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The Comprehensive High School in Jamaica

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The Comprehensive High School in Jamaica THE COMPREHENSIVE HIGH SCHOOL IN JAMAICA by AUDREY ELOISE LINDSAY (Under the direction of William G. Wraga) ABSTRACT After WWII, as countries of Europe sought to rebuild their economies, many abandoned their elitist secondary school systems in favor of the democratic comprehensive high school model. Yet, even as these countries adopted a model created in the United States, critics at home cried for its demise. While a great deal has been written about the adoption of the comprehensive high school in developed countries, scant attention has been paid to its embrace and sometime rejection by developing states as they sought to replace their secondary systems with a more democratic one. The study traced the development of the comprehensive high school in a small state, Jamaica. It examined the factors that led to the recognition of the comprehensive school as an appropriate model for the country, the sources of support and opposition to the model, the impact of social and political forces on the policy process, the extent of implementation of the model, and the future possibilities for the model in the Jamaican secondary school system. The roles of actors in the various arenas of policy making were examined. The introduction of the model immediately after the Jamaica's independence from Britain was contrasted with the more recent Reform of Secondary Education (ROSE) initiative. The decision to break with the tradition of borrowing educational programs from the past and imposing them on current school populations, by instead tailoring the model to the needs of the local situation, appears to have contributed to successful implementation of the comprehensive high school in Jamaica. The findings of the study also revealed that stakeholder inclusion at all stages in the policy process enabled implementation. Further, changes in the political arena led to a spirit of cooperation between political parties in regard to educational policy matters. These factors have resulted in a lower secondary system that is almost fully comprehensive. All indications are that the project being piloted at the upper secondary level will be successful. INDEX WORDS: Comprehensive high school, Comparative education, Curriculum development, Developing countries, Educational policy, History of education, Secondary education THE COMPREHENSIVE HIGH SCHOOL IN JAMAICA by AUDREY ELOISE LINDSAY B.Sc., The University of the West Indies, 1969 Dip. Ed., The University of the West Indies, 1975 MBA, The University of Houston, 1984 A Dissertation Submitted to the Graduate Faculty of The University of Georgia in Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION ATHENS, GEORGIA 2002 2002 Audrey Eloise Lindsay All Rights Reserved. THE COMPREHENSIVE HIGH SCHOOL IN JAMAICA by AUDREY ELOISE LINDSAY Approved: Major Professor: William G. Wraga Committee: John Dayton Gerald R. Firth C. Thomas Holmes Karen Loup-Hunt Electronic Version Approved: Gordon L. Patel Dean of the Graduate School The University of Georgia May 2002 ACKNOWLEDGMENTS I am grateful to all who helped to make this study possible. The members of my committee, William G. Wraga, Gerald R. Firth, C. Thomas Holmes, Karen Loup-Hunt, and John Dayton were generous in their advice and suggestions. I specially wish to thank the dissertation chair, William Wraga, for guiding me through the research process. His enthusiasm for the topic encouraged me to complete the project. Past and present principals, assistant principals, and teachers generously shared their experiences of the reform efforts in the schools. Without them, the study would not have been possible. Mrs. Grace Smith and Mr. E. L. Ricketts graciously accommodated me during visits to their schools. I wish to thank Ministry of Education administrators, past and present, for providing insight into the policy making process, especially Dr. Errol Miller, Dr. Thelma Stewart, Ms. Valerie Been, Mrs. Isolyn Reid, and Ms. Pat Johnson for their reflections on the reform initiatives and education policy making in Jamaica. Mrs. Marguerite Bowen's permission made it possible to view valuable historical data from the Ministry of Education files. Louis Lindsay of iv v the UWI provided valuable insight into the influential role played by political actors in local educational policy arena. I must express my gratitude to the librarians at the Ministry of Education, the Planning Institute, the National Library, the Parliament House Library, the University of the West Indies Main Library, West Indian Collection, and the Education Documentation Center at UWI. Finally, I owe a debt of gratitude to my friend and hostess in Jamaica, Dahlia Urquhart-Reckord, to my daughter, Keisha, for reading the manuscript and encouraging me to continue when I felt like giving up, and to my sisters, Carmen and Doreth, for making it possible for me to focus on this project. Without their support, this study would not have been possible. v TABLE OF CONTENTS Page ACKNOWLEDGMENTS .......................................... iv LIST OF TABLES ........................................... ix CHAPTER 1 OVERVIEW OF THE STUDY ............................... 1 Background of the Problem......................... 1 Significance of the Study ......................... 7 Statement of Purpose .............................. 8 Research Questions ............................... 10 Scope of the Study ............................... 10 Methods and Procedures ........................... 11 Assumptions ...................................... 26 Limitations of the Study ......................... 26 Definition of Terms .............................. 27 Organization of the Report ....................... 29 2 REVIEW OF THE LITERATURE........................... 32 The Purpose of Education ......................... 32 Development of the Comprehensive High School in the United States ............................. 35 The Comprehensive High School in Selected Developed Countries .............................. 71 vi vii Summary .......................................... 92 3 SCHOOL AND SOCIETY IN JAMAICA, 1494-1956........... 96 The Colonial Influence ........................... 97 Development of Elementary Education ............. 104 Development of Secondary Education .............. 109 The Socio-Economic Milieu (1880-1938) ........... 121 Changing Conditions in the Society .............. 143 Summary ......................................... 147 4 EDUCATIONAL REFORM IN JAMAICA SINCE WW II......... 149 Reform in the Post-Colonial Period .............. 150 Reform in the Post-Independence Period .......... 158 Summary ......................................... 172 5 THE COMPREHENSIVE HIGH SCHOOL IN JAMAICA TO 1983.. 174 Introduction of the Comprehensive High School... 174 Dissemination of the Comprehensive High School .. 231 Summary ......................................... 236 6 THE COMPREHENSIVE HIGH SCHOOL IN JAMAICA SINCE 1983: THE ROSE INITIATIVE......................... 239 Policy Formulation .............................. 241 Pilot Testing ................................... 247 Policy implementation ........................... 251 Summary ......................................... 278 viii 7 SUMMARY, ANALYSES, CONCLUSIONS, RECOMMENDATIONS AND IMPLICATIONS FOR FURTHER RESEARCH............. 280 Summary of the History of Education and Educational Reform in Jamaica ................... 282 Analysis of Research Findings ................... 286 Policy Analysis of the 1963 and ROSE Initiatives Regarding Comprehensivization ....... 299 A Comparison of the Comprehensive High School in Jamaica and Developed Countries .............. 312 Conclusions ..................................... 324 Recommendations and Implications for Future Research ........................................ 328 REFERENCES .............................................. 334 APPENDICES A THE STRUCTURE OF EDUCATION IN JAMAICA ........... 350 B INTERVIEWEES AND BACKGROUNDS .................... 352 C SECONDARY EDUCATION BY SCHOOL TYPE .............. 356 D MINISTRY OF EDUCATION, YOUTH, AND CULTURE: ADMINISTRATIVE REGIONS AND SECONDARY SCHOOL LOCATIONS ....................................... 358 E DISTRIBUTION OF COMPREHENSIVE SCHOOLS BY REGION AND PARISH, 1996/1997 ........................... 360 LIST OF TABLES Tables Page 1. Policy Environments and their Roles ................ 23 2. Endowed Schools, 1694-1825........................ 102 3. Secondary Schools established by Churches......... 110 4. Grant-aided Secondary Schools, 1920-1943.......... 118 5. Range of Upper Secondary Programs, 1995........... 171 6. Points System of Grading Schools, 1964............ 192 7. Anticipated Enrollment-Frankfield, September 1967.................................... 217 8. Requirements for Technical and Vocational Education at Frankfield School, 1967/70........... 221 ix CHAPTER 1 OVERVIEW OF THE STUDY The comprehensive model of secondary education not only aims to offer students the academic and technical skills needed for the workplace, but to democratize the educational system as a whole (CRSE, 1918; Education Policies Commission, 1952; Hargreaves, 1982, p. 162). Evidence that the model has not spread more rapidly and/or more pervasively worldwide is thus as intriguing as it is surprising. This study will explore the factors that underlie this phenomenon. Specific focus will be on 1) how the comprehensive model was implemented in Jamaica and 2) how Jamaica's experience of the model compares with that of the United States and selected developed countries in
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