Why do Latin America and the Caribbean have low learning levels?

If learning were a disease, we would be talking about a global pandemic

 

Understanding The Learning Crisis: Where Are Students with Learning Gaps Located?

By Mercedes Mateo

iadb Blog

The OECD (Organization for Economic Cooperation and Development) published the results of PISA 2022 in December last year.  Those results showed a global crisis in learning.

What happened in Latin America and the Caribbean?  We saw that three out of four 15-year-old students lack basic skills in mathematics, and almost half do not understand what they read.

We partnered with the World Bank to publish the report Learning Can’t Wait: Lessons for Latin America and the Caribbean from PISA 2022.  We sought to better understand the reasons behind this learning crisis in the region.

And, just as with child mortality, we know where and why.

Where? 

Also, in low—and middle-income countries, on average, 15-year-old students in the region lag five years behind the average student in OECD countries.  If we compare Latin American and Caribbean countries with those above the OECD average, the gap is 12 years of learning compared to Singapore, which leads the PISA rankings.

We not only know where the learning crisis is located and in which countries these learning challenges exist, but we also know who the lagging students are within countries.

There is an enormous inequality in learning by socioeconomic status: 88% of low-income students underperform in mathematics, compared to 55% of the wealthiest students.  That’s a difference of more than 30 percentage points between the two groups.

Why do Latin America and the Caribbean have low learning levels? 

We not only know where, but we know why: 

1. First, we are not investing enough in education.  Our countries invest, on average, three times less in education than OECD countries. 
2. There is also a relationship between investment and learning.  With the current level of investment, we could improve learning outcomes.  Therefore, there is room for efficiency.  The countries in the region are below the trend line, which means they could achieve better learning results for every dollar they invest. 
3. Third, there is a distribution problem and an equity issue. The teacher is the main input an education system has to achieve learning.  And what we see is that this main input is unequally distributed.  The highest-quality teachers are systematically in schools where the highest-income students attend.

Three keys to overcome the education crisis: solutions that work

Just as in the case of child mortality, we know where; we understand why. And we also know the solutions that work.

 

1. Measure more and better.  Measuring learning means knowing where we stand and providing a sense of purpose and direction.  It indicates where we want to be in the coming years. 

2. Investing more.  Countries in the region need to invest more. 

3. Investing better.  Investing better means generating efficiencies and spending better on the one hand.  On the other hand, it means investing in programs that we know are effective and can improve learning. 

Examples of solutions that work to enhance learning

• Early literacy programs.  We know, for instance, that if we offer good literacy programs to young children from an early age, we can improve their reading skills by 30%.  “Let’s All Learn to Read” is one such solution. 
• Intercultural bilingual education.  We also know that when we culturally contextualize the learning of mathematics, indigenous children develop 50% stronger math skills. 
• Remote tutoring.  We also know that when we provide personalized support to the most vulnerable, lagging students through highly cost-effective remote tutoring, we can accelerate their learning by 30%. 
• School feeding programs.  We also know that offering school meals to students increases their participation in school.  We see a 9% improvement in school attendance. 
• Education management and information systems.  Finally, having management and information systems is crucial.  They not only help us generate efficiencies but are also essential to ensure equity.  This data allows us to distribute resources more equitably in education systems to compensate for student differences.  

We know the magnitude of the problem.  We have studied it in depth.  We know where the problem lies and why we are facing this challenge.  And we also know the effective solutions.  We have done it before; we can do it again.  The main challenge is how to transform the region’s education systems at scale.  Because learning can’t wait, these generations of children and youth cannot wait.

Source

Education is taking on the function of Kentucky Fried chicken in the Caribbean

Education: Equal opportunity provider or Kentucky Fried oriented?
By Oliver Mills


In our Caribbean society, commentaries and reports on educational issues seem to constantly appear in our various daily papers, sometimes competing with politics. Recently in one country, there was a commentary on the way a particular ministry of education was treating high school principals. In another, there was the issue of the importance of technical and vocational education being offered more broadly in high schools. Yet in another, there was a discussion about the inadequate performance of students in the grade achievement test leading to entry in various high schools.

All of these episodes point more starkly to the real role education should play in equipping individuals with knowledge and competencies to enable them to play a positive role in the development of their societies. But in undertaking this role, the important question can be posed. Is education an equal opportunity provider, or is it Kentucky Fried oriented? The latter description will be explained later.

In connection with the question of the role of education, a recent article published in the journal Educational Philosophy and Theory, the writer states that education is charged with the task of equalising and expanding the opportunities of individuals in terms of the jobs they might have access to, and the material resources they can hope to enjoy, and their role as citizens. Does education really perform this function?

At one level it could be said that education does perform the above mentioned function. In the majority of instances, in the Caribbean, education fosters social mobility, in terms of widening the middle class because of the skills and competencies it equips those benefitting from it with.

It further opens opportunities and equalises the social structure since through it the educated person gains access to the higher echelons of society, where critical decisions are made. Education also enables many to enter the professions, politics, and to do serious research, which results in an enhancement of the lives of Caribbean people.

The educated person therefore gains access to greater material and financial resources, which he or she would be denied otherwise. Furthermore, education results in committed citizens with positive values who contribute to the welfare of their societies, and promote moral and ethical values that create trustworthiness among members of the society at large.

But is it as straightforward as it is presented here? There are some of us who seriously question whether education performs the tasks it is alleged it does. Many others think that some educated persons neither think nor act as if they have been exposed to education. And even if this is not the case, their dispositions and performance appraisal do not reflect the capabilities education should have provided.

Why is it, for example in the Caribbean, that many of our countries still experience unsatisfactory economic growth and development, even though we have various types and levels of educational institutions, which almost make education an industry, and an appreciable number of graduates from these institutions. Why can’t they get our institutions and industries to perform more efficiently? Is not this what education is all about? Why is it that skills and knowledge do not seem to match productivity in the Caribbean?

It is precisely because of these factors that some Caribbean observers are saying that although education is an opportunity provider in some sense, the opportunities do not reflect the necessary results expected both for the individual and for society. They also say in a most frightening way, that what we really have in the Caribbean is education taking on the function of Kentucky Fried chicken. More clearly, that it is Kentucky Fried oriented. This means that those exposed to education swallow it, barely digest it, and then through the exits it goes. It does not ever become an integral part of the individual and his being so that his or her behaviour could be transformed for the better.

In a wider sense, education, seen as being Kentucky Fried oriented, means that the ingredients of education, prepared by the lecturer, which include knowledge and skills, are fed to students in the classroom. The students ingest it, without giving the time and concentration to really savour it. They therefore swallow it, without understanding what they have been exposed to, and without giving the necessary attention to chewing it, so that it is experienced in a deep way. They then barely digest it, so that it does not become a part of their understanding. It is then expunged, without having any significant impact on the individual or the environment.

This is why many persons in their critique of education feel that some educated persons do not act as if they have been exposed to knowledge at a high level, which should make a difference for them, and to them. They do not see the education received by some individuals as related or connected to new behaviours, or contributing to national development. It is therefore of the Kentucky Fried variety, where it is swallowed, barely digested, and then goes the way of the exit.

Many students often complain also, that whenever they attend lectures, they are not given the opportunity to question, or come up with a different perspective or interpretation of what the lecturer gives. They fear that if they do, they would be penalised by being given an unsatisfactory grade. They therefore reproduce in their essays and exams what the lecturer gave them in class. Students therefore, in order to get a grade that will enable them to get a good degree, or which would put them on the path to apply for higher studies, go along with what is given to them. The more you can accurately give the lecturer’s viewpoint, the higher the grade you get. There is no alternative view, no questioning, no quoting of additional sources, because what the lecturer says is almost sacred, hence the Kentucky Fried orientation of education.

This strategy is also responsible for the fact that when students graduate and are on the job, they find it difficult to think innovatively. Even here, they fear that their manager at the workplace would penalise them, if they seem too bright, and they may even be accused of not fitting in with the team. This is because the manager has himself, or herself received the same kind of Kentucky Fried education as the employee. The vicious circle therefore continues.

This Kentucky Fried way of doing things also applies to politics. The political party has a certain line, given by either its leader, or an executive group. If there is any questioning of the ideology, a member could either be disciplined or expelled, for not being part of the dominant value system, which follows the Kentucky Fried method of doing things.

Since the Kentucky Fried strategy discourages independent thinking, it is prone to mistakes in judgment and in the implementation of policies, because other voices are censored, and only the voice of the dominant ideology is allowed.

This means that even in a general sense, if Caribbean countries undertake basically the same education project aimed at transforming their systems, it would not achieve its objectives, since it would be riddled with defects that could have been exposed had there been a fair dialogue concerning consequences and other possible paradigms for consideration. The Kentucky Fried phenomenon in education therefore hinders critical thinking, discourages alternatives, and freezes the education process. Mistakes and bad strategies therefore persist.

Education also, as an opportunity provider, if in fact this is really the case, can be seen as a contradiction. The question is opportunity provider for whom? What sector of society? Is it the sector that has always dominated decision making and co-opted others, in order to maintain its power and influence? Is education then the equal opportunity provider for the selected few, and not for the many? Despite the expansion of educational opportunities in the Caribbean, is it not the case that the top positions are held by the ‘old boys network’? And that in terms of gender equality, are not male managers more prevalent and dominant than female managers? This is despite the fact that females may be greater in numbers, but the male manager or leader possesses the resources and social capital which enable them to maintain their professional grip on the system. Where then is the equal opportunity?

From the arguments above, it could therefore be said that education, in the strict theoretical sense, is an equal opportunity provider, but not in its practical, everyday operation. Here, complexities and contradictions abound. What is most clear, however, is that the Kentucky Fried model dominates, controls, and shapes the educational process. This is because, despite the fact that education is meant to liberate and encourage critical thinking, there is a dominant philosophy which inhibits this.

This philosophy also promotes a situation throughout the Caribbean, where the Kentucky Fried paradigm operates by preparing knowledge with certain ingredients, feeding it to its clients, who then swallow it, barely digest it, and it then percolates through a predetermined exit, which neither benefits the individual nor society in any way that is significant, or positive.

February 17, 2011

caribbeannewsnow

Bahamas Blog International

Perspectives on the CARICOM Ideal Person

By Oliver Mills



Many classical and current educators have speculated on what kind of education is necessary to produce the ideal citizen, or human being. This is necessary if we are to have persons with the desirable values, knowledge and dispositions that will make a positive contribution to our societies, and be able to solve many of the problems and challenges that beset us, and which continuously present themselves as our societies respond to the requirements of modernity.

Dr Didacus Jules, the Registrar of the Caribbean Examinations Council, has recently given a commentary in Caribbean News Now, on “Rethinking Education in the Caribbean,” in which he argues for an articulation of a philosophy of education for the Caribbean. One of the precepts he mentions that would inform this philosophy is a statement outlining the idea of the CARICOM Ideal Person, or type of person the system ought to produce. He mentions eight areas which incorporate this concept, and I would now like to comment on four of these. These are: that this person should have emotional intelligence, be democratically engaged, be culturally grounded and historically conscious, and be entrepreneurially capable. I am sure that there is an elaboration on these, although Dr Jules states the concept has not been aggressively pursued.

Emotional intelligence is important in enabling the individual to confront challenging issues in a rational, calm, and non-aggressive manner. It ensures that the person, through self-analysis knows himself or herself, knows what triggers certain behaviours, but is able, through training to govern these behaviours appropriately, so that their reaction does not harm others, or complicate the situation further. Emotional intelligence implies being capable of rational thinking, of not allowing personal prejudices to cloud our thoughts, and therefore responding in an objective, fair, and balanced way to issues and contexts, which contribute to those issues being dealt with in a mature and thoughtful way. There are no irrational outbursts, no frenzied reactions, and no getting hyper about an event. It means responding with maturity, and philosophical tranquility.

Emotional intelligence therefore results in an improved situation, clarity on the issues, and the formulation of a measured position which makes the situation qualitatively better than it previously was. It also keeps the individual centered, and in control of his or her self. Controlling the emotions intelligently therefore is a positive attribute. It prevents an issue from developing negatively, restores camaraderie, and there is always a win-win result, with no losers.

But emotional intelligence does not mean passivity. One could still express points of view passionately, in order to influence others. This is however done on an intellectual level, and in a cultured way. It also does not mean putting arguments forward, but deferring to authority. It challenges authority, and presents alternatives for consideration. Emotional intelligence also does not mean giving into the group because it is wise to do so, because of overwhelming pressure. Rather, it implies demanding to be heard, and the right to have our views aired. But in many Caribbean societies with the old boys relationships and ties, there is the risk of losing friendships because of holding views that are controversial or different from the status quo. It may compromise our professional connections, resulting in us being ostracised from important social groups. The point is to have self-assurance, and maintain our dignity in the face of unpleasant reactions to our views. Later, after careful personal reflection, our associates might well end up accepting, even adopting our viewpoints, precisely because they make sense.

The precept, therefore, that emotional intelligence should be an aspect of the CARICOM Ideal Person is important, It means a society that respects contrary views, practices open-mindedness, is assertive with respect to the issues, and possesses citizens who defend their positions, who are self-assured, and who are committed to fundamentally transforming their societies in a positive way, through the use of the power of reason, and not in any physically harming way.

The above fits into the next characteristic of the CARICOM Ideal Person, which is, being democratically engaged. The democratically engaged person seeks to be involved in the process of political, economic and social change. He or she, challenges the status quo, provides alternatives strategies for societal development, and aims to make qualitatively better, the processes that result in new, different and effective policy options and outputs.

The democratically engaged CARICOM Ideal Person is an advocate of strong democracy, maximised to the fullest. This implies the total involvement of all facets of society in matters that affect their welfare, and remaking society and the individual in new and profound ways. This means facilitating contexts in which society becomes more socially conscious, more gentle, more entrepreneurial, and sensitive.

Being democratically engaged is also about promoting responsive structures, ridding organisations of bureaucratic and cumbersome practices, and opening up new avenues for greater opportunities for the not so privileged.

At another dimension, democratic engagement means being responsible for the actions one takes, and owning up to them. It is making prudent choices after careful deliberation, respecting the views of others, and incorporating them into the frames of decision making. It treats each individually equally, does away with privilege as a standard for assessing others, and sees society as not an entity to be manipulated, but to improve the welfare and well being of all its components. Democratic engagement is therefore a strategy to transform and enhance the individual and society, so that we wish for all others what we wish for ourselves.

Being culturally grounded and historically conscious, are related to being democratically engaged. It is the culture of society and its historical heritage that are the assets that facilitate democratic engagement. This culture and history explain the reason why of things, why they exist as they are, and inform the strategies that promote greater democracy. They are also the soil in which emotional intelligence is grounded, takes root, and is operationalised, since they inform our identity, sense of purpose, and awareness of a future context.

Culture and history further are the bedrock for our authenticity, for indigenous policies and programmes, as well as guarantors of their success. Our self-assurance and sense of autonomy are integral to our history and culture, and contribute to lives lived purposely. These three elements of emotional intelligence, being democratically engaged, and being culturally grounded and historically conscious, are therefore interconnected. They positively contribute to, and can be regarded as important ingredients in the psychological formation of the CARICOM Ideal Person.

Being entrepreneurially capable is the final aspect of the CARICOM Ideal Person I will now deal with. Entrepreneurship is usually associated with innovations and risk-taking in business. The entrepreneur seeks out new and better ways of accomplishing maximum results cost effectively, and bringing new products and services on line. He or she adds new dimensions to the way business is done, exercises creativity, and induces novelty in the practice of business.

In this context, being entrepreneurially capable, as an ingredient of the CARICOM Ideal Person, suggests an individual who constantly questions the way things are done, and seeks new and different strategies for achieving enhanced results. This individual must therefore have the type of intellectual and critical skills with which to interrogate, analyse, and present transformative views and ways of operating to whatever activity he or she is engaged in.

Critical analysis and constant self-reflection therefore become the new normal in organisations, and in social practice as well. The practice is entrepreneurial because it moves away from passive acceptance to actively seeking new knowledge, and transformational ways of being and doing. A new type of individual therefore emerges with a new outlook, new tools, and different dispositions towards what is required to be done efficiently.

This results in changing structures, methods, motivations, and mind-sets, which are at the core of social entrepreneurship. With this orientation, change is a constant factor, different and proficient become the standard for doing things, and this results in greater productivity and efficiency, which are definitely needed in a greater, grander scale in the Caribbean. The CARICOM Ideal Person facilitates this.

But to what extent is this concept of the CARICOM Ideal Person valid and possible? And to what extent could it be said that the principles on which it is based actually are representative of the preferred ideal person? Does CARICOM have the credentials and moral authority to depict its ideal person? A further question is, “ideal” as opposed to what? The point is, how did this concept emerge? How were the depictions selected, and what other descriptions were they chosen against?

You cannot define an ideal into existence, and further, ideal suggests the probability of not being realised. The term therefore could be used as an excuse, when its characteristics are either not realised, or realised only partially.

Also, the fact that CARICOM sees these characteristics as representing the ideal person testifies to the fact that such an individual does not now exist in the Caribbean, and has yet to become what is desirable in a person. Further, what we have in the term is a conception based on preferences, connected to a particular set of values held by a segment of Caribbean society.

In a wider sense though, there is nothing really irrational in having preferences, or stipulating desirable qualities concerning the kind of person a society should have to function ethically and productively. There has to be some standard of judgment though, to determine how the stipulations are arrived at, and when they have been achieved.

The Caribbean in my view really needs individuals having the qualities mentioned by CARICOM, and I am sure the best Caribbean minds have given serious thought to this, as is reflected in the eight areas given. Such qualities are essential if Caribbean society is to have a sense of purpose, mission, identity, and uniqueness. Dr Jules deserves credit for again bringing these to the forefront for discussion in the region at large.

January 5, 2011

caribbeannewsnow

Bahamas Blog International