Reflections on the J.T.A. - Mr. Woodburn Miller (Former Secretary General)
 I started participation in the Jamaica
Union of Teachers (J.U.T.) in 1952 in a District Association in North East Clarendon under the tutelage of J.U.T. and J.T.A.
patriarch, U.C. Wolfe. Then, in the next year,
I went into the high school system and I became a member of the Association of Assistant Masters and Mistresses (A2M2). The formation of the Jamaica Teachers Association (J.T.A.) in 1964 was a momentous event full of emotion for teachers. Those of us who were at Excelsior when the decision was taken to form one Association out of five major teacher’s organizations will never forget the pioneering and missionary spirit which energized the movement for unity in the Profession and in the country. It called for much sacrifice and goodwill to make it work. For example, the J.U.T., which was the only one of the five with substantial assets handed over all including the real estate that still houses the J.T.A.
headquarters. The J.U.T.’s newly elected President, Desmond Gascoigne, also stood down to allow E. Wesley Powell, the Chairman of the Joint Executives of Teachers Associations (J.E.T.A.) to take over as a President without an all Island election.
The first of the aims and objectives of the J.U.T. was: “to unite by means of local Associations, school teachers throughout the Island to give expression to their opinions when the occasion requires,....” The J.T.A. came up with the Motto, “Unite and Serve”.
In my view the Association has done a great service to the Profession and the country in being able, over the forty years of its existence, to mould the teaching profession into a fairly well united force and to assist the country in breaking down the myriad divisions that were the legacy of colonization.
To integrate the Primary, Secondary and Tertiary levels of education into one education system has been no mean feat. It required
legislative, social and professional reform.
The Common Entrance Examination
introduced in 1958 opened up the secondary schools to bright children from poor families. The New Deal For Education In Independent Jamaica published in 1966 the Government declared as one of its objectives, “A completely integrated educational system where circumstances of birth or poverty offer no barrier for the educational advancement of anyone.” Uniting and integrating the teachers in the
primary, secondary and tertiary sectors has become one of the greatest challenges of the J.T.A. Much credit is due to the leaders of the teachers at all levels for the success so far in this area.
The integration and democratization of the system were marked by some important developments along the way. The J.T.A. successfully negotiated for teachers’ pay based on qualification and responsibility throughout the
primary and secondary sectors. Parity in the tertiary sector has also been achieved. The new Education Regulations of 1980 came out of long consultations between the Government, the teachers and other stakeholders. An
important innovation was the democratization of School Boards to allow for representation on the Board by stakeholder bodies including students and the teaching, administrative and ancillary staffs. Another important development was the establishment in 1993 of the National Council on Education for which the J.T.A. advocated for many years. This important advisory body to the Minister of Education received the mandate to nominate members of School Boards and to orient and train School Board members. The Council is made up of representatives of a wide cross section of national institutions including the J.T.A.
The unity for which the J.T.A. has striven throughout its existence has ironically, in large measure, been forged through conflict. There have been some strategic battles with the Government. In fact the birth of the J.T.A. was hastened by conflict between the Minister of Education and the teachers over the non appointment of Mr. A. G. R. Byfield to the Principalship of the Trench Town Senior School. The J.E.T.A. mobilized funds from teachers to fight the case up to the Court of Appeal. Although the case was lost on a split decision the teachers perceived it as a moral victory.
Another epic battle was in 1966 over the issues of salary increase and negotiations about the new Education Regulations. The teachers were able to preserve their status as non civil
servants which allowed them to continue free participation in national affairs.
There has also been internal struggle. Between 1775 and 1977 in a period of socialist ferment in Jamaica the structure and modus operandi of the Association were strongly challenged
by an internal movement called Teachers for
a Democratic J.T.A. (T.D.J.T.A.) After much turmoil, eight of the leaders were expelled and a new Teachers’ Union was formed. My
observation is that, by policy and action the J.T.A. did not confront the new Union but
concentrated on serving its members and sought to correct weaknesses that could lead to further disaffection. It is history that unity prevailed, as a rival union dissipated.
As the Association gives thanks for significant successes and substantial service over forty years, it is wise to identify some of the main factors responsible. Chief among them has been the commitment and dedication of the leaders at various levels. I can recall, for example, a time when the Association’s finances were in a precarious state and
members of the Central Executive volunteered to forgo all travelling claims for several months until a measure of financial stability returned. The paramount challenge for the future is to devise relevant strategies to
rekindle among the members the commitment to service. New and effective ways will have to be found to communicate with teachers and to deepen the democracy while care is taken to preserve the financial viability of the organization. The Country needs a powerful leadership initiative from its teachers.
|
