Address the real reason for student failure

THE EDITOR, Madam:

If we are to use the Caribbean Secondary Education Certificate (CSEC) examinations passes as a benchmark for the academic progress of our students, it is clear that something is fundamentally wrong. Sure, many will blame the pandemic over the past two sittings of the CSEC examinations for the dismal results obtained, but in 2018, before the pandemic, only 68 per cent of students managed to pass English language and a paltry 46 per cent of students passed mathematics. Clearly, many students have failed to grasp even the most basic concepts.

The Ministry of Education recognises that there is a problem and has decided that the solution is the Sixth Form Pathway Programme (SFPP), which effectively makes it mandatory for students to spend seven years in high school. However, if students are barely literate or numerate in fifth form, how will two more years help them? Shouldn’t the focus be on addressing the issues that plague students at the primary level that become more pronounced as they are pushed through the system?

It is preposterous that such a significant policy shift was not preceded by major infrastructural investments to allow schools to accommodate more students. Instead, the onus has been placed on principals to simultaneously manage students present at their institution and those sent to other schools to complete sixth form or equivalent programmes. When we consider that so many principals are struggling to keep their schools afloat and to monitor programmes already in place, it seems an almost unreasonable ask to have them take on another onerous task. It is also worrying that some principals, on whose effort the success of this programme hinges, seem genuinely perplexed about its details, while others are firmly against it.

Instead of an extended period of sensitisation about the SFPP with major stakeholders, the Ministry of Education had a single virtual town hall meeting with parents and has concluded that they, along with their children, will simply buckle up for another two years of schooling. However, isn’t a successful culture shift heavily dependent on knowledge and buy-in from parents and students? The present fifth-form students have already had to endure so many changes. Just as they thought they could look forward to their graduation, at almost the end of the term, the Ministry of Education has banned graduation. Was the well-being of the students who have had to navigate online school in the middle of a pandemic at this critical juncture of their education even taken into consideration before this announcement?

For Jamaica to realise its full potential, its citizens need access to an excellent education. It is critical that programmes to address systemic weaknesses focus on the root of the problem. The length of time a student spends in school is not a guarantee of success. Instead, the quality of instruction received, the programmes in place to assist struggling students and the resources that are made available to schools will ultimately determine student learning outcomes.

MARIA MUTIDJO

TEACHER