The common entrance examination has long been criticized for perpetuating elitism and creating a stark divide between prestigious older secondary schools and newer “comprehensive” schools of the 1960s and 1970s. While the notion of creating “academies of excellence” seems appealing, dividing schools based on age further entrenches inequality. The excellence moniker appears to be the manifest destiny of older, former grammar schools while newer schools are to be relegated to “middle school” status for initial entry; this does little to prioritize equity, foster inclusivity, and eliminate the elitist structures that are our colonial legacy.
Abolition of the common entrance examination should lead to an inclusive and comprehensive evaluation process that takes into account the diverse talents and abilities of students in addition to the academic performance over the two-year course – Classes Three and Four. The Education Management Information System (EMIS) that is intended to follow each child from preschool to high school can be used in an assessment that includes not only marks and grades but teacher evaluations, interviews, portfolios showcasing students’ achievements, extracurricular activities, and even community service.
The use of multiple criteria would ensure that a student’s abilities are not solely determined by their performance in a single examination. This approach promotes inclusivity and provides opportunities for students with different strengths and talents to showcase their potential and gain admission to the schools of their choice.
Instead of creating a divide between older secondary schools and newer middle schools, we should focus on ensuring that all schools are “centres of excellence” for each zone. In the 1980s, the then Chief Education Officer Ralph Boyce boldly asserted: “All schools are equal.”
Yet at no time have schools had equal access to resources and opportunities, then or now. By allocating adequate funding, improving infrastructure, and providing sufficient teaching and learning resources, we can bridge the gap between schools and offer high-quality education to all students, regardless of their location or the age of the institution.
It is crucial to recognize that the success of a school depends not only on its reputation or age but also on the dedication and skills of its teachers, the support and involvement of parents, and the overall school environment. By investing in and nurturing all schools, we can create an education system that promotes excellence across the board.
Teachers, the backbone of any education system, must be listened to more closely as the reform agenda is being drafted. Their expertise is crucial in nurturing students’ abilities and promoting equal opportunities. There needs to be even greater investment in the continuous professional development of teachers, ensuring they are equipped with the necessary skills and strategies to cater to the diverse needs of students in a changing age.
The current overemphasis on testing, homework and traditional chalk-and-talk teaching methods suggest an education system that is wholly unprepared for revolutionary change. No one has even looked at possible modification of the 11-plus Examination to reduce its weight as the total and complete determinant of the futures of children; the Caribbean Primary Exit Assessment introduced in the Eastern Caribbean states since 2008 has de-emphasized the weighting of a final exam in the assessment of a child’s readiness for secondary school. No one in the previous administration ever bothered to audit the CPEA; there is no indication of a change in non-policy by the current regime.
To create a truly inclusive education system, we must move away from the common entrance examination. A unified evaluation process considers a wide range of factors that can provide equal opportunities for all students. All schools are not equal. What is required instead is a greater effort at achieving equity.
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