Letter of the Day | Improving Jamaica’s educational system

THE EDITOR, Madam:

As we strive for progress and development, it becomes increasingly clear that Jamaica’s educational system requires a significant overhaul. The current structure, which overloads students with multiple subjects, is producing individuals who are proficient in many areas but excel in none. To rectify this, I propose a paradigm shift in our approach to education, focusing on core subjects and practical skills development.

My proposal suggests a streamlined curriculum with a limited number of subjects at each level. For kindergarten and infant schools, the focus should be on maths, English, and life skills development, with contact time allocated as follows: 30 per cent maths, 30 per cent English, and 40 per cent on life skills. This will enable young learners to develop a strong foundation in the core subjects while acquiring practical skills that will benefit them throughout their lives.

At the primary level, the curriculum should include maths, English, life skills development, science and technology, entrepreneurship, and civic education. Contact time should be allocated as follows: 30 per cent maths, 30 per cent English, and 40 per cent on the other subjects. This will provide students with a well-rounded education that prepares them for the demands of high school and beyond.

In high school, students should focus on maths, English, vocational subjects, science and technology, entrepreneurship, and foreign languages. For grades 7-8, contact time should be allocated as follows: 30 per cent maths, 30 per cent English, and 40 per cent on the other subjects. For grades 9-11, the curriculum should be expanded to include history, business subjects, and arts and creativity, with contact time allocated as follows: 20 per cent maths, 20 per cent English, and 60 per cent equally distributed among the other subjects.

TEACHER QUALITY AND DEVELOPMENT

Another critical factor affecting our educational system is the quality of teachers, particularly at the infant, kindergarten, and primary levels. Many teachers in these areas require improvement in their subject matter expertise and teaching methodologies. Moreover, some maths teachers have a phobia for the subject, which makes it challenging for them to teach it effectively. To address this, we recommend providing ongoing professional development opportunities for teachers to enhance their skills and confidence in teaching maths and other core subjects.

To make maths more accessible and enjoyable for students, teachers should strive to create a mathematical environment that fosters comfort and curiosity. This can be achieved by incorporating practical activities, real-world examples, and interactive learning materials into maths lessons. By doing so, teachers can help students develop a deeper understanding and appreciation for maths, leading to improved academic performance and increased confidence.

In conclusion, improving Jamaica’s educational system requires a multifaceted approach that focuses on core subjects, practical skills development, and teacher quality.

JOHN MCINTOSH

Tourism hospitality

professional