THE time has come for us to all join hands and congratulate the scores of schools across Jamaica that have been perennially recruiting students from other learning institutions and making them into world-class academic achievers, athletes and well-rounded citizens of this country. We need to recognise that these schools have, over the years, demonstrated superior organisational skills and have used these skills to build for themselves rich traditions to the extent that parents and students gravitate towards them and see them as their only hope for their future development in athletics, academics and social standings.

Incidentally, I have done some research, and have found that, in every parish across Jamaica, the schools that do the bulk of recruiting for sports are the same schools that are among the top achievers in the academic subjects as well.

Breaching the code

Notwithstanding that the 1980 Education Regulations and the Code of Ethics have their shortcomings, we are governed by them at this time. It is indeed a pity that people who should know better are now labelling our children as student-athletes instead of just simply treating them as students. It must be understood that any undue pressure or measure being brought to bear on selected groups of students in the process of transfers is in breach of the code of regulations. The earlier we discontinue branding them in this way, the easier it will be for the students to treat the opportunity given via transfers as a stepping stone to higher educational opportunities, social upbringing and academic achievement.

Our responsibility

The truth is that the demand for transfers is huge — much greater than the supply of spaces to accommodate students who are willing and able to be so engaged. The situation has been made worse with the frequent publishing of inspection reports by the National Education Inspectorate (NEI) so that members of the public now know the “failing” schools and will try to avoid them.

Educational leaders, writers, coaches, parents and students all have distinct roles to play in the lives of students in general, and transferees in particular, as there are adjustments that some of these children must make as they move into a new environment. Parents and students must not be absolved of their responsibilities, and should be educated about the roles they need to play as soon as they decide to go the transfer route. This is a point with which too many of our writers and anti-transfer speakers fail to grapple. They, instead, take the myopic approach of blaming schools for being abusers of transferees. The truth is that all students in individual schools have equal access to the resources and are able to achieve to their full potential if their effort level is maximised on the part of both students and parents.

Let us also recognise the fact that the real problem lies within the wide disparity between the operation and production levels of schools within the education system. It is fact that, based on the leadership and structure, some institutions will remain unable to take students’ performances above certain levels in the academics and sports. Have you ever wondered why some schools dominate Eastern Championships but their athletes fail to get past the preliminaries at Boys’ and Girls’ Championships?

While it may be ideal to “grow where you are planted”, it is imperative to note that seeds will not even germinate if there is inadequate soil, water and minerals. I think it is backward and bordering on child abuse for wanting to restrict any child from possibly benefiting from any move to improving himself, whether it be in the area of academics or in sports.

Owen R Speid is principal at Rousseau Primary School in Kingston. Comments: speidowen@yahoo.com