An Exploration of Philosophical Assumptions that Inform Educational Policy in Jamaica: Conversations with Former and Current Education Ministers

By Canute S. Thompson, Glenda Prescod and Allison Montgomery

This study examines the philosophical assumptions that inform educational policies in Jamaica and the extent to which the philosophical beliefs and positions of four ministers of education have influenced and impacted their articulation and implementation of educational policies during their tenure.

A qualitative methodology was used to gather data through a purposive sample, which included four Ministers of Education who served over the period 1999–2018. The research explores patterns and themes in the perspectives, philosophical beliefs and policy emphases or learnings of the education ministers. The study found that there were areas of convergence among the views of the ministers, both in terms of their philosophical world views and policies, and on apprehensions and disappointments.

The study also found that some of the beliefs and moral values of the ministers are aligned with societal beliefs and expectations. They are of the view that education is the catalyst for human capital development that will enable each individual to maximize his full potential. The major themes which emerged include:

(a) the roles and responsibilities of parents in the education of their children (inclusive of financial responsibilities);
(b) timely interventions to address the needs of students and the society;
(c) equity;
(d) the problem of political expediency;
(e) the impact of external political pressure and global educational priorities on local policy making;
(f) the lack of sustained progress despite billions of dollars of investment.

This paper posits several recommendations, including government funding of schools based on evidence of need; greater public and private partnerships between school and various stakeholder groups; and more sustained policy positions across political administrations for improvements in the education system.

• Language: English
• Publisher: BookBaby
• Release date: Jul 16, 2020
• ISBN: 9789768282255

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CANUTE S. THOMPSON

GLENDA PRESCOD

and

ALLISON MONTGOMERY

AN EXPLORATION OF

PHILOSOPHICAL ASSUMPTIONS

THAT INFORM

EDUCATIONAL POLICY

IN JAMAICA

CONVERSATIONS WITH

FORMER AND CURRENT EDUCATION MINISTERS

Arawak publications

Kingston • Jamaica

© 2020 by Canute S. Thompson, Glenda Prescod, Allison Montgomery

All rights reserved. Published 2020

25 24 23 22 21 20 5 4 3 2 1

ISBN (eBook): 978-976-8282-25-5

NATIONAL LIBRARY OF JAMAICA CATALOGUING-IN-PUBLICATION DATA

Names: Thompson, Canute S., author. | Prescod, Glenda, author. | Montgomery, Allison, author.

Title: An exploration of philosophical assumptions that inform educational policy in Jamaica : conversations with former and current education ministers / Canute S. Thompson, Glenda Prescod and Allison Montgomery.

Description: Kingston : Arawak publications, 2020. | Arawak Monograph series.

Identifiers: ISBN 9789768282255

Subjects: LCSH: Education – Philosophy. | Education and state –

Jamaica. | Education – Jamaica.

Classification: DDC 370.1 – dc23.

Digital book(s) (epub and mobi) produced by Booknook.biz.

CONTENTS

Authors’ Affiliation

Abstract

Abbreviations

Introduction

The Problem

Purpose of the Research

Research Questions

Significance of the Research

Literature Review

Definition of Education Policy

Definition of Philosophy and Philosophy of Education

History of Educational Policy in Jamaica: Challenges that Policy Making has Shaped

How Deficiencies Have Been Addressed Over Time

Structural Adjustment

Policy Knots and Major Policy Theory

Parents in Policy Development

Perceptions that Influence Policy

Methodology

Research Design

Data Analysis

Results

Discussion

Role of Parents and Timely Intervention

Equity

Expediency, External Pressures, and Lack of Sustained Progress

Conclusions and Recommendations

Appendix

References

Authors’ Affiliation

CANUTE S. THOMPSON is a Jamaican and holds a PhD in Educational Leadership and is a Leadership Coach and Certified Management Consultant. He is head of the Caribbean Centre for Educational Planning and senior lecturer in the School of Education and in the Department of Government at the Mona Campus of The University of the West Indies.

GLENDA PRESCOD holds a Doctor of Education degree and is lecturer at The Mico University College and an adjunct lecturer at The University of the West Indies, Mona.

ALLISON MONTGOMERY is an MPhil / PhD student at The University of the West Indies studying in the area of educational policy. She also serves in an administrative capacity in the School of Education, The University of the West Indies, Mona.

Abstract

This study examines the philosophical assumptions that inform educational policies in Jamaica and the extent to which the philosophical beliefs and positions of four ministers of education have influenced and impacted their articulation and implementation of educational policies during their tenure.

A qualitative methodology was used to gather data through a purposive sample, which included four ministers of education who served over the period 1999–2018. The research explores patterns and themes in the perspectives, philosophical beliefs and policy emphases or leanings of the education ministers. The study found that there were areas of convergence among the views of the ministers, both in terms of their philosophical world views and policies, on the one hand, and apprehensions and disappointments on the other.

The study also found that some of the beliefs and moral values of the ministers are aligned with societal beliefs and expectations. They are of the view that education is the catalyst for human capital development that will enable each individual to maximize his or her full potential. The major themes which emerged include:

(a) the roles and responsibilities of parents in the education of their children (inclusive of financial responsibilities);

(b) timely interventions to address the needs of students and the society;

(c) equity;

(d) the problem of political expediency;

(e) the impact of external political pressure and global educational priorities on local policy making;

(f) the lack of sustained progress despite billions of dollars of investment.

This paper posits several recommendations, including government funding of schools based on evidence of needs; greater public and private partnerships between school and various stakeholder groups; and more sustained policy positions across political administrations for improvements in the education system.

Keywords: philosophy, equity, parental responsibility, quality

Abbreviations

Introduction

Educational policymaking and educational planning in the Caribbean are crafts that have not been sufficiently developed. Despite having floundering education systems, most