The Tribune

Failure to have both TVET and traditional academics available in all school programmes is a disservice to our children and country, says Remiska Wildgoose, English instructor at BTVI . . .

Rochelle Smith had prayed long and hard about what she wanted to do with her life.

She was in the 11th grade and a decision regarding the trajectory of her life needed to be made. She would inform her mother tonight.

As she reluctantly approached Mrs Smith, she could sense the exhaustion. Mrs Smith worked hard - both parents did, for they wanted the best for their children.

“Mummy, I’ve made a decision. I want to do hair and nails.”

Vexed, Mrs Smith replied, “Girl you crazy aye! All that money we plunking out to put you in private school and you say you wan’ do what?! Girl you better get out my face and pray about what to do with your life!”

Rochelle retreated, heartbroken, despondent, but was determined to make her mother proud. She prayed long and hard and decided to pursue medicine.

As Bahamians, we know this story all too well. We give our children the best education because we have hopes that they will become doctors and lawyers. Carpenters and massage therapists should only be the alternative when medical school does not work out. Unfortunately, as a society, we place white collar jobs on a pedestal. Our educational system separates the students with “great potential”, and for those students we give our best.

However, countries such as Finland, whose educational system rivals most, shows that 45 per cent of students choose a technical track as opposed to the traditional academics*. What if Joshua, who can take a car apart and put it back together, or Gabrielle, who can paint nails like artwork on a canvass, had the opportunity early on to be seen as a success for who they are, as opposed to the expectations that society projects onto them? For students like these, technical vocational education and training (TVET) is first choice.

While there are still changes needed to be made in our educational system, embracing the fact that TVET is a first option for some is an important step towards progression. The child that is talented with their hands is just as intelligent as the child who aspires to pursue medicine. Social equity begins with us, for the carpenter and the doctor both end up contributing to the society as a whole. Thus, failure to have both TVET and traditional academics available in all school programmes is truly a disservice to our children and ultimately our country.

At this pivotal moment, there is no simple answer to solve our social and economic ills. Nevertheless, one of our answers lies in placing diversified education at the forefront. All countries, especially developing countries, need balanced development through all of the educational sectors in order to make significant progress in terms of national development (Bennell,1996). We must see beyond 2017 and look to 2027, when our educational system produces more than enough qualified, visionary citizens who could build a world class resort that would rival most. Implementing TVET programmes and having a well-diversified educational system is one small but significant step towards long-term economic prosperity in our nation.

While further investment into developing our educational system may not produce instantaneous results, it is an alternative that will make a tremendous difference.

For many students at the Bahamas Technical and Vocational Institute, TVET is their only choice because it is what they love. As leaders, teachers, and parents, it is incumbent that we continue to embrace TVET as an alternative at all levels so all individuals can become valuable contributing members of society.

Stories like that of Rochelle, whose name has been changed for the prupose of this article, are much too common. Like so many others, medical school did not work out. In the end, she still pursued what she loved - beauty trades.

Sources

*Mark Phillips (2012). Why should we care about Vocational Education?

Bennell, P (1996). General versus vocational secondary education in developing country: A review of rates of return evidence. The Journal of Development Studies.

“Gain An Edge” is a weekly collaboration of the Lyford Cay Foundations, Bahamas Technical and Vocational Institute and University of The Bahamas aimed at promoting a national dialogue on higher education. To share your thoughts, email gainanedge@tribunemedia.net.