WHAT once seemed very distant is actually here, 2010. It has arrived with unpredictable challenges and difficulties. We have no choice, however, but to make the best of the year. In this context, we should greet one another and extend the hand of goodwill as we fight against the odds. Here is wishing everyone fortitude and success. We look through the glass darkly but confidently that we are going somewhere worth going in the new year.

Secondly, as we look to the future through the eye of a significantly improved educational system, we should not be weary to offer comments on educational developments planned or taking place. In that regard, I want to make a few small comments on recent announcements about extending the years of schooling to age 18 or by two years. However, in the absence of important details of the plan that many have rightly called on the authorities to produce, it is a challenge to give a full critique or to make a comprehensive analysis of it. Nonetheless, I will work with what I have!

Before we consider the substantive issue at hand, it is necessary to make two remarks. The first is that it is customary to introduce mainly a new curricular or assessment programme by piloting it within existing school programmes to learn what works and what does not. Based on feedback, necessary adjustments are made and then the programme is implemented across the board. Extending the years of schooling is of a completely different nature, as in this case the question of equity looms large.

Extension of years of schooling is justified for small numbers of students in special cases where, for example, the students involved are deemed to have severe physical and other impediments that necessitate their being given more time. Even so, such action is applied nationally. Otherwise, it could be construed as discriminatory. By practice, therefore, extension of school years have been given on a large scale as we saw in instances, including 1974, when two more years were added to the then junior secondary school years with clear and unequivocal goals.

As we reflect on the announcement, we will further remind ourselves that the years of schooling had been for many years extended to 18 years, even 19 for a segment of the secondary school cohort. The extension involved all schools classified as “high schools” offering Higher School Certificate or Advanced Level programmes. The source document, The Education Regulations 1980, states that the minimum age for admission to a secondary school is 11 years but further states that “Every Government secondary scholarship shall be tenable in the first instance for a period of five years and thereafter may be extended for a maximum period of two years, if the Minister is satisfied on the recommendation of the principal and staff that the student’s conduct and progress merit extension”.

The criteria were clear. In practice, merit was based on high performance in external examinations such as the Cambridge and London General Certificate of Education and later the CXC examinations. In the present situation, the verifiable criteria for extension of schooling in the few schools indicated are not so clear and motivational in their intent.

We can observe too that in the present scheme of things a very large percentage of students (may be over 40 per cent), enter secondary school at 12 plus and continue until 17 plus. Two extra years for them would mean that they leave school at 19 plus. This is fair enough, but what is the high expectation for them to achieve at this age? It should not be mainly basic reading literacy skills and a vocational skill. The basic reading and mathematics literacy skills are expected to be mastered by Grade 4 and the vocational skill at about age 16 or 17. In the instance we should set high albeit realistic expectations and believe that they can be achieved while doing everything possible to facilitate the achievement.

Compulsory school attendance and the use of technology or more effective methods of teaching are tools and facilitation that make it more possible for students to achieve high educational levels at earlier ages than before. Perhaps this is where the major focus should be, that is, applying more technology, effective teaching and learning strategies and keeping students in school for a rigorous but enjoyable general education involving so-called academic and technical/vocational programmes. At the same time, a rapid and intensive intervention should be implemented for students with low reading and mathematical literacy skills to aid their “catching up” while en route to Grade 11.

More generally, it is reasonable to expect that the grades 1-11 programmes be considerably strengthened at this time. It would be regrettable if these are compromised for any extension programme that is not yet calibrated or even thought through for widespread implementation. In fact, it is timely to review where there are considerable gaps in the present programmes at the primary level and urgently fill these.

Equally compelling is the deeper issue of equity. There are still relatively many all-age and junior high schools where the school-leaving age remains at 15. Granted that some of the students find their way to overcrowded high schools several miles away and at considerable family costs. In framing the new programme of extension, perhaps greater attention could be given to those students who are supposed to leave at 15 but for economic reasons may even leave at 13 and 14.

Did the Task Force Report on Educational Reform propose a lengthening of the school experience from Kindergarten to Grade 12 “over the long term”? What is the relationship between that proposal and the present one? Interestingly enough only two recommendations of the report are being mentioned every now and then, that is, the Jamaica Teaching Council and the School Inspectorate that are still to be “absorbed”. Really, the discussions on the issues are paltry and puny at best. Sober, engaging and reflective views should still be accommodated to help more effective implementation.

As we go forward, let us consider the issue of equity, whether it is in opportunity to acquire reading literacy skills, access modern technologies, access mathematics education or to learn more.

wesebar@yahoo.com