Despite the anticipated gloom and chaos that certain individuals and sectors predicted in our schools, due to teacher migration, and the public transport industry, we are happy that September ‘mawnin’ did not collapse.

However, we are aware of reports that some schools are still trying to replace a few teachers and some students are unable to get to school because of protests due to poor road conditions.

Some may argue that it was selfish of the protesters to jeopardise the children’s education by blocking the roads; however, having lived in France, which has a profound protest culture, I have concluded that there is no single correct way to demonstrate. People are usually affected, in general, whether intentionally or unintentionally. But we know that sometimes the only way for the Government to hear the citizens’ cries is through intense protests.

Apart from the abovementioned situations, the issue of grooming has, once again, received public attention as it was reported that several students of Holland High School in St James could not attend classes because they were in breach of the grooming policy — in some cases for inappropriate hairstyles and/or tight pants.

For many Jamaicans, guidelines for grooming in schools are synonymous to colonialism. It is often felt that too much emphasis is placed on how a student looks as opposed to what he or she learns. Consequently, several administrators have come under fire for what some consider misplaced priorities. Shouldn’t the focus be on improving learning outcomes instead of policing students’ attire?

Numerous comparisons have been made with the very few local high schools that are more relaxed in their grooming policy versus those that aren’t. For a fact, students at the former tend to perform better academically than those at the latter. However, is the question here really a matter of grooming, especially when these students are already streamed following their grade six exit exam?

Additionally, some compare students in the United States of America, who have a more liberal dress code, to our students, who are required to wear uniforms. They see no correlation between grooming and learning outcomes. Why, then, are we adamant about enforcing strict grooming policies? Is the education system more focused on discipline and morals and values rather than students’ academic advancement? Is there a need for attention to be given to these areas? There are a number of predominantly black nations that wear uniform. It would be interesting to ascertain why uniforms are still worn and if they have the same issues we face in our system.

Politicians are among those calling for administrators to resist what they describe as a racist practice. Interestingly, they are the only ones who can legislate a law in this regard. The Ministry of Education (MOE) has established a national grooming policy to govern public schools, but it seems as though schools are still at liberty to operate how they wish.

The MOE and Government need to stop sending contradictory messages. In earlier stages of the novel coronavirus pandemic, the ministry told schools to basically accept students how they were. However, on Tuesday in Parliament, portfolio Minister Fayval Williams urged students and parents to obey the school rules. We cannot have it both ways. There needs to be a clear sense of direction.

We need to come to the realisation that dressing is generational and culture-specific. Several adults were disgruntled about what administrators consider to be “tight pants”. Nowadays pants are categorised as skinny, slim, regular fit, etc. Skinny fit pants are very common in social settings, while slim fit ones are regularly found in professional and religious contexts. They are trendy, so it would be absurd to think they won’t be found in the school setting.

One of the fears, however, is that students may get carried away, causing focus to shift from the truest reasons for being in school.

Additionally, there is a belief that those who find it difficult to abide by simple school rules may have challenges obeying laws when they get older. But sometimes we speak loosely without actual data. Nonetheless, there is still some noticeable patterns in behaviour, and we have to be careful of the level of freedom that we seek.

Many of us who speak loudly on social media about these issues would never hire some of these youngsters if they dressed in such a manner to come to a job interview. We cannot stomach seeing them with their pants below their rear ends. Certain behaviour are cultivated over time. We want to talk about progressive thinking but we later cry foul.

Some of the same ones who chastise the colonial mentality of administrators dress daily in their law robes to attend court sessions. Why do they continue to choke themselves in formal wear in this tropical climate even though they may not be in agreement? It is simply because there are codes and regulations that govern different institutions.

EDUCATIONAL CAMPAIGN

Teachers islandwide have recommended a national campaign for education to promote its importance and gain the support of all stakeholders involved. This is a timely call which should be supported to the fullest. We have not done very well educationally as a country; therefore, any effort to revalue education and skills training is welcome.

The results of this year’s Caribbean Examinations Council (CXC) exams again indicate that we have a lot of work to do in the traditional academic sense. Interestingly, also, CXC has raised concerns that too many students are leaving the secondary school system without adequate qualifications to move forward. While this observation was given in a general sense with regard to the various Caribbean islands that sit the exams yearly, with Jamaica being the largest of the participating countries, we definitely have a serious crisis to deal with.

President of the Jamaica Teachers’ Association (JTA) LaSonja Harrison recently underscored the need for a common philosophy to guide how we educate our students. This initiative should be fully endorsed.

The MOE, along with stakeholders in the education sector, needs to clearly outline the goals for our education system for the next five to 10 years. A curriculum or a syllabus alone does not suffice. Student teachers should also understand this eventual philosophy so that when they transition fully into the profession they are already cognisant of this direction.

We also need clear descriptions of what we consider 21st-century skills and global competence. Teachers often tell students that they are being prepared to respond to the needs of the times, but they themselves are unsure of what these are. These are critical concepts to define, especially as globalisation is more widespread.

I recently wrote a chapter on teacher professionalisation and glocal competence. I discovered that many of our tertiary institutions did not have a policy document on the specific competencies that they require their students to cultivate and demonstrate for glocal living.

The JTA and other stakeholders should make haste in getting this philosophy developed and articulated.

Oneil Madden is a PhD candidate in didactics and linguistics at the Université Clermont Auvergne, France, and president of the Association of Jamaican Nationals in France (JAMINFRANCE). Send comments to the Jamaica Observer or oneil.madden@uca.fr.