Jamaica has produced some of the world’s fastest sprinters, including Shelly-Ann Fraser-Pryce and Usain Bolt. However, to guarantee our sustainability, the sprint we must win urgently is the race to catch up with the global community in science, technology, engineering, and mathematics. Our goal is transforming Jamaica through STEM.
Jamaica is only 4,411 square miles in size, with a population of just under 3 million. However, the largest country in the English-speaking Caribbean punches way above its weight class in sports, culture, and advocacy. Our enviable tourism products, gastronomy, and cultural prowess are lauded internationally. Nonetheless, we continue to grapple with low economic growth, weak educational systems, and antisocial behaviors, including crime and violence.
An Advanced World
In the meantime, the world has sprinted past us in science and technology. According to the World Economic Forum: “Emerging technology breakthroughs are advancing with a speed and scope unlike anything the world has ever seen, disrupting almost every industry in every country.”
Jamaica must take urgent, radical, revolutionary steps to break the cycle and align education with economic development. It is time to play catch-up and race towards becoming a major player in the world economy on the platform of science, technology, engineering, and mathematics.
The VUCA Environment and the Innovation Index
The world is in constant evolution, and it is impossible to accurately predict the trajectory of the next 5 or 10 years. This is the VUCA environment, characterized by Volatility, Uncertainty, Complexity and Ambiguity. We are surrounded and bombarded by disruptive technologies and 21st-century phenomena, including:
- Artificial Intelligence
- Nanotechnology
- Cloud technology
- Big Idea
- Bitcoin-Cyber currency
- Porous borders
- Remote services
- Online Education
Jamaica continues to perform unsatisfactorily across key economic indicators and needs to ensure that it boards the science and technology train before it leaves the station.
Innovation is fundamental to growth. The Global Innovation Index (GII) ranks Jamaica 81 out of 125 countries and 51 out of 199 countries concerning innovative outputs from universities. (Global Innovation Index, 2018)
The digital revolution is creating new industries in the fields of artificial intelligence, e.g., CHATGPT, automation, robotics, nanotechnology, 3D printing, genetics, and biotechnology. These industries present big opportunities and are projected to be worth trillions of US dollars within the next 10 years. Participation in this global economy will be a game-changer for Jamaica. If we miss the train, the impact on national growth and development will be grave.
The Challenge
A major impediment to fully participating in the techno-driven global economy is an education system that has failed to produce future-ready graduates equipped to take up 21st-century jobs.
This is due to:
- A shortage of trained teachers, especially in STEM fields, results in a shortage of trained STEM graduates.
- Inadequate resources
- Lack of technology and infrastructure
- The fear by some students of STEM subjects
The Significance of These Deficits
These deficits paint a grim picture of our participation in a global STEM-driven economy. At the secondary level, of the 34,139 students who took the secondary exit examination, the Caribbean Secondary Education Certificate (CSEC) in 2018, 36% passed fewer than 3 subjects. The matriculation requirement for tertiary institutions is a pass in at least five subjects, including mathematics and English Language. Approximately 85% of CSEC students do not sit STEM subjects, and approximately 90% of those who excel in STEM subjects migrate to more advanced and lucrative environments.
There is a proven correlation between violence/crime/antisocial behavior and economic stability, and studies have shown that highly skilled, economically stable societies tend to have lower crime rates and reduced antisocial activities.
The Solution: STEM for All
Jamaica’s economic and social deficits can be solved through robust participation in the STEM-driven global economy. This must include sound economic planning, a much-improved education system, a stable society, and a disciplined, flexible, and innovative workforce.
Human development must be at the center of any growth proposal. To keep apace of global trends, it must integrate STEM culture, including:
- STEM Education at all levels
- Promotion of STEM subjects and careers
- Early experience and exposure to STEM-related activities
- Transforming the workforce through STEM to match 21st-century demand
- Strengthening teacher training to focus on STEM Education, culture, and skills
STEM Education: What Exactly is It?
STEM is an integrative approach that coalesces teaching and learning in discrete disciplines of science, technology, engineering, and mathematics. It creates solutions for advancement and for navigating and making sense of the universe.
The Ministry of Education (Jamaica) defines STEM as “a means of helping learners become creative or innovative problem solvers, lifelong learners who rely on scientific principles to address issues/concerns.”
STEM is a culture, a way of critical thinking, and an approach to life where education is applied to real-life situations. It involves solving daily problems and investing in research, development, innovation, and entrepreneurship to drive economic growth and development.
Transforming Jamaica into a STEM Island: the 1962 Plan
The goal is for Jamaica to be known as a STEM Island. This agenda is being established through a tripartite partnership: a seamless integration of Academia, Private, and Public Sectors as observed in successful models in the UK, India, and Singapore. The key players will be The Mico University College, The STEM For Growth Foundation, The Private Sector Organisation of Jamaica, and The Ministry of Education.
A STEM island is an ecosystem where stakeholders organize to impact education, the workforce, and economic development for the 21st century and beyond. The designation would position Jamaica to thrive in a techno-dominant future. It would better prepare young people for the jobs of the future while creating opportunities for today’s workforce to support tomorrow’s businesses.
The intervention will begin with a pilot, the 1962 Plan, which will influence policy, planning, and curriculum development to ensure the integration of STEM throughout the education system. Additionally, it will assist institutions with STEM-related resources and popularize STEM through public education. The plan is designed to:
- Train 1,000 teachers to deliver a STEM-based curriculum
- Enroll 9,000 students in co-curricular STEM programs
- Recruit 600 mentors
- Impact 20 pilot communities
Phase 1: Kingston a STEM city (2023)
- Teacher labs piloted at The Mico and University of the West Indies
- Student labs based in primary and secondary schools
- School labs are open to the community in the evenings
- Virtual training for teachers and students
Phase 2 – Jamaica a STEM island (2025-2030)
- National STEM center
- Knowledge village
The Importance of a STEM Centre
One of the fundamental elements to the success of the STEM Island will be a national STEM/Science Centre. Based on research, the four focus areas of a STEM center are:
- Continuous teacher-professional development in STEM methodologies
- Promotion of a national STEM culture
- Research and dissemination of effective STEM pedagogies across subject areas
- Acting as a direct link between academia, the public sector, and industry (private sector)
Benefits of the STEM Centre
- Trained future-ready, STEM-savvy students and prospective employees
- Students ready for integration into the productive sector and economy
- Promotion of high productivity levels and improvement in critical development indicators
- Reduction in crime rates and antisocial behaviour
The Jamaica National STEM Centre
The Jamaica National STEM Centre for Research and Innovation in Teaching and Learning will be a public/private sector partnership institution operating as an extension of The Mico University College. The center will focus on teacher training and its alignment with current and future workforce needs. It will also focus on research and development. The popularization of STEM will:
- Facilitate interaction between future teachers and students from the surrounding schools
- Develop joint programs with teachers’ colleges to provide training
- Assist in training specialist teachers for STEM academies to be established
- Establish linkages/partnerships with institutions internationally
The center will be part of a 50,000 sq ft Knowledge Village featuring a STEM museum, an incubation center, and other supporting education services. This will include STEM Innovation and science labs, lecture, seminar, and resource rooms, and mathematics and Agriculture Innovation labs.
Teacher Education and Professional Development
Teachers are the most influential and greatest multiplier group in preparing and adding value to our human resource pool. In a STEM-driven economy, teachers should be trained in STEM methodologies that will revolutionize the way we think and teach. Additionally, they should be equipped with the relevant skills to help students be fit for purpose and future-ready.
Teachers add value through nurturing, training, socialization, change, and innovation. They are optimally placed to build the STEM agenda by creating a positive classroom culture that incorporates STEM into the curriculum. They can inspire students to pursue STEM careers by sharing their own experiences and passion and serving as mentors.
Teachers can also connect their students with professionals in STEM fields. This provides opportunities to learn about STEM careers and develop mentorship relationships with professionals who can help guide their academic and career paths.
STEM at All Levels of the Education System
STEM education provides young children with a strong foundation at the early childhood level. Critical thinking, problem-solving, scientific inquiry, cognitive skills development, and innovative, outside-the-box thinking are all essential for success in school and beyond.
Children are naturally curious about their environment. STEM education will provide opportunities for exploration and investigation, fostering a love of learning. In Jamaica, it will help reduce the phobia of mathematics and science subjects. Additionally, it provides a foundation for success in an increasingly complex and technology-driven world.
At the primary level, STEM education builds foundational skills, encourages interest and engagement, promotes critical thinking, and fosters innovation. This level prepares students for success in various fields and helps them navigate the techno-dynamic environment.
At the secondary level, STEM education prepares students for success in higher education and in the workforce. Many STEM careers require advanced degrees, so it is important to provide secondary students with a strong foundation. At this stage, it can also provide students with practical skills, such as computer programming and engineering. These skills are in high demand in many industries. STEM also encourages innovation through opportunities to engage in hands-on, project-based learning.
Many of the fastest-growing jobs in today’s economy are in STEM fields. By investing in STEM education at the secondary level, we can support the growth of the economy and provide more opportunities for students.
Additionally, many of the world’s most pressing challenges, such as climate change and healthcare, require solutions that can only be developed through STEM research and innovation.
STEM Education and Social Development
STEM education is closely linked to social development. It promotes innovation and heightens problem-solving capacity, which can enhance the well-being of individuals and communities. It also provides individuals with the skills they need to compete in a global economy. By promoting STEM education, countries like Jamaica can create a skilled workforce positioned to maximize economic opportunities and contribute to the growth of their communities.
It is also necessary for the subject of healthcare because it provides the knowledge and skills needed to develop new medical treatments and technologies; in the same vein, it is implicit in sustainable development as students are encouraged to think critically about the impact of their actions on the environment, which often leads to more sustainable actions.
STEM education also plays an important role in reducing inequality in underserved communities by providing individuals with the skills and opportunities to guarantee social inclusion.
Impact of STEM Education on Crime and Violence
STEM education has an impact on reducing crime and violence by providing individuals with critical thinking and problem-solving skills, which can help to reduce impulsive and violent behavior. It also:
- Provides alternative career pathways and may reduce the number of individuals who turn to crime and violence due to a lack of opportunities
- Encourages positive social behaviors such as teamwork, communication, and collaboration, which can lead to a reduction of conflict and the promotion of the peaceful resolution of disputes
- Promotes innovation by encouraging individuals to think creatively and develop new solutions to problems, including poverty and inequality.
- Provides access to technology and the knowledge to use it, helping individuals connect with others, access information, and pursue their goals
Conclusion
In summary, STEM education alone cannot solve all of Jamaica’s socio-economic problems. However, it is poised to play a critical role in reorienting the economy, curbing some antisocial behaviors, increasing Jamaica’s level of competitiveness in the global marketplace, and, more importantly, creating a ‘future-ready’ workforce.
By promoting critical thinking and problem-solving skills, providing alternative career pathways, encouraging positive social behaviors, promoting innovation, and providing access to technology, STEM education will equip individuals to make positive contributions to society and reduce the likelihood of engaging in antisocial behavior.
What Has to Happen?
In order for this to happen, there must be:
- The political will, which will design and implement the necessary policies to drive STEM education
- The training of teachers to deliver a STEM curriculum at all levels
- A first-class STEM center replete with state-of-the-art infrastructure
- A shift in the culture and approach towards STEM Education
Jamaica’s geographical size is minuscule in relation to its influence on the world, with its potent Jamaica brand. International students dream of studying in Jamaica, athletes from different countries want to train in Jamaica, and global brands continue to see Jamaica as a viable location for business. From my perspective as an educator, Jamaica is perfectly poised for STEM Island status, and the time is now.
We have a ready-made platform for STEM education, and this must become the rocket launcher that propels Jamaica to the status of a socially stable, economic powerhouse, which produces the most well-trained STEM teachers, equipped to educate Jamaica’s human capital, positioning them to contribute to building and making a mark internationally.
The ARTS are a viable economic factor locally and globally, so the Jamaican model will include them.
Therefore, the Jamaican model, STEAM – science, technology, engineering, arts, and mathematics – will equip teachers to train students to integrate the ARTS in the techno-dynamic future, growing the Jamaican economy and transforming Jamaica through STEM.
About the Author
DR. ASBURN PINNOCK, JP
Dr. Asburn Pinnock is an Educational Leader, with over 35 years of distinguished service in the education sector. He is the current President of The Mico University College, the region’s oldest and most distinguished Teacher Training Institution. A visionary leader, Dr. Pinnock charts the course for the 21st Century learner through the implementation of SMART Classrooms and E-Campus facilities for online instructional delivery, and the modernization of fully accredited program content, designed to emphasize global values of collaboration, critical thinking, leadership, and service excellence. He is a specialist in educational leadership, teacher education, and the integration of information, communication, and STEM/STEAM technologies in the teaching-learning process.
Prior to his appointment at The Mico, Dr. Pinnock served for 24 years at Sam Sharpe Teachers College in Montego Bay, Jamaica, where he rose through the ranks to Principal and assumed responsibility for the strategic direction, growth, and management of that institution.
A recognized leader in the field of teacher training, Dr. Pinnock possesses over 32 years of hands-on experience in instructional design, content delivery, leadership, and professional development training for pre-service and in-service teachers across Jamaica and the United States. Dr. Pinnock is recognized as having spearheaded efforts to realign Jamaican teachers’ college education towards first-degree programs, developing strategies geared towards enhancing the quality and achieving program accreditation at the tertiary level, and networking with Caribbean educators through CARICOM as a member of the task force that developed Teacher Education Standards for the Caribbean.
Dr. Pinnock was instrumental in The Mico University College’s attainment of institutional accreditation status, and he continues to lead the institution in fulfilling its strategic goals and objectives.
