The Reform of Jamaica's Education (2021) – Secondary Schools (Transcript)
This is the transcript for the Season 4, Episode 1 of the Checkmate Podcast. This interview was with Ms. Danyelle Jordan Bailey, assistant Vice President of National Secondary Students’ Council (NSSC) representative of Region 1 of the NSSC and student council president-elect at St. Hugh’s High School for Girls.
(Danyelle Jordan) – 0:00
School is one of the first means of socialization for students so in order for a child to be properly socialized, they kind of have to improve things that don’t just develop them as these intellectual being that are to take knowledge and reiterate the knowledge in the same way but as global citizens.(Host) – 0:17
What is going to be the role of the NSSC in the ministry of education and youth yard to yard find the child initiative. (Danyelle Jordan) – 0:23
In order for in order for the ministry to go yard to yard to know and we can help them.(Danyelle Jordan) – 0:31
Digital divide has really been a setback to students who do not have the necessary resources to access the online platforms and this this can affect them in the years to come.(Host) – 0:54
Welcome to another episode of Checkmate, a political podcast from Tenement Yaad Media. You can follow us on twitter at ‘tenementyaad_’, and you can visit our website at www. TenementYaadmedia. I’m the host for this episode, my name is Paige and, in this episode, we will be speaking with Danyelle Jordan Daley about the reform of education (secondary school education) in Jamaica. Danyelle Jordan Daley is the Assistant Vice President of National Secondary Students’ Council (NSSC), she’s also the Representative of Region 1 of the NSSC and the Student Council President-Elect at the St. Hugh’s High School for Girls. Thank you so much for joining me today, Danyelle! (Danyelle Jordan) – 1:45
Thank you so much for having me. (Host) – 1:47
Alright so, just to give our listeners just a bit of an overview about the report:The Reform of Education in Jamaica 2021 Report was launched on Thursday January 14, 2022. Developed by the Jamaica Education Transformation Commission (JETC), which is headed by renowned sociologist Dr. Orlando Patterson, the Report is a blueprint for the establishment of a comprehensive strategy to improve student performance and educational productivity across the sector. The 342-page document has 54 prioritized recommendations which include governance and accountability; early-childhood education; teaching curriculum, and teacher training; tertiary education; technical and vocational education and training (TVET); infrastructure and technology; and finance. For the Reform of Education Report, it utilized aspects of the UNICEF’s 2021 Report “Students Reimagine the Jamaica Education System”. Between January and February 2021, UNICEF Jamaica and the National Secondary Students’ Council (NSSC) held a series of consultations with ten (10) groups of high school students across the island, including students with disabilities, students in juvenile centers and in state care, student leaders from various schools and a general representation from students in urban and rural Jamaica. A total of 74 students participated in the focus group discussions, 44 of whom were girls and 30 were boys. In addition to focus group consultations, UNICEF also conducted a U-Report poll to access the views of a high school age students on reimagining education. Of the 516 high schoolers who responded to the poll, 73 per cent were female and 27 per cent male. The findings from the U-Report poll are also distilled in this report. From the report: 10 cornerstones choices were determined as to how students want Jamaica education sector to be dealt with. · Students want an inclusive education system that caters for all types of learners • Teacher-student collaboration for a better learning experience · Students want empathy and compassion · Students want parent and teacher motivation · Students want real-life experience in the classroom · Students want a varied curriculum that caters to their interests · Students want leadership skills and to be heard · Students want to be engaged in physical activity · Students desire active engagement in the classroom · Students want a blended learning environment. Among other things, outline in the documents, one of the most highly covered portions is the ranking of traditional and non-traditional schools in Jamaica. According to the report, the nation’s top 3 traditional secondary schools, are: Glenmuir High School, Wolmer's Girls High School, and St. Jago High School, respectively. The top three non- traditional high schools are: Dinthill Technical High School, Denbigh High and Edwin Allen High School, respectively. Focusing only on the value-added results, among traditional schools, Merl Grove emerges as the school that offers the greatest value added to its incoming students based on the CSEC results, while Campion performs best in value added based on its CAPE pass rate. Among non- traditional schools, St. Mary’s High contribute the highest value added based on the CSEC exams, while Bluefields High/Belmont Academy had the best value added based on the CAPE results. The schools were ranked using a value-added approach. The value-added approach was developed to get around this problem and to provide a better means of evaluating the relative performance of schools. The term “Value Added” refers to the value that a school, or teacher, adds or contributes to the achievement growth and academic performance of their students, over and above what the students themselves and their background characteristics bring to the school.(Host) – 6:21
So, my first question for you Danyelle is, can you expound on the value-added approach used by the Education Transformation Commission to evaluate the relative performance of schools and what the organization would like to see come of the data outlined in the ranking?(Danyelle Jordan) – 6:37
OK sure. So based on how NSSC analyzed the report the value-added approach essentially, it’s individualizing certain schools. Because as you had said you know, schools are relative, the performance is relative because not all schools in Jamaica are the same. So, the value-added approach kind of ranks schools not just based on the statistics given by their external examinations, but by the holistic performance and how the school does based on the school’s standard. So, it's kind of calculated by giving a percentage that depicts the expected performance of the school, so let’s say the school is expected to have a 50% or rather 30% pass through it, and it compares that the actual expected pass rates to the actual pass rate that the school had. So, let’s say that the school is expected to have a pass rate of 30% and they actually get a pass rate of 50% the value-added rank would be 20% as the school has like a 20% better pass rate than it was expected. Now from the findings, we saw that the value-added rank could either be positive or negative not being good or bad but it’s either that the school perform better than it was expected or not as not up to the expected result.(Host) – 7:52
Well yeah and I think that this value-added approach gives a more holistic view of schools rather than just relying on test results alone.(Host) – 8:04
There are many recommendations outline in the documents. One of which is has been supported by many other persons in the educational sector: “mandate greater emphasis in both primary and secondary schools related to civics, history and citizenship” as well as “review and appropriately revise children’s curricula to include resilience... (with) a focus on moral behaviour, conflict resolution skills, promotion of mental health, skills in negotiation, coping in disasters, and adapting to changes in norms driven by e.g., climate emergency, pandemics” Can you expound on the Education Transformation Commission recommendation to “mandate a greater emphasis in both primary and secondary schools related to civics, history and citizenship”?(Danyelle Jordan) – 9:04
OK sure. So, essentially what’s going on is that they have recognized now that school is one of the first means of socialization for students. So, in order for a child to be properly socialized they kind of have to improve things that don’t just develop them as these intellectual beings that are to take acknowledge and reiterate the knowledge in the same way, but as global citizens. So, from the Council’s perspective this will send show our students not just develop as intellectual beings but as global citizens, they will be not just be immersed into the science of matter and biology but also the science of being a participative citizen which is essentially what we want. Because a lot of the times, when an adult isn’t able to find the solution to various problems that be local, regional, international; we kind of question their inability to do such a thing but we fail to recognize that they weren’t taught to do these things as a child or as a student. So with this the students are they’re in these school’s that by the time they get to adulthood or even during their adolescence that they would tackle certain problems head on so they will not just learn how to write about the now but expand on then because as said it also wants to place all the emphasis on history and oftentimes we don’t really see that history tends to repeat itself so we tend to make the same mistakes over and over and over again but with placing such an emphasis on history we kinda reduce the, you know, we reduce the, what’s the word, we reduce something happening again and I certainly see it happening again. (Host) – 10:44
So yeah, and I think that it may seem like a very simple suggestion but what it ultimately plays into is the development of Jamaica’s greatest resource which is our people. [ (Danyelle) Definitely!] You know it starts in schools and of course we know that depending on someone’s life and upbringing it may or may not happen at home but at least we can do as a country is provide that kind of you know provide that space within a school for folks to think about things and be experienced a problem solving and as you said history is so important citizenship and civics and what it means to be a Jamaican and what your responsibility is as a Jamaican to your classmates your family your wider community in the world you know.(Host) – 11:29
The Report noted that “a main function of the educational system is to transmit the cultural heritage to the new generation. As such, subjects such as History and Civics should be considered mandatory throughout schools at all levels, and act as a supplement to the educational philosophy of the country. History as a subject helps students to understand the evolution of their society and how people and society behave. This is especially crucial for societies like Jamaica which were once colonised. History as a subject is not taught at the primary level and is offered as optional at the secondary level. The NSC utilises themes from Civics as a problem-solving approach at grades 1 -4 and only as a discrete subject at grades 7-9. Some schools treat civics only as an enrichment area rather than as core curriculum that must be on the timetable of all school”. So, my question to you is can you expound upon the Education Transformation Commission recommendation to, “implement nationally available extra-curricular activities with centralized coordination and shared monitoring, evaluation and learning” and the provide a budge for extra-curricular activities in schools”; examples of funded extracurricular activities that NSSC would like to see be introduce in Jamaica’s secondary schools. (Danyelle Jordan) – 13:00
OK. So just to you know, give out a background as to why this is so necessary- a lot of times, in Jamaican culture especially, we see extracurricular activities as the norm for the middle to upper class and as a luxury that is a deprived, that individuals in the lower class are deprived of. So, it’s a beautiful opportunity for all students to be immersed in various opportunities outside of school. A lot of the time certain extracurricular activities are not accessible to all schools in Jamaica, so really and truly we want to see extracurriculars that stress on the arts; because I think we all know that in Jamaica we have our culture of you know, not really embracing the arts, while we have like admiration for it, definitely have an admiration for it. When a student says that they want to go into art it’s kind of just like push and pull which is very ironic considering we are such a creative bunch. So, we really do want to see extracurriculars that stress on the arts because the arts can really help to develop a child’s manner or a student’s mind; to think to think on their toes, to think on their feet. So, when we say arts, we don’t mean just the visual arts but the literary arts, performing arts or any other art form that a student may take up. So, students who have a deep interest in poetry writing, then then put them in an extracurricular that is surrounded with students that have the same interest that is led by someone who is a very, very profound poet. If a student wants to paint something or even if their painting is not up to the standard of being marked you know, put them in a class or put them in a in our room or on a virtual space with students who share the same interests.So really and truly we want to see extra that stress on the arts and also extra curriculars that stress on leadership. Because as members of the council, we can see that you know, in Jamaica there are certain students who lead, you know they all have kind of have a similar look to them; where they have you know they wear twenty (20) badges they are at the forefront of the school, but what about the students who don't necessarily have that same that same look to it but still have the capacity to lead in their various, in their various positions so we want to see, we also want to see activities that gives leadership positions to all students. So, it may be a minor leadership position or a major or a big thing, maybe that they’re leading one person or leading a group of 50 people. So mainly extracurriculars that stress on the arts and stress on positions of leadership (Host) – 15:26
So yeah, and I think this just goes into developing a more holistic human being. so, it’s not that you just come out of and even if you don’t choose to pursue the arts just having had that experience is really, really beneficial. As someone who’s done acting courses in college and painting courses; I don’t act and I do not paint for a living but I now know that I enjoy painting and it’s soothing for me you know so I think that just having that exposure will go a long way for a lot of students. (Host) – 15:55
The report also made note of that the government should “improve access to, co-ordination of and integration of extra-curricular activities in especially under-performing schools, particularly those with behaviour challenges and/or those located within Zones of Special Operations”.(Host) – 16:20
The NSC covers the primary level of the education system and the first three years of the secondary education system. Currently, a national assessment system exists for the NSC at the primary level, but none exists for the secondary level. At the secondary level, assessments are next done at the end of grade 11 and follow a two-year (grades 10 and 11) curriculum of the examination body. An opportunity exists for a national assessment programme that spans all grades of secondary education. Such an assessment programme would consider micro-credentialing and the inclusion of a range of stackable certifications which students can utilise to exit to the world of work or matriculate to further education. Certification could complement subjects being pursued or an extra-curricular activity involvement at the time. Can you talk about the Commission’s recommendation to “pilot a framework governing the use of stackable certification and micro-credentialing”; examples these certifications and micro-credentials the NSSC would like to see be introduce in Jamaica’s secondary schools. (Danyelle Jordan) – 17:35
It’s a good opportunity for students to gain prerequisites that they wouldn’t necessarily gain in class. Let’s say a student is very, very proficient in communication, when I say communication, I don’t mean that they’re able to write a good amazing essay get a 35/35, I mean that when the teacher observes them in class communicating amongst their peers it’s as if you know the words are coming out of their mouth can comprehend by anyone that comes in the classroom. So, with this, I see it can get opportunity to get a certificate in in like communication specialization skills, not just based on students’ academic performance in the language but also their cognitive interactions with their peers.Another thing is that, a lot of schools have peer counseling and it is such an amazing opportunity for students to get certificates in peer counseling and I think this tie into something that you had mentioned earlier with mental health because it kind of assess how a student responds to the needs of their peers. And this does, it speaks volumes and it does volumes for students. Because a lot of times there are certain students within the student body can really connect with their peers and you know help them into various problems that they may encounter both within the school system, and within the school and both at home. And Another thing is peer teaching. I think this this is probably one of the most obvious ones but a lot of times only I a student can teach other students and I’m not saying that the teachers are not doing exactly what is it that they’re supposed to do, but sometimes when a student actually comes down to another student and explain to them a certain topic, it’s just as if wow, they never thought they would understand and they finally understand it and students can be certified in peer teaching and can probably even start up their tutoring services with this certification to prove that hey you know, I can do this. So, it’s like the teachers can see how best a student is able to take the knowledge that they gave in class reword it, understand it and bring it out so another student can understand. So, they can gain communication certification, peer counselling prerequisites and peer teaching prerequisites. (Host) – 19:56
The report goes on to say that there are examples of secondary schools that facilitate intermediate attainment of credentials e.g., HEART certification, but there is no framework governing this. Under such a framework these assessments and certifications would be recorded on the student’s transcript and could contribute to qualifications for leaving high school e.g., the national school leaving certificate. They would also be used as a qualification for higher education or the world of work. This presents an opportunity to harmonize and customize teaching, learning, and assessment, as well as provide the flexibility for students to explore competencies, gifts, and aptitudes on the way to final high school assessment. (Host) – 20:42
The Ministry of Education has estimated that approximately 120,000 students have not been consistently engaged since the onset of COVID giving rise to learning gap. Jamaica’s statistics shows an approximately 211,783 students in our secondary institutions. Can you speak to some of the challenges secondary students are facing in the wake of covid? (Special interest given to high school students with physical and learning disabilities)(Danyelle Jordan) – 21:22
Definitely! So, some of the challenges secondary school students are facing in the wake of COVID, one of the main ones is really actually maneuvering the COVID-19 pandemic while doing school online. I think everyone in the world, this is very, well, it’s not so new anymore but it still is very new so to be a child or a teenager while navigating the newness of being a child and a teenager going through the internal changes and then having being hit with this big external change around you know that’s in itself is very hard to guide yourself through it. So, maneuver is a lot and then adding on to that, you have to maneuver the COVID-19 pandemic while maneuvering the newness of online school so it’s just like everything is just so new and you know, usually things are really new we make mistakes and so it’s the newness, trying to maneuver the newness, and making mistakes while trying to maneuver the newness and kind of say stabilize it all and that alone is a lot. Another thing is a digital divide. While a lot of students are going back face to face you know, they’re still out of schools. They are doing a mixed modality which some students go to school, some students say home or and some schools are still primarily online. And the digital divide has really been a setback to students who do not have the necessary resources to access the online platforms and this this can affect them in the years to come. Let’s say they don’t have the necessary resources access to online platform then they have to be pushed back a year and then what if they had intentions of going somewhere helping their family after school, so it’s kind of like this situation right now, that digital divide is affecting students not just now but it’s it will affect them in the future. Another is balancing school and their mental health. I know for a fact that a lot of students are, simply put, they’re not OK; they’re stressed out, they’re burnt out, they’re tired, they’re confused. You know the crime rate is going up so that’s just a whole different discussion that students are trying to manage and you know they’re at home and for a lot of students, school was their safe haven. Like going to school all the time that was where they could breathe, where they could finally say, “OK I’m at school I’m at my friends so I can be OK,” and now they are stuck home with individuals who do not necessarily treat them with respect. So that’s another thing. And some students although they have these, although they are at their homes with their loving families, they’re still not OK, because it’s just, everything is just so different. As I said they’re trying to maneuver the COVID-19 pandemic while doing online school or while doing face to face school and while maintaining their 4.0 GPAs or you know whatever GPA that they have. So, this can kind of cause them to be burnt out I mean it’s a very very long list, but another thing is the mandates that have been implemented a lot of students are not really for some of the mandates that have been implemented by the ministry. So that’s putting a lot of stress on them, while you know we’re trying to sensitize them to these mandates, all at the same time students are still completely against some of them. I mean another thing is that there’s a lot of inclusion and I think this kind of align with students with special interest high school students with physical and learning disabilities. The lack of inclusion in certain key decision making because even as an executive of the National Secondary Students’ Council, we haven’t heard a lot on how to help or how to aid students with physical and learning disabilities so because there really is little to no inclusion of these students. Because while we can make decisions on how to go back to the normal, for students who go to, you know, the students who go to the top three traditional and non-traditional high schools, you know, what have we really done for students who go to high schools that make certain provisions for them as a result of their state, so that’s another major thing. And I know something that’s a lot more recent is the release of the CXC timetable, a lot of students are a little bit confused because I know for a lot of secondary high schools, they started either in late October or early November so that would have taken at least a month and a half to two months out of their term and that’s time that they could use to start the syllabus. Then they have exams coming up in April, May, June. It’s just like what? We just started, some of us had just started module one, model 2, how are we going to do the exams; get a one with the time that we have. So, it’s a very, very long list of discrepancies that students are being faced with in the wake of Covid. (Host) 26:15
And you brought up something that I want to touch on briefly, about you know how students feel about certain mandates that are being implemented.(Host) 26:24
A recent World Bank study of Jamaica showed that the fiscal impact (over and above what we are currently spending) to support the health and safety requirements for opening our schools is going to be $2.4 to $3.9 billion, annually, for one to two years. This includes the cost of re-enrolment campaigns and outreach activities, providing targeted support for the most at-risk students, mitigating and preventing dropouts, and facilitating remedial education to minimise learning lost. At the start of the new school term on January 3, 2022, all pre-primary, primary and secondary schools have been allowed to facilitate face-to-face classes for this school term. What is the NSSC position on face-to-face learning in Jamaica?(Danyelle Jordan) – 27:19
I mean, I think it’s, generally we’re OK with it, we’re happy with it. It’s something that we have been pushing for quite some time to try and get students who need to be back face to face, trying to get them back face to face. So, it’s an amazing opportunity. At the core of it, it has good intentions because we want to get the students who are left behind, we want them to really and truly to catch up with their peer because these are students who have been, especially impacted by the digital divide, but at the same time you know amongst all of this, this joy for being for being able to go back face to face there’s still some concern. Like, while we’re going back to school the COVID-19 numbers, they’re not decreasing so some students are still a little bit iffy and butting because they have to take the bus which is public transportation with other people that they’re not familiar with; and then come to school interact with their peers, who they don’t know where they’re coming from, you know their home situation. So it’s like while they finally get to be amongst their peers and in the physical classroom by doing their labs or their food practicals or just whatever it is that they’re doing face to face, at the same time there’s a little bit of a pull from it because we’re not completely certain on how students are going to be impacted by COVID, not just not just impacted by COVID as in the digital divide or the mental health but literally impacted by the virus, you know the students who are going to contract the virus. Students have you know, teenagers have contracted COVID so it’s not a situation where we’re immune, they’re still students who are; do I want to use the word Afraid? Yeah! Afraid, to a certain extent of being in the physical space while they’re still excited to be in the physical space. So, it’s a good situation and it’s an uncertain situation. Because it’s not bad, because really and truly, people have to leave their houses, so it’s not bad but it’s good and it's uncertain because at the same time students don't want to get COVID.(Host) – 29:33
Yeah, I completely agree. I think the general position of returning to face-to-face learning is a good one, you know, generally but I think that there are several implementations that are lacking in the way that the ministry is currently conducting. There’re so many things that should be in place before, during, face to face Learning, that I think isn’t there but I guess they’re, maybe they are testing, learning and adapting. We hope that at some point, some of these implementations will be put into place to better facilitate face to face learning. [ (Danyelle) Yeah] (Host) 30:10
So, the Ministry of Education and Youth has launched the Yard to Yard, Find the Child initiative, which will run until the end of March. The Education Ministry disclosed that 580 youth workers under the Housing, Opportunity, Production and Employment (HOPE) Programme, and 108 social workers will be engaged to complement school-based teams in 478 public institutions island wide to go yard to yard to find students and to re-engage them in learning. What is going to be the role of NSSC in the Ministry of Education and Youth Yard to Yard, Find the Child initiative? (Danyelle Jordan) – 30:50
Well, one of the main things that we are to do with them is to help them identify the students in the secondary institutions who are not being engaged on the virtual platforms. Members of the executive teams we represent various regions, so we are in regions 1 to 7. We are in the regions; we are able to interact with the students’ councils of other schools to find out who are the students who are not being engaged on the online platform. Because actually in order for the ministry to go yard to yard they need to know the yaad and we can help them find the students who are not being engaged. Really and truly that’s one of the main responsibilities that we have been assigned with, as members of the executive as well as our President Jamaul Hall. I know he’s in contact with the ministry to ensure that, so he’s the one that really sits on that board to really help them come up with various policies to enhance the initiative. So that’s how we do as a council.(Host) – 31:59
Yeah, thank you for that. And I’m really glad that they’ve decided to incorporate young people’s voices in this because you would know more than anyone else who is and isn’t in classes because you’re in these same classes as well. (Host) – 32:14 The Sixth-Form Pathways is part of the Education and Youth Ministry's implementation of a seven-year high-school programme. It allows for students who complete grade 11 to pursue a two-year course of study with alternative opportunities, alongside the traditional sixth-form curriculum. The Ministry of Education has announced that for those who choose not to attend a tertiary institution, the certification they receive at the end of the Sixth-Form Pathways Programme will prepare them to enter various fields of work or receive further general or technical training. Can you speak on the NSSC position on the recently announced Sixth Form Pathways Programme has outline by Jamaica’s Ministry of Education? (Danyelle Jordan) – 32:56
Sure! So, the NSSC’s perspective is really and truly the perspective of the students. So, it’s mixed reactions re-entry some students are fully embracing it because they had intentions of going to six forum and some students are not for it at all at all at all. You know the original reaction of students to the sixth form pathways program was really one of shock, because while we were introduced to it you know students who were a little bit iffy and butty to see if it was actually going to become mandatory. So, however there are many students who do see the benefits of the program because it gives you the prerequisites to take on more hands-on career path such as carpentry or mechanics and also the students who may not have done so well in fifth form and would like to redo a few subjects while also completing some CAPE subjects and learning some technical skills. So, it does give students opportunities to gain prerequisites that they can really go into the working world right after fifth form. But at the same time there’s still the financial gap there because while stipends are provided to students to engage in various Sixth form programs, at the same time we can take into consideration the fact that not all sixth form programs are the same costs. I mean, you know, if the stipend is $17,000 and the Six Form is $70,000, you know that’s a lot left for the student to take on their own. So, while it's amazing opportunity yes, while at the core of the opportunity has very very good intentions for students, it’s at the same time is it, the question still remains is this for all students? Is this what the students want? Because NSSC, we actually did a study. We conducted a little poll to really give feedback. Because we have to stand by whatever the students say. If the students say left? We go left. The students say right? Then we go right. And when we conducted the poll it showed that majority of the student who did the poll, and the poll consisted of 479 students all across Jamaica and it took into consideration whether or not they reside in an urban community or rural community; what parish they go to; the name of the school that they go to; you know, whether or not their school has a six form pathways program; who made the decision for them to enroll in a sixth form pathways program; you know, what area they would like to study; what’s their plan after six form and really and truly what’s their take on the sixth form mandate. And out of the 479 students that did the poll 73.3% of those students said no. They don’t want it. So, we really have to take, while we have to take the side the side of the students, at the same time we’re kind of trying to make them more familiar with the program because I think all the times when people hear the Sixth form pathway program, they think of the traditional means of sixth form, where you do your five subjects, you do the sciences, you do math then you know that’s it. But we’re trying to make them more aware of all the opportunities that it has not just for CAPE subjects but for other prerequisites that they can give. But while some of them are aware of this at the same time 73.3% of the students are still not for it at all, because some of them had their own plans after form, some of them wanted to leave after fifth form some of them wanted to get a job with their subjects, some of them want to stay home and help their families because that’s what they could do. So, it’s, you know, as I said the question still remains is it for everyone? While it’s an amazing opportunity for students to become citizens, you know, participating citizens of Jamaica, is it for everyone? (Host) – 36:58
But yeah, I think that’s really the key. This seems you know; this is a really great initiative and the one thing you did bring up that I’d like to echo is the cost of it all. You know that seems to need a bit more working out and thought. While it is a great initiative, I don’t know if it should be completely mandatory for all students, like you said there are students who have other plans and other ways that they would like to go about their, I guess, beginning of their adult life. (Host) – 37:27
Well thank you so much for having this conversation with me today! I really really appreciate it.(Danyelle Jordan) – 37:32
It was a pleasure. (Host) – 37:35
So again, thank you, thank you Danyelle for your time and the work that you do in advocating for students. I think that’s really really important. This has been another episode of the Checkmate Political Podcast by Tenement Yaad Media. Don’t forget to check us out on social media, and that’s on Twitter and Instagram at ‘tenementyaad_’ and on our website at www.tenementyaadmedia.com and don’t forget to share the podcast with a friend!