Education in the Caribbean seems to experience identical problems of performance of students, and the way teachers are prepared for the classroom. In one country, an institution that prepares teachers was said to have only three of its 17 courses accredited. Another report stated that those leaving the high schools who opt for teaching have performed at the lowest level in the regional school leaving exams.
And a further report states that only one quarter of those teaching at pre-primary level have received professional training, and that a significant percentage of those who teach have no qualifications in the subject; and many others are not professionally trained.
Here, we have a probable context that could explain the problems surrounding the quality of much of the teaching in the public schools. This topic is dealt with in a recent editorial in The Nassau Guardian newspaper captioned "Improving our education system".
The editorial states, in part, that two ingredients required for a child's success are a home conducive to learning and good teaching at school. I agree with both of these observations, since if the child is challenged at home through discussion, the provision of educational technologies, and interest is shown in what he or she does along with parental intervention when the child is having difficulties with his or her work, these strategies can help to provide a richer learning environment in addition to the school or despite it. This is why many parents home-school their children. The opposite will occur if these strategies are lacking.
The writer then turns to the quality of teaching in the public school system of the country, noting that many teachers have to function as surrogate parents, because of challenges faced at home by some students, in addition to those issues on the job, making teaching more arduous. The quality of much of the teaching is described as poor and weak despite a favorable student-teacher ratio, with numeracy and literacy skills being also weak.
The editorial notes the country would like to see more discussion on improving teaching in the public schools, particularly the quality of teacher preparation and instruction. It calls for a more rigorous protocol for teacher evaluation that includes a better assessment of the productivity and overall performance of teachers, and states that improving teacher quality must involve the public if reform is to be successful.
I think this is a most instructive editorial that not only identifies the issues, but also suggests solutions. It is true that teachers now perform multiple roles, including professional work and as caregivers. This could be demanding, but may result in them becoming more efficient in dealing with complex issues at school and work, as a result becoming more multi-skilled.
If the teaching is poor and weak it may have to do not only with how their institutions prepare them, including the methodologies or strategies used, but with the credentials and training of their professional educators.
For example do teacher educators attend workshops and seminars in their areas? Do they update themselves through further reading, including subscribing to professional journals in their area and sharing any novel ideas they discover? Do teachers do independent research on problems in the classroom, and arrive at potential solutions to the issues they face? Do the principals use staff meetings as a learning strategy and a solutions-based exercise?
Furthermore, if teachers are to be more proficient, they should select institutions that provide the best training and are accredited. I therefore agree with the editorial of the need for more discussion on improving teaching and the quality of teacher preparation and instruction, along with bench marks for assessment and evaluation of the work teachers do. This means greater accountability and enhanced sensitivity concerning the important service teachers render.
The whole point of teacher education is not just improvement of the educational process, but its transformation into a system that is better, predictable, delivers positive results and creates excitement for learning and development generally.
Educational transformation entails motivating students by speaking positively to them, raising their expectations and fostering a sense of self-worth and self-regard. Further, teachers must see themselves as educational leaders and cultural innovators, fostering the development of ethical citizens.
When students trust their teachers and teachers are motivated by the same values, attitudes to learning and performance dramatically change. Also when students are taught and encouraged to think, analyse, see connections and select the best alternative to situations, they experience a new world, and along with their teachers become better human beings with a purpose.

o Oliver Mills is a former lecturer in education at the University of the West Indies Mona Campus. He holds an M.Ed degree from Dalhousie University in Canada, a MA from the University of London and a post-graduate diploma in HRM and training, University of Leicester. He is a past permanent secretary in education with the government of the Turks and Caicos Islands. Published with the permission of Caribbean News Now.

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