Dear Editor,

Even though some of us are in geographically distant locations from the affected parishes and communities ravaged by Hurricane Melissa, it is clear to us, based on footage seen in the media and experiences shared by the victims, that the recovery will be very long. The prime minister has estimated preliminary damage at $1 trillion.

Even in the midst of a crisis Jamaica is a blessed island. The support pouring in from local, regional, and international agencies and countries is admirable. People have been investing their time, money, and resources to help their fellow humans rebound.

We are grateful for every act of kindness rendered. However, it is critical that, in the age of misinformation, the Government clarifies that the millions announced by these donors are not all monetary. Many people believe the Government has been receiving huge sums of money, but they fail to adequately meet the needs of the most destitute. In fact, there have already been allegations that the Government has been stealing the well-needed money.

Notwithstanding, there have been reports that aid has yet to reach certain communities, many of which are still marooned. Certainly, we would want everyone to be assisted at the same time, but that is unfeasible. And, unfortunately, the relief efforts are being politicised at a time when the nation should be united. Indeed, Members of Parliament (MPs) and political parties should voice their concerns and represent their constituents, but things can be done in a constructive and unified way rather than one that is obstructive and divisive. It is an opportunity for the two major political parties to collaborate in the interest of Jamaica.

As we continue to grapple with the aftermath, we have to balance recovery with equity.

Are the immediate relief efforts focused too much on St Elizabeth, as is heavily perceived on social media? Are the relevant authorities, such as the National Works Agency (NWA), Jamaica Public Service (JPS), Office of Disaster Preparedness and Emergency Management (ODPEM), along with telecommunications operators doing their best to help with the recovery? Who is guaranteeing accountability in these times?

As we speak of recovery, we also have to think about the education sector. Pretty much everywhere else is open, so why stall this critical sector? The reopening of schools in the context of recovery post-disaster is critical, particularly as the education sector directly influences the development and future of our nation. While many industries have resumed normal activities, an important question must be raised: Why should the education sector delay reopening when the need for learning is more pressing than ever? Educators and school boards are tasked with the responsibility of evaluating their unique circumstances to make decisions that accommodate all stakeholders involved.

The decision by universities — notably The University of the West Indies (UWI), Mona campus as well as Northern Caribbean University (NCU) and Caribbean Maritime University (CMU) — to reopen so quickly after a catastrophe has sparked significant backlash from students and has been labelled as irresponsible and tone-deaf given that a large segment of the student population is still dealing with displacement, trauma, and a complete lack of basic utilities. Despite The UWI’s assertion that its main campus is operational, with full utilities and support, the recently planned student sit-out underscored the protest against prioritising academic continuity over the essential recovery needs of students residing in severely impacted areas.

This swift reopening highlights a significant inequity as it disproportionately affects students living in parishes still severely lacking basic services. The most affected parishes, including St Elizabeth, St James, Trelawny, Manchester, Hanover, and Westmoreland, remain largely without full electricity and water restoration. Likewise, some parts of Kingston and St Andrew and St Catherine are still without electricity, water, and Internet connection.

While these universities are offering flexible learning modality options, like recorded classes and assignment leniency, these measures still require students to access online resources amidst a crisis, effectively creating a two-tiered system. Several students, after finally reconnecting via their class
WhatsApp groups, have expressed how challenging it has been for them due to lack of basic amenities. How can they think about classes at this time?

This situation also puts a strain on faculty members who have suffered during the hurricane, sustained loss, and are completely cut-off from family members. By failing to take the concerns into account, institutions risk leaving behind the most vulnerable.

Frankly, the impact of school closure is felt across all levels of education, from early childhood to the tertiary level. The reopening of schools is essential for restoring a sense of normality for students and their families. However, challenges persist in areas that remain unfit for opening as some schools may still be in disaster-stricken zones or converted into temporary shelters. In such cases innovative solutions, like field schools, could be implemented to support students, particularly those preparing for important examinations such as the Caribbean Secondary Education Certificate (CSEC) and Caribbean Advanced Proficiency Examination (CAPE).

It is important to recognise the broader implications of school closures, including the displacement of families, demolished homes, and communities that remain inaccessible. These realities pose significant barriers to the continuity of education. While there is a strong desire to return to a semblance of normality, it is crucial to approach the reopening process thoughtfully and considerately. It is, therefore, a welcoming gesture to see Education Minister Senator Dr Dana Morris Dixon and Opposition spokesperson on education Damion Crawford collaborating to explore the feasibility of continuing education.

Furthermore, the rapid reopening of universities warrants careful consideration. The psychological and physical impact of recent traumatic events on students should not be overlooked. Adequate time is necessary to manage these psychosocial aspects effectively. Schools have a vital role in providing educational support and care packages, ensuring that resources reach students in need, particularly those who may be overlooked in the recovery process.

While the goal is to resume educational activities, decisions must be made with realism and equity in mind, as often contemplated by the University of Technology, Jamaica. The focus should remain on creating inclusive, supportive environments that prioritise the well-being and development of all students as we move forward in the recovery phase.

Oneil Madden and Ricardo Smith

Educators and social commentators

maddenoniel@yahoo.com