Reverting to the old placement system is retrograde

“Educational assessment must overcome a central dilemma, … If there are no consequences attached to a test, then it will do little to motivate healthy change within the educational system; however, if the result of an assessment is highly consequential, then it may engender unproductive or undesirable outcomes such as narrowing the curriculum, “teaching to test,” and weakening the role of teacher” (Braun, Henry, et al (2006) Improving Education Through Assessment, Innovation, and Evaluation.

Forestry & Energy: The Paris Earth Summit and the enigma of Guyana’s carbon emissions and its pledged cuts


The “price of carbon” proxy Last week’s column introduced estimates of the carbon stock in Guyana’s forests. All estimates of its forest cover, as provided by the FAO’s five Global Forests Assessments held between 1990 and 2015, reveal that, for more than a quarter of a century, Guyana has justified its celebrated status as a “high forest – low deforestation” (HFLD) country.

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