THE EDITOR, SIR:
ONE OF the rules of sound logic is that you should never assume that a single cause is the only explanation for an effect. The Gleaner's editorial of Thursday, August 11, 2005, committed a logical fallacy, when it commented on a common finding of the reports of Dr. Ralph Thompson and Dr. Dennis Minott. The editorial stated inter alia, "this concurrence of the rankings by the two education activities gives added credence to their conclusion that Jamaican teachers are doing an inadequate job of preparing students for the CXC exams."
CAUSE AND EFFECT FALLACY
This is a clear example of what logicians call the cause and effect fallacy. In the cause and effect fallacy, a complex situation is seen as the result of a single cause. If we were to accept The Gleaner's conclusion as correct, then we could as well argue and conclude that because one market research company says that the Jamaica Observer newspaper is now the number one morning daily then The Gleaner's supposed displacement is due to the underperformance of The Gleaner's editorial staff. The point is if you put forward fallacious premises you will doubtless end up with fallacious conclusions.
ERRONEOUS CONCLUSIONS
There are indeed many reasons for the underperformance of many Jamaican students in the CXC exams. These factors cannot be ignored in any reasoned and informed analysis. To do otherwise would produce erroneous conclusions that would indeed tarnish the reputations of hundreds of stakeholders in the education system who continue to give yeoman service to the cause of education. A broader-based and reasoned approach needs to be taken if we are to attempt a thorough analysis of some of the factors that impinge on the significant levels of failure in the CXC exams. I will identify just some of the factors that must be considered alongside teacher performance if the latter is to be assessed dispassionately.
First and foremost we need to consider the social environment in which many of our children live. Children who live in war-torn communities in many instances do not and cannot learn in the manner they should because they are often consumed by the difficulties of their social circumstances. There are too many instances where children do not attend school for days and weeks because their communities are affected by violence and strife. Let it be clear that I am not saying that children who come from communities ravaged by crime and violence cannot learn and excel in the academics.
The examples of exceptional performance by children from violence-disadvantaged communities dethrone any view to the contrary. The assessment of teacher performance especially in schools that are located in war-torn communities surely must be judged against the background of the disadvantages that these children face.
The role of parents in the process of education is also an area that is too often overlooked. There are too many parents who are not involved in the education of their children. The complaints of school principals with regard to the absence of parents at parents and teachers' meeting are too voluminous to mention here.
INAPPROPRIATE METHODOLOGIES
The students themselves must also want to learn. There are far too many students who are simply not interested in learning. Admittedly, there are also many teachers who use inappropriate methodologies that demotivate students. That many children do not want to learn is due in part to the fact that many students see scores of persons in our society who have gained material success and recognition without formal schooling or education. Jamaica, at present, is yet to reach the point at which a premium is placed on education. This is one of the greatest forces working against teachers in the Jamaican classrooms. We need to fix this urgently.
The JTA does not have any objection to the separation of teachers from their jobs if they do not perform; however, the procedures laid down for dismissal in the Code of Regulations must be followed. The approach to improving the CXC passes of Jamaican students cannot be one of blame and vilification, but more so one of constant involvement of all stakeholders. There must be stakeholder participation at all levels buttressed by economic growth and development that is underpinned by a societal recommitment to values and attitudes. It is only in a context of expertise, sharing, and reciprocal and open acceptance of responsibilities by all that we will tame the beast of underperformance. That is the real challenge that we face as a country.
I am, etc.,
GARFIELD HIGGINS
Public Relations Officer
Jamaica Teachers' Association.
