Opportunities and challenges in education policy

THE EDITOR, Madam:

The Ministry of Education’s plan to hold back underperforming students, as reported on July 24, raises more questions than answers. While the goal is commendable, the lack of clarity and preparation is troubling with schools reopening soon. The article states underperforming students will get remedial support, but details are lacking. Will schools receive extra staff or training to create individualised plans? Without proper resources, the policy could do more harm than good.

Apart from these questions, the adverse effects of repeating slow learners plus those who will be entering the learning space come September will absolutely be overwhelming for teachers. This spells recipe for further disaster. It is important to note that majority of the classrooms are without an assistant. This leaves one individual to ensure that teaching and learning is taking place at its best, plus overseeing administrative duties that are as high as Blue Mountains. These do not include other essential roles and responsibilities of our teachers.

To make this policy work, the government needs to provide clear guidance, resources, and support to teachers and schools. These include:

– Providing additional training and resources for teachers to develop and implement individualised learning plans: Teachers shouldn’t have to fund their own classrooms. They’re underpaid, and after paying bills, pride is all they have left. The government depends on their performance but offers little support – revealing a deep injustice.

– Employ special classes or programmes from the early childhood level that will boost students’ academic achievements: What is the rationale for making underperforming students repeat a grade? Instead, they should be assessed early and given targeted support. Delayed intervention only allows the problem to take deeper root.

– Ensuring that schools have the necessary support staff such as teacher assistance and shadows for each class room: Teachers carry the weight of the world, but their spirits are bending under pressure. Whether the ratio is 1:40, 1:30, or 1:25, the strain is real. Some classrooms may cope without a shadow, but many cannot. Without proper support, teachers face burnout – putting both their well-being and student learning at risk.

– Implement a structured, embedded reading intervention programme for underperforming students as an integral part of the school timetable: This will free up the class teacher to focus on other students, while those reading at grade level can receive maximum, targeted support during pull-out sessions.

Without these changes, the new policy is likely to exacerbate existing inequalities and create more problems than it solves.

S GRIZZELLE