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Quality education, training, certification
Wesley Barrette
Monday, November 02, 2009
It is interesting to observe how issues in education come in cycles for debate. A current one is the number of uncertified persons in the workplace and the number of secondary school students who graduate without a certificate. The issue surfaced a decade ago.
A pertinent question is whether the debate should not be more focused on "certifiable" education, which is education that is significant and of much relevance in personal and national problem solving. In actuality, a quality and relevant education is the more fundamental possession for both the self-employed and the paid employee as it is the base for a condition of sustainable self-development and advancement.
In reflecting on the matter, we should ask whether a concentrated attempt has been made to certify more persons who possess significant competences in vocational and other types of education. We reflect that some persons might not have availed themselves for certification. What appears more likely is that there have been inadequate opportunities provided for persons with strong hands-on skills who want to be certified to obtain the certification in non-conventional ways - which is not involving mainly paper-and-pencil tests. We meet many such persons daily in jobs of the vocational nature. The situation needs to be rectified.
Of greater concern should be the number of individuals over the age of 16 who do not meet the academic and vocational requirements to be certified for significant knowledge, understanding and hands-on skills. Taking all action to see that the individuals have relevant and functional education is a key issue not to be glossed over in the present discussions. We run the risk of putting the cart before the horse.
The point is that the dialogue on certification is of marginal value if it does not lead to implementing strategies linked to achieving the antecedent - a quality education. Fortunately or unfortunately, the issue is being raised at a time when competition for scarce resources to improve education has never been greater. The response by the state and other education providers will be instructive in the next few years. Let us watch.
In further exploring the question of certification though, we might consider that over the last three decades, locally and internationally there has been much discussion on the need for training and certification. A riveting issue, however, has been the level at which the certification should be made or accepted as valuable. Conceivably, marginal education can be certified as is evidenced by the relatively large number of degrees from degree mills. What has remained an issue is whether the certification is matched to significant training and education. In essence, it speaks to the question of quality assurance.
Here in Jamaica, overt action has been taken to provide significant training and certification through the establishment of the HEART/NTA. In the wider Caribbean, the Caribbean Examinations Council was established to certify academic competence previously done by the overseas Cambridge and Oxford examination syndicates. To date, the local and regional bodies have done a good job in my view. However, if the truth were told, a significant number of persons deserving certification have been omitted. One reason is the narrowly focused tests that are administered largely through paper-and-pencil tests. Increasingly, however, the HEART/NTA tests are competency-based.
Through hands-on performance tests supported by oral tests, many more persons could have received certification. Admittedly, such tests are relatively expensive but are necessary in the mix of instruments used to certify competence. The point is that the certification programmes could have been much more comprehensive and inclusive. In going forward, practical performance tests involving creative thinking and problem solving must assume greater importance in and out of school. Profiles should be recorded. Any resurgent debate on certification must address this issue thoroughly.
In passing, mention should be made of City and Guilds for its work in certifying vocational education. Probably through the survival instinct brought by the global competitive environment, the organisation has been making inroads in certifying more Jamaicans. The circumstance is irrelevant but the result is important. It will be interesting to see whether our local and regional bodies become more competitive and aggressive in this regard. We should expect more energy, initiative and creativity from them.
Let us return to the fundamental issue at stake, that is, quality education and standards. Simply to lament the percentage of students leaving secondary school without any testimony of achievement is clearly not enough. We must redouble efforts to ensure that they leave with a certifiable education. If we wish CXC or HEART/NTA certification, then the education must match the level of certification. There is also the issue of grades; often they are too low. We should ensure that the students obtain better grades. As a caution, we should not spend disproportionately more on certification than on the acquisition of the education or training itself. Too often balance is lacking with overspending in one area and under-spending in a contingent area.
It is reasonable to suggest that the state has an obligation to see that a much higher percentage of students succeed in school. It will require measures such as compulsory school attendance, providing for extra time through shift arrangements and more extensive use of school holidays. Let no reasonable option be excluded. The state must act decisively in defining and setting rigourous standards, providing adequate resources as well as legal frameworks for education and certification of a stated percentage of the sixteen-year-olds and over within the next five years.
In the process, the wider public should be involved not only in helping to identify skill areas for focus, but also strategies for achieving the set targets and goals. Let the state embrace thoughtful scrutiny of explicitly stated programmes. To date, the announcements made on new initiatives sound good but they have to be tested rigorously for feasibility.
As both the state and individuals become more conscious of the need for certification, let there be absolute adherence to the requirements of quality control and quality assurance in the provision of a sound education. Providing certification just for its sake is obviously unacceptable and zealous functionaries must be sensitive to this issue.
wesebar@yahoo.com
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