Education in Saint Lucia

The purpose of this essay is to examine the influence of two educational philosophies implied in the aims of education in Saint Lucia. It is also aimed at analyzing the extent to which the two educational philosophies identified, are reflected in the implementation of curriculum in Saint Lucian schools.

Firstly, the aims of education in Saint Lucia will be stated. Secondly the two educational philosophies will be identified and evidence to support their implications in the aims of education in Saint Lucia will be provided. Thirdly, there will be a judgement to evaluate the extent to which the two educational philosophies are reflected in the implementation of curriculum in Saint Lucian schools along with substantial evidence to support such judgement.

According to (Bruner, 1996), the objective and role of education is to encourage learners so that they can process knowledge, develop skills and attitudes that will help them survive in the real world. The Government of Saint Lucia (GOSL) believes that education is a basic human right and as such is very instrumental in developing its citizens holistically (Government of Saint Lucia , 2015). Therefore, it has made a commitment to deliver the best affordable education to all learners, and their educational philosophies plays a vital role to the success of the education system.

In the Education Sector Development Plan (Priorities and Strategies) for the period 2015 – 2020 (EDSP 2015 – 2020) the Government outlines its aims of education as follows:

1. To develop an education system that will shape citizens into literate, numerate, skilled and life-long learners;
2. To develop an education system that will provide opportunities for learners to become value-driven and globally acceptable;
3. To develop an education system that will assist learners contribute meaningfully to development of self, community, nation and the region.

According to Armstrong (2003) education is a deliberate activity and as such there is the need for a clear purpose or aim as to why education is pursued. Aims of education denotes the overall direction for curriculum and indicate value judgements as well as value-laden statements that educators use as guides for the educational process” (Ornstein & Hunkins, 2004). According to Armstrong (2003), only a few aims are necessary to guide the educational process. These aims must reflect educational philosophical perspectives to guide the general direction for the curriculum to be implemented, as well as the instructional processes.

Accordingly, the aims of education in Saint Lucia reflect two main educational philosophies, namely essentialism and progressivism philosophies. Although the two philosophies are totally different - in their philosophical bases, aims of education, curriculum focus and the role of teachers and students - together they contribute to a unique and well-balanced curriculum that is consistent with the CARICOM Ideal Person model and UNESCO’s Imperatives for the 21st Century Education (Government of Saint Lucia , 2015).

Essentialism is a traditional educational philosophy rooted in the philosophical base of idealism and realism (Armstrong, 2003). It was pioneered by educational philosopher, William Bagley, known as the Father of Essentialism, in 1934. The term essentialism originates from the objective of providing learners with the essentials of academic knowledge and good citizenship characteristics based on tradition (Armstrong, 2003). According to Ornstein & Hunkins (2004), one aim of essentialists as it relates to education is to “promote the intellectual growth of the learners and to educate competent learners.” Essentialist philosophers also believe that all learners should be taught a common core of knowledge that they will need to function as productive, contributing, adult members of society (Bruner, 1996).

Therefore, the role of a teacher is to instill basic academic knowledge to learners, based on traditional subjects such as Mathematics, History, Literature, Natural Science and Foreign Language (Ornstein & Hunkins, 2004). The teacher does this through recitations, discussions, drill and practice and other teaching and learning strategies to assist learners master the basic knowledge that is needed for survival. Thus, the role of learners is to sit at a desk and listen, and to learn the basic education and values needed for the real world (Cooper, 2011).

Hence, the essentialism educational philosophy promotes a teacher-centered approach to classroom instructions where the teacher is the main source of knowledge (Arends, 2012). This philosophy therefore does not cater to the needs and interests of the learners, nor does it pay any attention to extracurricular and competency-based activities. As a result, learners who may be able to grasp knowledge or skills through these activities are demotivated and take passive roles in their education due to the lack of interest and sole dependence on teachers (Ornstein & Hunkins, 2004).

In contrast, the progressivism educational philosophy stems from the philosophical base of pragmatism and was developed by John Dewey (Ornstein & Hunkins, 2004). According to Progressivist philosophers, the aim of education is to promote democratic social living where knowledge leads to growth and development and that education is a learning process with a primary focus on appropriate and active learning (Ornstein & Hunkins, 2004). The role of the teacher is to serve as a guide for problem solving and technical analysis and the focus of curriculum is based on learners’ interests (Arends, 2012). The role of learners is to be active participants in their learning, by inquiring on knowledge based on their interest and experiences that can help drive their learning and the curriculum (Bruner, 1996). Therefore, the progressivism philosophical approach to education involves “the application of human problems and affairs; interdisciplinary subject matter, activities and projects” (Ornstein & Hunkins, 2004).

Firstly, in the first aim of education in Saint Lucia, the GOSL aims at developing an “education system that will shape citizens into literate, numerate, skilled and life-long learners.” This aim is supported in the ESDP for 2015-2020 on page 33 under the cross-cutting priorities where the strategic theme is, “Alignment of purpose for the Education System.” There is evidence of both essentialism and progressivism philosophical philosophies.

From the essentialist perspective, the strategic theme is accompanied by a strategic priority which states, “democratization of education and training.” One expected outcome of the strategic theme is to “harmonize and standardize policies, programmes and services across the education sector.” This outcome is in sync with the essentialism educational philosophy which states that all learners must learn a common core of knowledge to survive in the real world. The GOSL plans to accomplish this outcome by reviewing and authorizing plans and standards that were outlined for curriculum and instructional purposes (Government of Saint Lucia 2015, p. 33). Keeping in sync with the essentialist perspective, the GOSL has also developed plans to intensify relationships with corporate partners that will help with capacity building in “proposal writing, record keeping, budgeting and maintain accountability and the development of stewardship skills.” From the progressivist perspective, the strategic theme, “democratization of training and education,” is accompanied by a strategic priority which indicates that the GOSL will “make provisions for affordable access to education and training at all levels.”. (Government of Saint Lucia , 2015, pp. 33-34). In other to achieve such priority, the GOSL has initiated an action plan to distribute resources across and within all levels of the education system depending on acknowledged needs of learners.

Secondly, both educational philosophies are implied in the second aim of education in Saint Lucia which is to “develop an education system that will provide opportunities for learners to become value-driven and globally acceptable.” This aim is supported by the strategic theme, “democratization of education and training,” and the strategic priority is to “align education and training outcomes with the national and regional development agendas.”

From the essentialist point of view, the desired outcome under the strategic priority is to “enhance regional harmonization of education and training” by forging relations with other national and regional bodies to provide citizens with standard training and educational opportunities, that will help them penetrate the global arena. One way of accomplishing such priority is to develop work plans that is aligned with national and regional frameworks such as Education for All, Millennium Development Goals, and the OECS Education Sector Strategy, that will provide standard education and training to all citizens so that they can survive in the global arena (Government of Saint Lucia , 2015, p. 35). Keeping in sync with the essentialist point of view, the GOSL has also made a commitment to guarantee equal opportunities for all citizens so that they can all be successful in society. They also remain committed to ensure that citizens are respectful to each other, regardless of their status in life, so that they can live together as proud Saint Lucians (Government of Saint Lucia , 2015, p. 17).

From a progressivist point of view, the GOSL aligns education and training outcomes with the national and regional development agendas where they plan on developing and employing skill-based curricula related to the Caribbean Vocational Qualification or the National Vocational Qualification framework (Government of Saint Lucia , 2015, pp. 35-36). The vocational qualifications were designed to equip persons with skills, based on their interest, that they can use in their lifetime in the world of work. Evidence of the progressivist philosophical perspective at secondary schools in Saint Lucia, are highlighted in areas such as Information and Communications Technology, Agricultural Science and Home Economics, where the students are assessed to test their skills instead of their academic abilities.

Furthermore, both philosophical perspectives are implied in the third aim of education in Saint Lucia, which states that GOSL will develop an educational system, “that will assist learners contribute meaningfully to development of self, community, nation and the region.” Focusing on the strategic theme, “Alignment of purpose for the education System,” the strategic priority is stated as the “alignment of education and training outcomes with the national and regional development agendas.”

From an essentialist point of view, in other for citizens to contribute meaningfully to any development they must be equipped with the basic educational standards and training. This will help drive meaningful aims that can contribute to a national development strategy (Government of Saint Lucia , 2015). This can help citizens contribute to the development of themselves as well as a nation which is beneficial to all citizens.

From a progressivist perspective, the objective is to improve the “alignment between education and current and future labor market demands by incorporating learning experiences into the curriculum that develop an appreciation for and an understanding to the world of work.” Therefore, with these experiences, the citizens can contribute meaningfully to development of self, community, nation and the region (Government of Saint Lucia , 2015).

In other to guarantee that the aims of education are met, curriculum leaders must concentrate on the implementation of curriculum at the classroom level to ensure effectiveness (Bondi & Wiles, 2011). The decisions needed for the implementation of the curriculum is based on the definition or perception of curriculum in schools (Bondi & Wiles, 2011).

Kelly (1989) defined curriculum as the collective experiences that the learners acquire due to the provisions made by educators. Miller and Seller (1990) also defined curriculum as an explicit and implicit deliberate set of interactions intended to promote learning and growth and to enact sense on knowledge. Additionally, Tanner and Tanner (1995) defined curriculum as that improvement of knowledge and experience that permits the learner to grow in exercising intelligent control of subsequent knowledge and experience. Reflecting on the various definitions, curriculum may be defined as a deliberate plan that guides learning and teaching to improve knowledge and experiences for all learners. In other to achieve these improvements the curriculum must be implemented with reliability, it must contain realistic and desired outcomes, and it must include continuous assessment of learners’ progress (Cooper, 2011). Hence, the objective of implementing the curriculum should be to provide life-long learning, whether its to improve skills, enhance performance or promote career options (OECS Education Sector Strategy 2012-2021, p. 31).

According to UNESCO (2019), curriculum implementation is the actual instructional activities that are delivered in schools. As such the role of the teacher is very essential in the implentation of quality curriculum (Woolfolk, 1995). Teachers are the main implementers of the curriculum and as such must create an environment that is conducive for learning at all levels no matter the abilitiy of the leaner (Woolfolk, 1995). Many educators are advocating for a more learner – centered environment in the classroom so that students can be active participants in their learning (Slavin, 2012).

Like the aims of education, the underpinning educational philosophies evidenced in the implementation of curriculum in Saint Lucian schools are essentialism and progressivism philosophies. Adopting the essentialism educational philosophy, in the ESDP 2015-2020, under the strategic theme; “Educational Leadership, Governance and Accountability” the GOSL highlights its third priority as, “Recruitment and retention of quality staff” (Government of Saint Lucia , 2015, pp. 40-42). The priority is to improve the implementation of curriculum by developing “a set of professional teaching standards for entry into the teaching profession”. In other to measure how well the implementation process is meeting the needs of the learners, they “continue to conduct regular and systematic principal and teacher appraisals in conjunction with the established teacher professional standards” (Government of Saint Lucia , 2015).

From my experience, these approaches are very relevant to the teaching profession around Saint Lucian schools. The Post Graduate Diploma facilitated by the Sir Arthur Community College is a very good example of an essentialist perspective, where all teachers are instilled with the same knowledge and skills needed to implement a standard curriculum in the classroom. For example, teachers pursue the Post Graduate Diploma at the secondary school level so that they can acquire skills and knowledge to implement the curriculum which prepares students for a standard regional examination, developed by the Caribbean Examination Council (CXC). As a result, all students are taught five years of English, Mathematics, Science and History at Secondary Schools across the country. Similarly, teachers may pursue the Post Graduate Diploma at the Primary school level to develop skills and knowledge to implement an established curriculum that prepares the learners for the Common Entrance examinations in Grade 6 at the Primary Schools in Saint Lucia.

Another essentialist perspective, that I have experienced is the standard appraisal forms that are used at all schools to measure how well the teacher implemented the curriculum over a period of one year. The evidence is implied in the strategic theme, “Educational Leadership, Governance and Accountability” in the ESDP 2015-2020 under the third priority, “Recruitment ad retention of quality staff” (Government of Saint Lucia , 2015, pp. 40-42). The priority indicates that the GOSL has taken the initiative to encourage “regular and systematic principal and teacher appraisals in conjunction with established teacher professional standards” to measure the extent to which the curriculum is being implemented accurately (Government of Saint Lucia , 2015, p. 43).

Adopting the progressivism philosophical perspective, under the strategic theme, “Alignment of purpose for the Education System”, the GOSL highlights in its second priority, “Gender Equity and human rights”, that it will “provide continuous training for teachers at all levels to improve pedagogical and andragogical practices, especially with respect to special needs learners”. In addition, they “mandate the use of differentiated instructional practices to cater for multiple intelligences and diverse learning needs” (Government of Saint Lucia , 2015, pp. 33-35).

In other words, the GOSL has made the commitment to train teachers, so that they can be equipped with the correct skills and abilities to be able to recognize and accept the different learning abilities of all learners. This will assist them in making a meaningful contribution to the needs of every learner (Government of Saint Lucia , 2015). The GOSL has also advocated for the use of assessment and exams as instruments for supporting students’ learning and achievements and not as agents to brand learners (OECS Education Sector Strategy 2012-2021).

In my experience as a teacher the progressivist perspective is advocated in the implementation of the curriculum. There is a greater effort by teachers and schools to cater for all learners especially those with special needs when implementing the curriculum. For example, as a teacher, I have adopted the Constructivist Approach to implementing the curriculum, where I use cooperative learning strategies and discovery learning strategies to assist students construct their own learning. Also, there is increased advocacy for teachers to integrate technology in their classrooms to enhance learning (Arends, 2012). Again, I have been harnessing technology in my classrooms to improve the instructional process. One example is using videos to illustrate complex situations and allowing students to construct their own interpretations by adding meaning and value to knowledge.

Based on the evidence provided, I must indicate that both essentialism and progressivism educational philosophy should be part of the curriculum implementation process. The two philosophies have encouraged an improvement in the implementation of curriculum in Saint Lucia overs and are interrelated under all strategic themes and priorities highlighted in the ESDO 2015 -2020. From my perspective while the implementation of the curriculum adopts some aspects of the progressivism educational philosophy, it must remain grounded in the essentialism educational philosophy to establish order in the educational system. For example, while teachers are given the opportunity to access continuous professional development where they are taught to use more learner-centered approaches when implementing the curriculum (progressivist perspective), their training and experience is a standardized set of professional procedures, where they learn standard and basic knowledge for entry into the teaching profession to implement the curriculum (essentialist perspective). These standardized professional procedures set the benchmark for persons who wish to enter the profession. Therefore, there is less chaos as to who should enter the profession.

Another example, of the linkage between the two philosophies is, while the GOSL is “developing and implementing competency based curricula linked with CVQ/NVQ frameworks” (progressivist perspective), they are ensuring that the primary and secondary schools continue to “incorporate requisite skills, knowledge and attitudes pertaining to nutrition and food security, climate adaptability and environment sustainability, combining lifestyle diseases, promulgation of ICTs , peace, happiness and security and employability and entrepreneurship” (Government of Saint Lucia , 2015, p. 36). Evidence of the both vocational qualifications are visible at secondary schools in Saint Lucia, in areas such as Information and Communications Technology, Agricultural Science and Home Economics, where the students are assessed to test their skills instead of their academic abilities. The requisite skills are also visible at primary schools in all the areas highlighted. One example ensuring that all schools have an emergency management plan that will enhance awareness of school safety and security (Government of Saint Lucia , 2015, p. 43).

Henceforth, essentialism and progressivism educational philosophies have been influential in developing the aims of education in Saint Lucia, as well as the implementation of curriculum in Saint Lucian schools. Evidence shows that the two philosophies have been adopted and have contributed to the successful development of the education system in Saint Lucia.

Cite this page