Cuban Teachers in Jamaica

It is amazing to see that the Ministry of Education has contracted Cuban teachers to work in Jamaica. Regardless of their expertise in a subject, for someone coming from Cuba, teaching Spanish may come natural to them, and this statement may be debatable since not all natives can teach others their own language. But, with the complexities of teaching Physics and Chemistry, one can only imagine the abilities of these teachers to convey the intricacies of these subjects to students in English. All Cubans have to start from scratch when they enter the United States. First, they must complete ESL classes and achieve English Language state standards in Reading, Grammar, Listening, and in some states, Writing before they are permitted to enroll in college credit courses to obtain a Bachelors degree and subsequently certification to teach in the schools. Jamaica, on the other hand, has made it easy for them to simply begin teaching at once. Nevertheless, this program has certainly allowed many Cubans to leave the dismal, poverty stricken daily life in communist Cuba to reside in a free atmosphere in Jamaica. Yet, it is quite ironic that these second language speakers are welcomed to teach in Jamaica when a Jamaican teacher residing in the United States with American M.Sc. and Doctorate degrees did not get the time of day when applications were made to teach a subject that she has taught to high school and first year college level students in the United States for over 10 years. Mind you, this Jamaican teacher, on sabbatical leave, applied primarily for teaching positions advertised for a one term period. One would think that is a good fit to obtain a qualified teacher in a subject area where there is a temporary need until the permanent teacher returns. However, nothing in Jamaica is logical. It's who you know - not who knows you to progress there. But, wonder if the strict tattoo policies of the Ministry of Education are extended to foreign Cuban teachers?
Twenty Cuban Teachers Arrive for Jamaican Schools
Reflection of an Untrained Unqualified Teacher

Corrupt Principal Promotion Policies

Recently, Professor Paul Miller, a United Kingdom based educator, wrote an article on the corrupt practices of selecting school principals in Jamaica. He indicated that the process has been flawed for many years. Professor Miller is correct in his research findings as noted in the link below. Corruption is a societal ill in Jamaica, and the education system is no exception. The article emphasizes that the corruption stems from the member of parliament; however, a great deal of the corruption initiates from the Ministry of Education that will only employ persons for high-level administrative positions if these candidates are socially connected to an influential relatives or friends who are known throughout Jamaica. So, there is no wonder that the Ministry of Education's nepotism practices will trickle down to the hiring of principals. Nevertheless, the death of a young girl late last year at the Prickly Pole Primary school in  St. Ann' clearly shows a principal's inability to lead when she along with the board's director arranged for students and parents to take a bus to participate in a political demonstration against their Member of Parliament, Lisa Hanna. This irresponsible behavior is a minor example of the incompetence of not only many principals but also the members politically selected to serve on school boards. But, unfortunately, such biased selection for these important positions ultimately affects the students who will not have a chance to to their best with incompetent leadership.

Principal Prejudice - Corrupt Promotion Policies Hurting Jamaica's Education System, Claims Professor

School Challenge Quiz Showcases Outstanding Students from All Schools

The overall impression after release of the GSAT results is that, for the most part, a great number of the highest scoring students throughout the country are placed at Campion College. Campion College has come a long way from its former days as a private boys only school when it was not a popular choice among boys unless they were not successful in the Common Entrance Exam. The same feelings applied to girls who would not generally want to go to its sister school, St. Peters & Paul. So, both were the schools of last resort if students did not secure a place at their primary choice schools, St. Georges College or Immaculate Conception High School. However, today, Campion College is considered an elite high school and a popular choice among hundreds of thousands of students. This influential school is known for its state-of-the art equipment and well maintained facilities unlike other high schools where students may not have proper equipment, the facilities are dilapidated, and they may have to carry around their chairs since furniture is lacking in many classrooms. Nevertheless, the School Challenge Quiz, clearly demonstrate that the best and brightest students do not all gravitate to Campion College. The competition shows that there are outstanding students enrolled in other corporate area high schools and also rural schools. While these schools may not have picturesque surroundings and a college campus-like atmosphere similar to Campion College, they are still producing, through the dedication of hard-working teachers, the best and brightest students who are expected to excel in their future endeavors. Congratulations Tichfield High School on your 2016 School Challenge Championship win!

Caribbean Maritime Institute Questionable Hiring Practices

Pamella Munroe Ellis’s audit report on the Caribbean Maritime Institute (CMI) indicates cronyism at its best. The hiring of six assistant lecturers who have no training or teaching experience in the subject areas simply shows a disinterest by the institution’s leadership to provide qualified lecturers so that students may obtain the best possible education. Furthermore, the hiring of 253 part-time lecturers without approval from the Ministry of Finance indicates a breakdown in communication between CMI and the ministry that resulted in failure to monitor spending of $135.6 million paid in salaries at tax payers’ expense. Students’ surveyed feedback on their dissatisfaction with the training offered by CMI lecturers should be taken seriously especially since these students are paying such high tuition for their education. CMI’s leadership should be held responsible for compromising the education needs of its students
Caribbean Maritime Institute Accused Of Employing Unqualified And Inexperienced Educators

Segregation in Placement of GSAT Students

Cheinnel Francis burst into tears on learning she was awarded a place at Cedar Grove Academy in Portmore, St Catherine. Francis' scores in the 2015 Grade Six Achievement Test (GSAT) ranged from 91 to 98 per cent."She cried both out of relief and out of sadness for not being placed at her first choice of Wolmer's Girls', or second choice, Campion. However, I would've transferred her to Cedar Grove Academy if they had placed her in any of those schools," says sister Kadia Francis.



The following response was posted by a FaceBook user ion Jamaica Gleaner's page in response to the above-referenced:

"This is NOT fair! If this system had still been around when I did GSAT, I would not have been able to go to Campion, coming from an inner-city community in Spanish Town. She does not deserve that placement. This may sound harsh but I do not even know of Cedar Grove Academy."

My response to the FaceBook user's post on Jamaica Gleaner's FaceBook was as follows:

"For those who do not know, Campion College was a Cedar Grove in the 70s and early 80s. Boys who could not gain enrollment into a traditional boys high school would go to Campion College when it was a boys only school. Its sister school St. Peters and Paul Girls School had the same reputation. However, after both schools joined the institution began to build its reputation. So, all should give Cedar Grove High School a chance. It is a STEM school and this designation indicates that the school has high performance standards and expectations for its students. Therefore, Cedar Grove High School needs an opportunity to build's its reputation just as Campion College/St. Peters and Paul had a chance to turn their unknown, last resort, and low performing status into a top school".
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This above noted communication indicates the need to revise the GSAT placement system. It is time to discontinue the segregated system of placing all top achievers to the well-known schools while placing lower performers to less recognized high schools. This division of students based on test scores means that the traditional high schools will continue to enjoy recognition as "top" performing schools for producing outstanding achievers. However, this type of recognition cannot be enjoyed by less recognized schools which are not given a chance to be competitive with traditional schools if they do not receive an equal share of the top GSAT students. However, the Ministry of Education continues to bend to public pressure of maintaining the ineffective placement system that is not serving so many Jamaican students.  

Time To Exhale GSAT Students

Now that the GSAT results were released, some test takers can breathe a sigh of relief. The expectation of passing the test means that these young children must carry a weight on their shoulders and can only release this weight if they pass the test and are assigned to a “good” school. One student‘s account of preparation indicates that attending church was the only break away from preparing for the test. This student is not alone since a great deal of pressure is placed on other young minds.  As such, parents contribute to a stressful atmosphere since parents generally expect their children to attain high scores so as to be assigned to a “good” school. In addition, stress is transmitted by teachers whose rate of passes is regarded as an indication of the teacher’s proficiency. Principals are also involved in the student’s stress since the Ministry of Education regards the results as a reflection of the school’s success or failure. Those students who take extra lessons must contend with additional pressure to pass since the instructor’s reputation is associated with the number of passes. The pressure of students to pass even extends to some communities as residents celebrate in the streets on hearing that a school has produced a number of passes. Finally, students are stressed on knowing that they must achieve high scores to be considered by the Ministry of Education for a “good” school. Those students who pass the exam can exhale and relax during summer. But, those who do pass must endure another year of pressure from parents, teacher, principal, extra lessons instructor, community, and the Ministry of Education. Is this what we want for our children?

Segregation of High School Students

Minister Ronald Thwaites’ statement on the high school placement of GSAT students ignited a long standing concern.  After many voiced their opposition against placing students at high schools in their communities, the Ministry of Education issued a statement to reassure that the standard placement procedures would continue except for those unassigned students. The ministry’s statement indicates that the easy way to deal with the matter is to continue the age old problem of segregating students in schools based on their intelligence and family income if applicable. There seems to be no solution that will allow all high schools to share in the enrollment of a wide cross section of different learning abilities within the student population. The unacceptable placement practices create continued success of students at schools that are deemed to be superior to other schools where high standards are not considered the norm. If we want all students to have an opportunity to succeed then a better solution is needed than relying on the current high school placement practices which continues to be a disservice to so many children.

Government Contributing To The Brain Drain?

It is customary for foreign private companies to recruit teachers to work in their countries. However the Jamaican government demonstrates that they have no qualms of contributing to the brain drain. The government’s classified education advertisement requests for 59 English language teachers to teach in China. Now, sending 59 of the best who make it through the selection process means that there will be 59 vacancies to teach a subject that requires experienced teachers. In their deal with China, did the government not consider that the high vacancies would mean that Jamaican students would be deprived of some of the best English Language educators who will be taking their talents elsewhere? What was this deal between the Chinese and the Jamaican governments in exchange for? It certainly could not be an exchange for Chinese Science teachers!!?? So, we continue to see the outcomes of sinister dealings between the Chinese and Jamaican governments.