TTUTA’s Position on De-Shifting/Conversion of Junior Secondary Schools

TTUTA has long been articulating the urgency of, and the necessity for de-shifting/conversion of the Junior Secondary Schools. While we accept that the process is a colossal undertaking, it must be done to address the apparent deficiencies and social ills. De-shifting/conversion of the Junior Secondary Schools will minimize the large number of our nation’s children being educationally at risk and will satisfy the philosophy that all our students have an inalienable right to equity and equality in education and to parity of esteem.

TTUTA therefore welcomes the fact that the de-shifting/conversion of Junior Secondary Schools is now being realized. However, while the task is indeed onerous, careful planning and safeguards need to be put in place to minimise negative impact and to maximize benefits.

To this end, the Association proposes the following guidelines:

i)   A chronological plan for the de-shifting/conversion of schools should be determined well in advance and made known.

ii)   The individual affected schools must be notified officially as soon as the appointed time has been determined.

iii)   A national committee “in a policy and strategies formulation role” must be established to manage and monitor the process. This committee ought to be representative of key stakeholders – TTUTA; NPTA; and the relevant units of the MOE.

iv)   An implementation committee must be established to manage and monitor the implementation process within the school. This committee ought to be representative of TTUTA, the staff and parent body of the school with the necessary input from the MOE. The staff of the school must be consulted on the process of de-shifting/conversion and be fully involved in the implementation process.

v)   There must be an articulated vision/mission of the school. This vision must be developed by the active stakeholders and be community based.

vi)   The curriculum of the school should be guided by the projected vision for the school.

vii)   Throughout the entire process, from the very onset, there is the need to build into the curriculum and the establishment (physical, staff and support services) structures that consider the need of the Forms 1 Special students and those with special needs e.g. the physically challenged. Whatever curriculum is to be offered, it must be suitable and relevant and provide for positive learning outcomes.

viii)   An audit of the posts needed after the conversion must be undertaken and then matched with the qualifications/competencies of the present staff. In the event that the present staffing cannot satisfy the implementation of the school’s vision and its concomitant curriculum delivery, access to enhanced training must be provided for the staff by the employer.

ix)   Appointment of staff from sources external to the school should only be done when present staff cannot satisfy the needs of the school.

x)   Retention, or redeployment of staff if absolutely necessary, should be determined:

Ø   by the need for the teacher for the effective delivery of the proposed curriculum and on the competency of the teacher;

Ø   in accordance with mutually agreed upon industrial relations criteria.

xi)   To support effective delivery of the curriculum, the necessary refurbishment or enhancement of the existing plant ought to be carried out well in advance, should be well designed, planned with foresight and should cause minimum disruption to teaching time.

xii)   Teachers who are being considered for transfer must be made aware of the school to which they are being transferred at least three (3) months in advance of such transfer, in keeping with the provisions of Regulation 135 (i) of the Public Service Commission Regulations, Chapter 1:01. Teachers who are aggrieved by a transfer order must be allowed the opportunity to make representation on their own behalf in accordance with the provisions of the self-same Regulations.

The Association holds the view that these guidelines will assist in a smooth and effective transition and are necessary to ensure the protection of the rights of all parties. Failure to provide these protections could lead to disenchantment and even conflict and serve to subvert the benefits to be derived from the de-shifting/conversion of Junior Secondary schools.

Position Prepared by
the Central Education Committee Approved
and endorsed by the General Council July 2003