The contribution to the Sectoral Debate last Tuesday by Education Minister Andrew Holness might well be a turning point in our history. It contains both a profound analysis of the history of problems facing the education sector, as well as a clear pathway forward. I wish all other ministers could have a similar grip on their portfolios.

The main point of his presentation was that access to education in Jamaica has been attained at the expense of quality: "We have largely conquered 'access' issues at the primary level. We have approximately 90 per cent enrolment", but "while we were expanding physical access at the primary level over the last 100 years, we continued to turn out a large but declining percentage of primary students who are illiterate".

His sectoral presentation was entitled: 'Promoting Access and Quality in Education Simultaneously'. Access at the secondary level has not been conquered: At grades 10 and 11, "only 64 per cent of the net population of that age cohort is enrolled", many are enrolled in junior high and all-age schools (grades seven to nine) in "what can be termed as an advanced primary curriculum with remediation", and what is more, many are enrolled in "upgraded junior (secondary) schools which were extended to grades 10 and 11, initially with a special curriculum, special exit examinations in the form of the Secondary School Certificate (SSC) but, in many respects, less qualified teaching staff, weak leadership and low expectations".

"This marked the start of the two-tiered system of secondary education. It was never the intention that these schools would be able to compete on equal footing with the traditional high schools.

"We continue to turn out illiterate or low-level literate students from primary schools in a conveyer-belt system with no quality checks. Inevitably, the secondary schools, in which they are placed, will end up diverting from the secondary curriculum to conduct remedial teaching. Where illiterate and low-level literate students comprise the bulk of the population, then the secondary school will be nothing more than an advanced primary school.

Holness has indicated that he intends to "phase out the junior high schools and all-age schools, and every child would then be placed in a comfortable seat, in a reasonably populated classroom, getting adequate attention from his teacher, teaching to a standard curriculum of knowledge, for five years in a secondary school, leading to a standard certification and equal opportunity for placement in either the labour market or in tertiary education.

"GSAT is the gate to secondary education but literacy is the key. The purpose of primary education is to deliver a literate child to the secondary system", and so the big thrust will be literacy. They have set a goal for all primary schools of 100 per cent literacy by 2015, and only those children certified literate will be allowed to sit the GSAT. Therefore, all children entering secondary school will be literate.

Those not literate after repeating grade six will go to "the Alternate Secondary Education Programme (ASEP)". (Surely he means "alternative".) And, so, rather than two tiers at the secondary level, which we have now, there will be "Secondary Education" and "Alternative Secondary Education". He will need to convince us of the difference.

Previously, the failure of a primary school to deliver literacy would not be obvious because the children move away. "Under this system, it will be easier to identify a failing primary school by the growth in the numbers of repeaters at grade six". Failing schools will not be allowed to hide. "This year we will be publishing the Grade Four Literacy Test percentage mastery by school and region - for parents, teachers, board members and principals to compare, motivate and spur to action".

In this column I have been calling for action such as the above for over 15 years. You will have to pardon me if I am a little elated.

Peter Espeut is a sociologist and a Roman Catholic deacon. Feedback may be sent to columns@gleanerjm.com.