Dear Editor,

Every Jamaican family, whether in the hills of St Andrew or the plains of Clarendon, shares one common dream — a better future for its children through education.

For generations we’ve believed in the power of schooling to uplift lives, open doors, and break cycles of poverty. Yet, even as education remains a national pillar, there are growing cracks in the system, cracks that reflect unequal access, inconsistent investment, and policies that don’t always keep pace with the needs of our youth.

If we are serious about building a Jamaica that works for everybody, then our education system, from the classrooms of primary school to the lecture halls of our universities, must be treated as a national priority, not just in words, but in action and funding.

In Jamaica, education remains the cornerstone of national development. Yet an ongoing imbalance in government subventions to tertiary institutions raises critical questions about equity, access, and the direction of our national priorities. Recent data points to a clear disparity in financial allocations to our leading universities.

In 2021, the Government of Jamaica provided a subvention of approximately $9.2 billion to The University of the West Indies (UWI) Mona Campus. In contrast, for the same year, the University of Technology, Jamaica (UTech) received a $2.9-billion grant. Meanwhile, the Caribbean Maritime University (CMU), which plays a vital role in developing maritime professionals, received a modest $395 million to support its expansion and operations in 2023/24.

Even more concerning, in 2025, the Government allocated an estimated $12 billion to The UWI, while UTech received just $3.5 billion. This massive funding gap is difficult to justify and does little to support the principle of equitable access to quality tertiary education. While The UWI has a commendable legacy and remains a critical academic hub in the region, the magnitude of the gap in public funding calls for urgent review. Institutions like UTech and CMU play equally essential roles in national development, particularly in applied sciences, technology, engineering, and logistics.

When public funds are distributed so unevenly, it inevitably limits the capacity of these institutions to innovate, expand access, and serve their student populations effectively. Young people across Jamaica deserve equal opportunities regardless of the institution they attend. The need for balanced and strategic investment in all our tertiary institutions is not just a matter of fairness but a requirement for sustainable development.

As we prepare students for a globally competitive workforce, STEAM education (science, technology, engineering, arts, and mathematics) must be elevated to a national priority in all Jamaican schools. Our economy is shifting rapidly, demanding skills that traditional curricula alone can no longer provide.

Global studies have shown that students engaged in STEAM education outperform their peers in problem-solving, creativity, and innovation. Locally, the Government has taken positive steps with the $2.4-billion STEM scholarship programme, rolled out in partnership with UTech and the Students’ Loan Bureau, to offer 1,000 scholarships over five years in engineering and computing.

We must also commend the Government of Jamaica for its bold 2025/26 budget commitment to expanding STEAM access. This includes a $689-million allocation under phase II of the Education System Transformation Programme for the construction of Jamaica’s first STEAM academy in Greater Bernard Lodge, St Catherine. Additionally, the HEART/NSTA Trust will invest $400 million to equip technical high schools with cutting-edge STEAM labs featuring robotics kits, drone technology, hydroponics, virtual welding simulators, and 3-D printers.

These forward-thinking investments deserve applause. They reflect the recognition that STEAM is no longer optional, it is essential for national progress. However, for Jamaica to truly transform, we must integrate STEAM education at the primary and secondary levels, ensuring students in every parish are given hands-on experience in these subjects. Access to robotics labs, coding classes, science fairs, and creative arts programmes must become the norm, not the exception.

A workforce prepared for the 21st century begins in the classroom. Our curriculum must inspire innovation and prepare students for the technological, scientific, and creative challenges of tomorrow.

The push by the Government of Jamaica for mandatory teacher licensing is not just a policy move, it is a vital step towards strengthening the professionalism and accountability of the teaching sector.

Teacher licensing ensures that educators are qualified, continuously trained, and meet established national standards. It brings Jamaica in line with international best practices and safeguards the quality of education provided to our children.

According to the Ministry of Education, licensed teachers are more likely to engage in professional development and exhibit greater instructional effectiveness. Moreover, the Jamaica Teaching Council has emphasised that licensing helps remove unqualified individuals from the system, thereby raising the bar across all educational institutions.

This move also ensures parents and guardians can have confidence in the individuals entrusted with shaping the minds of their children. Just as we expect our doctors, lawyers, and engineers to be certified, so too must we expect the highest standards from our educators.

Supporting teacher licensing is, therefore, not just a matter of regulation, it is a commitment to excellence, equity, and the national goal of achieving a world-class education system.

Rohan Walsh

Educator and president of Young Jamaica

rohanwalshjm@gmail.com