October
29
Encouraging the Recruitment of Teachers into Initial Teacher Education in the Cayman Islands: A Synergy of Local and International Research
Paper presented at the official launch and mini-conference of the Journal of the University College of the Cayman Islands. (JUCCI) Thursday October 16th 2008
Good evening ladies and gentlemen.
The need to recruit teachers into Initial Teacher Education and Training (ITET) is a worldwide occurrence. However, for the Caribbean region, the challenge is made worse when looked at in light of the fact that trained Caribbean teachers are being recruited to serve in other countries and regions.
Mike Baker, the British Broadcasting Cooperation’s (BBC) education correspondent in his 2002 article entitled United Kingdom ‘poaching’ Jamaican teachers, pointed out that between 2001 and 2002 six hundred teachers (600) left the island to work abroad, mostly in the United States and the United Kingdom. During that same period, the United Kingdom government issued six thousands (6,000) work permits to teachers from outside the European Community.
The global demands for teachers including those from the Caribbean, offers the region both a challenge and an opportunity. A challenge in that new teachers need to be attracted, recruited, educated and trained and an opportunity, in that, trained teachers who seek economic independence can achieve it by practicing their craft in an economically buoyant community.
While there are many strategies for encouraging the recruitment of persons into ITET, given the social, cultural, political and educational context of each Caribbean state and, in particular the Cayman Islands, it is not easy to discern what will and will not work. Therefore, the contribution of the paper I have written and published in the Journal of the University College of the Cayman Island, is an analysis of relevant recommendations resulting from research, which sought to address the problems of teacher recruitment not only in the Cayman Islands, but also in the Caribbean region.
In that published work, recommendations and results of two studies were analyzed; the 2006 Organisation of American States Sub-Region Consultant Study Report concerned with the challenges of improving the quality of teacher education, recruitment and selection, initial education and training, professional development and evaluation of teachers in countries of the Caribbean. And, the 2001 report of the committee set up to examine the conditions relating to the recruitment of Caymanians into the teaching profession.
What are specific ways of encouraging the recruitment of teachers into ITET in the Cayman Islands? Some thoughts follow. There is the need to:
1. Undertake innovative and strategic approaches to policy development in the area of ITET. Policies are needed that would direct actions and guide innovations, thus boosting people’s trust in the process and product of ITET.
2. Formulate policies to address the nature and kinds of academic qualifications offered and the standards at which local teacher education and training institutions operate.
3. Develop policies on the process of recruitment into ITET and on the promotion of teaching and the identification of appropriate target populations for recruitment.
4. Offer a competitive and internationally recognized bachelor’s programme in education. (this is happening right now at the University College)
5. Develop a clearly articulated alternative paradigm for career structure and its underlying values in the Cayman Islands, coupled with efforts to improve the economic status of teachers. Morris and Williamson (1989) reveal that in Japan and Taiwan, among other countries, where teaching is thought of as extremely important, teachers are relatively well compensated hence teaching is viewed as a relatively well-paying job, the supply of new teachers is high and there is a low level of attrition. The writers go on to state that additionally those countries place high value on their peoples remaining in a profession or a post for the duration of an entire career.
So my point is, what is required, (in addition to marketing strategies and advertising campaigns), is a paradigm shift or change in the way we think about teaching, not just for the Cayman Islands but for the Caribbean region.
6. Enable ITET programmes to be framed in a reflective model of teaching which encourages the development of skills and knowledge in content areas, professional studies, and practical teaching, grounded in the real world of the school and classroom.This model of teaching presently guides the teacher education and training department here at the University College of the Cayman Islands.
For more details, please consult my article entitled “Encouraging the Recruitment of Teachers into Initial Teacher Education and Training (ITET) in the Cayman Islands published in the Journal of the University College of the Cayman Islands Volume 2 August 2008, pp.65-78. Copies of the journal are on sale at the main entrance to the auditorium.
Thank you, the floor is now open for questions and discussion.
Reference
Baker, M. (2002). UK “poaching” Jamaican teachers. BBC education correspondent, British Broadcasting Corporation (BBC), 15 March 2002. http://news.bbc.co.uk/2/hi/uk_news/education/1871706.stm (accessed 2 October 2007).
McLean, G. (2001). The report of the committee to examine the conditions relating to the recruitment of Caymanians into the teaching profession. Ministry of Education, Human Resources and Culture. Cayman Islands. 29th June.
Mark, P. (2006). Organization of American State Hemispheric Project Draft Harmonized Policy for Teacher Education (Summary Document) Caribbean Sub-Region Consultant Report (Unpublished).
Morris, P., and J. Williamson. (1998). Teacher education in the Asia-Pacific region: A comparative analysis. Asia-Pacific Journal of Teacher Education and Development 1: 17–27.
