Garth Anderson, Dean of the Teachers’ Colleges of Jamaica (TCJ), has hit back at recent criticisms directed at teacher-training institutions. These critiques, spurred by university lecturer Oneil Madden, claim that poor student performance in national exams is linked to inadequacies in the training of teachers. Madden argued in a column for the Jamaica Observer that the curriculum at teachers’ colleges falls short of the Caribbean Advanced Proficiency Examination (CAPE) level, leaving graduates unprepared to teach both Caribbean Secondary Education Certificate (CSEC) and CAPE syllabi.
Madden further contended that many teachers, while certified, lack the necessary competence to effectively deliver the curriculum. He also criticized the quality of lecturers, accusing them of being weak in content and methodology, lacking research engagement, and being outpaced by their university counterparts.
However, Dr. Anderson, who also serves as the principal of Church Teachers’ College, vehemently defended the teacher-training colleges under the TCJ’s purview. “Clearly, the article is not reflecting the full reality of what happens in our colleges,” he said, dismissing the critique as uninformed. He pointed out that the colleges’ degree programs are awarded by The University of the West Indies (UWI) and are undergoing a rigorous review process.
“We are talking about some 400 courses that are to be reviewed, and so that is taking some time, but that in no way suggests that the programme is in any way irrelevant and does not cater to the needs of the system at all levels,” Anderson stated.
Dr. Anderson also rejected Madden’s claim that teachers are not adequately exposed to the curriculum for primary and secondary school exit exams. He highlighted the extensive collaboration between the teacher-training colleges, the Ministry of Education, and other key stakeholders to ensure alignment with the Primary Exit Profile (PEP) and CAPE programs. “We offer a first degree to equip persons to teach up to the CAPE level, and to say that students don’t know how to teach the syllabus, that’s just erroneous,” Anderson asserted.
As for Madden’s allegations that teacher trainers themselves are underqualified, Anderson responded firmly: “To teach in the teacher training colleges, you must have qualifications one step ahead of those being taught. Everybody has to have a master’s degree and a content area, and where you don’t have a content area, you are asked to complete courses in it.”
Anderson further expressed frustration with the tone of Madden’s criticisms, stating, “It seems like a bitter person trying to ooze out some venom on the teacher-training programme… clearly coming out of a bowel of ignorance as to what really takes place in our institutions.”
He also defended the global demand for Jamaican-trained teachers, noting that many are recruited even before completing their studies. “They are coming for our students in fourth year. They are getting jobs overseas — Dubai, Europe, North America, and even within the Caribbean,” Anderson remarked, underscoring the international recognition of Jamaican teachers.
Addressing the broader issue of student performance, Anderson pointed out that teacher quality is just one factor. He highlighted other challenges, such as inadequate resources and the failure to properly evaluate students’ learning needs at early stages. “The system currently is haphazard. When you get a class of 40 students, you don’t always know who you have in front of you,” Anderson explained.
Despite these challenges, Anderson remains confident in the quality of Jamaica’s teacher-training programs. He dismissed the critiques as baseless, affirming that teacher education has been foundational to Jamaica’s tertiary education system. “We constantly look at our curriculum to ensure that we are on the cutting edge of developments in teaching and learning,” Anderson said, emphasizing that the process of curriculum improvement is ongoing.
In closing, Anderson took aim at the lack of evidence supporting Madden’s claims, calling the criticisms “reckless and irresponsible.” He noted that the qualifications of incoming students have improved over time, and reiterated the strength of Jamaica’s teacher-training colleges. “My challenge to the author of the article is to provide the evidence to support the assertions,” Anderson declared.
The debate between the two educators reflects a broader conversation about the future of education in Jamaica, as teacher-training institutions strive to balance tradition with the evolving demands of the classroom.
