Wright blasts chronic underfunding of schools as he passes JAPSS baton

Outgoing Jamaica Association of Principals of Secondary Schools (JAPSS) President Linvern Wright has been widely praised as a fearless advocate for education, but he says his six-year tenure was marked by major disruptions and persistent systemic challenges.

Wright officially handed over leadership of the association to Hailie Selassie High School Principal Anniona Jones during elections held last month at Church Teachers’ College in Mandeville. 

Reflecting at the end of his sojourn, the William Knibb Memorial High School principal said the education sector continues to struggle with inadequate funding, bureaucratic inefficiencies, and a culture that discourages critical engagement.

“My tenure spanned six years – it started March 2020 when I was then at Rusea’s – rather than four because COVID-19 disrupted the first term and the election for the second term was in November 2023,” he told The Gleaner three weeks ago.

“I was not surprised at the range of issues in the sector. In fact, we knew of them, chief among them being woefully inadequate funding of schools. Operational grants have not moved since they were increased in 2016. In both primary and secondary schools, leaders struggle to make ends meet but for the period observed, the Ministry of Education (MOE) has been in denial regarding this matter ….”

Wright argued that public discussions about education spending often overlook critical realities.

“A dangerously disingenuous narrative has been that Government is spending comparable higher or equal percentage of gross domestic product (GDP) on education. To the uncritical mind this sound good, but if you compare, Barbados and Trinidad spend almost twice as Jamaica does per child, even though the GDP spend is comparable, because their GDP per capita is more than ours.”

He noted that funding challenges are especially severe at the primary level, forcing schools to rely heavily on fundraising efforts. He also stressed that meaningful education reform will require stronger financial commitment and political will.

“Parliament is yet to table the Patterson Report and drive national consensus on funding. As much as I’m a part of Education Transformation Oversight Committee (ETOC), I think the report was well done, but the execution needs greater social buy-in. Also, quarterly reports from ETOC are not sufficiently grounded in baseline data, and while reports are necessary, schools and the country need to feel impact not hear rosy stories not sufficiently grounded in baseline data … .”

He added: “In addition, adequate funding needs to be debated and money identified for investments to take place. In the same way NaRRA and the bill to take money from National Housing Trust (NHT) have been imperatives the Government did not want to compromise on, I think education deserves the same kind of urgency and doggedness of government.”

Wright believes progress has been limited because the education system remains driven by hierarchy and personalities rather than strong institutional structures. He revealed that during his tenure, he was summoned by two education ministers because of positions he publicly advanced.

“An issue that is serious is the culture of fear in the Ministry of Education. I get the sense that [leadership in the ministry] do not encourage challenges from their staff.”

He also criticised the growing administrative burden placed on schools, saying principals are often treated as data providers rather than partners in improving teaching and learning. At the same time, he highlighted concerns about educational inequality, arguing that students in non-traditional high schools face greater obstacles to achieving success.

Despite the challenges, Wright said his greatest accomplishment was amplifying the voices of educators across the country.

“I think I sought to speak the truth as people in education experienced it and I was satisfied that my tenure allowed for educators to increase their voice in the public space without fear.”

While proud of that legacy, he remains concerned about chronic underfunding, the treatment of primary schools, and the limited support available to education workers whom he regards as the true heroes of the system.

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