While reading my Facebook page I came across a comment that my nephew made that got me thinking. Well to be honest, before it got me thinking it got me a little bit angry. Here he was this little whipper snapper making a judgment call on the profession in which I have been engaged most of my adult life. So I commented on this comment and he fired back two lengthy responses to my comment. And that was what got me thinking.
So below is the transcript of the whole dialog that took place between my nephew and me.
What follows is the text of a conversation that began on Facebook between me and my nephew Michael after reading the comment below. He like his father, my brother, is in business for himself so he is in a position to make the statements he is making. His comments are in bold, mine is italicized:
(Original Comment) Michael wants to know who is directly responsible for the continuation of an outdated and failing educational system that our children are in?
Michael your assessment of the educational system is a bit harsh. Believe you me, we are doing the best we can with the little we have...
"Don't take what I said the wrong way. I'm not being too harsh. I maybe even understating. I understand that you may get defensive because of your vantage point...We have a real crisis. When I interviewed for an entry level position and the most competent person I could find was my 11 year old, we have a problem. We are not preparing our kids for today's environment we're still in 30 years ago mode. We still have a system that thinks everyone has equal abilities and interests. We still teach - go for white collar first and if you don't make it then do something else by default. We still say go work for someone else first instead of start your own and have someone come work for you as a first option. And here is something that is clear to me (we aren't unique in this either). We barely teach, we are preparing for exams and going through the curriculum. NOT the fault of the teachers. It's the fault of those that set policy."
"I see it everyday. We get all up in arms every July/August when exam results come out and the results aren't favorable. I see many holes in my own child one does okay by grade standards but because she is able to handle the curriculum and pass exams but she still has deficiencies. But I combat that by trying to focus on her strengths and ensure her in those areas that she's truly interested in."
In an attempt to get a dialog on this topic going I sent out this same text to teachers on my emailing list, and invited their comments. So far I have only received one reply and it came from a cousin of mine who happens to be a teacher. Her comments, which I edited as she used the names of her children, follow:
We are doing the best we can with what we have but we are so ill equipped to do it. Not to mention , we're held hostage by a ministry that wants to see academic results. We force 3rd graders who cannot read to take national exams because it is a ministry policy. And, the teachers' names go on these exams.
I agree that we're teaching to white collar jobs first followed by the next best thing. This is so entrenched in us from G.C.E. days that we forget that only the top 10% is truly academic. Example, my daughter wants to be a beautician, she’s no brainiac, but she can hold her own. No problem; its an honest living and if she's determined to return to the cat, she’ll have a practically uncontested market. Same with my son who wants to be a chef. Again no problem BUT mummy wants to have a fit
I remember a comment your brother made some years ago. He said something to the effect that we like degrees too much even if they don't afford us a good living.This is one of my pet peeves.
What is so sad is that the powers that be are not listening to those of us who are in the trenches and as a result there is chaos all around. What I do know is that something needs to done and soon. I invite your comments on this subject.
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3 comments:
Michael makes some interesting points.
I don't agree entirely with the notion that everyone should go into business for themselves, we simply don't have the population numbers to support that model. Some of us will employ and most of us will be employed. I wonder too what would be the marker for measuring the success of education system if it were not through exams? This is the universal standard. So much so that in Great Britain they are considering employing a policy that would prohibit low performing students from taking certain exams so that the overall statistical results appear better. Is this right? Who knows? I mean let's face it there are some students who know full well that they don't stand a chance of passing certain exams yet they feel pressure to sit them anyway. I do agree that we need to do more and by we I mean all of us. Parents first though. Are they checking homework? Do they even know if there is any homework? I can't tell you how many times I've seen my coworkers completing their children's homework. I am sure this was not the teacher's intent when she assigned the homework in the first place. Are Parents attending the P.T.A. meetings? Do they know their children's teachers. It MUST begin at home. Extended family too can play an integral part in a child's development. I purchase books and educational gifts for my Goddaughter. And I intend to do whatever I can to help her develop to her fullest potential. I'm sure most teachers would agree that those children whose parents take an active interest in their child's education and attend meetings and conferences regularly are the ones who perform better.
We next need to address the issue of funding most classrooms are overcrowded how can one individual adequately meet the needs of 35 to 45 students. We need more schools so that we can reduce the numbers in each classroom. And while we're on the subject of more schools I believe we should seriously consider the idea of same sex schools. Let's take away the distraction of the opposite sex and put the focus back on education. Most of us would admit that we occassionally felt intimidated in the classroom because a certain boy or girl was watching.
We also need to address the issue of the calibre of teachers in the classroom I have been exposed to enough teachers to know the good ones when I see them; and must admit that some teachers lack the passion and capability to effectively impart the material to their students. We need to increase salaries based on student performance in much the same way that big business awards bonuses to executives who perform well; we should consider rewarding teachers who consistently perform well. This can only serve as an incentive to other teachers. Salary increases might also attract more men back to the classroom something that I feel could only serve to improve the condition on many campuses. I came up under Leviticus Adderley and would readily admit that his presence made a significant difference on the campus atmosphere.
Well I'm merely an outsider, I don't teach and I have no children but this is my 5 cent contribution to the dialogue.
Michael here again adding to this vexing issue.
I not bashing exams because as neemee correctly stated its a universal standard. The problem is that too much emphasis is placed on these exams and it's not only in our jurisdiction its all around. Here is what I tell Lil' Michael, don't focus on what the grade itself, pay attention to gaining knowledge & information and mastering the subject or skill. Once you do that the grades will follow. She knows that grades are simply a reflection of the work put in. Many parents will settle for "good" report cards and GPA's without digging in to see what's behind the grades.Just today I had the chance to see a prime example of such a flaw. Mike had a pretty decent mid term progress report filled with A's & B's and one D+ in Computer Studies. I go up to the teacher to get his assessment. He said she simply didn't prepare for her exam. She had a 93% average in classwork, a 100% average for homework assignments,and a mid term exam of 25%. There is clearly a disconnect here. As I told Mike and her teacher, I'm not convinced that she has mastered or proficiently grasp the subject as her term work falsely indicates. If this was the case surely if she didn't "prepare" (I call it cramming) she should still be able to muster a better exam grade. Some where along the line Mike was able to work the system to her advantage. She is able to regurgitate information in homework assignments and classwork and make it seem as if she has mastered the subject. I'm also sure that some of her A's and B's may not be substantive. Before I give the impression that I think my child is an airhead and all I do is pressure her, I don't. There are subjects (example spanish) that she loves, works hard at and has a great understanding of at her grade level, and I do let her know that I am proud of her when she works hard. I can see when she puts in the time and effort even before a grade comes back. The grade just validates the hard work. We do need to put our heads together to come up with a solution to getting parents involved. I just think that many people don't get it...the fact that education is the penicillin to many of our social ills.
Here is an example of where the government dropped the ball on improving our education infrastructure.
Bahamas Information Services
08/06/2001
Bahamas Government $100-Million Loan Scholarship Programme,
The Government of The Bahamas, in keeping with its commitment to provide greater educational opportunities at the tertiary level, has undertaken a comprehensive review of its national scholarship programme. As a result, the programme has been expanded to include larger numbers of awardees for the 2001/2002 academic year. Under the scholarship programme that was discontinued last year, loan scholarship were awarded for a maximum sum of $4,000 per year for students to undertake selected programmes of study.
In 2000, The Bahamas Government Scholarship $100-million Loan Programme was introduced. The maximum amount available under the Loan Scholarship Programme is $20,000 per annum up to a maximum of five years or $100,000. The Government, through the Ministry of Education, Youth and Sports, approved a total of 759 applicants at an initial cost of $9.2 million for 2000/2001, or $33 million over a five-year period. In its second cycle, 2001/2002, a total of 1,590 applicants have been approved at an initial cost of $19.3 million. For the two-year period, 2,349 loans were made for periods ranging from one to four years.
During their period of study, the borrowers are expected to pay half the interest on their loans (currently four per centum per annum on the disbursed balance), while the government pays the other half. Recipients of loan scholarships are allowed a maximum of 15 years to complete repayment thereof, and they may pursue the academic, technical or professional programmes of their choice.
All approved applicants were selected on the following criteria:
· Bahamian citizenship
· Sixteen years of age or older
· The production of proof of acceptance into an accredited institution
Upon completion of studies, students are expected to return to The Bahamas and to contribute to its development and growth. Following upon gainful employment for a 12-month period, awardees are required to commence the repayment of the principal of their loan scholarship as well as the entire interest. Other conditions attached to the loan scholarship will be advised by the Ministry of Education, Youth and Sports to individual awardees and their guarantors.
The Bahamas Government is publishing in The Nassau Guardian on Tuesday,
August 07, and in The Tribune on Wednesday, August 08, the names of all persons who
have been approved for The Bahamas Government Loan Scholarship Programme for the 2001/2002 academic year. Also published is the list of awardees granted loan scholarships by The Bahamas Government for the year 2000.
Applicants who have not already collected their letters should do so from the Kendal G. L. Isaacs Gymnasium between the hours of 10 a.m. and 4 p.m. as per the following schedule:
• Persons whose last names begin with the letters A through K – Wednesday, August 08, 2001.
• Persons whose last names begin with the letters L through Z – Thursday, August 09, 2001.
Subsequently, the Bank of The Bahamas and other banks will inform recipients, through the media, of the days on which loans will be processed. Applicants will be required to present the letters from the Ministry of Education, Youth and Sports accompanied by a guarantor to the banks on the specified days.
Persons needing assistance should contact the Scholarship Hotline at the following numbers – 325-6107, 325-6195 and 325-9738.
The Minister of Education, Youth and Sports, the Hon. Dion A. Foulkes, will hold a Press briefing on Tuesday, August 07, to discuss further the Government’s Loan Scholarship Programme.
The government launched this highly touted initiative in 2001. I haven't researched the exact numbers, but thousands of students took advantage of this program many of which it is alleged, misappropriated the funds provided. There were many references in the media of loan receipiants who have not fullfilled their obligations to repay these loans and some instances of persons who claim that they should not have to pay back these funds. The issue here is not whether the government should have set up this program and give thousands of Bahamians the opportunity to further their education. The issue is how it was run. Students were allowed to borrow money to matriculate any institution of their choice. I personally know of students who went away to school and did not even consider coming home when they finished their studies.
Imagine if the government had mandated that 75% of the scholarships granted had to be redeemed at the College of the Bahamas. That would have been $75M injected into the local economy. Jobs would have been created on and around the campus, buildings would have been built, high quality lecturers could have been lured to the Bahamas, students from around the region (Caribbean, US, Canada) would have come to study some of the specialized fields of study in which we could of had competitive advantages (Marine Biology; Tourism & Hospitality Management for example) This would have injected additional capital (foreign currency)into the economy. Most importantly we would have a better chance of retaining the students we spent money developing and may be we could have retained some of the foreign students, ending up on the beneficial side of the Brain Drain for once. UoB would have been a regional power house or on its way to being. Once again we missed that boat, United States and Canada reaped the reward of money we borrowed from them gaining financial capital in the form of the interest paid on the loan and human capital in the form of our students.
We are now deliberating using the model of Keynesian Economics. The theory behind this principle is that a government engages in deficit spending in an effort to stimulate or keep an economy afloat. The result would be a more developed community/society at the end of the recession.
It's a pity we did not think about applying this principle during the prolonged eductional recession that we have been mired in for years.
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