A.W. SantsterTHE PRIME Minister in his recent presentation in the 2001 budget debate made reference to the fact that the government had allocated $50m to support a work study programme for students in tertiary educational institutions. The programme was heavily criticised by Wilmot Perkins on the grounds that many university students were not getting jobs. Surprisingly Delroy Chuck who really should have known better joined him in that approach. Chuck's response was surprising as his party is strong on the projection of economic recovery if returned to Government and trained people will need to be on hand.
The initiative is a good one though not by any means new. Institutions such as: the Jamaica Theological Seminary and the Caribbean Graduate School of Theology (paid campus work); Northern Caribbean University (work for academic credits); the University of Technology (Earn and Study Programme); University of the West Indies (campus work), have long had programmes of paid work for students. The payment could either be indirect payment for academic credits or actual cash to the students.
Those familiar with North American university education will know that the concept of paying your way through college by working is a well accepted tradition. The new proposal represents a fundamental reversal of the philosophical policies of the PNP administration. Some historical reflections will make this point.
Fees for tertiary education in the early 1970s were small; those at UWI and CAST being about $50 per year. When Mr. Manley announced 'Free Education' in Parliament in the 1970s a new door was allegedly being opened for Jamaican students. It was one of the biggest mistakes ever made in Jamaica's educational history. It led to expectations about freeness and rights which generations have yet to unlearn. When the Seaga JLP government introduced the cess at UWI and fees at CAST in the 1980s (largely because of IMF and World Bank pressure), Minister of Education Mavis Gilmour took heat for months and was genuinely hated by many students.
Mr. Manley while in opposition promised to remove the cess on return to political power, a promise he was unable to keep. In fact the PNP on return to power in 1989 retained the fee structure and re-baptised the concept as 'cost sharing'. The fundamental mistake in the first place was to create a feeling that free education at the expense of the taxpayers of the state was a right. Generations were spoiled by this perception.
Having said this, however, the issue of investment in students education is an important role for the state and the return on investment is no less significant than the investment in roads, hospitals, factories etc. In fact, without the investment in human resources these others would fall flat on their faces. The real dilemma, which has always existed, is to find an honourable way to help those who really need the help.
The work study concept has some important values associated with it: Firstly, it enhances a positive work ethic in students and attacks the freeness concept. It also provides the basis for self-reliance and opens avenues for later entrepreneurial initiatives. It also enhances the service concept implicit in a proper work ethic. Secondly, it can give to the students a genuine feeling of personal achievement in helping to pay their way. Inflation has driven fee structures through the roof and many students are having genuine problems finding the money to pay their fees. Financial pressures, a downsizing economy, parental job losses, have all created increased hardship in education. This is an important supportive programme.
Thirdly, it is an indirect way in which institutions may be helped to collect fees from students. Fourthly, it is an investment in the human resources of the country. Educational Institutions need to provide support for their students and must create a climate for learning. It is important that proper financial support systems are put in place.
As an example some of the approaches of CAST/UTech to the financing of student education are worth noting. Many years ago a six-point plan was developed which identified a number of mechanisms that were available for students to finance their education. The plan involves the following elements: Private Resources; Students' Loan Programme; Employers' Support; Financial Aid Office Grants; Earn and Study Programme (155 students $5.1 million); Scholarships and Bursaries (532 students $27 million). (Data is for 1999-2000 and is from Mrs. Dotty Higgins, UTech Financial Aid Co-ordinator.)
The Earn and Study Programme was therefore only one; but an increasingly important one of the methods that a student could use in financing his or her education. The establishment of the new fund will enable many more students to work their way through college and is to be commended.
A.W. Sangster is former president
of the University of Technology.
