Submitted by Looking Glass
Education by itself cannot transform a country without natural resources and or strategic location from a basically commercial economy into a fully developed country, at least not development as measured by the developed world. Even their high levels of unemployment, underemployment, skewed income distribution and poverty exist. But education structured to the country’s socio-economic capability and partly to the world beyond can and would go a long to make life and living easier providing people are prepared and content to live within their means; a standard that would enable comfort and dignity (Social Implications of Education and Economic Development)
Our secondary system promotes learning via memorization and retention not innovation or creativity. Generally the subjects taught are by their nature finite and unlike physical or social sciences offer no room for innovation or creativity. This is not to say some should not be taught.
The scientific, technological and commercial revolutions have no doubt increased the value of broad, many faceted general and occupational education and training that require fresh formulation of the curriculum. Even in the developed world changes are taking place in the substance and structure of education as well as in the organization, social and technical prerequisites and the function of the school. If education is to transform the country traditional learning must be supplemented with experimental, innovative learning and local history not African/black history. For the former genuine learning, not memorization, can be derived from praxes rooted in our historical struggle. The latter as regurgitated mixes some truths with fiction, among other things supports the inferiority complex, and there is no demand for it in the job market.
Kids differ not only in ability but in ‘interests’ and so need exposure to a multi-faceted school environment. Traditional secondary level curriculum should be reformulated to include introductory business related subjects like bookkeeping, management and science in all the schools. It will enhance employment possibilities and induce positive pursuit in areas amenable to their own interests and ability. It also requires both environment and exposure.
Today in a scientific high-tec era we don’t even have a proper science laboratory to enable kids and others to investigate, research and experiment. The one we have is an ancient excuse available only at Harrison College students which is a form of discrimination. And Latin an essential for science and technology is no longer taught at least in some schools. Am I to understand that kids from the other high schools are intellectually inferior or lack the smarts for science? We need at least one laboratory to enable students and others to research, experiment and to foster creativity.
Curriculum at the vocational level should be organized and diversified to include to technical subjects and agricultural farming. Food products like broccoli, cauliflower, beans, celery and other green North American and European staples can be produced chemically free for local consumption and to service the hotel industry. Such will generate employment, reduce the import bill and support health. A more functional relationship between educational, the labour market is needed to reduce ongoing diminishing returns of education to both man and country
Creativity and pursuit of curiosity require exposure to information and facilities. Many of the world’s great inventions, like businesses, were created by average souls in an environment with facilities to enable them to pursue their ‘curiosity.’ The grapefruit was ‘created’ in Barbados, so too Buckley’s cough mixture. The Aloe Vera (Aloes) we once made is now a health product widely sold in many forms around the world. In Canada a fifteen year old boy working in the kitchen combined Aloes with other substances to develop a product for dry skin and to protect dog’s feet in the winter and in so doing created a market.
Take cricket. Too poor to afford proper equipment we created Marble Cricket and suitable equipment; played with a hopping (tennis) ball and sometimes a long cane or stick for a bat. Thanks to the environment the era produced some of the world’s greatest in Sir Garry, the three Weekes, Worrell, Walcott, Charlie Griffith and others. Science in all high schools and a proper science lab or two could produce similar results.
Social aspects apart sport/games can supplement formal learning in terms of leadership, innovation, creativity, organization and management. Lawn tennis and baseball are two of the highest paid professions in the world. Compared to cricket the cost is cheap. We should consider introducing them in schools as an after school and weekend activity and or establish a facility for all kids.
That some teachers are without professional qualifications (Advocate 2, 27, 2011) is a fact. But are we blaming teachers for the system shortcomings? Qualifications in and of themselves do not make good or great teachers, not even at the university level. Kids with varying ability and background require much more than delivering a lesson. Teaching is an art that involves socio-physiological variables many of which are not addressed in professional training including the social responsibility of the population.
That said in the past the system with few qualified teachers produced great scholars, significant others and was ranked among the best in the world. Things have changed. Come CXC and some scholars have been Rusticated in the UK and one kicked out of a second rate US university primarily for behavioural problems. The extent to which teachers can or should be blamed for these outcomes is another matter.
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