More partnership needed in education

An educator is encouraging more corporate companies to form partnerships that will put Jamaica on target to achieve its Vision 2030 National Development Plan for the education sector.

Joan Spencer Ernandez, lecturer in the Department of Educational Studies at the University of the West Indies (UWI), said the nation's target to provide 'equitable and accessible education for all', as outlined in the Vision 2030 National Development Plan, "will only be achieved with the full involvement of all stakeholders, particularly the private sector."

She was addressing the Jamaica National Building Society (JNBS) scholarship reception for Grade Six Achievement Test scholars at a function recently.

"To achieve this ambitious target, there is need for partnership with all stakeholders today," Spencer Ernandez said, while referencing the work of the Victoria Mutual Building Society and Jamaica National through the Centres of Excellence programme, which is driven by the Mutual Building Societies Foundation.

$100-million centres

The $100-million Centres of Excellence programme aims to transform the delivery of education in six rural high schools, namely Mile Gully and Porus high schools in Manchester; McGrath High School in St Catherine; Green Pond High in St James; Seaforth High School in St Thomas; and Godfrey Stewart High School in Westmoreland.

The programme, which began in 2008, will end in 2012.

"The partnership among two competitors in the financial sector is a healthy one, which should be emulated by corporate Jamaica," Spencer Ernandez said.

"There is strength in unity and, through this partnership, the schools have been empowered to improve student performance and enhance their learning environment. All of this is to ensure equitable and accessible education for all."

Spencer Ernandez, who also recently completed a series of literacy workshops with members of academic staff at the six rural-based high schools under the programme, pointed out that, despite high enrolment rates, curricula reform and other efforts to improve the educational system, the performance of schools generally continues to be weak and in need of assistance to build institutional capacity.

Using 2009 results from the Caribbean Secondary Education Certificate (CSEC) examinations in English language and mathematics, Spencer Ernandez illustrated that the performance of students at schools referred to as 'non-traditional' or 'upgraded high schools' was especially poor.

Capacity building

According to the data, traditional high schools entered 89 per cent of the eligible cohort to sit English language and a majority 72 per cent passed.

However, among non-traditional high schools, only 38 per cent of the eligible age cohort was entered for English language and an even fewer 36 per cent passed.

For mathematics, traditional high schools entered 81 per cent of their eligible cohort, and 58 per cent of students were successful. Upgraded high schools only entered 29 per cent of the eligible cohort, and 21 per cent of the students passed.

"With the help of the Mutual Building Societies Foundation, capacity is being built in the six project schools," the UWI lecturer said.

"The schools are gradually becoming schools of choice, as news of the new and improved facilities; discipline of students and management of the schools reach others in the community," she added.