. Friedman*3 1Department of Geography Binghamton University Binghamton, New York 13902 2Dept. of Psychology Macalester College 1600 Grand Avenue St. Paul, MN 55105 3MacArthur High School Old Jerusalem Road Levittown, NY 11756 ABSTRACT: In 1990 Glamser demonstrated a significant difference in the disciplinary treatment of Black and White soccer players in England. The current study builds on this observation to examine the extent to which the Football Association’s antiracism programs have changed referee as well as fan behavior over the past several years. Analysis of data involving 421 players and over 10,500 matches – contested between 2003-04 and 2006-07 – indicates that a significant difference still exists in referees’ treatment of London-based Black footballers as compared with their White teammates at non-London matches (p=.004). At away matches in other London stadia, the difference was not significant (p=.200). Given the concentration of England’s Black population in the capital city, this suggests that it is fan reaction/overreaction to Black players’ fouls and dissent that unconsciously influences referee behavior. Keywords: racism, sport, home field advantage, referee discipline, match location INTRODUCTION The governing bodies of international football (FIFA) and English football (The FA or Football Association) have certainly tried to address racism in sport – a “microcosm of society.” In April of 2006, FIFA expelled five Spanish fans from a Zaragoza stadium and fined each 600 Euros for monkey chants directed towards Cameroonian striker Samuel Eto’o. -
Secondary Level Music Teacher Training Institutions in Jamaica: a Historical Study
University of Mississippi eGrove Electronic Theses and Dissertations Graduate School 2013 Secondary Level Music Teacher Training Institutions in Jamaica: A Historical Study Garnet Christopher Lloyd Mowatt University of Mississippi Follow this and additional works at: https://egrove.olemiss.edu/etd Part of the Music Commons Recommended Citation Mowatt, Garnet Christopher Lloyd, "Secondary Level Music Teacher Training Institutions in Jamaica: A Historical Study" (2013). Electronic Theses and Dissertations. 705. https://egrove.olemiss.edu/etd/705 This Dissertation is brought to you for free and open access by the Graduate School at eGrove. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of eGrove. For more information, please contact [email protected]. SECONDARY LEVEL MUSIC TEACHER TRAINING INSTITUTIONS IN JAMAICA: A HISTORICAL STUDY A Dissertation Presented in partial fulfillment of requirements for the degree of Doctor of Philosophy in the Department of Music The University of Mississippi By GARNET C.L. MOWATT July 2013 Copyright Garnet C.L. Mowatt 2012 ALL RIGHTS RESERVED ABSTRACT Jamaica, one of the many countries of the Commonwealth Caribbean, is known for its rich musical heritage that has made its impact on the international scene. The worldwide recognition of Jamaica’s music reflects the creative power of the country’s artists and affects many sectors of the island’s economy. This has lead to examination and documentation of the musical culture of Jamaica by a number of folklorists and other researchers. Though some research has focused on various aspects of music education in the country, very little research has focused on the secondary level music teacher education programs in Jamaica.