Gordon Robinson | Transforming 40 years of miseducation

This Sunday’s offering takes a closer look at 40 years of Jamaican miseducation; the glaring need for fundamental change; and the obstinate resistance to change coming from within.

After 20 years of reports from Commissions on Education gathering dust in remote government offices, an ominously named “Jamaica Education Transformation Commission”, led by Orlando Patterson, a man of impeccable credentials, was launched in July 2020, charged with conducting a “comprehensive review of the public education system …” and to “recommend an action plan for change setting out ‘specific legislative, policy, structural or other changes necessary to create a world-class educational system, geared at enabling Jamaicans to fulfil their potential and develop the skill base and human capital required for Jamaica to compete successfully in the 21st century global economy”.

Alrighty then! Maybe NOW we’re getting somewhere.

The Patterson Commission, moving like quicksilver, produced a comprehensive report within about a year. Important findings included:

• Enrolment at primary (net rate 79 per cent) and secondary levels are well below countries at Jamaica’s stage of development and the other small Caribbean states;

• Real secondary school enrolment is well below the 98 per cent reported to World Bank (87 per cent ages 12-16; 29 per cent ages17-18);

• Tertiary enrolment rates (27 per cent) are well below countries at similar development levels.

This means that we can forget about students lost to schools because of COVID’s enforced online learning because 71 per cent of Jamaica’s 18-year-olds don’t stay in secondary school anyway. Thirteen per cent don’t even start. Online learning isn’t and never was our problem. The fact that parents KNOW children are learning irrelevant nonsense at school is our problem. These same parents prefer to earn from rather than spend uselessly on children.

Don’t believe me? Believe the commission. More findings:

• “Jamaica has a severe learning crisis in that a majority of students at the end of primary school remain illiterate and innumerate and most leave secondary school with no marketable skills.”

Let. THAT. Sink. In!

• In 2017, over 85 per cent of students achieved “mastery” of their Grade 4 literacy test and 66 per cent in their numeracy test.

A former finance minister often told me that he thought Cabinet colleagues were literate but not numerate. Everyone wanted more for their budget but none believed any had to take less for any other to get more. Well, here’s the statistical proof.

• The recently introduced PEP exam (allegedly shifted from memorised learning to testing analytic thinking) revealed major deficiencies in learning levels. Only 41 per cent passed mathematics; 49 per cent science; and 55 per cent language arts.

• A language arts results breakdown indicated that a third of students graduating primary school couldn’t read; 56 per cent couldn’t write; and 57 per cent couldn’t identify information in a simple sentence.

• At the end of secondary schooling in 2019, thirty-two thousand six hundred and seventeen students sat CSEC. Only 42.5 per cent passed five or more subjects, including English and/or mathematics. Overall, only 28 per cent passed five or more subjects WITH English AND mathematics.

• In the CAPE exams, pass rates are low and have been declining. Only 45 per cent passed the diploma certificate at an acceptable level, and less than 40 per cent gained associate degrees.

Somewhere, somehow, something’s gotta change!

The commission recommended upgrades in governance; early childhood education (ECE); teacher, curriculum, and teacher training; the tertiary sector; technical vocational education and training; and infrastructure and technology.

THE HIGHLIGHTS

I’m a simpleton, but this sounds to me like the education engine needs a complete overhaul. Space won’t permit a thorough review of the recommendations, so let’s hit the highlights:

GOVERNANCE: Key deficiencies in governance should be addressed to improve Government’s poor return on education investment. Balances among local and central direction and clear distribution of responsibilities have fallen flat or been hindered by several challenges.

The education ministry needs restructuring (for example, performance appraisals, more published data, identify and remove cultural barriers to performance); school boards selection needs reform; boards and principals need increased training; and funding models need adjusting so that more money goes to schools most in need.

Filling of legislative gaps, including an Education Code upgrade, is needed to ensure accountability and teacher performance.

ECE: This is critical because excellent ECE can compensate somewhat for future failings. The commission found that while ECE enrolment rates are high, the quality of care and training is unsatisfactory. From 2017-2019, one-fifth of children in early childhood institutions (ECIs) had at least one developmental issue.

It recommended:

1. A thorough ECE review, including identifying/improving human resources, staff remuneration, and data resources.

2. A review of laws guiding ECE, especially regarding frequency of ECI inspections and required teacher qualifications.

3. Rationalise centre-based early childhood development (ECD) services (infant departments in primary schools; geographical analyses of ECI locations etc).

4. Increasing teaching and learning quality through provision of trained teachers and resources.

5. Improving services to children with disabilities and their families.

6. Developing a coordinated strategy to engage and support parents.

7. Establishing an oversight body to coordinate and monitor implementation of strategies to improve services to young children.

8. Ensuring adequate financing for the ECD sector.

TEACHER CURRICULUM/TEACHER TRAINING:

The commission tackled flawed government education philosophy head-on:

“There’s a strong perception the (under)performance of the system can be linked to an outdated educational philosophy that supports a too teacher-dominant pedagogy, focused on the traditional 3-Rs, that isn’t capable of delivering the education and training required to meet cognitive, social, technological, and other workforce needs of a transitional society, let alone one with as many social problems as Jamaica’s. Our approach emphasises teaching and learning as a collaborative process around an instructional core that engages teachers, students, and a dynamic curriculum, supported by out-of-school stakeholders in the local and broader community.”

I’ve been preaching this sermon in these columns for 14 years, so all I can say is “Amen”.

FIVE PATHWAYS

The commission recommended five pathways to this revolutionary objective:

1. Placing High Value on Human Resource

Highly motivated, quality teachers are essential to improving Jamaica’s educational outcomes.

Wha, wha, WHAT? Another one of my regular homilies is officially incorporated in this report? The first step towards this goal is the current Teacher Council Bil,l which must NOT be withdrawn or diluted no matter how loudly associations representing teachers who put us in this mess or opportunistic politicians who had their chance to do something effective and flubbed it wail or how profusely they shed crocodile tears.

2. Prioritising Early Intervention

Substitute low-cost pre-primary/primary intervention for expensive subsequent remedial action.

3. Ensuring Equity of Access

Models shouldn’t promise equal resource distribution but allocation matching need.

4. Partnerships for Total Learning.

Schools have become safe havens for many students at risk for hunger or violence so community partnerships are essential for character formation and in improving student and parent well-being.

5. Data-Driven Decisions

The education ministry should devise methods of using artificial intelligence and data mining across ministries to enhance teaching and learning.

This is a powerful report. It deserves immediate attention. I endorse every recommendation. So what better way to end than directly from the report:

“The best-laid plans are only as good as their implementation. We recognise there’s a serious implementation deficiency in Jamaica. To ensure success, we urge the Government to heed the advice of those who have studied the problems of implementation. First and foremost, that the ownership and commitment to the changes we recommend are assumed by the minister and other top leaders of the Ministry of Education, and following their example, at all levels of the organisation down to school administrators and teachers.

“Above all, top leadership must buy into our plan and not simply announce and applaud it then return to business as usual, which is the sure recipe for failure.

“Secondly, that there is an unwavering commitment to accountability on the part of those enjoined with the implementation of our recommendations throughout the implementation period.

“Thirdly, that managers in the MOEY are all clear about the nature and prioritisation of our recommendations and that they are thoroughly communicated and understood.

“Fourthly, that there is constant monitoring and review of how our recommendations play out in practice, with unhesitating action to correct what doesn’t work, to be replaced with what does achieve the recommended goal in a continuous process of improvement.

“And finally, that the necessary resources and management capabilities are assigned to the implementation of our plan, with changes in allocation as realities on the ground dictate during the implementation process.

“We are all fully committed to Jamaica’s noble motto, that “Every child can learn, every child must learn”. However, this ideal will never be attained until we overcome our chronic pattern of implementation deficiency.

“The Jamaica Education Transformation Commission hopes to change this pattern and do well by our children, the disadvantaged among whom have waited far too long for change.”

Any bets on a change of pattern?

Peace and Love!

- Gordon Robinson is an attorney-at-law. Email feedback to columns@gleanerjm.com