Column: Dr Sam On Education, Youth & More
[Opinion column written by Dr David Sam]
When I wrote in April about Bermuda College’s encouraging enrolment figures and the need to engage more young Bermudian men in education, my intention was not simply to report progress. I hoped to encourage a wider conversation about opportunity, responsibility and the future we want for our young people.
The response showed that the issue had struck a chord. People from across the community contacted me to offer congratulations, share their experiences and arrange meetings. Some wanted to understand more about the work taking place at Bermuda College, while others came forward with ideas of their own.
I appreciated the kind words, but what encouraged me most was the willingness to engage. The response confirmed that many Bermudians recognise the challenge, care deeply about our young men and want to be part of creating better outcomes.
One of those who contacted me was Mwalimu Melodye Mĩcere Van Putten, founder of Ashay Programmes International and, like me, a veteran educator. Our conversations explored education, identity, cultural knowledge and the importance of helping young people understand both where they come from and what they can become.
Those discussions have now resulted in Ashay at Bermuda College.
Beginning in September, the College will host culturally relevant classes run by Ashay for young people aged five to 16, their parents and other adults seeking knowledge that may have been absent from their previous educational experiences. An Ashay Club will also extend that opportunity to interested Bermuda College students.
The programme is important, but so is the way it came about. A concern was expressed publicly. Someone with experience and a practical idea responded, and through conversation we found a way to work together.
We often hear that Bermuda has had enough talk and needs more action. Yet meaningful action frequently begins with an honest conversation, followed by people who are prepared to listen, contribute and make a commitment.
Ashay is an example of that process. It is not the complete answer to the challenges facing young Bermudian men, nor should it be presented as such. It is one practical step that grew from community engagement.
The question is no longer simply whether Bermuda recognises the problem. The response to the original article showed clearly that it does. The question now is whether more people and organisations are prepared to turn that concern into sustained action.
I am the president of Bermuda College. My role is not to resolve every social issue facing the island, nor would it be realistic to expect any college president or educational institution to do so.
My responsibility is to ensure that Bermuda College provides relevant, accessible and high-quality education. It is to help Bermudians gain the knowledge, skills, qualifications and confidence they need to advance their lives and contribute to their community.
In that work, we are making progress. Enrolment is rising, retention has improved and more students are pursuing opportunities in skilled trades, professional education and academic programmes that can lead to university study.
This matters because there is no single pathway to success. For one student, the right route may be technical training or an apprenticeship. For another, it may be an associate degree followed by university overseas. An adult returning to education may need a professional qualification that creates an opportunity for advancement.
Each path has value, and Bermuda College must continue to make those opportunities visible and accessible. That is why our tagline is ‘Many Paths, Discover Yours’.
I am not bashful about promoting the College. It is one of Bermuda’s most important assets, offering academic programmes, trades education, professional development and pathways to further study overseas.
More importantly, Bermuda College is the island’s community college.
That description should mean more than serving students who have recently completed secondary school. It should mean creating a place where people of different ages and backgrounds can learn, return to education, build confidence and discover new possibilities.
It should also mean opening the College to partnerships that bring together educational expertise, and the knowledge already present in our community.
The need for that work is reinforced whenever Bermuda is reminded of the vulnerability of its young people. Recent reports that two teenagers were injured by gunfire have understandably caused concern across the island.
The circumstances are for the relevant authorities to establish, and it would be inappropriate for me to speculate about the incident or comment on anyone involved.
Nor should any single incident be used to define Bermuda’s young people.
It can, however, remind every institution and adult working with young people to consider whether we are creating enough positive relationships, safe spaces and credible pathways towards adulthood.
Education is not a response to crime, and it cannot prevent every harmful choice or difficult circumstance. What education can do is widen a young person’s view of the future.
It can reveal an ability that a student did not know they possessed. It can connect an interest to a career, provide a qualification that opens a door and creates a sense of belonging.
A young person who feels seen, supported and capable of succeeding is more likely to recognise that there is a place for them in Bermuda’s future.
Bermuda College can help move that needle through relevant programmes, strong student support and clear connections between education, employment and further study. But the work begins long before a young person reaches our campus.
Attitudes towards education are shaped at home, in school and through the messages young people receive from friends, coaches, churches, clubs, employers and community organisations. The College can reinforce those influences, but it cannot replace them.
That is why the next stage of this work must be community-led.
Employers can offer work experience, apprenticeships, career exposure and mentoring. Professionals and tradespeople can speak honestly about the qualifications, setbacks and persistence involved in building a career.
Community organisations can bring forward programmes that complement formal education. Alumni can return to the College to guide students. Families, coaches and faith leaders can reinforce the message that education takes many forms and remains one of the strongest foundations for independence and social and economic mobility.
Mentoring must involve more than a single speech or appearance. It requires consistency, trust and a willingness to remain present when progress is slow.
Ashay provides one model of what can happen when someone approaches the College with a credible idea and a genuine willingness to work together. We should build on that example.
My invitation to the community is therefore more specific than it was in April.
Bring us ideas that can become programmes. Help students gain exposure to workplaces and professions. Support opportunities beyond traditional classroom hours. Work with us to reach people who may not yet see Bermuda College as a place for them.
The College will continue to strengthen its programmes, expand pathways and support Bermudians who are ready to take the next step. We can make a measurable difference within education, and we intend to do so.
But we cannot act alone.
As Bermuda’s community college, our success must be measured not only by what happens on our campus but also by the partnerships we form, the doors we help open and the number of people who begin to see a different future for themselves.
The April article began a conversation. Ashay turned part of that conversation into action.
The next action is yours. We are still accepting applications for our autumn courses, and student registration remains open.
We must create the next opportunity together – and there is a seat at the College reserved for you.
- Dr David Sam, President of Bermuda College
Read More About
Category: All
