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Sixty years after Jamaica’s independence, remnants of imperialism are visible. It has been argued that the education system has not escaped these roots and that the system encourages and thus maintains the pre-independent tiered class structure and perpetuates education as an elitist entitlement. A brief review of the genesis of primary schools reveals they resulted from donations of the rich plantocracy and so curriculum, ethos, and job preparation were based on Eurocentric beliefs and approaches that sought to “civilize” newly freed slaves. Post-independent Jamaica continues to depend on and pander significantly to persons of a higher socioeconomic status, invariably marginalizing those who are not. This has had implications for access to and equity in education. Through a review of several educational policies implemented by the government of Jamaica, this paper critically examines the Jamaican education system at the primary and secondary levels to evaluate how policy interventions over the last three decades have laid the foundation for and align with the Ministry of Education’s current mantra of “ Every Child Can Learn, Every Child Must Learn.” Furthermore, the paper will recommend approaches that engender social justice and may mitigate against children being further marginalized.

An evaluation of the “every child can learn, every child must learn” mantra’s alignment with educational policies in Jamaica