Hidden costs

WESTERN BUREAU:

While the financial incentives are clear, the reality of life in a new country – and the hurdles involved in securing the appropriate qualifications and professional status – continues to make the transition for many Jamaican teachers in the United Kingdom (UK) much more difficult than anticipated.

Larry Simpson, an education consultant who was recruited to the UK education system 20 years ago, has emphasised the importance of thorough preparation before moving to Britain.

He is advising prospective teachers to research the local education system and lifestyle thoroughly – from adjusting to new living conditions to understanding how the UK banking and utility systems operate.

“If you come unprepared, you are likely to face tough challenges as things are structured differently,” he said last Thursday as a support group for Jamaican teachers in London held a virtual seminar with the Jamaican High Commission (JHC) to address issues affecting the teachers.

Noting that teaching methods are also different, he urged teachers already schooled in the system to help new recruits to adjust and settle in.

Among the issues discussed during the seminar was the complicated process of obtaining qualified teacher status (QTS) – a crucial certification that directly impacts their earning potential. Reports suggest that some teachers recruited from overseas are being paid £10,000 less annually than UK-trained teachers.

It is a situation that Carol Jumpp-Graham, a member of the support group who moved to the UK as a teacher in 2001, finds troubling. She highlighted the importance of having a support system in place.

She recalled that when she and her colleagues first arrived in the UK, there was no formal network for Jamaican teachers, prompting them to create their own organisation: the Association of Jamaican Teachers in the UK (AJATUK). This group became instrumental in facilitating communication with the JHC and the National Union of Teachers (NUT), now known as the National Education Union (NEU), allowing them to negotiate benefits for themselves.

“It was difficult at that time, and it is still difficult as we still have the issue of the QTS,” said Jumpp-Graham.

Vital services and support

She stressed the need for new recruits to register with the JHC to access vital services and support, arguing that Jamaican teachers should not settle for substandard working conditions in the UK.

“If England wants us, then there has to be something that when you get here, you are put on the route right away and you don’t have to wait for QTS,” she said.

“Your qualification is already recognised by the University Council of Jamaica. It is recognised on par with a UK BA (Bachelor of Arts), or whatever degree you have, so there is no reason to be suffering and waiting … . We have to do this collectively. We have to get in touch with the stakeholders. All the agencies that are going to Jamaica to recruit teachers, we have to make sure that things are put in place that when you get here, you are supported and not just left on your own,” added Jumpp-Graham.

Patrice Laird-Grant, a foreign service officer at the JHC, said the commission has been getting numerous complaints from Jamaican teachers working in the UK.

“Many of these teachers are classified as unqualified. Reports indicate that these educators, despite their experience and qualification, are often paid less than their British counterparts due to delays in obtaining qualified teacher status,” she noted.

Laird-Grant further pointed out that the challenges facing these teachers extend beyond financial issues.

“In addition, teachers experience emotional and social challenges due to long separation from their families and friends and the cultural adjustments required in a new country,” she said. “We have also received reports of insufficient support in areas such as job-specific training and job accommodations, which, of course, can lead some teachers to feel overwhelmed and undervalued.”

Laird-Grant said the JHC is appreciative of the efforts by Jamaican community organisations and individuals, who have been providing vital support and advice to the affected teachers.

“The JHC can assist with consular services, including passport applications, Jamaican citizenship applications, and the notarisation of documents. We are here to provide information, advice, and connections to the organisations and individuals who can help,” Laird-Grant said in outlining the services the JHC is equipped to offer to the teachers.

The mass migration of teachers from Jamaica has had a noticeable impact on the island’s education sector. According to studies by the World Bank, UNESCO, and Jamaica’s Ministry of Education, many teachers are leaving for better opportunities abroad due to low salaries, limited career advancement, poor working conditions, and safety concerns.

The studies also reveal that these teachers are often enticed by offers of competitive salaries, improved working conditions, professional development, and opportunities for international collaboration.

In response to this migration, the Ministry of Education, last year, developed a Teacher Recruitment and Retention Strategy for the 2023-2024 academic year. The strategy includes empowering school boards to make recruitment decisions, offering incentives for teachers to extend their service, and engaging retired and part-time teachers to fill staffing gaps.

Shauna Smith, a first-year teacher in Florida in the United States, shared that her decision to leave Jamaica was driven primarily by the need for financial stability. However, she still considers Jamaica her first choice.

“If the Government starts paying teachers properly tomorrow morning, I would pack my bags and head right back home,” said Smith. “I used to think our children [in Jamaica] are bad, but these in America are terrible, and you can’t even look at them bad or you have their parents and the school’s management to deal with.”

editorial@gleanerjm.com