Let us work towards a Real Revolution in Education

The editorial in the NEWS of September 12 caught my attention. Under the caption “Literacy and Liberation”, it bemoaned the little fanfare paid to “International Literacy Day” that was declared by UNESCO on September 8, 1966.

It wondered if the importance of the Day was waning given the ‘reported’ successes of the education revolution and a decline in illiteracy rates. It warned that this year’s theme “Promoting Literacy in the Digital Age”, “holds significant relevance for our nation and the wider Caribbean. Beyond foundational reading and writing, it underscores literacy’s crucial role in equipping citizens to critically engage with online information, combat misinformation, participate effectively in the digital economy, and ensure access to technology…. “

This reminds me that there is a lot more work to be done in education, work that is critical to our future and to our development. We have still not been able to emancipate ourselves from mental slavery. This issue of mental slavery and the need for emancipation from it was first voiced by Marcus Garvey in 1937 and then taken up by Bob Marley in his “Redemption Song”. Marley immortalises Garvey’s words and thoughts: “Emancipate yourselves from mental slavery/ None but ourselves can free our minds/ Have no fear for atomic energy/ ‘Cause none of them can stop the time/ Won’t you help to sing/These songs of freedom.”

That is only one aspect but the NEWS’ editorial in looking at another aspect of education and of literacy makes the point that “digital fluency is indispensable for navigating the world’s ever changing landscape. Fostering harmony with the environment through informed decision-making, and building peaceful, digitally- literate communities for current and future generations.’ The NEWS’ editorial has gone beyond Garvey and Marley and is looking at the global environment with its remarkable advances in communication technology and technology generally and emphasizing our need to utilise the tools for navigating into this world, particularly, as I indicated previously, when we are day dreaming of a place as a first world nation. Please disregard the last sentence. It is part of our comic thinking as the Silly Season strangles us. There are a number of basic things that we need to do.

There is talk about the alarming number of ‘dropouts’ in the middle forms of the secondary schools. I have not been able to see the numbers to confirm that they were so. But what is needed are tracer studies monitoring a student from his/her entry into secondary school to the point of taking the terminal exams, as I call them. This should also be related to their grades and positions with the CPEA. Are the top CPEA students maintaining their rankings? Have lower placed students been able to rise above the positions they had then?

Where do the dropouts go? Are they becoming the young criminals? Hopefully the findings will inform the authorities who could then work on appropriate solutions. Additionally, when CSEC and CAPE results become available all attention is placed on the high flyers. Not that they should not be celebrated, but how do we deal with those who were not top performers. Do we assure them that all is not lost?

I am one who believes in critical thinking. I taught “General Paper” at Sixth Form Level, and the emphasis was on critical thinking. I had an experience with the marking of what was then CXC examinations. In my case, History. At the start of the marking sessions, we the markers were given sample answers and were expected to assign marks. I noticed that during those sessions my grades were completely lower than those given by the senior officials. When the discussions began, comparing the different grades given, I was told that once I had an idea of what the person meant he/she should be given a passing grade. The way the students expressed themselves in answering the questions mattered little. I just had to find something that I thought convinced me that he was on the right track or wrote something that resembled what the answer was. I had to fit into that thinking but I wondered!

There continues to be too much emphasis on the mere acquisition of certificates, instead of emphasizing critical thinking and the acquisition of critical skills. We have to prepare our people to deal with the challenges of a complex, global ‘Village’. Our ability to understand the nature of those challenges and to develop the skills and tools to navigate into that Village are critical. We should also be about preparing a labour force fit for the 21st century. Our education must be total. It must be a development tool. It must deal with the issue of self esteem, and as descendants of a people who were enslaved, emancipating ourselves from mental slavery is absolutely necessary. We are moving into our month of Independence and as we continue our journey education is essential.

• Dr Adrian Fraser is a social commentator and historian