Dear Editor,
Graduation exercises are grounded in a culture where students become props in a performance meant to validate a broken education system rather than to celebrate the achievements of students. Let us not fool ourselves; graduation exercises at both the primary and secondary levels of the education system are not about the graduates. Graduations are special events. What happens after the flash of the cameras go quiet, the balloons burst and the crowd disperses? In many instances, graduations are viewed as rites of passage. Rites of passage are important indicators of transition culminating in adulthood. Graduations are often grounded in great expectations not only for the graduates but also for their parents, guardians and well wishers.
Many graduates over the years of formal schooling develop strong connections to both their educational institutions and friends. Formal schooling is much more than academics and scholarships. Life-long friendships are often cemented in the hallowed avenues of formal education. Consequently, networking is a critical tool for one to become successful. It is frequently said that one’s net worth mirrors one’s network. The minds of youngsters are impressionable. As a result, the message society tries to impose on young minds is vital regarding the type of society we will have in the future. Given that there are so many points of disconnect in the education system there must be a concerted effort to give our youngsters a message that engenders patriotism and inspires hope and life-long learning.
The time has come for us to reimagine graduation awards. Graduation exercises tend to be grounded in a model of exclusion. The focus is always on the top achievers. While nothing is wrong with celebrating academic excellence as educators we must seek to expand the avenues of achievements. Iwenofu believes schools need to be recognizing important aspects of a student’s development like creativity, social responsibility and overcoming obstacles, which would also help recognize the achievements of students who face barriers like learning disabilities or socioeconomic challenges. “Studies show that when students are recognized for their effort rather than outcomes, the students show greater resilience and longer-term engagement,” Iwenofu said.
Pathway Discrimination
Budgetary allocation to education should not be seen in abstract. Education ministries will be required to make a good case for educational expenditure while demonstrating their efficient use of resources to deliver greater value for money. Globally, policymaking has always been a matter of making choices, managing trade-offs and balancing multiple goals and priorities to make complex budgetary decisions. Jamaica’s current educational model does not allow for much empathy. In fact, global education systems are void of empathy. The callous and crude manner in which we treat each other is testimony to this fact. Violence against women and girls has been normalized in many societies. The various pathways while useful is by design discriminatory. Unfortunately, our students are labeled at the end of their primary level education and often these labels negatively impact them from achieving their best at the secondary level.
Students who are on Pathway 3 continue to face stigma as do the schools which such students are placed.
In Jamaica, Pathway 3 refers to a specialized educational stream for primary school students via the Primary Exit Profile (PEP) and secondary students who require significant, targeted academic support, often due to learning disabilities, delayed cognitive development, or severe challenges in core subjects like mathematics and literacy. Those of us who work in the trenches experience daily the various points of disconnect.
In order to develop and nurture the value of education the focus should be on making learning relevant, engaging, and personalized. This can be achieved by connecting lessons to real-world applications, by fostering a supportive learning environment, and encouraging students to explore their interests. However, one must be mindful that in instances where the teacher pupil ratio is disproportionate and where various learning styles are present, personalized teacher and learning will be challenging. Additionally, integrating moral and ethical values, promoting empathy, and encouraging active participation can significantly enrich the educational experience.
Gowns or No Gowns
Graduation exercises are performative events designed to soothe the egos of those who hold power and authority, especially at both the primary and secondary levels. There must be standards for students to graduate. Nonetheless the dignity of the students must never be compromised.
The United Nations (UN) defines dignity as the inherent, equal worth of all people. It is not something you earn; you are born with it. The UN states human rights naturally come from this dignity. It is the base for freedom, justice, and peace in the world.
Undoubtedly, in most societies students look forward to graduation exercises. We are often caught up with the wearing of gowns, or not wearing gowns. No student should feel less than because he or she was deemed unworthy to wear a graduation gown. Perhaps the time has come for us to revisit the wearing of graduation gowns at both the primary and secondary levels. The time has certainly come for the education ministry to offer more rigid guidelines regarding graduation exercises. Unfortunately, what exists now is chaos and a machinery for putting money in the pockets of a selected few. Education systems must be grounded in a culture of inclusivity and fairness. Congratulations to the class of 2026.
In the words of Linda Iwenofu, a narrow focus of awards can lead to decreased motivation, increased stress and a sense of exclusion among students who don’t fit the traditional mold of what a successful student is supposed to be.
Wayne Campbell is an educator and social commentator with an interest in development policies as they affect culture and or gender issues.
Yours truly
waykam@yahoo.com
@WayneCamo
