Dear Editor,
Sometimes a little digging goes a long way, and leads to undesired places. It is that things heralded in some segments of this society are inflicting harm in still unknown and unpublicized ways. It is the situation in CXC education where some bright young minds are channelled and driven to their detriment.
It has become a norm in recent times to learn of success in a massive number of subjects read for at CSEC by individual performers. Fifteen subjects is ordinary, twenty is nearer to the mix. What is the point? Where is the purposefulness in these exercises in overreach?
I have heard and believe that such quantitative excesses are stoked by selfish and thoughtless school leaders, so that the school powers can feed their egos, trump the competition, and enjoy a moment in the sun through media attention and coverage. Names are enshrined for posterity. Reckless and similarly unthinking parents are only too eager to go along for the ride. Reports are that the exploitative at the adult level is contributing to the enfeebling at the student level. In view of what is happening in some instances, I daresay that it is more than contributory negligence all around.
Highfliers are fatigued and burnt-out at the level immediately beyond CSEC. They find that the massive memorization exercises are helpful, but insignificant, in either the CAPE or college arenas. Where analysis is called for, they flinch; where critical thinking is demanded, they wilt; and where interpretation and extrapolation are the order of the day, they disappear. Simply put, they struggle to cope and mightily. Withdrawal and recess have been necessary, on occasion.
As if to confirm this sad state, educators at both campuses of UWI are perplexed at the numerical heights and tonnage (CXC passes) that Guyanese students lug to the classroom. They have asked the Guyanese students, rather pointedly, if they (and why they) believe that twenty subjects (or 15 or 17) makes them better equipped than the students with seven. In other words, there is believed to be scant academic advantage, if any. I think that, though bewildered, veteran lecturers are appalled at the early wastage of brainpower and thinking power. More ominously, the reports emanating from UWI are that some of the outstanding CSEC performing Guyanese students lag behind the class, struggle to catch up, and exhibit signs of burn-out. It is my wish that these burn-outs are temporary.
Thus I say that what is being done to the children here is wrong and reeks of an absence of both common sense and sound judgment. It is too late for the imminent CXC season, but I believe that there is food for thought for next year and beyond. I venture to suggest to the grown-ups (senior educators, parents, and responsible politicians) that the thinking and thrust should be groomed towards a lesser number of subjects attempted, much lesser numbers, if only for the children’s sake. This is not about legislation, but of the operational climate and environment which need to be re-examined and overhauled in the trenches. Mentalities and visions must be adjusted. It is time to put the welfare and future of the children first. That future can be long and productive to them, and to the benefit of this society investing heavily in their promise.
Yours faithfully,
GHK Lall
