Rethinking secondary education in Jamaica

THE EDITOR, Madam:

Recently the conversation about end-of-term testing at the secondary level came up again, which was one among many, perhaps one every term. At the core of it though was the haphazard nature of these tests, both at the inter- and intra-school levels. No two schools set the same exams and no two teachers in the same school set the same exams, at least in principle. According to the conversations the syllabi were too long, the learners were too slow, the contact hours were too inadequate and the disruptions were too many. Missing, in my view, was that the attitude of the Ministry of Education and Youth (MOEY) was too alienating.

Instructions at the primary level are coordinated. Across the schools the objectives are similar and there are national tests, from the grade one diagnostic to the grade six PEP. This means that the content covered is similar in all schools, and the national tests are taken when they become due. The schools to a large extent use the same government supplied resource material, albeit usually unacceptably flawed, and teachers are given common planning time.

Unlike this structure, secondary schools are far more liberal, and teachers are more autonomous. What is taught and the length of time used to teach each concept are the purview of the subject teachers, with little input from the heads of departments, vice principals and principals. What is left out of the syllabi, for example, is up to the teacher and test items are set in line with what is taught. The quantity of the syllabi covered is subjective and varies across the board. This is untenable.

The MOEY must become more integral in secondary education. Teachers must be presented with a guide to track objectives to be completed each week. As well, the ministry must generate standardised end-of-term tests for each grade level. The middle managers and administrators must monitor the performance of subject teachers and provide support when and where necessary. Weekend classes or classes during holidays must compensate for disruptions and the ministry must compensate the teachers financially. Secondary schools must be rated, and each rating must coincide with an expected students’ performance, which, if not met, must result in an investigation, which might result in revision of ratings or sanctions.

Secondary education is not to be isolated. Government must give it the attention that is given to primary education. There is the need to resource it well and have common instructions and common tests. Failing this we can expect another conversation the end of next term.

NORMAN POTTINGER