Issues Facing Tertiary-Level Students in the Caribbean

1. Issues Facing Tertiary-Level Students in the Caribbean Chair: Mr. Jamion KnightPresenters: Crishon Greaves Jareem Williams Elton Campbell Chereise Nicholas

2. The Need for Student Services in Tertiary Education

3. Definition of Student Services A student Services Department is a section of tertiary education we propose should be integrated into tertiary institutions throughout the Caribbean that caters to the personal growth of the individual student. This is outside of the academic aspects of the institution yet still they work hand in hand. It focuses on the development of character, providing psychological support, aiding the transition and providing support when dealing with personal issues. This we believe will enhance the educational experience.

4. Causes resulting in the Need for Student Services Peer Pressure; Stress; Transitional difficulties; Family Problems negatively affecting students performance; Lack of Motivation; Economic Problems; Too much Freedom and a incapability to manage responsibilities.

5. Effect resultant from the lack of Student Services in Tertiary Education. The lack of a Student Services Department creates a number of devastating effects; some of these effects include: Drop outs Poor Performance Suicide Depression Lack of unity resulting in isolation and the development of Cliques Loss of individuality Disregard for authority

6. Solutions Despite how dire the situation may seem, we have developed several solutions to address this issue. These can be sub divided: SHORT TERM Counselling Student Advisors Mentors

7. Solutions (Cont’d) LONG TERM Extra Curricular Activities Alternative ways to obtain revenue Internships Student Jobs

8. Effectiveness of institutions in preparing students for the workplace, job market & regional development. Causes and Effects Lecturers being too theoretical in their teaching-? Students can not apply themselves practically in the workplace. It makes no sense to teach someone something if they don’t know how to apply it in the world of work. For e.g. those thousands mathematical problems should be related to their real-world applications, so that the formula becomes more interesting and accepting. The curriculum isn’t modeled to suit the Caribbean-? The effect is that students would not be able to find work/ their niche in the Caribbean. This will result in brain drain. For e.g., if astrology is promoted in certain curriculum, a student who attains a doctorate degree in astrology may not be able to find work in the Caribbean. 

9. Effectiveness of institutions in preparing students for the workplace, job market & regional development. Causes and Effects Cont’d Teachers are too focused on theoretical examinations, as opposed to considering application of the subject area. -? Students will continue to memorize only the things that are needed for the exams. Teachers don’t have practical experience and so are less qualified to relate the subject to the working environment. ? It is challenging for the students to become passionate about it. Institutions concentrate on traditional professions & leave out more modern professions ? the region ends up with a less diverse pool of human resources.

10. Effectiveness of institutions in preparing students for the workplace, job market & regional development. Causes and Effects Cont’d Lecturers don’t motivate students to become eager in learning? Students are discouraged from learning & bored. CSME education isn’t given much priority in the curriculum. ? The effect is that the wave of globalization will leave the small islands states crippled. Let us act; no react.

11. Effectiveness of institutions in preparing students for the workplace, job market & regional development. Solutions Educate students about the various professions. Give them hands-on experience so that they will know what to expect when they get on the job. Teachers throughout the region could write more analytical-based exams. For e.g., set aside additional time for making the exam more about application of the subject as opposed to a reflection of the textbooks. In the long run we will end up with persons dedicated to the profession of their choice. Continue to let students know what the region’s priority areas are. ( Same as in solution 1) Institutions should require teachers to have some practical experience. Or even send then on occasional training courses.

12. Effectiveness of institutions in preparing students for the workplace, job market & regional development. Solutions Cont’d Effectiveness of institutions in preparing students for the workplace, job market & regional development. Effectiveness of institutions in preparing students for the workplace, job market & regional development. If lecturers bring a wealth of practical and theoretical knowledge to the course, then they would be able to teach the course at a pace which would stimulate the students minds in that, they would want to learn more about the subject. A part-time programme should be set up between institutions throughout the region and CARICOM. This programme can allow CARICOM volunteers to act like lectures to teach the children throughout the region about the importance of CSME. The volunteers could get strong recognition so that CARICOM’s purse isn’t significantly affected.

13. Integrating and balancing the academic and technical aspects of education Causes Lack of commitment by the tutors to the students, profession and passing on the knowledge. Inadequate funding for the provision of the practical knowledge. Giving theoretical knowledge priority over practical knowledge. Lack of skilled personnel to teach the technical aspects.

14. Integrating and balancing the academic and technical aspects of education Effects Students are not able to function effectively and efficiently when they go out to work. Lack of confidence when the individual go to perform the skills. The tutor will recycle the bad habits to teach them because they did not get it when they were in college. Skills are not being passed on.

15. Integrating and balancing the academic and technical aspects of education Solutions Practical should be mandatory as part of tertiary level of education. Peer Review. Field Trips. Having more practical teaching as part of the curriculum thus, balancing between theory and practical teaching. The government ensure that there is funding for equipments to teach the practical part.

16. Infrastructure - Overcrowding, Limited range of courses offered, Limited facilities & Environment, Poor maintenance of facilities. Causes Government offering free tertiary education (e.g. 20/20 vision-Trinidad & Tobago) Focus on Early Childhood / Primary Education and Neglecting Tertiary Education Effects A reduction in quality of the ‘Student’ being produced Strain on the lecturing staff Solutions Partnership with institutions, utilizing secondary school facilities in the afternoon for classes. Implement laws that will force private companies to become socially responsible.

17. Insufficient funding for tertiary administration, scholarships and grants, political interference, brain drain. Causes Political interference of scholarship and grant programs. Several companies in the Caribbean are not socially responsible. Effects Brain Drain. Lack of credibility Solutions Start using other people on the committee that issue scholarships & grants. Implement laws that will force private companies to become socially responsible.

18. Unaccredited tertiary institutions – meeting or exceeding stated guidelines (lecturers and graduates) Accreditation: has to do with (QA) Quality Assurance. Qualifications and credits offered by an institution are recognizable universally. Questions: What is accreditation? Who determines it? What moves a government or business to set up a program that is un- accreditated?

19. Unaccredited tertiary institutions – meeting or exceeding stated guidelines (lecturers and graduates) Causes Governments have a demand for skilled labor within country so they train individuals for that purpose only. It may appear to be a “quick fix” for meeting demand for skilled labor. Lack of funding for institutions from government: This results in lack of professionals, resources and insufficient facilities. The focus for some businesses when establishing institutions is directed at making profit rather than improving society and standard of living within a country. The urgency for accreditation is not recognized. We know that it needs to be addressed but are we taking the necessary steps to do so?

20. Unaccredited tertiary institutions – meeting or exceeding stated guidelines (lecturers and graduates) Effects Students are unable to study abroad or further their education elsewhere. Limited job opportunities abroad and students are limited to working in their countries. Some students “so to say” have no place. Many are overqualified for simple jobs within their country at the same time they are not accredited to study and work abroad. Brain drain: overview: “ if the institution is not accredited, then what is the point of going to it. I might as well go o America.” That’s a common mentality leading to brain drain within a country.

21. Unaccredited tertiary institutions – meeting or exceeding stated guidelines (lecturers and graduates) Solutions Short Term Governments need to place immediate priority on most the important courses or those most demand. They need to inject funding into programs in demand in the Caribbean and the globe at large. Ones must be channeled from other sectors to our educational sector specifically. Governments also need to educate the people about accreditation.

22. Unaccredited tertiary institutions – meeting or exceeding stated guidelines (lecturers and graduates) Solutions Long Term The gradual integration of other programs and institutions. This may include mimicking prosperous institutions abroad. Unification of the Caribbean to create a “Caribbean standard” that’s recognized exclusively as our own level of education. “ Branding ourselves”, “Making a name” , “setting the bars” Governments must send individuals away to study specific areas. Those individuals then return to “plant “ what they have learnt.