Basil Jarrett | Bridging the gap: alumni support and primary schools

Last Sunday’s Gleaner editorial, titled ‘Skills crisis and primary schools’, resonated with me for several reasons, not the least of which is the fact that I myself am the product of a primary school education. I will admit, though, that despite this, I have endeavoured to give my own children the best prep school education money can buy. Nonetheless, I will also admit that I sometimes feel more than a twang of guilt over this; after all, if St Jude’s Primary School was good enough for me, why isn’t it good enough for my own kids? To answer this question, I have over 100 well-rehearsed excuses that I could give you. “It’s too far; the location isn’t safe; classes are overcrowded ... yadda, yadda, yadda.”

The truth is, however, that for many of us who came through the primary school system and still made something useful of our lives, we will wax poetic about overcoming the hardships of public school, but cringe at the thought of sending our own kids there. Whether due to guilt or a genuine affinity for the underdog, I always find myself cheering for the primary school, especially when they are taking on those ‘spoilt, privileged, uptown brats’, even if those brats happen to be my own.

PRIMARY SCHOOL BY THE NUMBERS

So it was with deep interest that I read last week’s editorial, which reminded us “that a third of primary school students enter high school illiterate, 40 per cent don’t reach the standard for mastery of language arts at grade six, and 49 per cent don’t do so in mathematics”. The problem then cascades onto high school, where these same children enter a conveyor belt, moving from grade to grade regardless of their readiness. The net result is that at the back end, less than 30 per cent of our students who sit the Caribbean Secondary Education Certificate (CSEC) exams pass five subjects, inclusive of maths and English, in a single sitting.

So clearly, we have to address the problem at the source, as per the Patterson Report. In other words, we must begin to reorient the mission of our primary schools, with a laser-like focus on the three Rs: reading, ‘riting and ‘rithmatic. But to do so, we are told, it is going to come at a substantial cost of $35 billion over the next eight years.

SHOW ME THE MONEY

Now, since we are all agreed that an investment in education has a multidimensional effect on all the key markers of a progressive society, the next logical step, therefore, is to determine where this money will come from. Last Sunday’s editorial suggested that one place to start is with a larger multisectoral approach and partnership between government and the private sector, with a focus on creating an education system that is fit for purpose for a 21st-century economy. And I’m on board with that idea.

The problem with that kind of thinking, however, is that it often absolves the individual of the responsibility to play a key role in that process. In other words, what can we, graduates of primary schools, do to help ease the weight of that 35-billion-pound gorilla from around our necks? The answer to me is quite simple: primary schools must start to emulate their high school counterparts and seek to create active, engaged, giving alumni as part of their critical stakeholder groups. And no, I don’t mean the sort of sporadic, ad hoc, uncoordinated kind of support that many primary schools already enjoy. Rather, I would like to see formal structures put in place to properly tap the vast resources that have been lying dormant in the form of primary school alumni for years.

STRUCTURED ALUMNI SUPPORT

Just like most high schools, primary schools often lack critical resources and face real challenges with infrastructure, teaching materials, and financial support. This not only leads to disparities in educational quality and opportunities for students, especially when compared to their prep schools counterparts, but leaves primary schools at a significant disadvantage in the all-important race for spots at the better high schools.

Structured alumni support can be vital, therefore, in bridging that gap through financial aid, mentorship, networking support and other resources that enhance the teaching and learning environment. It also helps to foster a sense of school and community pride, and strengthens connections between former students, their alma mater and their communities.

Obviously, the challenge will be to develop and implement strategies that encourage alumni to actively engage and support their former primary schools; but here, there are numerous blueprints to emulate and benchmark. And thankfully, since primary school alumni are not as rabid in their support for sports at this level, it is far less likely that we also introduce some of the not-so-pleasant aspects of alumni support into the primary school environment. So no, I do not foresee a massive influx of Africans in short khaki pants come next term.

FOR THE RIGHT REASONS

Instead, I believe that primary school alumni would be more motivated to support their alma mater for the right reasons, as opposed to sports trophies and juvenile bragging rights. The challenge, I believe, is for primary school principals and administrators to add to their very heavy burden by now taking on the development of alumni relations programmes for their schools.

This may be a tough task for some, especially when you consider how challenging it already is to keep their impoverished schools running. But, again, there is precedence and numerous templates to copy. You only need to ask. Just be wary of the guys from Red Hills Road, North Street and Old Hope Road who may try to sell you on the merits of taking in 100 African boys to add ‘diversity’ to your history classes.

Major Basil Jarrett is a Communications Strategist and CEO of Artemis Consulting. Follow him on X, formerly Twitter, Instagram, Threads @IamBasilJarrett and linkedin.com/in/basiljarrett. Send feedback to columns@gleanerjm.com.