Author name: rcatosmith

This is my five-year-old son, and I couldn’t be prouder. His handwriting is meticulous, better than my own, and he shines in spelling. After reviewing his work, he always wants to hear the word ‘excelente’ instead of ‘excellent. Yet, having observed the different pieces of homework that occasionally come home with him along with his 10 spelling words that he must know for his spelling test every Friday, compare it with my sixth-grade daughter’s workload as she faces the daunting PEP exams, I can’t help but wonder: What are our goals? Where is our education system leading us? I often compare our Caribbean educational standards to those of the U.S. and Canada. We’re expected to have our qualifications assessed if we move there, yet many Caribbean students find themselves academically ahead in these systems. I’ve seen students from our region make the honor roll abroad or even be labeled ‘gifted’—yet here, they were average. My son, who reads at a Grade 2 or 3 level, might be labeled a gifted child elsewhere, yet here he’s just an ordinary boy. Even students who may struggle in our system perform exceptionally in others. But this isn’t about saying one system is better; instead, I want to shine a light on some underlying issues that need addressing. The Glaring Inequalities Consider the school projects sent home for our kids. Although they’re meant for parental guidance, they often require much more than that, sometimes becoming a parent’s project. Teachers often reward work that is obviously beyond a child’s ability, giving higher grades to projects that clearly surpass what a child could accomplish independently. For kids whose parents may not have the education or time to help, this system is inherently unfair. Reflecting on my childhood, I remember not having family support for schoolwork. Whether I got it right or wrong, I was on my own, and I thank God for the quick learning skills I developed. But these inequalities go beyond parental involvement—they include vast disparities between schools in resources and access. Prep vs. Public: The Resource Divide The inequalities extend further. There are clear differences between resources available in urban versus rural schools and private versus public institutions. Students in prep schools generally enjoy smaller classes, specialized teachers, and a wealth of extracurricular activities, all of which we, as parents, pay handsomely for. Yet, I sometimes wonder if the curriculum was crafted with only the “haves” in mind. Does anyone consider the challenges faced by children in primary schools with larger classes, fewer resources, and less individualized support? Are we thinking about which kids are more vulnerable to adverse outcomes (gang involvement, illicit activities, unemployment, teenage pregnancy etc)? Who is more likely to face a challenging path, those with resources or those without? These questions stay with me as I consider the decisions made by people in high-ranking positions, many of whom have limited classroom experience and may not fully grasp the reality faced by students and teachers on the ground. Is there any consideration for the have-nots? Does anyone care? Where are we going? Who are the kids more likely to end up in gangs- are they a part of the haves or have-nots? Who are the kids more likely to be involved in other illicit activities? Who is more likely to become pregnant at an early age? Who is more likely to end up in the prison system? Are they among the haves or have-nots? These questions often come to me when I consider those who are sitting in their lovely suits making decisions for the classrooms. How many of them have taught in the classroom and how many of them have taught in schools where there are limited resources? Learning or Just Cramming? Then there’s the question of true learning versus rote memorization. Parents fork over extra money for additional classes, often extending into the evening hours. We want our children to succeed, yet the system seems focused more on test performance than on actual learning. During a recent parent-teacher meeting, I asked how one even begins to prepare for the Ability Test. I was surprised to learn that there is no clear method. The test includes questions that even teachers and well-educated parents find challenging. It’s surprising, as we were told that the test was suitable for a grade 4 student, yet some questions seem complex even for someone with a PhD. I find myself stumped by some of them. Am I dunce? Our kids deserve a system that supports genuine learning over memorization, a system that considers every child’s needs and doesn’t overlook the vulnerable. As parents, we continue to navigate this path, advocating for change and hoping that the future of education will be inclusive, supportive, and truly educational. Where Do We Go From Here? We have to ask ourselves some hard questions: Is the education system capturing feedback from teachers, parents, and students? Is it inclusive and accessible for every child? Or is it perpetuating cycles of inequality, making it harder for children from less privileged backgrounds to succeed? Our education system should empower children, not leave them feeling burdened by unrealistic expectations or disadvantaged by a lack of resources. As I guide my son through his early years and support my daughter through the pressures of Grade 6, I hold onto hope. I believe that change is possible if parents, educators, and policymakers work together to create an education system that serves every child, regardless of background. Let’s strive for a future where ‘excelente’ isn’t just a mark of achievement but a standard of equality, opportunity, and true learning for all.”