Educational Coaching

Over the past week the quality of education has taken center stage in the Jamaican media, with the Minister, Andrew Holness chiding elementary/ primary school teachers for the general ill-preparedness of students for secondary schools.This news comes at the dawn of Jamaica’s presentation of a status report on its achievements towards the Millennium Development Goals (MDGs).

MDGs

The Minister’s chiding must come as a surprise to many educators and Jamaicans generally, who have been convinced since the 1980s, when I was a child and growing up, that our education system was superior to even the US. I grew up thinking that there was nowhere around the world where I could get better–a long standing misconception stimulated by the so-called universal elementary access. That was such a Big joke that almost 30 years later we are caught running with our tails between our legs and the dear Minister scrambling to modernize the system that has doomed so many youth.

Before proceeding with my article, I feel it important to articulate my background in education, as it will help you to better understand where my views on this matter are coming from. I am a third generation educator, sprung from a grand mother, mother and aunts who are trained and practiced Jamaican educators. Aside from Jamaica’s so-called universal access, I have always been (un)fortunate to have a household of educators whose interest was tied up with me believing the fabled best quality education. It did not take me long to unravel the myth–as soon as I commenced secondary level education I began to see more clearly–educational success was for the socially privileged, and many of us who dared to make ourselves an anomaly by being too bright, faced the humiliation of teachers  or the lack of will from our parents.

I always wondered why my mother never attempted to help me with maths–”I never went to high school,” “I didn’t do CXC,” she would say. Let me tell you, it was disappointing to hear my mother give these excuses–after all, I was a child who was half her age, with no experience other than primary school and I was able to clear the ominous mathematical clouds, yet she, with her experience preparing youth up to grade six could not help me to figure it out. I was not fearful of calling her mediocre, a label which I gave to many other teachers I later encountered.

So you can imagine that the latest move by the new Minister, in chiding educators, came like music to my ears. “Finally,” I said, “someone at policy level has begun to see more clearly.” But, on closer scrutiny, I realized that the Minister wants to see significant improvements in the education system, while ignoring the need for wider social changes. From the Minister’s statements, captured across the print and electronic media, he espouses that schools, although miniatures of the society, should not reflect its ills. They should therefore be exemplary– a lighthouse in a foggy dawn. Schools are therefore miniatures of what our society ought to be.

Social Stratification

At a press conference at Jessie Rippol Primary, the Minister proposed that those students who are not found to be academically inclined should be placed in schools to promote skills development. This functionalist sees social stratification as normal and natural, modernizing it as a means for ensuring that ‘the most talented and able members of society are allocated to those positions that are functionally most important for our society.’ Education is then the ‘providing ground for ability and hence the selective agency for placing people in different statuses according to their capacities.’ (Haralambos & Holborn, 2000).

Despite the need to keep stratification in tact, the Minister has a desire to reflect the liberal ideals of a progressive education system, which serves the needs of the people and fulfill the expectations of a modern democracy, especially under the watchful eye of the UN. For me it’s like playing with a three card man–there’s no way to win, as a progressive education system is the antithesis of social stratification, which the Minister will retain with his proposed screening system. A word of mouth liberal and die hard functionalist, his arguments are indicative of an ideal in which schools function like the future society–the place of choice to live, work, raise families and do business, and where all the social classes accept and are satisfied with where they are placed.

While the Minister acknowledges, through his delivery of Grades F to various schools, that the hidden curriculum contributes to failings, he does not seek to examine the hidden curriculum as something that is functional to society–a covert contract handed down from the society to maintain stratification and the status quo. He proposes that we execute individual assessment of schools and teachers, which inevitably labels them the culprits of failure, rather than the society that infiltrated and intimidated them with its own hidden code on the treatment of people of specific social classes.

I therefore extend a word of caution to the Minister–the whole is the sum of its parts. The education system is merely one part of the whole, which reflects and maintains all the ills that exist within our society–class and colour prejudice and priviliging, abuse, crime and violence, self-hate and skin bleaching, and expectations of failure. To change the education system we must change our society, because it is the whole that influences its parts. We therefore need a multisectoral approach involving private, public, and community entities that are committed to and supportive of wider social changes.

It is real difficult for me not to throw personal experiences into this picture, especially because I am still a youth, which is quite the contrary to what my birth country, Jamaica, will recognize, as our youth age ends at 24 years. The National Youth Services (NYS), National Centre for Youth Development (NCYD), and other state agencies and ministries do not recognize me as youth, although I am at the regional level. This means that young people in the 25- 30 age cohort in Jamaica have been left out on a limb. We are not morally accepted as adults, and we are not legally recognized as youth. What a conundrum?

In Jamaica the overwhelming majority of those who are unemployed are youth, with employment trending upwards as you move from the youngest, 14 years, to the oldest youth age, 30 years. I must say that in my almost 11 years as a working youth I have not seen or experienced much changes.

Youth work often times limits and predisposes employees to: entry level positions and assistants posts; low remuneration compared to the actual responsibilities of youth and what they generally qualify for; reluctance of agency and organizational leaders to hire youth in leadership positions that they are qualified and experienced for; use of stigmatizing terms to refer to youth in employment, e.g. young Tom come and carry out the coffee; unequal pay and benefits compared to an adult in the same position with the same responsibilities and qualification; disproportional representation of youth in all levels of work and national leadership; and exploitation of youth time in promise for sustainability.

I attended the Commonwealth Youth Lecture (Jamaica) 2008 at the Courtleigh Auditorium on Thursday, October 9. The theme for the event was: “Youth Mainstreaming: The Key to National Development.” It was at this lecture that I encountered the term youth work in Dr. Fatiha Serour’s presentation. Its usage immediately struck a chord in my brain, and it was like giving voice to something that was once mute. On hearing the term, I reached to my friend next to me and said, “Youth work, I never knew that youth do a different kinda work from adults? ” It really woke me up!

Dr. Fatiha Serour

I immediately turned my eyes to the agenda in hand and the presenters who were sitting immediately before me–the most significant role was being played by an adult. While I respect Dr. Serour and found several valuable lessons from her lecture, I believe that she too has contributed to the marginalization of the youth–a key issue which she articulates in her presentation. Looking at the agenda from a youth work perspective, all roles, except that of the Lecture, were entry level and assistants posts–they were all played by youth: welcome, prayer, greetings, cultural item, introduction of speaker, and the vote of thanks. The young man who introduced Dr. Serour even introduced her as a youth–what a calamity?

When will young people wake up and see that they are marginalized in work because the adults refuse to make employment standardized and equally accessible and available despite age, creed, race, religion, etc. Can you imagine that in this day and age, Jamaica a western country, roughly 200 miles outside of the United States of America, does not have an equal employment opportunity Act? Further more, there is absolutely no nondiscriminatory clause to address issues of youth and religion in the Equal Work for Equal Pay Act. What an archaic state of affairs?

We, the youth, need to envision the day when we will be delivering the Commonwealth Youth Lecture, when we have eliminated the concept of youth work, and are able to stand in equality with adults in employment. If we fail to do this, we will fail to exist, as Dr. Serour said in her presentation, the face of poverty was once a woman’s, now it is the face of a Youth. Young people, get up and stand up for your rights!

Greetings, Minister of State

Cultural Item, Commonwealth Youth Lecture, Jamaica, 2008

Introduction of Speaker, Youth Ambassador

Vote of Thanks, Youth Ambassador