E-text book might be premature

There have been mixed reactions to the announcement made by the education minister, Fayval Williams, about the English textbook for secondary schools.  The minister needs to make it clear just how students without access to devices and Internet connection will be able to utilise the material from the text.

Clarify digital textbook roll-out

29 Aug 2022

WHILE A transition to digital format textbooks for Jamaican students is both sensible and inevitable, the education authorities have to manage the changeover in a way that does not place some categories of schools, or classes of students, at a further disadvantage in their access to education.

Which is why, in the face of the disquiet of some parents and teachers over last week's announcement by the education minister, Fayval Williams, that all high-school students will, in the new school year, receive their English language textbooks digitally, requires further information and greater clarity.

Jamaica exists in an increasingly global digital environment, which it must embrace if it hopes to reap the developmental and economic benefits flowing from this latest, and fast-paced, industrial revolution. The application of these technologies in education can no doubt help the island's many of the system's challenges, including poor outcomes. Which is why this newspaper supports the ongoing efforts to ensure that our schools, teachers and students are digitally engaged.

It is also why we appreciated Minister Williams' announcement at the annual conference of the Jamaica Teachers' Association that grade seven to 11 students will have their English 1-2-3 books and Caribbean Secondary Education Certificate English books in electronic format.

“We have all the emails for all our students and will directly send the link to them so they can access the books,” Ms Williams said.

REALITY ON THE GROUND

However, aspiration ought not to be conflated with, or taken as, reality on the ground. For, as the COVID-19 pandemic laid bare, there is a deep, and wide, digital chasm in Jamaica that parallels the old fault line of wealth and status. Notwithstanding the Government's distribution of thousands of tablet computers to students, as well as its provision of grants to some parents to help with the purchase of computer devices, thousands of students remained locked out of digital classrooms when physical schools were shuttered to prevent the spread of the virus.

Indeed, it is estimated that at any point, up to a third of the population of primary and secondary students were absent from online sessions. Many did not have access to, or could not afford Internet connection. Others did not have computers, or the smart devices with which to log on.

We expect that the situation, at least with respect to access to devices, has improved significantly over the past two years. There are, however, still large pockets of students, as Richard Dennis of the National Parent-teacher Association of Jamaica reminded, still without these devices or Internet connectivity. What the number is, though, is not clear.

WITHOUT CONSULTATION

According to Mr Dennis, the e-book plan was rolled out without, or with too little, consultation with parents' groups. Many parents, he said, have already bought, or made arrangements to secure, hard-copy texts. Additionally, some head teachers complain that a problematic roll-out of this arrangement is coming on top of the loss of several critical teachers.

“Most rural schools will be slapped in the face, as many of our schools are not up to standard with the new norms,” said Susan Davis, the principal of Sudbury Primary School. “Most of our schools are not equipped with the resources, and many of our students are from lower economic status.” The implication, therefore, is that these students will be at a disadvantage.

It would be unfathomable if the technocrats at the education ministry did not take these factors into account and devised fixes for them. These solutions, if they exist, should be widely known.

For instance, the ministry should disclose its estimate of how many students are without electronic devices and connectivity, where they are located, and how the problem will be addressed when, or if, it presents itself. It should explain, too, if the teachers are required to operate on a dual track, engaging students in both hard-copy and digital texts, and whether they have been appropriately briefed, or trained, in these matters.

We repeat. The digital transition in schools, as elsewhere in the society and economy, is inevitable and of value. But the process has to be properly managed, so that part of the population isn't left behind and further marginalised. That, hopefully, will not be the case with the e-textbooks project. A short delay would be better, if it is to get things right, than a bungling implementation that undermines confidence. The education ministry should explain clearly what is in fact the case.

 

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