what is the importance of education in jamaica

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The Education System in Jamaica

From Slavery to Neoliberalism

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• Karen Thomas-Brown 3  

Part of the book series: Global Education Systems ((GES))

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Education in Jamaica conforms to a chronology of development contextualized by significant historical events, which then influenced policies, structure, mandates, and organization as well as access. This chapter chronologically examines how organized schooling in Jamaica transitioned to meet the needs of a colonial socioeconomic and political structure and to that of a newly independent agrarian society, industrial, and neoliberal developments, to today’s educational policy reforms that focus on global and transnational pivots. The phases of organized educational development in Jamaica began during colonial slavery, characterized by no regular offering, missionary schools, and gendered structure. Pivotal in this period was the establishment of Wolmer’s School (1729) and the Morant Bay Rebellion (1865). The second period of organized education in Jamaica was pre-independence, highlighted by the 1940s granting of suffrage and the 1953 establishment of the Ministry of Education. The granting of independence from Britain in 1962 led to increased access to education for some, and the third period, early independence 1962–1970 marked by infrastructural developments, redefined priorities and the establishment of the national education policy. The fourth period, Manley Democratic Socialism 1972–1979, was marked by universally free education, a drive to eliminate illiteracy and reforms that targeted social inequalities. The fifth period, 1980 to the 2000s, saw shifting educational policies and schooling focused on human resource potential and neoliberal policy reduction of social investments. Today, education in Jamaica is guided by Vision 2030, Jamaica’s strategic roadmap towards developing an educational system that produces globally competitive graduates.

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Thomas-Brown, K. (2021). The Education System in Jamaica. In: Jornitz, S., Parreira do Amaral, M. (eds) The Education Systems of the Americas. Global Education Systems. Springer, Cham. https://doi.org/10.1007/978-3-319-93443-3_10-1

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DOI : https://doi.org/10.1007/978-3-319-93443-3_10-1

Received : 15 July 2020

Accepted : 07 September 2020

Published : 06 February 2021

Publisher Name : Springer, Cham

Print ISBN : 978-3-319-93443-3

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School Financing in Jamaica: An Exploration of the Allocation of School Resources

Ministry of Education and Youth

About the Ministry

Vision statement.

• Enabling the development of informed, socially conscious, innovative, empowered and globally competent citizens.

Mission Statement

• Ensuring quality education and training in a caring, equitable, inclusive and enabling environment for sustainable  national development

Core Values

Core Values are the guiding principles that the Ministry consider to be very important as staff members perform work and conduct themselves.

Accountability

• Accepting responsibilities for actions, performance and decisions while honouring commitment to our internal and external stakeholders.

Transparency

• Display high levels of openness and honesty to cultivate trust as we serve our stakeholders.
• Operate with the highest moral and ethical standards
• Value, appreciate and serve all
• Promote a culture of love and empathy through service; ensuring that we are people centric, as we demonstrate an understanding of their needs and act in their best interest
• Create a fair and impartial environment that provides opportunities for all to achieve their fullest potential

Service Excellence

• Create a culture of excellence that attains quality outcomes
• Inspiring and influencing people to achieving organisational, professional and personal goals in a changing environment

Continuous Learning

• Create a psychologically safe space where learning is valued

Policy Priorities (Central Ministry)

The Policy Priorities are the overarching initiatives that guide the implementation of the Ministry’s programmes.

• Child and Youth Development
• Child Care and Protection
• Lifelong Learning
• Governance and Accountability
• Information and Communication
• Quality Education and Training
• Stakeholder Engagement
• Parenting Support
• Bridging the “Digital Divide”

Strategic Objectives

• The strategic objectives of the Ministry are:
• To maximize parental involvement/engagement in the lives of all Jamaican children by 2026
• To minimize the number of at-risk children and youth by 30% by 2026
• To maximize the percentage of all Jamaican children and youth who have access to quality care, stimulation, education and training (0 – 29 years) by 2026
• To maximize access to, and use of digital technologies for effective teaching and learning as well as institutional strengthening for the advancement of all teachers and students by 2026
• To optimize capacity of state facilities to support the safe, secure and healthy environment for children by 2026
• To maximize access to all official records, provide information and digital literacy by 2026
• To maximize the educational performance of all students by 2026
• To maximize the percentage of all Jamaican educational programmes and institutions that meet prescribed standards of quality by 2026
• To ensure the efficient deployment of all human, financial, material and technological resources and increase infrastructural support toward the achievement of the Ministry’s goals by 2026
• To increase compliance with all national and applicable international conventions, standards, laws and regulations to support effective governance and accountability by 2026

Programmes and Sub-Programmes

A Programme is an intervention strategy intended to contribute to the Ministry’s goals and the Sub-Programme is the service and operations which will assist in achieving the targets for the overall Programme.

NATIONAL GOAL:                            

• Jamaicans are empowered to achieve their fullest potential

NATIONAL OUTCOME:                 

• National Outcome #1 –A, Healthy and Stable Population
• National Outcome #2 – World Class Education and Training

CONTRIBUTING GOJ STRATEGIC PRIORITY:

• Human Capital Development

BUDGET NO: as it appears in the budget book

Ministry of Education and Youth Revised Sector Outcomes

• Improved administration, planning and management of the education sector
• Improved students’ performance at the different levels of the system
• Improved access to social services for students in need
• Improved quality of information offered to the public
• Increased access to child and youth development service

Focus Areas

Ministry of Education and Youth 2023-24

THE MINISTRY OF EDUCATION STORY

The Ministry of Education (MoE) is the government entity responsible for the management and administration of public education in Jamaica. The Ministry of Education was first established in 1953, as the Ministry of Education and Social Welfare. Currently, the MoE carries out the Government of Jamaica’s mandate of ensuring a system which secures quality education and training of all citizens of Jamaica in order to optimise individual and national development.The MoE provides the avenue for the enrichment and upward mobility of our people through education. The organisation is one of Jamaica’s largest public entities and is comprised presently of 11 agencies, six Regional Offices, and a central office with approximately 40 units which fall under 5 divisions. These unite to provide the framework for the efficient functioning of over 1,000 public educational institutions that serve over 100,000 students and over 20,000 teachers. The Ministry of Education is also responsible for two public universities and several community, multidisciplinary and teachers’ colleges.  Core Roles and Functions The Ministry’s role of effectively managing the education system is accomplished through the execution of functions carried out by its divisions and agencies.  Among these functions are:

• Planning, developing and implementing educational policies and programmes
• Monitoring and evaluating the performance of locally and internationally funded projects and programmes
• Maintaining an efficient system of collecting, collating, analyzing and presenting current and accurate data on quantifiable educational indicators to meet local demand and international standards
• Developing and supporting programmes, services and activities geared towards personal and national development
• Providing guidance in financial management for all educational institutions and affiliated agencies.

Mission  Statement  To provide strategic leadership and policy direction for quality education for all Jamaicans to maximize their potential, contribute to national development and compete effectively in the global economy.  Vision Statement A customer-centred, performance-oriented education system producing globally competitive, socially conscious Jamaican citizens.  The National Shared Vision Each learner will maximize 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 equitable and accessible with full attendance to Grade 11.Accountability, transparency and performance are the hallmarks of a system that is excellent, self-sustaining, resourced and welcomes full stakeholder participation.Every Child Can Learn…Every Child Must Learn.

HISTORY OF THE MoE (TIMELINE)

• The Kandel Report was published which outlined the challenges facing the secondary education system and strategies for its improvement. A ministerial system was not yet developed, but discussions were underway for its establishment
• Honourable Jehoida Augustus McPherson was appointed the first Minister of Education (1945-1949). He was also the first Minister of Labour (1953-1955) in the         Bustamante led Jamaica Labour Party (JLP) administration
• A National Plan for Jamaica was introduced to reform the education system. This included universal primary education for children between the ages of     7-11. The Plan also included the expansion of Secondary education and awarding scholarships to persons interested in teaching, to pursue degrees and diplomas in Education
• The University College of the West Indies was established as a college of the University of London, UK. It was granted university status in 1962
• Central Education Authority established to execute the functions of the School Commission and the Board of Education. This allowed education to be managed in a cohesive manner under one body. Honourable Joseph Zachariah Malcolm appointed as Minister of Education
• A Ministry of Education and Social Welfare was officially established in June. Honourable Edwin Leopold Allen appointed as the Minister of Education
• Dr. Ivan Lloyd appointed as Minister of Education
• The Education Advisory Council – a statutory body replaced the Central Education Authority. The Director of Education became the Chief Education Officer.  Functions formerly performed by the Authority were later taken over by the Minister of Education
• The Common Entrance Examination was introduced
• Honourable Florizel Augustus Glasspole was appointed Minister of Education
• A law was passed for the Minister to take over the duties of education formerly performed by the Governor. This allowed the Minister to take full responsibility for education by 1957. During that year a Permanent Secretary and an Assistant Chief Education Officer were appointed.
• The Jamaica Institute of Technology was established. It was later renamed College of Arts, Science and Technology (CAST). It was granted university status in 1995 and renamed University of Technology, Jamaica
• The word ‘primary’ was substituted for elementary
• Caledonia Junior College was established under the Emergency Teacher Training Scheme to address the shortage of trained teachers
• The 70:30 system was introduced to provide more spaces in public high schools for students coming from primary level schools, as most of the students who were awarded spaces in these schools were from preparatory schools
• A Five-Year Independence Plan was introduced. The plan recommended the establishment of comprehensive high schools. Two pilot schools were established based on this proposal: Trench Town and Frankfield Comprehensive Schools.
• The Education Act, the first post-independence legislation which outlined the statutory and operational aspects of the education system was introduced.
• The Institute Board for Teacher Training, a statutory body was established to certify teachers in the Bahamas, Belize and Jamaica, following an agreement with these countries. It was later renamed the Joint Board of Teacher Education (JBTE).
• The New Deal for Education was introduced to provide school space for every child at the primary level. Forty (40) primary schools with accommodation for 16, 800 students were created.
• Honourable Michael Manley, former Prime Minister of Jamaica introduced “free education” at all levels of the education system
• Honourable Eli Joseph Matalon was appointed Minister of Education.
• JAMAL Foundation was established; it was later renamed Jamaica Foundation for Life Long Learning (JFLL) in 2007
• In-Service Teacher Education Thrust commenced with the aim of improving the academic and professional competence of the pre-trained teacher, with a view to provide them with certification as a trained teacher over a four-year period
• National Youth Service established
• Honourable Howard Felix Cooke appointed Minister of Education
• Nutrition Products Limited was established
• Four community colleges (Knox, Excelsior, Brown’s Town and Montego Bay) were established. This was based on the recommendations of a committee     which examined the effectiveness and costs of the sixth form and its articulation between the new secondary schools and traditional high schools
• Rural Education Programme commenced based on the results of the Jamaica Education Sector Survey which analysed Jamaica’s education and training system. Six experimental primary schools, three agricultural schools, a teacher training institute and a programme for community development were established
• Honourable Eric Orlando Bell appointed Minister of Education.
• José Marti High School was officially opened. It was given to Jamaica as a gift from the Cuban government
• The MOE constructs schools in Portmore in response to the increasing population. Bridgeport Infant, Primary and Secondary; and Waterford Infant, Primary and Secondary; and Naggo Head Infant were erected. Five more schools were built the following year.
• Honourable Hugh Small, QC appointed Minister of Education
• Students in Jamaica and the English-speaking Caribbean countries sat subjects offered by the Caribbean Examinations Council (CXC) for the first time. The subjects later replaced the British GCE ‘O’ and ‘A’ levels as CSEC and CAPE.
• G.C. Foster College officially opened. It was constructed through a grant from the Cuban government
• HEART Trust/NTA was established to ensure that the Jamaican workforce is trained and certified in keeping with international standards.
• The College of Agriculture was established following the closure of the Jamaica School of Agriculture. It was later renamed the College of Agriculture, Science and Education (CASE)
• Dr. Mavis Gwendolyn Gilmour appointed Minister of Education
• School Community Outreach Programme for Education (SCOPE) commenced
• Dr. Neville Gallimore appointed Minister of Education
• University Council of Jamaica (UCJ), Jamaica’s tertiary institution’s accreditation body was established
• Secondary Schools Textbook Programme commenced providing books for students who were reading below their grade level
• Honourable Carlyle Dunkley appointed Minister of Education
• Honourable Burchell Whiteman appointed Minister of Education.
• The National Council on Education was established to coordinate the appointment of persons to the Boards of public schools, advise the Minister on policy development and implications and assist in the development of educational programmes
• The first phase of the Reform of the Secondary Education Project commenced. Through this project, a common curriculum was introduced for Grades 7-9 of the Secondary education system
• Ministry of Education decentralised its services again with the establishment of six Regional Offices. The Ministry had started this decentralisation programme in 1975, however, it was suspended in the 1980s
• Technical and Vocational Rationalisation Project launched
• The Common Entrance Examination was abolished
• Most “Secondary” schools upgraded to Comprehensive High or Technical High Schools.
• The first official sitting of the Grade Six Achievement Test (GSAT) commenced
• The different types of Secondary-level schools were abolished under the rationalisation of school types. All ‘Secondary’ schools were now termed ‘High’ schools. All High schools would now use the same curriculum and use books supplied under the National Textbook Programme
• The Council on Community Colleges of Jamaica (CCCJ) was established to coordinate the work of community colleges in Jamaica
• The Primary Education Support Project (PESP) commenced
• Honourable Maxine Henry Wilson appointed Minister of Education
• Culture Agents in schools and Master Teachers were appointed
• Early Childhood Commission was established with responsibility for the supervision and regulation of Early Childhood institutions.
• Enhancement of Basic School Project launched
• Task Force on Education Reform established to steer the process of transformation of the education system
• The National Parent Teachers’ Association of Jamaica was established. Mico Teachers’ College upgraded to a university college
• E-Learning Jamaica Project commenced. The Project is a partnership between the Ministries of Education and Energy, Mining and Telecommunications.     Through the project, state-of-the-art information and communication technologies will be used to enhance the delivery of the curricula of secondary schools. The project is managed by the E-Learning Jamaica Company Limited which was launched the previous year
• Honourable Andrew Michael Holness appointed Minister of Education
• The Jamaica Teaching Council and National Education Inspectorate were established in keeping with the transformation of the education system
• Grade 1 Individual Learning Profile introduced to replace Grade 1 Readiness Test
• The national sitting of the Grade 4 Literacy and Numeracy Tests commenced
• Career Advancement Programme, a youth career development and education initiative developed by the Ministry of Education and its agency HEART/Trust NTA commenced
• Honourable Andrew Holness, M.P., Minister of Education is selected as the new Prime Minister of Jamaica
• Reverend the Honourable Ronald Thwaites assume responsibility as Minister of Education
• The Youth and Information portfolios were added to the Ministry of Education and Senator the Hon. Ruel Bancroft Reid was appointed as Minister of Education, Youth & Information.
• Honourable Floyd O’brian Green was appointed as Minister of State in the Ministry of Education, Youth & Information.
• Honourable Karl Samuda assumed responsibility for the Ministry of Education, Youth & Information
• Honourable Alando Terrelonge was appointed Minister of State in the Ministry of Education, Youth & Information
• Honourable Fayval Williams was appointed Minister of Education, Youth & Information in September
• Honourable Robert Nesta Morgan was appointed as State Minister in the Ministry of Education, Youth & Information in September
• Mrs. Maureen Dwyer, Chief Inspector of the National Education Inspectorate assumes duties as Acting Permanent Secretary on October 14

Honourable Fayval Williams remains as Minister of Education and Youth following the changes made to the Cabinet in January

• Honourable Marsha Smith was appointed as State Minister in the Ministry of Education and Youth

THE FIRST MINISTER OF EDUCATION

Jehoida Augustus McPherson, MP, MHR  is remembered as the  first Minister of Education and the First Minister of Labour . He was born in Bellevue, Westmoreland, January 18, 1900, to Eleazer McPherson, cultivator, and his wife, Matilda. McPherson was educated at Kentucky Elementary School, Westmoreland and Mico College. On June 1, 1934, he married Beryl Maud Clarke, the daughter of Richard Clarke, a schoolmaster.McPherson entered the House of Representatives for Western St. Thomas in 1944 when he defeated Senator Randolph Burke in the first general election held under adult suffrage in December 1944. He was appointed Jamaica’s first Minister of Education (1945) when he became one of the first five elected members (comprising the nation’s first Ministers in embryo) appointed to the Executive Council – as established by the new constitution.He also served as Member of the Executive Council (Education) 1945-1949, Advisory Board Jamaica School of Agriculture, School Board St. Thomas 1945-1946, Jamaica Schools’ Commission 1945-1946, House Committee on Agriculture  1944, Jamaica Union of Teachers, Secretary of the Morant Bay Teachers’ Association and Secretary, Seaforth Branch Jamaica Agriculture Society,  and Headmaster of several schools including Unity School, Westmoreland; Mount Vernon School, St. Thomas and Seaforth School, St. Thomas. He died in Princess Margaret Hospital, Morant Bay in 1963 at the age of 63.

THE EDUCATION SYSTEM

The structure of education in Jamaican has gone through several stages of development over the years. The former education system was established in an agrarian society, intended to maintain and reinforce a social structure characterised by a small white elite and a largely black labouring class, however, it has now evolved into an Industrial and Information and Communications Technology (ICT) Age. This has contributed to shaping a system which is dynamic in nature, preparing students who are literate and numerate, realize and explore their full potential, whilst responding to national and global demands.The Education Act of 1965 further regulated the system “…. to meet the needs for greater self-financing capability, a better definition of Jamaica’s educational goals and the expansion of the system to meet both individual and national needs ” Thus, four educational levels were defined:  Early Childhood, Primary, Secondary and Tertiary .  Further development in the system saw it evolving not only in terms of its structure but also in terms of its management and performance.

Early Childhood Level

Early Childhood Education is offered in public and private institutions to children between the ages of 3-5 years of age.  In the public sector, Early Childhood education is provided in Infant Schools and Infant departments of some Primary level schools. Nursery and Kindergarten departments of Independent Preparatory (private primary) schools also accept students at age 3.  Independent/Private schools are largely confined to the main urban centres. In addition, there are a number of community-operated Basic schools. These cater to the largest number of students at the Early Childhood level. Basic schools that meet certain minimum requirements are eligible for government subsidies and are called Recognised Basic Schools. Students at the Early Childhood level sit the Grade One Individual Learning Profile (GOILP) to ascertain their capabilities and mastery of the skills and concepts taught at the Early Childhood level so that strategies can be developed to advance their learning.The Early Childhood Commission, an agency of the MoE, is now solely responsible for the regulation and supervision of Basic Schools and the training of Early Childhood practitioners.

Primary Level

Primary education is offered in Grades 1-6 of Primary, Primary and Junior High, and All-Age schools. It is also offered in Grades 1-6 of Preparatory schools. Students are admitted to Primary level educational institutions at age 6. Primary schools are therefore designated feeder schools to all High schools.  At the end of Grade 6 students in Primary level schools may sit the Grade Six Achievement Test (GSAT), in order to gain admission to high schools.The GSAT replaced the Common Entrance Examination in 1999. It is the assessment instrument that is used by the Ministry of Education to place students in Grade Seven of High Schools. The test is administered annually during March. The GSAT is a part of the National Assessment Programme, which assesses the performance of students at the Primary level. Other components of this National Assessment Programme are the Grade One Individual Learning Profile, the Grade Three Diagnostic Test, and the Grade Four Literacy Test. Based on the grades students gain in the test, they are placed into High schools or the Secondary department of All Age and Primary and Junior High Schools. At the All-Age and Junior High Schools, they can continue to Grades 7, 8 or 9, where they are allowed to sit the Technical Entrance Examination (in grade 8) for entry to Technical schools, and the Grade Nine Achievement Test (in Grade 9) to other types of High schools. These will give students another opportunity to gain entrance into the High school they desire to attend.

Secondary Level

The Secondary or High school system consists of two cycles.  The first cycle commences in Grades 7-9 of All-Age, Primary and Junior High schools, and High schools, including Technical High and Independent/Private High schools.The second cycle is provided in Grades 10 and 11 of these schools (with the exception of All Age and Primary and Junior High schools) and in the Agricultural, Technical and Vocational schools. At the end of Grade 11 students sit the Caribbean Secondary Education Certificate (CSEC) subjects, administered by the Caribbean Examinations Councils (CXC). Some High schools have a continuing education programme, provided under the Career Advancement Programme and the Sixth Form/Pre-university programme (Grades 12 and 13) where students are prepared for entry to tertiary institutions. Students who are in Sixth Form sit the Caribbean Advanced Proficiency Examination (CAPE) at the end of Grades 12 and 13.

Tertiary Level

Tertiary education is offered in a variety of public and private institutions differing in history, mission, philosophy, and to a lesser extent, in programmes and structure. These institutions possess varying degrees of autonomy. These institutions may be further divided into those which are founded and established in Jamaica, and those that are offshore institutions. The offshore institutions’ main campuses are located outside of Jamaica, but they offer programmes through their campuses and departments located in Jamaica. All tertiary institutions were established in response to educational needs at different times and offer not only degrees but certificates and diplomas. The main accreditation body for tertiary institutions and their programmes is the University Council of Jamaica.

STRUCTURE (MoE Organisational Chart)

The Ministry of Education executes the Government’s mandate of ensuring a system that secures quality education and training for all persons in Jamaica in order to optimize individual and national development.  As such, the Ministry of Education is the driving force for change, growth, and development in education, providing the legislative framework, policies, strategies, plans, and resources to enable institutions, agencies and other bodies to achieve their agreed mandates.The Ministry is guided by the:-

Philosophy  ‘ Every Child Can Learn, Every Child Must Learn’ ,

T he Vision ,   ‘ A customer-  centred , performance-oriented education system producing globally competitive, socially conscious Jamaican citizens ’ and a

Mission  ‘ to provide strategic leadership and policy direction for quality education for all Jamaicans to maximize their potential, contribute to national development and compete effectively in the global economy’,  as it pursues its developmental goals for the nation. The Ministry is headed by the Honourable Minister of Education who has the ultimate policy responsibility and authority for the development of education for the Jamaican citizens. Assisting and reporting directly to the Minister is the Permanent Secretary who is the accountable officer, with responsibility for the daily operations of the Ministry in carrying out its mandate. The Permanent Secretary is supported by a Chief Education Officer (CEO) and several Divisional Heads. The Organisational Chart below outlines the structure of the Ministry of Education.

THE EXECUTIVE The Ministry of Education’s Executive consists of:

• The Honourable Fayval Williams, MP – Minister of Education & Youth
• Mrs. Maureen Dwyer, BH, (M), JP – Permanent Secretary (Acting)
• Dr. Kasan Troupe, JP – Chief Education Officer (Acting)

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Wanted: A real national debate on education

The people of this country seem to be stuck in a tradition of keeping quiet. My observation is that, in general, many do not like to go against authority; they like to follow, especially their political leaders. Like dead fish, they go with the flow.

Too many important issues and policies regarding the nation are uncontested. One such is education. In 2004 and 2021 there were two major commissions on education conducted in the name of transformation, but the finished products were labelled “reform”.

Other issues are the transplanting of this STEM (science, technology, engineering and mathematics) curriculum and the most recent Transforming Education for National Development with the public relations tag line TREND. These issues are major policy initiatives, with very high costs, that have been pushed through without thorough questioning by the public, the Jamaica Teachers’ Association, the trade unions, and the teacher training institutions.

There is need for a national debate on the state of education in Jamaica. There is a thinking that some people are fearful of victimisation/job loss so they keep quiet. Another view contends that the Church-influenced structure and function of education trained people to obey and not to question leadership.

There are those who are quick to blame “broken homes” and “broken families” as factors associated with the poor performance in the educational system. The main feature of this educational crisis is grounded in the history of colonialism. While “flag independence” is an important signal of a new nation, the process of decolonisation is incomplete.

Let me be very clear, all we have had is an incomplete process of change. After more than 60 years of Independence, there has been limited decolonisation of politics; no decolonisation in culture and economics. The problem is that we are still in a neo-colonial mode made worse by globalisation and its attendants. For example, both the 2004 Dr Rae Davis-led “Task Force on Educational Reform” made the point in the early pages of the report that it was important to respond to the forces of globalisation. A careful observation of the Professor Orlando Patterson Commission’s report “The Reform of Education in Jamaica” shows that the research was grounded mainly in papers from international regimes, external forces.

Of course, there is a long list of consultations and links with educational institutions, but it is my observation that the mountain of research on the problems in the Jamaican educational system are more important that instructions from the European Union, the World Bank, and World Trade Organisation among others. Each commission promised transformation yet their final reports are labelled “Reform”. By definition, “reform” has to do with change in behaviour without changing structure and function, while “transformation” has to do with changing the structure and function.

In recent months we witnessed the saturation of the airwaves with promotion of TREND and its seven pillars for change. This is regrettably another waste of time. It is important to know about the source of funding for TREND and these STEM institutions. When I think about what we are doing with this STEM transplant, the novel The Mimic Men by V S Naipaul comes to mind.

This is why the issue of cultural decolonisation with emphasis on education is so important. We have grown to become so dependent on the outside world that we are not able to think for ourselves. I recall an important lesson from a story in the book The Adventures of the Reluctant Messiah by Richard Bach. These creatures lived under the water and did so by holding on to the objects in the setting. One day one among them said, “I am going to break away,” and he was highly discouraged that he would never make it, but he did. Sailing along with the current in the water over a village similar to where the creature is coming from, those below looked up and shouted, “There goes the messiah,” and the one above looked down and said, “No, the messiah is in all of us if we dare to let go.”

We need to find our own solutions. This issue of education is a central feature in our underdevelopment as well as a major problem for this neoliberal democracy. Education is a critical feature for a successful democracy. This is why the people should organise themselves in communities, not just to make their parties win elections, but for change in important policy areas, such as education.

The major problems with our system of education are located in the structure and function. Firstly, any profound change in education must be responsive to its colonial philosophy, manifested in rote learning. Secondly, there are very clear signals that there is a major language crisis in education; that is, there is the dominance of students that are Patois- speaking and who will never learn because they are taught in the language of education, English, a language they do not understand.

There are many studies on the colonial intent in the emergence of the Jamaican educational system. Both the structure and function of education in Jamaica were designed for social control. Students are oriented to be obedient to status quo and more often than not they are not taught how to develop their own voices and opinions. They were taught to follow.

There are many manifestations of the language crisis in the educational system. For example, it is public knowledge that in some schools students are promoted to the next form to make way for incoming new students and some student who are leaving high schools are functionally illiterate. The low passes in examinations in English language, mathematics, and the sciences are as a result of students’ ignorance of the rules of English language and as such they lack logic and reasoning skills. Many articles and recommendations have been made for English to be taught, in the same ways French and Spanish lessons are conducted, as a second language. In the article ‘Intellectual ability’, Majid Amini, a lecturer at The University of the West Indies at Cave Hill, shares his observation of the problem of structure and function in our system of education. He argues that the students he encounters in his classroom are bright in terms of having matriculation requirements, but in their response to their school work, they are big on recalling. They are stuck at this lowest level of the cognitive scale; their skills of analysis, evaluation, and application (higher levels of the cognitive scale) are absent. He concludes that the rote system of learning has no thinking component; that is, critical and creative thinking. The absence of these indispensable qualities of education are responsible for the poor quality students we continue to produce year after year.

Philosophy in education guides practice and policies, curriculum, and teaching and learning approaches. Philosophy is about discovering and examining a major problem with a view to changing the situation. While much about philosophy is grounded in the Western intellectual system, there are some ideas we will find helpful as we search for our own solution.

Can we look at the progressive and the reconstructionist schools of thinking as ways of displacing the colonial model of education in Jamaica? We are wasting time and money on these new policies in education, and we must be mindful of policymakers who will be urged by the forces of globalisation to “marketise” and privatise education. Even National Hero Marcus Garvey in his Marcus Garvey People’s Progressive Party manifesto of 1929 offered an anti-colonial path to education.

Time for the decolonisation of education in Jamaica.

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