#BTColumn – Freedom, evolution and education reform

Disclaimer: The views and opinions expressed by the author(s) do not represent the official position of Barbados TODAY. 

by Walter Edey

Fundamentally, education reform is a story about freedom and evolving structures. If its purpose is not clearly understood, and articulated, it stands the risk of abuse and a waste of time and resources. The resolution of the tension between vision, world views and reality, holds the keys to a very complex process.    

In the transformation of a caterpillar into a butterfly, the butterfly enjoys more freedom than the caterpillar. The caterpillar attached to a tree and limited in movement.  The butterfly free to fly from flower to flower because, it has wings. Examples of freedom of movement as a result of a change of form or structure are everywhere in nature:

(1) After a heavy rainfall pools of water form. Digging pathways from the pool frees the stagnant water.

(2) Cleaning debris from a river allows the water to
flow easier.

(3) If a pail of water is thrown unto dirt, a riverbed or tree structure forms and directs the path and flow of the water.

In each case freedom of flow is assured either by adding or creating a structure; or removing blockages within an existing structure. In each case confirmation of that structure be it concrete or thinking determines the outcome.   

The purpose of educational reform (or the growth and spread of knowledge) should be to reduce inequality and seek equilibrium. Flow systems are used in science to describe this phenomenon. Simply a network (exactly like a vehicular or telephone system that facilitates the exchange of knowledge rather than vehicles or telephone calls.

Knowledge flowing down a slope from those who possess it to those who do not. Overcoming resistance as the flow exchange occurs. With this lens, every change in policy; each rule, training initiative, or change in structure represents an act or degree of freedom. The more potent the act or policy, the greater number of individuals who receive freedom.

This concept of degrees of freedom is but a scientific name for a known process. There was an issue with the Wimbledon tournament. Some players slipped on the Center Court and had to retire. The rules were changed. This year, players will be permitted to practise on the Center Court.

In addition, their coaches will train them on how to play on a slippery surface. One coach has already instructed his player to stay low. Increased access to Center Court should reduce slipping by increasing wear and tear. Moreover, players’ fears and public complaints are likely to fall.

In terms of freedom and increasing access, reform in Barbados has had both pros and cons:

(a)  Eliminating secondary school fees removed a financial burden. Adding a university campus, community college, sixth forms, and polytechnic increased student spaces as well as diversity in academics, culture, and skills. Each had a positive multiplier effect.

(b)  In contrast, there is no conclusive evidence regarding the effectiveness and efficiency – and continuity of some of the other measures:

(i) The 1982 education act removed the power of the principals of older secondary schools. At the same time the disempowerment of school leadership contradicts the freedom that comes from student government and teacher participation.

(ii) Yes. the amalgamation of primary schools saved money.

But at what cost? The consolidation clearly compromised student performance. It increased pupil-teacher ratios and distance from the school.

(iii) Foundation school was formerly two smaller schools (one for girls and one for boys) located on the same campus. Now, it is a large co-educational institution with a sixth form under a single administration. As a result, mentoring, coaching, and teacher-student relationships have been compromised.

Now, in the absence of a formal study assessing the impact of co-education on Barbadian males in general and sports in general, it would be inappropriate to make definitive statements about such gender issues. However, it is reasonable to posit that it is highly probable that some males in Barbados – as is happening elsewhere – will graduate from school and enter the work place without any significant mentoring from a father, male teacher or community mentor – a yet to be addressed issue relating to family preservation. .

Ultimately education reform is about setting free the dreams of unborn children; giving adults a second chance to live their chosen purpose; releasing the energy of rural and emerging urban communities; addressing the diverse needs of the private sector; changing the perception that a colonised people have of themselves; and ensuring that excellence, creativity, and mutual relationships are the center, rather than exception of Barbadian life.

Given our colonial history, education reform will be a complex task. However, there is hope as long as there is a continuing conversation; as long as the conflict between competing values, beliefs, and experiences are acknowledge as healthy tension; as long as a national plan or vision directs actions; and as long as government who runs so many schools, and at the same time is responsible for policy, policing and evaluating itself, surrenders to the plan and others.

A butterfly pollinates flowers, and a river and a tree move water because they do so. We cannot create what we do not understand. If one is on a bus, it is impossible to see the whole bus. In order to understand reform, one must first explore one’s worldview and historical perspective of the purpose of education.

Walter Edey is a retired math and science educator in Barbados and New York.