THE year 2010 is an important one for the international social services community. As such, it should be of much significance to our own educational ministry as well as to other ministries that address social service issues. The issue that cuts across social services is the set of eight Millennium Development Goals. These were enunciated in 2000 and the date set for their achievement is 2015. In 2010, two-thirds of the time would have elapsed with only one-third remaining. A pertinent question then is how well have we been proceeding to realise these goals as well as others we have set for ourselves.

The most relevant goal to the education sector is the one that deals with primary education. The goal is to “achieve universal primary education”. Many will react sharply by saying that Jamaica achieved this goal several years ago. The reason put forward is that there has been 100 per cent access to primary schooling and that there is full enrolment even above 100 per cent. Some children of secondary school age may still be counted in the primary education statistics.

The claim about our achieving universal primary education is debatable if we accept the two main dimensions of access, which are (a) provision and (b) participation. The latter is always glossed over but is most crucial. Yes, the state might have provided buildings, even poor quality ones, as well as teachers for the primary school age cohort, but whether students are actively participating in the programmes provided is quite another matter. The fact is that despite numerous strategies, on an average only round about 80 per cent of primary school age children are attending or participating. The truth is that access is merely theoretical without strong evidence of active participation by the entire cohort.

If the attendance or participation rate were bad enough, when we examine the attainment levels we see that the picture is worse and worrying. The mastery rate of reading literacy for example is below 60 per cent. When we consider the intent of the goal that goes beyond enrolment figures and space provided, we see that meeting the goal of quality universal primary education by 2015 is a daunting task if all hands are not brought on board for the exacting tasks involved.

Perhaps we should remind ourselves about the concept of primary education. A World Bank Policy Paper entitled, “Primary Education” (1990), argues that “the central purpose of primary education is twofold: to produce a literate and numerate population and to lay the groundwork for further education”. To date, primary education is doing neither, or better expressed, not facilitated or made to do neither. It is interesting to hear that there are improvements, but more interesting would be knowledge that we will meet the primary education millennium goal defined here by 2015.

There has been a tendency to shift focus from primary education to secondary education, with even plans to extend the latter to age 18. For many years now we have been telling ourselves that we have achieved universal primary education and so we should shift focus to secondary education. Surely we should have a focus on secondary education but not to the exclusion of primary education. What would be most prudent is if we shift to a “higher gear” in driving quality primary education while we set our sights on quality secondary and tertiary education.

Our work in primary education is far from complete and we should revisit the millennium goal for primary education with a view of reinterpreting it. The new interpretation should be quality primary education for all. Until we achieve this goal along with quality early childhood education, there is no hope of achieving widespread quality secondary education and beyond. Primary education is the cornerstone of formal education and should reach everyone. That is not happening, like it or not. We should do something more about it now.

Another pertinent issue is the provision of adequate data and information on education to the public. It is no longer sufficient for the authorities to “tell the public” what our achievements have been. The new dispensation of open governance requires the public to be provided, in an easily digestible form, key data and linked information that affect their life. The cost of such provision could be an issue but ways and means must be found to provide the linked data that can be accessed cost effectively. We bear in mind the main characteristics of any good data set, that is, timeliness, relevance, comprehensiveness and trustworthiness.

Information or data on students’ performance on tests should be accompanied for example by timely and accurate information about the tests themselves in respect of broad content area and depth of treatment. Armed with knowledge of test content, orientation and rigour, interested persons can decide for themselves any real performance improvement. You see improved statistics can be obtained from tests that are not necessarily of much rigour and relevance. When that happens, complacency sets in. Alert and knowledgeable people can be helpful then in influencing real and positive change in the statistics, but only if they are provided the complete data set and evidence.

A third issue is whether in introducing additional programmes to address the problems at hand, the impression is conveyed that the programmes are revolutionary, new and sure to produce the desired results. The fact is that at best we can only guess outcomes and be willing to use with utmost caution some results that emerge. The authorities should carefully consider therefore if programmes are announced that give the image of quick fixes and unprecedented innovations.

More troubling is the fact that announced programmes are not given enough time for absorption, reflection and discussion. It is coming across too that at last we have found the illusive solutions of yester year. I would caution restraint in any premature pronouncement on the efficacy of programmes that are not yet rigorously tested for their logic, let alone effectiveness. Though well intentioned, the initiatives taken require the input of the larger population and an assurance about funding. This should be clearly understood.

Needed in 2010/11 is a clear roadmap with mileposts for the achievement of universal quality primary education. The mounting of participative fora will likely reveal significant areas for intervention and prompt action that will speak louder than the words. I recommend this.

wesebar@yahoo.com