The Government of Jamaica had indicated it would introduce the Sixth Form Pathway Programme that would seek to improve the educational outcomes of many high school leavers. By engaging in courses to make themselves more marketable, school leavers through pursuing CXC/City and Guilds subjects, skill based subjects, this initiative also contributes to the improvement of their psycho-social development. This programme is not the traditional “Sixth Form Programme” which would see students do CAPE subjects only. The completion and achievement of Caribbean Advanced Proficiency Examination (CAPE) subjects would see the students matriculating to higher learning institutions, like The University of the West Indies. The move to expand access to educational opportunities to fulfill the gap/deficiencies identified is strongly supported by data that indicated that roughly 17 percent (sampled from 2010-2014, a five-year period) passed 5 Caribbean Examinations Council (CXC) subjects. Additionally, the Planning Institute of Jamaica in 2018 indicated that 65 percent of the population (ages 25-54) had no passes in any examinations. This is more nerve racking when academics such as Thompson (2020) have illustrated that Jamaica’s productivity per worker has declined compared to its Asian and European counterparts, while the latter have seen increases. This outlook looked bleak, and so any form of intervention would be welcomed.
The move to expand access to educational opportunities to fulfill the gap/deficiencies identified is strongly supported by data that indicated that roughly 17 percent (sampled from 2010-2014, a five-year period) passed 5 Caribbean Examinations Council (CXC) subjects.
The History
But is this programme working though? Due to the rush of this programme, many teachers were able to identify that this programme seems to be a mere rebranding (which they are correct) of the defunct Career Advancement Programme (CAP) which Human Employment and Resource Training Trust/National Service Training Agency (HEART/ NSTA) furnished with 400 million Jamaican dollars in sponsorship. The programme was introduced by our current Prime Minister, Andrew Holnes in 2010, rebranded by former Minister of Education, Reverend Ronald Thwaites in 2014, and by 2016 the programme was expanded to grades 12 and 13 by the then Minister of Education, Senator Ruel Reid. At this point, the main thrust of attention was given into helping students who did not achieve much after leaving high school, and who were also not job ready. It involved getting the required work experience or skills necessary (through HEART) to be work ready. During CAP, many students were given the similar opportunities they are being given now in the Sixth Form Pathway Programme. Many of these students did make use of this programme, but a great many more were not able to capitalize on this same programme. To be frank, CAP is just rebranded as the Sixth Form Pathway Programme, where now students are not required to graduate at grade 11, but at grade thirteen, giving them two extra years to “catch up”.
A Few Problems Identified
One of the major issues for CAP was the high level of poor attendance. Some factors that contributed to this included lack of interest from these students, poor educational foundation, limited economic resources to participate in the programme, and other social factors. Students at the beginning of the programme would appear in their numbers all eager to participate, but as the weeks went by the attendance dwindled. When questioned by teachers, students revealed that they were burdened by several personal and social issues which affect their attendance.
Another major issue identified amongst these pre-adults was the need for financial support. Students who are eligible for the Sixth Form Programme are around the 16-19 years of age. As with many Jamaican households it is expected that these students will begin working to assist with bill payments or any other financial need. This is normally done to offset the financial pressure being faced by caregivers to finance more than one child receiving a quality education. Hence we see the problem. When you talk to most students who are absent (predominantly boys) they would indicate in no uncertain terms that it is easier to make money and help their family members and themselves than “waste two more years” that cannot help their current situation. This viewpoint is substantiated by the Planning Institute of Jamaica which indicated that in 2021, poverty had risen to a high of 16.7% which was 5.7 per cent more than 2019. Students have now to choose between economics and education. For many, the most natural response would be to secure your economic stability and progress over education. This creates a pickle for policy makers. So if policy makers want to brag about the success of this programme, the students need to be there in sufficient numbers.
Another major issue identified amongst these pre-adults was the need for financial support. Students who are eligible for the Sixth Form Programme are around the 16-19 years of age. As with many Jamaican households it is expected that these students will begin working to assist with bill payments or any other financial need.
Having said this, it would have been useful for the government to implement programmes to help mitigate some of these factors to help motivate and inspire these young adults to engage in these opportunities. Most of these students would have been more interested in securing a job to help finance their personal needs, and in numerous cases, those of their families. Auditing the programme should have revealed some of these findings.
Many schools were found in limbo when the programme was introduced as they were faced with limited resources, teachers, and spaces to conduct such a programme effectively. The traditional schools with better support systems would have been able to adapt more easily compared to many upgraded high schools. Hence for many upgraded high schools, the programme would put pressure on the limited resources made available by the Ministry of Education and Youth. For example, there was a school offering Metal Technology, which had limited resources, so the Ministry had a metal-shop mobile bus. The bus would spend a few weeks at each school within a particular area. Though this initiative was good, it was limiting as the teachers were not able to expand their knowledge in the use of the technology, and the students would have had limited time to experiment and explore the technology. This means that a cohort might not be able to engage and enjoy the wholesome learning experiences. The end result would lead to a lowered educational quality output.
The government must be realistic. Rebranding the programme and now infiltrating such a programme in the daily running of schools, compounded with an embarrassing salary for teachers, and a disconnected youth population, will not improve the lot nor will it address pertinent urgent need for a comprehensive educational reform. Creating a policy with active involvement of teachers, parents, school administrators, along with local and international partners would be a more practical approach. There are numerous educational programmes and systems that the Ministry of Education can examine in a serious way to help solve our problems. Countries such as Finland and Singapore are clear legislative examples policy makers can study. The outcome is what stakeholders should desire whilst improving the processes.
The government must be realistic. Rebranding the programme and now infiltrating such a programme in the daily running of schools, compounded with an embarrassing salary for teachers, and a disconnected youth population, will not improve the lot nor will it address pertinent urgent need for a comprehensive educational reform.
What Should We Do?
Here are some ideas that the government can examine and adopt. Some come from reports, other educators and from my years of experience.
Let us start at the beginning: invest more in early childhood education so the literacy and numeracy levels prepare students for the offerings at the high school level. This sentiment has been echoed by many educators, educational leaders, stakeholders and numerous official reports such as the Task Force (2004) Orlando Patterson (2020) reports.
Let us start at the beginning: invest more in early childhood education so the literacy and numeracy levels prepare students for the offerings at the high school level.
The insertion of HEART Technical and Vocational Education and Training (TVET) based skills in primary and high school curricula is another measure that can be taken. This is one notch up as the Orlando Patterson report recommended it only for secondary schools. I believe the culture of skill acquisition and development must be inculcated in our youths as early as possible. A policy should be designed where it is made compulsory for students to do at least one TVET subject (inclusive of robotics, IT and entrepreneurship) at the high school level for now, and as time and resources are made available, it is integrated at the primary school level. If we are to transform the education system we must be practical in implementing activities and processes we desire to see in a future outcome. A few advanced countries including China are realigning their education systems towards TVET and information and communication technology (ICT) to have outcomes in the next 100 years. Jamaica must not lag behind in global trends, especially in education.
Though the idea is to give students the added two years to improve their educational lot is noble, this option however, should not be compulsory. We must be aware of the social need for financial support in certain families, and as such, making the extra two years mandatory is very limiting. Students who show some sign of interest, commitment or did not acquire at least three exit subjects should be mandated to do so. However if students meet matriculation requirements for other areas of endeavour they must be given the opportunity to pursue them. It is also worthy to note that a decision of mandatory two years can also impact the matriculation process for some tertiary institutions. Institutions like Univeristy of Technology (UTech), which accepts students who graduate at grade 11 with the required CXC subjects, is one such example.
Students who are in financial need should be vetted and be given a stipend, or participate in a job placement programme. Possibly the Jamaica Values and Attitudes (JAMVAT) programme could be extended to facilitate these students. If they are doing a skill based subject, students who are in need, should be vetted and provided with a stipend to attend these skill based classes. Research has indicated that not all students who are in need are on the Programme of Advancement Through Health and Education (PATH).
Conclusion
The reform for our education system will not be an overnight success. However, critical and relevant incremental steps are needed to see the desired outcome all stakeholders desire. These steps must be informed by experience and research. The sixth form programme is relevant, and has a chance to help begin the process of reforming the education system. A comprehensive stakeholder involvement approach is what is needed from the basic school level, so that by the time our students reach sixth form, they would be receiving the maximum benefits and opportunities that our sixth form programme and education system have to offer.
The reform for our education system will not be an overnight success. However, critical and relevant incremental steps are needed to see the desired outcome all stakeholders desire. These steps must be informed by experience and research.
References
Ministry of Education, Jamaica. (2004).Task Force on Educational Reform: Jamaica: 2004: a transformed education system: final report. Kingston.
The Jamaica Education Transformation Commission. The Reform of Education in Jamaica, 2021 Report.
Thompson, C.S. (2020). Education and Development: Policy Imperatives for Jamaica and the Caribbean. Foreword by P.J. Patterson: Kingston: The University of the West Indies Press.
Mr O’Neil Allison is an educator with over 15 years of experience. He is the president of Philosophy of Education Movement of the Caribbean (PEMCA), and holds a Master Degree in Educational Planning and Policy.