THE SCOTIABANK Jamaica Foundation is taking its involvement in education to a higher level by assisting primary school teachers to improve their qualifications. Starting in 2005, the Foundation will award two scholarships to primary school teachers who wish to upgrade their skills at the university level. One scholarship will be for a first degree and other for a graduate degree. "One of the stipulations for qualification is that the recipients must remain as primary school teachers for a minimum period of seven years after graduation," outlined Mr. William Clarke, managing director of The Bank of Nova Scotia Jamaica Limited, as he spoke to some 230 teachers at the Jamaica Teachers Association Golden Torch Awards on Thursday, at the Hilton Kingston Hotel.
Mr. Clarke called upon the private sector to join Scotiabank in its quest to build an educational system that can truly act as an engine of development and one that we can all be proud of.
He said the Scotiabank Jamaica Foundation was taking this action as the education system was in serious trouble with a marked decline in student attendance rate, a dismal performance in the CXC examination and the migration of teachers to the United States and Britain in search of better salaries.
"If you speak to those who have left, you will find that it is not some great love of the United States or Britain that led them to apply in droves for jobs overseas, many are gritting their teeth and bearing with the cold and prejudice that they sometimes encounter, simply because they want to own a house, a decent car and to educate their children," said Mr. Clarke.
In a speech also challenging government, teachers, and parents, Mr. Clarke said the Government must become serious about paying teachers and providing the resources to achieve the educational results that will move the country forward.
He told the teachers that if they wanted to get remunerated like the private sector then they must perform according to private sector standards. He also called on parents to play a more active role in the supervision of their children and not blame teachers for the poor performance of their children.
