The Puzzle of Progress: Fitting Together Pieces of Educational Reform

Shannel Williams Special Education Teacher , NYCDOE

4 min read

As society evolves, the systems that propel it must similarly adapt. One of the key pillars of a thriving society is education. Given a mandate by the Ministry of Education to design a framework of “Quality Education for All,” with a keen eye on the numerous complex issues our world faces today, education reform becomes paramount¹. A complete overhaul and restructuring of education is necessary to cultivate young minds in the critical fields that are vital for societal progress and enhancement. Education, a dynamic entity, requires equally dynamic approaches to realize its goal¹.

Challenges of Education Reform

Monroeville (2018) suggests that “with extremely limited land mass, tourism challenges and an inability to compete globally in manufacturing, Barbados should consider the knowledge-based economy as its primary approach to the future.”⁸ Current challenges to education reform include finances, politics, teacher training, and attitudes towards education.

Civic and Citizenship Education

Democracy requires citizens who are committed to their community, open-minded society, solidarity, and social equity (Dahrendorf 2003, as cited in Al-Omary, 2014)². These ideals are all encapsulated in citizenship education, primarily taught through the social studies syllabus across the region. The revision of such syllabi must include assisting students to comprehend complex societal problems and create enlightened, well-informed, and knowledgeable citizens (Howe & Marshall, 1999)⁶. Such citizens would be beneficial not only to their country but also to the world.

Technology and Innovation

Technological advancement has simplified life, work, and family life. Students are given numerous opportunities to use and manipulate technology within their classrooms. Technology education is viewed as a necessity for life. It prepares pupils to participate in tomorrow’s rapidly changing technologies and teaches them to think and intervene creatively to enhance life (DfEE/QCA,1990, as cited in Hope,2004)¹¹.