Elgin Taylor, Star Writer

We have heard it said repeatedly that we need to spend more time and effort at the early-childhood level of our education system.

Some effort has been made over the years which include a revision of the curriculum and the move to regularise the system by having these institutions registered. However, in order to get this latter stamp of approval a school has to satisfy a number of criteria. Among them is a classroom with proper seating, ventilation, and clear points of entry and exit.

The classroom should also be equipped with an area where the students can wash their hands and should also have in place a fire hydrant. A play area should also be in place with equipment that do not pose a threat to the health and well-being of the students. A canteen, tuck shop, or a designated area for the preparation and distribution of meals should also be in place. This food preparation and sale facility should meet all the necessary sanitary requirements.

So, from this, it is clear that some effort is being made to improve the education product at this level while at the same time trying to make the students safe and comfortable. It should be stressed that this is not all that is required, but it is a step in the right direction. The matter of the lack of suitable and adequate resources at this level of the system remains a vexed issue.

However, what is clearly needed is for the Government and policy- makers to strengthen all points of entry of the education system including grade 7 and grade 1. Something is happening at grade 1, but the omission at grade seven is glaring and troubling.

One high-school principal told me recently that on receiving students via the Grade Six Achievement Test (GSAT) a diagnostic test was conducted which showed that 80 per cent of them were reading below the grade-three level. This is a serious indictment on the system, and the policymakers and, perhaps, some administrators and teachers.

This principal is asking for a more equitable share of the pie, that is, for more capable students to be placed at her upgraded high school through the GSAT.

But this call from upgraded high schools is not new, but so far only token measures have been forthcoming by the government in this regard.

We are not fools and everyone is aware of the backlash which would come from the parents if their high-performing students were to be placed in what is perceived as sub-standard upgraded high schools. We are also aware that the reasons for the poor performance at the Caribbean Secondary Education Certificate can be traced to the calibre of the students entering our grade 7 classes.

To be fair, a number of these upgraded high schools have begun to lift their standards and are registering commendable academic achievement.

I believe that what is needed in the short term is to employ specialist mathematics and English teachers at grade 7 in these non-traditional high schools. These schools are the ones getting the weaker students, so it stands to reason that here is where the emphasis on specialist teaching must be placed.

This needs to be done irrespective of IMF conditions or the state of the economy. If we are really serious about education in this country and the development of our people, this has to be a priority.

In the meantime, I believe the principals, teachers, and other education stakeholders should lobby for change in this direction.

Questions, comments, observations? You can email me at elgin1225@yahoo.co.uk