The High School Equivalency Programme
The High School Equivalency Programme (Hisep)
Introduction
There are several driving forces that make lifelong learning an essential characteristic of successful people/nations. Two of these forces are:
- The short-shelf life of much existing information.
- The exponential rate at which new information develops.
To be a lifelong learner means that learning goes beyond formal schooling, at whatever level that terminates. It is not just sporadic opportunities but a continual process of learning through their active working life and beyond.
The Development of a High School Equivalency Programme for Jamaica
One of the major goals of the Ministry of Education, Youth and Culture is the achievement of universal secondary education to Grade 11 by the year 2005. This goal cannot be achieved by the conventional means only. Through the use of alternative delivery methods, such as a High School Equivalency Programme (HISEP), educational opportunities can be provided at the secondary level in an economical manner for a greater number of persons than an existing system is able to provide.
The lack of a full secondary education has several social and economic implications for developing societies such as Jamaica and every effort is being made to improve the educational level of the greatest number of our adult population. The HISEP is one such initiative.
Over the past two years Jamaica Movement for the Advancement of Literacy (JAMAL Foundation) and the Human Employment and Resource Training/The National Training Agency (HEART/Trust NTA) have been working collaboratively to develop a HISEP for Jamaica. The curriculum is being developed by the HEART/Trust/NTA. JAMAL will be required to implement the programme and has begun preparatory work to develop a delivery system.
The Philosophical Framework/the Concept
The Sovereign Learner
The philosophical premise underlying the proposed HISEP programme is the development of the 'sovereign learner'. The sovereign learner is one who
- has learned how to learn.
- is equipped with the skills for self-education.
- has become entrepreneurial intellectually.
- is able to take one's education to whatever level one desires.
The adult learner/Sovereign learner is:
- Involved in the society and in life activities
- Seeking to fill gaps to be able to move on
- Desirous of participating in decision-making
- Less flexible than younger learners
- Unlikely to waste time
- Self-directed and independent
Education goes beyond the traditional narrow definition of subjects offered in the school's curriculum: it speaks to the whole person. It recognises how the person fits into the wider social structure. Education must seek to enable individuals to develop self-confidence, self-love, respect, entrepreneurship and trust. Education must unlock the creative potential of the person and assist in the alleviation of poverty of the mind and spirit. The Sovereign learner should, therefore, be equipped with the skills to access, collect, generate and process data. He/She should also develop several 'life' skills eg. critical thinking and problem solving skills. The sovereign learner is one who develops a strong sense of self.
Target Group
There is a critical need for a high school equivalency programme that will enable persons who have not completed secondary education beyond grade 9. There is a large pool of persons at varying age levels who have completed grades 1-11 in the formal education system but who, for one reason or another, have not received certification. There are others who have not completed grade 11. The following data provides an indication of the situation:
1. Enrollment data for 1997/98 and 1998/99 prepared by the Statistics Division MOEYC shows that the education system was not able to make provision in 1998 for the approximately 11,000 students who completed Grade 9 in 1998.
2. The 1998 Demographic Statistics prepared by STATIN show that the population that falls within the age group of 12-15 (the average group enrolled in grade 7-9) is 206,146. The MOEYC 1997/98 enrollments were 152,872. It means, therefore, that 53,274 students completing Grade 9 were unaccounted for. (It is not known at what point in the system these students dropped out).
3. Data from the Student Assessment Unit of the MOEYC show that 17,000 students sat the JSC exam in 1999. 16,700 candidates applied to sit the exam in 2000. (It is proposed that the JSC will be discontinued soon). The data from the Student Assessment Unit show that there are many persons endeavouring to obtain some form of high school certification.
Over the past two years the MOEYC has been addressing the problem. Many more high school places have been created with the upgrading of several 'secondary' schools to High School. In Sept. 2002, approximately 50,000 students will enter high school compared to 17,505 in 1998. However if the MOEYC is to achieve universal secondary education to grade 11 by 2005 there is a need for HISEP.
The Programme Outline (a modular approach)
The core of the programme will focus on five courses that draw their content from traditional areas of study. The core courses are:
- Communication: using reading, writing and verbal skills to organise and communicate ideas and information in personal and group settings;
- using spelling, punctuation, grammar, and standard written English.
- using written communication appropriate to the situation to express ideas needs and concerns, clearly, concisely and accurately.
- communicating in interpersonal and small groups
- communicating in a public setting
- reading critically and analytically.
- Computation and Problem Solving: using numerical and mathematical concepts and logical reasoning to make effective decisions and solve problems;
- using effective problem-solving skills.
- applying techniques of analytical thinking and effective decision-making skills
- using numerical and logical reasoning and applying mathematical concepts in a variety of real life settings
- identifying and fulfilling information needs.
- Society and Citizenship: apply social interaction skills to develop positive relationships and to works with family, community groups and citizens in the society as a whole;
- applying effective social interaction skills in order to develop positive relationships with family members, co-workers, friends, and other persons in the society.
- working effectively in a group setting
- recognising the value of history and culture in the building of society and promoting understanding for a cooperative work and social environment.
- applying a collection of generally accepted ethical standards for right conduct in both personal and professional areas.
- Science and Technology: understanding the general principles of science and technology and information analysis and their application in the wider world;
- using the principles of science and its effect on technology and change
- identifying and fulfilling information needs
- understanding of the environment and health issues, and the effect of human intervention and change.
- Interpreting Literature and the Arts: commentaries of passages and prose and other cultural forms across time periods.
- understanding of literacy texts and passages and their interpretation
- using non-fiction prose, passages, selection of articles, editorials et al and various other art forms to draw informed conclusions.
These five courses are being designed to satisfy the needs, interest and certification requirements that are equivalent to the regional examination board - Caribbean Examination Council (CXC).
Strategies
The methodology of teaching and the type of learning activities, which are to be used, are critical to the entire process. Folklore, an indelible part of Jamaican culture, will be an important vehicle through which learning will take place.
The curriculum then embraces the integration of the attributes of the sovereign learner into its content viz.:
- Love of Knowledge
- Critical thinking
- Values
- High self-esteem
- Sense of responsibility
- Autonomy
- Empowerment
- Self-motivation
- Strong sense of self
Modes of delivery
It is anticipated that a number of modes of delivery will be used:
- Self-directed learning
- Tutorials
- Distance education
- Use of technology
Participants should complete the programme within a maximum of three years after registration.
Method of Assessment
The literature on the 'Characteristics of adult learners' does not recommend 'one-shot' examinations for adult learners. Continuous assessment is the method proposed. At the end of each module participants will be assessed by:
- Self-assessment
- Supervised assessment
Participants' mastery of the content will be determined by an acceptable passing grade for each module.
The High School Equivalency Certificate (HISEC) is a certificate to be issued by the National Council on Technical and Vocational Education (NCTVET) which will be equivalent to a grade 11 qualification such as the Caribbean of Education Council's certificate of secondary education (CXC), and the General Certificate of Education, Ordinary Level (GCE). This certificate formally recognizes the competencies of candidates who have demonstrated a level of skill that meets or surpasses the requirements of CXC/GCE in each of the subject areas.
Status Of Development
The HEART Trust/NTA intends to complete the development of modules for pilot testing beginning in September 2002 (or soon thereafter).
After successful pilot-testing JAMAL will commence delivery of the programme in September 2003.
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