BUT: teachers must be at centre of reform decisions
A teachers union has said it is crucial that consultation continues on the Education Authority Act, which was tabled in the House of Assembly this month.
The Bermuda Union of Teachers also insisted that educators had to be “meaningfully” involved in future decisions that affect them and their students, and would like to offer input before decisions are made.
Diallo Rabain, the Minister of Education, tabled the legislation on October 2 and said in a ministerial statement that he would provide a briefing to the One Bermuda Alliance ahead of a parliamentary debate on the Act.
Mr Rabain said that the Bill sets up the establishment of the authority in four defined, legislated stages — a design choice intended to “ensure that reform is delivered thoughtfully, consultatively and with appropriate legal safeguards at every step”.
If the Bill is passed in Parliament, the first stage will involve establishing the body corporate, appointing its board, and beginning “planning and consultation”.
The BUT said last week it is undertaking a detailed review of the Act and will engage its leadership and membership before reaching a final position.
Its comments, therefore, should be read as “preliminary”, the union pointed out.
A spokesman said: “The BUT has taken part in discussions on the proposed Education Authority and wider education reform over several years.
“The legislation now tabled, however, contains considerable detail on governance, employment and the transition to the authority, and that detail requires careful examination.
“Our focus is ensuring that consultation continues through this next and very important stage.
“Consultation must occur early enough for educators and their representatives to meaningfully shape decisions, rather than simply respond after decisions have effectively been made.”
Stage 1: Establish
Takes place during the first 18 months after commencement, with a single limited 12-month extension available.
Stage 1 establishes the authority as a body corporate, appoints the board and begins planning and consultation.
During stage 1, the board will:
• Prepare the proposed school board framework for all schools to use — designing the model and consulting on it; but establishment follows in a later stage
• Design the future organisational structure of the authority
• Consult widely — engaging unions, aided schools, parents and the community
• Recommend the onward pathway for stages 2, 3 and 4
Stage 2: Structure
This follows stage 1 and will require further legislation.
Stage 2 develops the operational structure, builds the proposed school board’s framework and undertakes workforce planning.
Stage 3: Transfer
Stage 3 transfers functions from the Department of Education to the authority, and school boards become operational.
Stage 4: Full control
Stage 4 marks the abolition of the department and the authority’s assumption of full operational control for the Bermuda public school system.
* Information provided within the ministerial statement delivered by Diallo Rabain, the Minister of Education, on October 2
The BUT spokesman said it was important that teachers are involved in public education decisions.
The Act itself does not appear to stipulate that educators be included in the composition of the Education Authority board, which is responsible for the governance of the authority, and for the general management of its affairs and business.
It states that the Education Authority board shall be made up of a chairman, eight voting members and the responsible permanent secretary as a non-voting ex officio member.
The Bill says that the chairman must have “suitable qualifications and experience in leadership and transformation”.
As for the eight other voting members, appointed by the minister, they should include a person with “international expertise in contemporary educational practices and systems transformation” and a person with “expertise in the support of vulnerable and at-risk students”.
Members should include persons from the private sector, the public sector and the voluntary sector with “expertise in the field of accounting, human resources or entrepreneurship”, and should include a member of the board of governors from the Bermuda College.
The BUT spokesman said: “Throughout our review, our priorities are clear — ensuring educators are meaningfully heard and involved in decisions that affect them and their students, and establishing clear, effective and transparent governance and accountability mechanisms.”
The union also prioritised ensuring “the full protection of existing terms and conditions, accrued rights and collective bargaining arrangements throughout any transition”.
It added: “The success of any education authority must ultimately be measured by improvements in the experience and outcomes of students and educators — not simply by the establishment of a new structure.
“That means transparent measures of student achievement and progress, attendance and engagement, and wellbeing and inclusion.
“It also means asking whether schools are properly staffed, resourced and supported to deliver quality teaching and learning.
“The BUT recognises the potential value of greater continuity, accountability and professional leadership in public education.
“We intend to engage constructively while firmly representing the interests and professional voice of Bermuda's educators.”
Mr Rabain said in his October 2 ministerial statement ahead of tabling the Bill: “An Education Authority alone does not improve literacy.
“It does not, on its own, strengthen teaching. It does not, by itself, address student wellbeing.
“Those improvements come through the daily work of educators, school leaders, families and communities through the reform programme already under way and through the work that will continue for years to come.”
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