Orville Taylor | Primary schools: critical to communities

Never mind where you are planted. Surround yourself with the right kind of fertiliser (not just people who smell like it) and ample supplies of water, and you will grow and flourish.

Never before in the history of Jamaica has there been so many high school places available for children completing primary and prep schools. And no! This is not some kind of endorsement of the education policy of the current or previous administrations. The fact is, a large number of schools, which previously were secondary and junior secondary schools, are now high schools in every sense of the word. Apart from a few, that were built from scratch, many of the so-called ‘nontraditional’ schools started out just like that.

In the not-too-distant past, children went through the mill in order to access one of those very limited places in the ‘name brand’ schools. If one did not pass the common entrance, then one’s life chances were significantly hampered, and for many, it was that point where many bright and promising youngsters simply were placed on a path of structural mediocrity. A cult of sick-minded individuals, with their heads positioned like those of ostriches in their nethermost regions, look with nostalgia at the ‘good ole days’ and propose elitist competitions among the handful of schools labelled ‘traditional’.

A major misnomer, there was nothing common about the common entrance, grade six examination. It certainly gave very little entrance to the majority of the persons who sat it, and success was not common. After all, there simply were not enough high schools to accommodate the graduating cohort, and serious culling took place.

Brilliant on the surface, but an example as to why social policy must be instructed by sociology and data, the Ministry of Education, led by the icon Edwin Allen, introduced a 70:30 distribution of the available high school places, with 30 per cent being made available to private primary schools (preparatory).

SOCIAL DIVISIONS

Chronicled by legendary academic Professor Errol Miller, this arrangement actually exacerbated the social divisions, because the distribution was far greater than the ratio outlined. In fact, the numbers would be closer to 90:10 or worse. More inequitably, prep school children typically have all of the socio-economic factors, such as more educated parents to help them with homework, more finances, better living accommodation, and a whole range of other amenities. Even if the numbers were distributed proportionally, prep school children, with their middle-class backgrounds, would simply have an advantage based on the social inequalities and inequities within the society.

After several mutations with acronyms such as ROSE and GSAT, there is now Primary Exit Profile (PEP), and there is much progress, but structural inequalities in the system persist.

Notwithstanding this, there are some schools that, despite the challenges, have continued to shake up the foundations and in the process even embarrassing prep schools. Given the intake and surrounding social environment, many primary schools put great value addition to their ‘raw material’.

When schools are seen as community property, even when placed deep in the inner cities or garrisons, the children win. A product of St Patrick’s Primary myself, it is about time to break up the stereotypes. Poor people value education and look up to academic achievers. The average primary school parent is not marginal, and does not invade schools to fight teachers.

Truth is, they simply do not have the means and myriad resources. However, they have the will and ambition and take great pride in their children’s success.

GEORGE HEADLEY PRIMARY

Despite my personal pride over the achievements of my alma mater; I cannot help but swell with immense glee over the milestones crossed by George Headley Primary School. Nestled by the ‘banks’ informal settlement to its north and the semi-garrison Brooke Valley to the north east, it is fed by many children whose resources are simply not middle class.

Like its patron saint, George ‘Atlas’ Headley, who on many occasions shouldered the West Indies cricket team to victory, its fighting spirit, epitomised in past student Shelly-Ann Fraser-Pryce, saw it winning the TVJ Junior School Challenge Trophy in 2017. Flashback to the victory, when the entire community came out and marched like the tickertape parades after an American team wins the NBA or NFL.

It mattered to the community, not simply because it was a victory. It is not unusual for primary schools to win sporting and other competitions. But School Challenge goes to the heart of what makes the average child from humble beginnings move to the next step; Education!

This year, the school by the ‘hill foot’ crossed another major horizon. It kicked posterior in a robotics competition. This is no small feat. Robotics encapsulate the essence of what an educational strategy comprises; thinking critically and doing things practically. At the World Robotic Olympics (WRO) Jamaica Future Innovators competition, beating off all rivals, its ‘A’ team comprising Joelle Willis, Jadison Lee Williams, and Kemelia Lawrence won the top prize. The ‘B’ Team of Leah Burrell, Talecia Williams and Jazara Ireland finished third.

Both teams will represent Jamaica at the WRO in Türkiye and Americas Championship, respectively, in Puerto Rico later this year.

Letting children know that separate from faith in the divine, belief in oneself generally leads to success with hard and focused work. In that regard, I salute their coach Dayne Grant, who spoke of “the sleepless nights and hard work”.

Yet, the critical element is ownership of the school by parents and the community. Principal Aretha Willie brought her own children to the school, matching her mouth and money. No wonder they won the national debating competition in 2018. The young Willies have won multiple award themselves. Other children have done well in Festival dance, Dancing Dynamite, sport among others. The formula works when other schools do the same.

To the children en route to ‘prestigious’ high schools and careers; please not give them all the credit, because primary schools need their heroes who came from out of their bellies.

Dr Orville Taylor is senior lecturer at the Department of Sociology at The University of the West Indies, a radio talk-show host, and author of ‘Broken Promises, Hearts and Pockets’. Send feedback to columns@gleanerjm.com and tayloronblackline@hotmail.com