IN my previous article, which encouraged revisiting and checking the goal of primary education, I suggested that there is a need in 2010/11 to develop a clear road map for the achievement of quality universal primary education by the specified time for the achievement of this Millennium Development Goal. However, more needs to be said.

Amid concern and anxiety about the performance of secondary school students in the CXC examinations, it is important to stress the primacy of primary education and its link to some, not all of the associated problems at the secondary level. The proposal to extend the years of schooling at the secondary level (among other things) to help some students achieve mastery in reading literacy and vocational skills at age 18 should be conceptualised as having a bearing on the inadequate provisions made at the primary level.

As I suggested last time, primary education is not empowered to produce high levels of reading and mathematical literacy that will prevent the need for remedial programmes at the secondary level. This situation has been with us for a long time, although in fact some spirited efforts were made with varying levels of success to address the problem in the past. For us to go forward with greater confidence of success in our education system, renewed and much greater attention must be given to primary or elementary education. We can attempt to try to fix the problem of low literacy levels of some students at age 16 to 18, but the solution is more efficiently produced at the primary level.

Can we visualise the challenge of teaching basic reading literacy skills at the secondary level while meeting the expectation to teach mathematics, physics, building technology, entrepreneurship and principles of business at the Caribbean Secondary Education Certificate level? Some secondary schools are given “basket to carry water”, but their primary school counterparts are also “in the same boat”. The fact is that if a large number of students arrive at secondary school functionally illiterate, it is unreasonable to expect miracles to be done with them where they all succeed in the C-SEC examinations.

On the other hand, if primary schools, particularly in the urban areas and in the townships have to contend with overcrowding, nutrition problems associated with poverty, many irregularly attending students with as low as 60 per cent average daily attendance, can we expect the institutions to “graduate” fully competent students in the core basic subjects such as reading, scientific and mathematical literacy? As some will characteristically reply, “You must be kidding.”

We know too well how many parents treat the early childhood and primary schools as daycare centres where you “drop the kids off and pick them up at your convenience”. Of course, many parents, not all, are indifferent to what happens to their children at school. Throughout a child’s school life, some parents may attend the PTA meeting only once or not at all. The support from home in this and other ways is frequently lacking. To make matters worse, some schools have to put on special costly treats to entice the parents to attend the meetings. These issues affect the delivery of quality primary education.

In a preview of primary education, the positive as well as negative features must be considered. On the first count, the sub-sector and the others have a stable teaching force and a remarkable cadre of dedicated teachers. Some of the most heroic, long-suffering teachers are found in deep rural and inner-city elementary schools. They function as surrogate parents, caregivers and providers of a range of support to students. They teach to the best of their ability and mostly add great value to what the students bring to school.

There is a unified and national curriculum even though some have been harsh on it in suggesting that it is too difficult, particularly in its demands in science and mathematics. For many years now, the learning content has been considered to compare favourably with that of many other developing and developed countries. The assessment system is fairly well structured and it consists of standardised examinations at important junctures (grade four and grade six). Attempts at continuous school-based assessment have been made, but the attempts have not been successful to date.

On the other hand, there are negative features, some of which have been mentioned earlier. There has not been a robust database that fosters the tracking of performance with follow-up action. Many primary schools, mainly in deep rural areas, have to practise multi-grade teaching in which case they cannot cover the full curriculum and timetable for each grade. They try, but with two or three classes to be taught by one teacher in many cases, they cannot follow the curriculum as stated. This admits some disadvantage to both teachers and their students.

Where multi-grade teaching is not an issue, classes are frequently overcrowded and teachers and students compete to be heard, particularly in the circumstance where it is a large open area occupied by several classes. Here noise levels are abominable. Despite efforts over many years to provide adequate seating accommodation, that objective remains unrealised, as students often have to shuffle – even scuffle – to obtain a space. Adequate equipment and class materials are still hoped for by many schools.

Would a carefully planned and executed conference or national debate on the status of primary education help at this time? I think so. It should expose some of the hidden features in the sub-sector and direct attention to areas that have been glossed over or neglected. It may even shame some groups and organisations into acting positively. It should influence a rethink on some of the priorities – even policies being pursued or contemplated.

Because the social returns on investment in quality primary education are higher than in other sub-sectors, it must be given top priority. It is what stands between success and failure in our education system. In my view, we cannot afford not to afford a review and appraisal of this sub-sector and to follow up with action at this time.

wesebar@yahoo.com