The cost and quality of education
In Jamaica, August and September are abuzz with activities relating to back to school. With the struggle to make ends meet, dire financial challenges, especially in light of the aftereffect of the passage of Hurricane Beryl, and confronting the constant high cost of living, parents must dig deep into their pockets to ensure children of all ages and stages are in school come the first week of September or shortly thereafter. This time of year, also, provides the opportunity for us to reflect not only on the preparations for the new school year but on the cost of education being offered to students and the ultimate outcome envisaged by all stakeholders.
Patterson report
Students must be at the centre of educational outcomes and education. The goal must be to bring out the best in people, with the focus being on students or learners. For example, the Patterson Report (PR) on education, which is groundbreaking in terms of its far-reaching recommendations, pointed to the need for the Student Loan Bureau (SLB) to remove guarantors as a requirement for loans. It is good to see that the SLB has implemented this recommendation thus enabling educational outcomes to be aligned with the needs of industry. This is very laudable as students must be employable at the end of the day and there must be the recognition that skill acquisition and the ability to implement same in a working environment cannot be the all and end all of the process but rather one in which students are creative and demonstrate the ability to utilize science, technology, engineering, the arts, and math (STEAM) to explore their environment, build individual capacities, and contribute to nation building. This, too, is the meaning of quality education.
What then is quality education? In a rather simple way, the PR seems to suggest, it is the dynamic ways in which it is approached. For example, at the tertiary level, there is the promotion of flexible pathways for development, with the result being, in some situations, stackable credentials leading to varying levels of achievement such as certificates, diplomas and degrees. This dynamism draws on the existing National Qualifications Framework and requires policing based on the tertiary education oversight body – Jamaica Tertiary Education Commission (J-TEC), in which the PR anticipates connections with the University Council, the overarching body to regulate educational outcomes for all stakeholders.
Legislation
With regulations still outstanding to make J-TEC fully operational the question is when will such legislation be debated and passed by both houses of Parliament and then receive authority from the Governor General? This question is, indeed, relevant. If we are serious about the quality and cost of education, as, despite the excellent outcomes at all levels of the system, and for this we must commend all stakeholders, including students, it is vital that we stop at nothing to ensure that the legislative and policy framework are in place to maximize the output and outcome of education.
Quality education is best defined by its application at all levels and in every context. This means, though resources are limited, despite the optimism of the PR that government can fund the system, with support from private sector and other stakeholders, there must be the recognition that talking alone is not going to work. Rather, there must be concerted efforts to streamline maternal and child health, parenting, early childhood, primary, secondary, tertiary, continuing education and professional development, and the requisite standards, monitoring and evaluation, especially through quality assurance assessments on an ongoing basis. When these are done, especially by working with external partners to ensure alignment with global standards, there can be certainty that students at all levels are set on a path to contribute to national and global development.
Quality education for the long-term
Why is all this necessary? Education is a long-term mission, beneficial to both individuals and society. As one writer puts it, “Education has been a core aspect of human development and progress for centuries, and its significance cannot be overstated. From the individual perspective, education opens doors to greater opportunities and career prospects, which may lead to higher earnings and a better standard of living. From the societal perspective, education is key to driving economic growth, reducing poverty, and promoting social cohesion”. These two viewpoints are especially important in a society in which values have taken a back seat in personal and social circles and the consequences are bad behaviours, disorder and a general lack of compassion, care, love and sharing. Education, in the long term, therefore, supports the common good and thus all stakeholders have an interest in ensuring it succeeds at all cost.
If all the foregoing is in place, how will we attain quality education in Jamaica? I propose two steps, which are not new, however, they are useful reminders for driving quality education with a view to bringing out the best in ourselves. First, as was done by the PR, it is vital that we identify the issues that must be at the forefront of educational transformation. The report already has the key components and with an additional focus on values education at all levels, education will drive Jamaica’s development. Second, availability of resources is critical at all levels and available funds must be concentrated where there is the greatest need. As was noted before, this must begin at the early childhood level and maintained through the primary and high schools, especially with the current focus on STEAM education. These two steps are by no means exhaustive; however, they are critical for driving and sustaining quality educational outcomes.
Rev Garth Minott is the Suffragan Bishop of Kingston.
