Education Transformation as Social Justice
The transformation of Jamaica’s education system is a goal we should all embrace and a journey, which though will be long, is one which we must pursue. Perhaps the most important reason such a journey should be undertaken is that justice demands it. Educational transformation is an act of social justice, and thus may be summarily described as educational justice. Educational justice promotes equity of rights, opportunities, access, participation, and giving all stakeholders a voice. Educational justice contends with the structures of society which create inequity and marginalization, and in its operational mode, educational justice seeks to demolish structures and policies that may cause oppression (Zembylas & Iasonos, 2017).
One of the harsh realities with which the conversation about educational transformation in Jamaica must contend, is that the inherited education system, starting with the Negro Education Grant 1835 – 1845, was designed to perpetuate inequities in education. Over the last two hundred years there have been very limited transformations of the system. There was increased access, various reforms (such as the Reform of Secondary Education – ROSE), but no real attempts at radical transformation. At its core, educational justice means that children are not only given access but given access to quality education and thus provided with the resources to create for themselves a higher quality of life as they contribute to the advancement of society. I am not persuaded that there is a deep understanding, in government, about the social justice implications of education and educational transformation.
At its core, educational justice means that children are not only given access but given access to quality education and thus provided with the resources to create for themselves a higher quality of life as they contribute to the advancement of society. I am not persuaded that there is a deep understanding, in government, about the social justice implications of education and educational transformation.
Educational justice means preparing students for competent engagement with the challenges of the future rooted in what John Amos Comenius (1552 – 1670, who is called the “Father of Modern Education”) calls lifelong learning with a focus on logical thinking over dull memorization, and problem-solving rather than prescriptive learning. Educational justice then, as an element of transformation of the Jamaican educational system, means that beyond the period of formal schooling which runs from age 6 – 18, meaningful learning opportunities should be created. Some of this is, happily, taking place. Much more needs to be done.
Educational justice is also rooted in what Ivan Illich (1970) describes as the development of capacity for self-direction and self-governance. The failure of the Jamaican education system to realize these outcomes sufficiently is seen, among other ways in low academic and social performance (both the level of passes in terminal high school examinations and violence among students). According to Nel Noddings (1984), schools are expected to produce caring and competent people. The performance of Jamaica’s education system measured against the qualities of caring and competency is cause for grave concern.
With those ideals, an examination of the progress of the Jamaican education system towards transformation is discouraging.
Checking on how the journey is going
For several weeks, now, I have been trying to assess the process of implementation of the recommendations of the report of the Orlando Patterson Commission, to see how the journey to this noble and necessary destination is going. I have struggled to get a grip of what exactly is happening.
I have had conversations with various leaders in the Ministry of Education and Youth, as well as persons who serve on the Education Transformation Oversight Committee (ETOC), and other persons close to the happenings in the Ministry of Education. From those conversations, I have gathered diverse perspectives, limited and unclear data (or interpretations thereof), and expressions of doubt about whether there has been a credible start to the “journey” towards transformation. I share below some of the information I have received, portions of which are in the public domain.
- Ninety-seven of One Hundred Recommendations on track
The Ministry of Education and ETOC have asserted that of the 101 short-term recommendations, 97 are on track. At face value that is superbly good news. What has not been disclosed in detail, however, are what are these recommendations, what is the impact they are expected to have, and, for each, when will implementation be complete. The ETOC has said that the end dates for these 101 “initiatives” vary from twelve to thirty-six months.
Curiously, however, other insiders in the Ministry of Education contend that what is being referred to as “recommendations being on track” are various operational, administrative and ancillary activities. This counter-characterization seems consistent with one ETOC disclosure which describes the 101 items as “initiatives”. In my experience, it is inescapable that ancillary activities are undertaken to support the attainment of strategic objectives, thus action on those ancillary activities is welcome. What the Ministry of Education (and ETOC more specifically) needs to provide, therefore, is a compendium or planning frame of the high impact strategic outcomes that the transformation effort is intended to produce and then track the journey with reference to those high-level objectives.
What the Ministry of Education (and ETOC more specifically) needs to provide, therefore, is a compendium or planning frame of the high impact strategic outcomes that the transformation effort is intended to produce and then track the journey with reference to those high-level objectives.
Part of the “problem” with this approach is that because the realization of the outcomes will take a few to several years, and given the politics involved, where soundbites and grand announcements define how the job is deemed to be done successfully, there is a preference for reporting on minor activities. If there is going to be a serious and credible effort towards transformation, the agenda must be lifted above the political fray.
- The Transformation Effort: Progress, Access to Data, Leadership
On March 19, 2024, an ETOC representative advised me that the Ministry is working to “give the public access to the data”. On April 12, 2024, I inquired of the ETOC representative on the progress of the effort to provide the public with access to data. The representative wrote: “Progress is being made. Technology people still not finalized. So, I don’t have a definitive end for when this will be made accessible”.
The representative (whose identity I will not disclose) further stated that an update would be tabled in parliament in two to three weeks and the report would be made available to the wider public. The Minister of Education made a statement in parliament about a week ago (as was signalled by the ETOC representative), and no reference was made to the database and the statement by the Minister gave no details on strategic transformation objectives being pursued and the progress being made on those. Reference was made to the 97 objectives which are on track, but the Minister said the total number of short-term objectives was 145, not the 101 previously referenced in various reports.
Both the absence of a database and the absence of a monitoring and tracking system are grave causes for concern and signal that the basics of the management of the transformation agenda are not in place. In addition to this, there have been staffing and relationship challenges in the Ministry with lack of synergy between and among key operatives resulting in staff attrition.
Both the absence of a database and the absence of a monitoring and tracking system are grave causes for concern and signal that the basics of the management of the transformation agenda are not in place. In addition to this, there have been staffing and relationship challenges in the Ministry with lack of synergy between and among key operatives resulting in staff attrition.
The Ministry also held a briefing with school principals on April 26, 2024. The briefing was a half day event under the heading “Principals’ Engagement Session” and was curiously designed to “update” principals on their role in the transformation process. It is important that the incredulity of that purpose be noted, namely that the Ministry was purporting to advise principals on what their role should be in transforming the education sector. Did they not know?
At this April 26, 2024, event the Minister made “remarks” for about twenty minutes. One would expect that the Minister would be giving an overview of verifiable progress being made towards transformation. Another segment of the agenda was a fifteen-minute presentation entitled “Unpacking the Indicators of Success”. For this presentation, various leaders in the Ministry gave terse presentations on the progress of implementation and achievements of targets for which they are responsible. No supporting evidence was provided to corroborate their claims. As I contemplate the absence of a defined strategic blueprint for transformation, one that is rooted in a vision of social justice, and the non-existence of verifiable data on the transformation effort, (which would be a requirement of accountability and transparency, consistent with social justice), the imprecision of what is meant by “on track for implementation”, the apparent confusion between activities and objectives, I have concluded that three major solutions are needed to advance the transformation agenda.
As I contemplate the absence of a defined strategic blueprint for transformation, one that is rooted in a vision of social justice, and the non-existence of verifiable data on the transformation effort, (which would be a requirement of accountability and transparency, consistent with social justice), the imprecision of what is meant by “on track for implementation”, the apparent confusion between activities and objectives, I have concluded that three major solutions are needed to advance the transformation agenda.
These solutions are:
- Revisiting the Government’s Philosophy of Education Statement
The Minister of Education and Youth, beaming with pride, read the Government’s Philosophy of Education Statement in Parliament on April 14, 2024, but the statement while strong on process, perpetuates the dualism of vocational and academic pursuits. Treating vocational skills as different from academic competence and vice versa, reinforces the underpinnings of the inherited education system. The “fostering of community harmony, appreciating our cultural heritage…” are both good, but key elements of competence are unspoken, and “respect for all” is undercut by existing practices as discussed at (b).
- Revising the structures of the education budget
There is a severe maldistribution of resources for education and extensive uncertainty about how the education transformation agenda is to be funded. The most egregious element of the funding of education is inequity. Regardless of how endowed or supported a school is, the government pays the same amount per student, with an additional amount for Programme of Advancement Through Health and Education (PATH) beneficiaries. A clear first step towards educational justice is equity. In addition, the government needs to undertake big spending to resuscitate and revitalize and upscale schools. The government is willing to make capital spends to the tune of tens of billions on police, roads, and the tourism industry, but not so education. There is need for a new ethic and a new philosophy.
The government is willing to make capital spends to the tune of tens of billions on police, roads, and the tourism industry, but not so education. There is need for a new ethic and a new philosophy.
- Reassigning roles
The scientific literature on organizational transformation is replete with references to the centrality of new leadership at the apex of the organization to be transformed. These include Bierly, Doyle, and Smith (2016); Olsen (2013); Steiner and Hasseal (2011); Rhim, Kowal, Hassel, and Ayscue (2007); Matthews and Sammons (2005), Kanter (2003); Arogyaswamy, Barker, and Yasai-Ardekani (1995), and Khandwalla (1984).
I am of the firm view that for the education system in Jamaica to be transformed there must be urgent strategic and operational leadership changes in the Ministry of Education and Youth.
I am of the firm view that for the education system in Jamaica to be transformed there must be urgent strategic and operational leadership changes in the Ministry of Education and Youth.
References
Arogyaswamy, K., Barker, V. L., & Yasai‐Ardekani, M. (1995). Firm turnarounds: an integrative two‐stage model. Journal of Management Studies, 32(4), 493-525. doi: 10.1111/j.1467-6486. 1995.tb00786.x
Bierly, C., Doyle, B., & Smith, A. (2016). Transforming schools: How distributed leadership can create more high-performing schools. Bain & Company Insights, 12(1), 41–61.
Illich, I. (1970). Deschooling society. New York: Harper & Row, Publishers
Kanter, R. (2003). Leadership and the psychology of turnarounds. Harvard Business Review, 81, 58–67. Retrieved from https://hbr.org/2003/06/leadership-and-the-psychology-ofturnarounds.
Khandwalla, P. (1984). Turnaround management of mismanaged complex organizations. International Studies of Management & Organizations, 13(4), 5–41.
Matthews, P., & Sammons, P. (2005). Survival of the weakest: The differential improvement of schools causing concern in England. London Review of Education, 3(2), 15–76.
Noddings, N. (1984) Caring: A Feminine Approach to Ethics and Moral Education. University of California Press: Berkeley.
Rhim, L., Kowal, J., Hassel, B., & Ayscue, E. (2007). School turnarounds: A review of the cross-sector evidence on dramatic organizational improvement. Chapel Hill, NC: Public Impact for the Center on Innovation & Improvement. Retrieved from http://www.centerii.org/survey/downloads/Turnarounds-Color.pdf.
Steiner, L., & Hassel, E. A. (2011). Using competencies to improve school turnaround principal success. Charlottesville: University of Virginia’s Darden/Curry Partnership for Leaders in Education. Public Impact. Retrieved from www.DardenCurry.org.
Zembylas, M. & Iasonos, S. (2015). Social justice leadership in multicultural schools: the case of an ethnically divided society. International Journal of Leadership in Education. 20. 1-25. 10.1080/13603124.2015.1080300
Canute Thompson is Professor of Educational Policy, Planning and Leadership at The University of the West Indies, Mona Campus, a social activist, and author of eight books and eighteen journal articles.
His academic achievements include:
- Two Principal’s Awards in 2023 for research activity generating the most funds, and research activity with the most development impacts, serving as Project Director for a project executed by the Caribbean Centre for Educational Planning.
- A 2022 Bronze place winner in the Independent Publisher Book Awards for his book, Education and Development: Policy Imperatives for Jamaica and the Caribbean.
- A 2021 finalist in The Vice-Chancellor’s Award for Excellence for all-round excellent performance in Outstanding Teaching, Outstanding Research Accomplishments, Outstanding Service to the University Community, Outstanding Public Service.
- A 2021 Principal’s Award for Most Outstanding Researcher.
- Two Principal’s Awards in 2020 for Most Outstanding Researcher and Best Publication for his book, Reimagining Educational Leadership in the Caribbean.