#BTColumn – Middle school mysteries

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

By Garry Hornby

Comments on education reform in both print and electronic newspapers, on radio talkback programmes and in consultation sessions with the Ministry of Education (MoE) all point to a general agreement that this must focus on creating an equitable world-class education system that ensures the development of the talents of all young people in Barbados and that prepares the diverse workforce needed to take the country forward in the 21st century.  

The majority of comments agree that this must involve abandoning the 11-plus exam as a basis for transfer to secondary school. However, they have serious reservations about the proposition to establish a two-tier secondary school system with junior colleges (which are a form of middle schools) as well as senior colleges.

This raises two questions, the answers to which are a mystery. First, why does the MoE still appear to be clinging to the idea of setting up junior colleges, despite the torrent of criticism and warnings about this aspect of the education reform proposal from senior figures in Barbados education, including ex-school principals, ex-teachers and union leaders, academics, ex-ambassadors, parents, teachers and current secondary students who attended the consultation sessions? These have highlighted serious issues such as those that led to the closure of middle schools in Bermuda, the UK and the USA, as well as the lack of research evidence in support of the efficacy of middle schools in improving educational outcomes. These factors suggest that the introduction of junior colleges will not address the major reason for education reform which is the high level of underachievement in Barbadian primary and secondary schools. So why is the MoE still pushing the idea of junior colleges?

Second, why is the public not being told which schools are proposed to be junior colleges and which senior colleges? This is perhaps easier to answer. Imagine the outcry if Harrison College or Queen’s College were to become junior colleges! Therefore, it seems likely that the plan involves the older secondaries becoming senior colleges while the newer ones will become junior colleges. There are several problems with this. First, it would perpetuate the existing hierarchy of elite and lower-level secondary schools with all its well-known downsides. Second, because there are around twice as many newer secondaries it will likely require building additional schools to become senior colleges so that all the children transferring from junior colleges can be accommodated. 

Third, it would perhaps mean that some parishes would have only junior colleges while others would have both junior and senior colleges, which means that children from some parishes would have more travelling to do than those from others, which is unfair. 

Fourth, many pupils attending junior colleges from all over the island will want to attend Harrison College or Queen’s College because of their prestige and record for gaining scholarships. So how will it be decided who gets into these schools or other senior colleges? If continuous assessments carried out at the junior colleges are to be used in the decision-making process there will need to be a rigorous moderation process across all junior colleges, and that will be very time-consuming and difficult to do. So, given all these problematic issues, why are the MoE still pushing the idea of junior and senior colleges?  

Without clarification of these two mysteries, it is difficult to see how the MoE can continue proposing to establish junior colleges as part of the education reform process. However, the good news is that education reform without junior colleges can be less expensive, less complicated and less disruptive. It is considered that there is a much more effective and less disruptive way to transform the education system in order to bring about the significant improvements in equity and achievement that all Barbadians want to see.

Effective transformation of the education system requires seven essential linked developments. First, abandoning the system of selective secondary education based on results of the 11-plus examination, and creating secondary schools serving their local communities and feeder primaries.

Second, turning the two secondary schools with the best record for obtaining scholarships into sixth-form colleges. 

Third, the implementation of comprehensive policies and procedures for the education of children who experience difficulties achieving their potential in schools due to their special educational needs. 

Fourth, revamping what is taught at primary schools to focus more on ensuring all pupils develop adequate literacy and numeracy skills as well as the soft skills necessary for them to be successful at secondary school.

Fifth, adding a range of vocational options to the secondary school curriculum so that in the later stages pupils have the choice of working for academic or vocational qualifications. 

Sixth, bringing all primary and secondary school buildings and classrooms up to a standard that is fit for learning in the 21st century. 

Seventh, ensuring rigorous initial and in-service teacher training is in place at the pre-primary, primary and secondary school levels.       

Garry Hornby, an Emeritus Professor of Education at the University of Plymouth, is a former mainstream school and special education teacher and educational psychologist.