Letter of the Day | Skills are not enough

THE EDITOR, Madam:

Jamaica has invested significantly in skills training and tertiary education. Through the HEART/NSTA Trust, religious organisations, NGOs and universities, thousands have been trained in barbering, cosmetology, catering, hospitality, nursing and other professions. Many graduates are now benefiting financially from these opportunities, locally, regionally and internationally.

Yet a troubling question keeps nagging me: Do these programmes adequately integrate work ethic and human formation into their curricula?

Too often, customers encounter skilled workers and companies that seem eager to secure a job but become poor communicators once the work begins. Deadlines pass without updates. Some demand full payment before completion. Others complete the work without inviting the customer to inspect it, yet expect immediate payment. Once paid, they disappear. Complaints about defective goods or unsatisfactory work are ignored. Refunds become a battle, and correction is met with offence.

There are also businesses that fail to return telephone calls, maintain contact with former customers or provide after-sales service. Occasionally, professional boundaries are crossed when workers solicit personal loans from customers. Such practices reduce work to ‘wanting a money’, rather than offering competent service within a respectful relationship.

My cursory research suggests that ethics is explicitly and comprehensively integrated into The University of the West Indies’ nursing programme. However, publicly available information is less clear about how thoroughly ethics is embedded across HEART/NSTA Trust programmes. This concern is not limited to Jamaica; similar complaints are heard across the Caribbean.

sustainable success

Education must be more than the acquisition of skills, certificates and degrees. It must contribute to the formation of the human person—someone capable of treating others with dignity, accepting correction, honouring commitments, and understanding that trust is essential to every transaction.

All is not lost. My parents employ a household worker whose work ethic is exemplary. She arrives punctually, sometimes early; remains focused and disciplined; welcomes guidance; displays good manners; and never rushes to leave before completing her duties. She was recommended for her excellent reputation, and her conduct continues to promote her more effectively than any paid promotion could.

As educational institutions prepare for a new academic year, I invite them to examine whether ethics is taught as a standalone subject or taught at all, or intentionally integrated throughout their programmes. Competence may secure the first job, but character, communication and integrity build the lasting relationships on which sustainable success depends. Education devoid of ethics is like pouring water into a leaking reservoir.

Fr Donald Chambers

Frdon63@hotmail.com