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Inherent in neocolonial systems of power is the perpetuation of racism, injustice, and inequity reinforced in education systems. In Bermuda, this phenomenon is exemplified by the division between public and private education and the relative inequities and outcome deficits in public education. The divide is systemic and sustained by government policies, which preserve a racial stratification in educational and economic attainment by stopping short of transformational changes that would close the divide. The community at large inadvertently reinforces this divide when they attempt to circumvent the possible negative impact of a public education on their children. Transformative change requires a vision of what public education can and should become, accompanied by action to close the divide that transcends the bounds of the neocolonial legacy. Extracting the community from entrenchment in neocolonialism requires commitment to the development of human capital, understanding that excellence in public education is fundamental to creating avenues of change for the community at large and will contribute to the sustainability of Bermuda.

This essay draws from the work of William James and three African American pragmatists, W.E.B. Du Bois, Ralph Ellison and Cornel West, to explore the moral relevance of the self as an empowered agent among African American youth. The focus is on Jamesian agency as a function of the individual's awareness of options in context, the self-empowerment that allows one to access those options, and the resulting behaviour that actualises perceived potentials. Case examples clarify how the awareness of self as an active and choice-making agent normally has moral primacy for African Americans. These examples draw on both justice and care perspectives to clarify the possibilities of human development and social change through highly developed human agency.

Creating a climate of assessment is critical for fostering institutional change. This article discusses the authors' work in the Foundations of Excellence in the First College Year project, which has confirmed (across very different campuses) the centrality of assessment in the development and implementation of successful programs to strengthen the academic achievement and persistence of entering students. A first step in creating a new course or program should be the articulation of clear goals and measurable objectives for all of its aspects. Goals related to student learning, professional development of faculty, and the incremental impact of a program should inform decisions that will shape the initiative and situate it properly. Assessment should link programs with institutional goals and demonstrate that a program supports and advances the mission and goals of a college or university, addresses the desired outcomes of the strategic plan, and has a positive impact on the performance of a particular group of students involved in the initiative. The presentation of real data that address real issues focuses the community, promotes acceptance of necessary actions, and enables change to occur. Taking the time to create goals and objectives will enable the creators and participants of new programs to generate proof of success and point the way toward quality improvement. Intentional planning based on identified, emerging issues and real data will go a long way toward confirming the validity of a particular effort or approach and facilitating institutional change.

An introduction is presented in which the editor discusses various topics within the issue, including academic advising, coping strategies for anxiety, and multicultural education.

An introduction is presented in which the editor discusses various reports within the issue on topics including history of journal, academic and social success of Black males, education and employment patterns in Bermuda and simulation teaching strategies in nursing education

An introduction is presented in which the editor discusses various topics within the issue, including obesity, education and healthcare, life skills, and mental illnesses.

An introduction is presented in which the editor discusses the articles in this issue which includes formal education, library systems and book reviews.

An introduction is presented in which the editor discusses articles in the issue on topics including leadership; relation between informal learning and social justice in higher education; and importance of leaders understanding and embracing their responsibilities.

A foreword to the "Voices in Education: Journal of Bermuda College" is presented.

An introduction is presented in which the editor discusses the articles in this issue which includes technical training, educational attainment and sustainability.