Policy developers design laudable curriculum in an effort to improve the quality of education. However, in many cases there seems to be a mismatch in the actual classroom practice of the curriculum change and the intended use [3], [4]. This is because in developing countries like Trinidad and Tobago the implementation phase has been ignored [1], [5]. The Caribbean Advanced Proficiency Examination (CAPE), an externally mandated large-scale curriculum change, which replaced the Cambridge Advanced Level Examination, was introduced in Trinidad and Tobago in 2003 on a voluntary basis. In 2006, all seven- year secondary schools were mandated to implement the CAPE curriculum change in various subject areas. Teachers are key players in the implementation process, as such, their perspectives on theconstraints and barriers that may arise during this process must be taken into account. However, to date there is a paucity of empirical research on teachers’ perspectives of barriers that influence the implementation of CAPE Communication Studies syllabus in the Trinidad and Tobago context. This study hopes to fill this gap.

Author: Sharmila Harry

Published in: Canada International Conference on Education, 2023

  • Date of Conference: 26-28 June, 2023
  • DOI: 10.20533/CICE.2023.0037
  • Electronic ISBN: 978-1-913572-58-7
  • Conference Location: Residence and Conference Centre, Toronto, Canada