Transforming Education by the renewing of our minds

When Dr. Ralph Thompson first published a comprehensive report of the actual CXC results, as opposed to the incomplete and misleading data normally published by the Ministry of Education, the entire nation was engaged in constructive discussion on how to improve the dismal performance of the education system. Early in 2004, then Minister Maxine Henry-Wilson initiated a process to engage a wide range of stakeholders in developing the National Shared Vision for Education. An island wide series of stakeholder consultations resulted in the Shared Vision, which was approved by over 450 persons at the Conference Centre in April 2004. In February of that year then Prime Minister Patterson appointed a Task Force to prepare and present an action plan consistent with a vision for the creation of a world-class education system which will generate the human capital and produce the skills necessary for Jamaican citizens to compete in the global economy. Task Force Chair Dr. Rae Davis submitted the report the day before Hurricane Ivan hit us and, after Cabinet approval, the Prime Minister in December 2004 laid in Parliament the Task Force Report on Education Reform (the report is available in full at (http://www.moey.gov.jm)

Where are we now?

Nearly four years after Parliament received the report and implementation commenced, we are still some distance away from the stated 2010 Educational Outcome performance targets:
90% of students achieving mastery in all 4 areas of Grade 1 Readiness Inventory;
85% of students achieving mastery at Grade 4 Literacy Test
85% National mean score at GSAT for each subject
60% of cohort attaining Grade 1-3 in 5 (CSEC) subjects including English and Mathematics

While the Task Force Report is clear on the targets above, it is my understanding that the Ministry of Education officials have shifted the goal post from 2010 to 2015. Notwithstanding this shift it is clear that these targets will be difficult to achieve in 2015 if we remain on the course that has been charted. For instance while the 4th target speaks to % cohort attaining grades 1-3 in 5 CSEC subjects including Math and English, 2007 data from the Ministry indicated that only 8 of approximately 150 secondary and technical schools exceeded 60% pass rate in both Math and English only: Campion (94%); St. Andrew (88.6%); Immaculate (88.4%); Ardenne (80.7%); Wolmers Girls (78.5%); Wolmers Boys (76.7%); Glenmuir (76.6%) and Westwood (72.1%).

Where have we gone wrong?

I did not get a chance to listen to Minister Holness’ contribution to the 2008/2009 sectoral debate earlier this year; however I read excerpts in the Sunday Observer May 25, 2008 edition entitled Transforming Education. The Minister is quoted as saying that “The new Ministry (of Education) will be the driving force and brain of the transformed education system.” He further stated that “Transformation activities have been divided into six work-streams: Modernization of the Ministry; Schools facilities and infrastructure; curriculum, teaching and learning; behaviour change and community; school leadership and management; community and stakeholder relations. While these are important, it seems to me that the Minister is missing the point about transformation. Romans 12:2 tells us: Do not conform any longer to the pattern of this world, but be transformed by the renewing of your mind. The six work-streams outlined by the Minister, while resulting in some improvement, will ensure that the education system continue to conform to its current pattern. The Minister appears to be placing too much emphasis on Central Government. What is really needed is a renewing of minds at all levels in the system.

Task Force Recommendations

A perusal of the Task Force Report recommendations will indicate the renewal of which I speak:
1. Transform the education system to a new model for governance where students are at the centre of the system and every institution is focused on, and held accountable for, serving the students. School leaders and managers are to be responsible for how schools are managed, with proper support to be provided by the Regional Education Authorities –
This is a fundamental shift which the Minister does not appear to be in sync with. What is required is that the school leadership is given autonomy, not the Regional Authority. It was never intended for the REA to be the “final authority on operational and administrative matters” as stated by the Minister. It must be the school leadership – the Board and Principal. The Regional Authority should only provide monitoring and support needed.
Autonomy and authority at the school level would have implications for hiring and firing staff, setting compensation levels and incentive schemes, setting level of school fees and whether funds can go directly to schools from the Ministry of Finance.
The role of the School Improvement Officer should be revisited as it must be the role of the Board to “monitor, challenge, support, set and review targets for improvement”.
The role of the Principal must fundamentally shift from Head Teacher to Chief Executive Officer. Vice Principals ought not to be burdened with teaching while Heads of Departments must shift emphasis from teaching to teacher management.
The greatest impact on education performance should arise from the increased leadership capability, particularly principals. Rather than creating a new entity, Jamaica Educational Leadership Academy (JELA), I would recommend that principals be enrolled in the management faculties of the various tertiary institutions island wide. Developing school leaders is a leadership issue, not an education issue.
Finally, to raise the teaching profession to par with other professions, we should dispel with the notion of a Teacher Training College. All the existing ones should be gradually transformed to broad based tertiary institutions, with a school of education but offering other tertiary options. Hence students can develop and hone their teaching skills while experiencing other areas of professional life.

2. Increase the involvement of parents and students including sharing of information about children’s performance and involvement in decision-making. – Too often principals and teachers see parents as a bother. They must now renew their minds and see students and parents as customers, serve them accordingly and remember that a parent/guardian ultimately shares responsibility with the student for the latter’s performance.

3. Encourage private investment in education – Government technocrats constantly bemoan the fact that the private sector needs to contribute more to education. However, private schools are discouraged, even though the Government is incapable of providing quality education for all.

4. Government to fund students to a fixed amount at whatever school they choose while providing the policy and quality support to ensure proper operation and accountability for performance at all institutions – This is a fundamental shift and it is in total alignment with the first point. If each child is given a voucher and chooses whichever schools he/she would like to attend, it would shift power of allocation from the Ministry and there would be no need for the ridiculous allocation system aka GSAT.


In summarizing, it seems to me that the Minister needs to rethink Education Transformation and return to the basic shifts outlined in the Task Force on Education Reform which the Ministry and the Transformation Team purports to be using. Failure to do so will result in unnecessary expenditure and effort which and bring us no closer to National Shared Vision for Education in Jamaica: “Each learner will maximise his/her potential in an enriching, learner-centred education environment with maximum use of learning technologies supported by committed, qualified, competent, effective and professional educators and staff”. “The education system will be equitable and accessible with full attendance to Grade 11. Accountability, transparency and performance are the hallmarks of a system that is excellent, self-sustaining and resourced and welcomes full stakeholder participation. The system produces full literacy and numeracy, a globally competitive, quality workforce and a disciplined, culturally aware and ethical Jamaican citizenry”.