Dear Editor,

The Jamaica Teaching Council (JTC) Bill has once again sparked national debate following its recent passage in the Upper House of Parliament with bipartisan support.

While the Bill aims to enhance the teaching profession by promoting professional standards, regulating teacher conduct, and improving the overall quality of education, there is a growing sense among educators that it requires a fundamental reset.

I want to caution that all steps should be taken to avoid politicising this Bill, one stakeholder remarked, noting that the current political climate often dubbed the “silly season” can lead to efforts by both sides to score points rather than prioritise meaningful reform.

Despite its commendable objectives, the Bill has generated fear and mistrust among many educators. A prevailing concern is that the JTC may become a “policing” body rather than one that supports and uplifts the teaching profession. The manner in which the Bill has been introduced and discussed over the past decade has focused more on punitive measures than on professional development and support for teachers. In essence, the bill has been poorly marketed to the teaching community.

In March 2025, several interest groups, including teachers, parents, and religious leaders, made submissions to the joint select committee of Parliament. Proposals from the Jamaica Teachers’ Association (JTA) and the Teachers’ Colleges of Jamaica aimed at addressing key concerns were largely rejected, further fuelling scepticism and resistance among teachers.

Here are five major concerns raised by educators regarding the Bill:

1) Council composition: Teachers are currently under-represented on the council. Many are concerned that non-teachers will be empowered to make critical decisions about the profession. In most other professional bodies, such as law and nursing, members of the profession regulate themselves. Why should it be different for teachers?

2) Excessive fines: The Bill proposes steep fines for teaching without a licence or in violation of licensing rules. While policymakers argue this is necessary to ensure compliance, critics argue that incentives and support would be more effective than penalties. Excessive fines could even drive individuals away from the profession, particularly when teachers already feel undervalued and demotivated.

3) Lack of independence: The proposed council falls under the Ministry of Education, raising questions about potential political interference. There are calls for the council to operate independently or, at the very least, for safeguards to be put in place to protect its integrity. As the saying goes, “He who pays the piper calls the tune.”

4) Unclear role of school boards: The Bill does not clearly outline the relationship between the council and the boards of management at educational institutions. Boards currently oversee teacher conduct and school operations. The governance procedures are too draconian. Why should it be possible for the council to retry teachers if they are acquitted by the courts or board to ascertain if they are fit and proper to practice?

5) Licensing fees: There is growing anxiety about the cost of licensing. The Bill does not specify how the licensing fee will be determined, raising fears that the financial burden of funding the council will fall on underpaid and overworked teachers. This is especially concerning given the complex bureaucracy that the proposed council would create.

As the Bill returns to the Lower House, lawmakers have a renewed opportunity to engage with teachers, address these concerns, and make meaningful revisions. If this bill is truly meant to elevate the teaching profession, it must reflect the voices of educators and prioritise their well-being.

Cosmetic changes have not been enough to shift the Bill’s punitive tone. Without genuine consultation and collaboration, there is a real risk that the Bill will undermine the very profession it seeks to regulate. It is imperative that policymakers decolonise the approach, listen to stakeholders, and ensure that the Bill does not become a perennial tax on teachers.

Garth Anderson

Principal, Church Teachers’ College

President, Caribbean Union of Teachers (CUT)

info@ctc.edu.jm