The cost of treating schools like businesses

THE EDITOR, Madam:

As the discussion on the performance of our students in CSEC and PEP exams resurfaces, I am increasingly frustrated by the persistent blame placed squarely on schools and teachers.

This blame game fails to acknowledge the deeper issue: the growing influence of economic and business-oriented thinking on our education system, which undermines meaningful learning and reduces schooling to a mere preparation for the workforce.

Education is increasingly being treated as a business, where the primary objective is to produce “productive citizens or good workers” rather than well-rounded, critical thinkers. This mindset is evident in the emphasis on competition, standardised testing, and the relentless push for high grades, which are seen as indicators of future economic success.

Schools are being pressured to adopt business models, where efficiency and productivity take precedence over fostering creativity, ethical development, and a love for learning.

The prime minister’s recent statement about managing STEM schools differently reinforces this troubling trend, implying that our educators/school leaders are the problem. However, the real issue is the loss of autonomy faced by school leaders and teachers, who are being forced to conform to a one-size-fits-all approach dictated by external stakeholders with a narrow focus on economic outcomes.

This business-oriented approach to education manifests in classrooms where students are told that their primary purpose is to prepare for the job market.

Even at the basic school level, children learn that play is a reward for work, not a valuable learning experience in itself. Teachers emphasise teamwork not for the joy of collaboration, but because “that’s what you’ll have to do on the job”.

HOLISTIC VISION

Moreover, the competitive nature of our education system, driven by the belief that success is measured by material wealth, stifles the potential for collaborative learning and community-building. Students are pitted against each other in a race for grades, academic honours, and social recognition, while the broader goals of personal transformation and social responsibility are overlooked.

By treating education as a business, we are limiting our students’ potential to grow into thoughtful, engaged citizens who can contribute meaningfully to society.

If we truly want to address the root problems in our education system, we must move away from this narrow focus on economic success and embrace a more holistic vision of education – one that values creativity, critical thinking, and the development of a strong moral and ethical foundation.

SHELLON SAMUELS-WHITE

Concerned teacher/educator