SOS - AT S.E.A

“… The education system, inherited from British colonial rule was noticeably elitist and examination-oriented, designed to filter, segregate and retain students based on perceived meritocracy, as defined solely by performance in public examinations… with a persistent concern for the fate of “the top 20% of the ability…”

Jerome De Lisle, Harrilal Seecharan, Aya Taliba Ayodike [i]

At this time Trinidad and Tobago is thrown into the ocean of emotions, with the results of the 'Secondary Entrance Assessment' exams, that is, depending on how 'SEA'-faring you are, you swim, float or pray for rescue. Social media and households are abuzz with either congratulatory messages or threats to challenge the 'system'. In the latter case, several parents have already voiced their intentions to transfer ‘the child’, either because “that school ain’t good” or “something ain’ right with the results”. Even in the process of congratulating our children for doing well, success is tiered in rankings from ‘prestige’ to ‘1^st, 2^nd or 3^rd choice”, then there is the consolation that “at least they pass”. There is more to a child's effort than just passing for a '1st choice', 'prestige' or 'not so bad' school. More importantly, there has to be a more sensible measure of performance for primary schools than the number of passes for whatever rank of choice(s). In fact, even the entire process of selecting schools, whether by zoning or by personal [I dare say parent] choice needs to be revised, although that is likely consequential to the necessary changes to be made to our entire system of education. Enter now the discussion of this SEA-sick ride from to primary to secondary education.

Throughout all the definitions of 'system' the keys are 'working together', organisation, structure or relation(ship). Well then, what is the relationship between learning in primary school and preparation for secondary education? How do the present structures of our education system accommodate a working together, or organised movement from one stage to another when so many children, every year, lag behind until age literally catches up with them? On the opposite end, the 'bright ones' continue to shine (naturally) or, thanks to parents who can afford lessons, despite 'free education', these students can overcome the challenges in and out of the classroom. Let me state clearly, I have no issue with lessons or 'bright children' or 'top students' or what(ever) parents do to ensure their children do well. My contention is with the design of our system which creates and perpetuates drop-outs, either because these students are not academically inclined - another discussion - or because our present secondary education institutions lack key social and educational support mechanisms.

I suggest that the change in the secondary school system starts with the choice of institutions being based on academic disciplines, and I don't see this taking away from the distinction bestowed upon the so-called 'prestige schools'.  I anticipate that there would be challenges with these changes but at the very least I think this approach will invite greater options and opportunities for students as they chart their career choices. I acknowledge also, that there needs to be extensive research in determining the extent to which our education system is effectively building human capital in a global context and in the face keen global competition. Perhaps the research should start within this summarised descriptive of our education system, mainly because “the top 20%” is still our focus today with sporadic reporting of “against the odds” stories but what of the 80% then and beyond secondary education?

I boldly make a personal appeal to the Minister of Education, The Honourable Anthony Garcia to embark on an extensive study on current strengths and weaknesses within Government Secondary Schools, with the use of appropriate statistical tools to conduct enquiries into effects of environment on student performance and attitudes. We need Sir, to look beyond the ‘good school/bad school’, ‘bright child/hard-head’, ‘nowadays youths’ stigmata. It is time to shift from the hype of passing for ‘first choice’ to assigning effort to determining what makes a ‘good choice’ – beyond making the required percentage. A child’s (quality of) education and future should not be defined by the school he/she attended but by the quality of education received and that, is way above SEA-level!

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[i] Turmoil and Turbulence in Small Developing States: Going Beyond Survival” 1th Annual Conference;  March 24-26, 2010, University of the West Indies, St. Augustine – SALISES;