A delegation from the Sanatan Dharma Maha Sabha attended a Hindu Organisational conference in New Delhi from November 21-23. President of the Pundits' Parishad Bhadase Seetahal Maharaj presented a paper on Hindu schools in T&T. This is part five in the series.
The education system in T&T largely rests on a partnership between religious boards and the State. At the primary school level, almost 75 per cent of the schools are owned by religious bodies, and almost one third at the secondary schools level. This is historic in nature because religious bodies were the first to enter the education sector more than 100 years ago.
The major change in this partnership occurred in 1962 when a document known as the Concordat was signed by the state and the Roman Catholic Church. This document outlined the rights of religious bodies and the rights of the State in the construction of schools as well as the administration of the education system.While the document was originally between the Roman Catholic Board and the State, the same conditions applied equally to all other religious bodies that entered the education sector.
Under the Concordat there are a number of guarantees. At Article 1: "In relation to property, the ownership and right of direct control and management of all denominational primary and secondary schools will be assured to the denominations in whatever modifications of the existing system that may subsequently be introduced in the New Education Ordinance, and all existing rights, so far as property is concerned, will be respected."
At Article 2: "In denominational schools, no books or apparatus to which the denominational authority formally objects will be introduced or imposed."
Over time, an Association of Denominational Boards of Education (ADBE) was established with the purpose of pursuing, as well as safeguarding the rights of the religious bodies from being undermined, overtly or covertly, by the state or individuals. The formation and role of the ADBE is one of the reasons for the success of our schools.
The SDMS is a pivotal and leading voice in this organisation which strongly represents and defends the interest of all our schools from all attempts to subvert our rights, and efficient and effective functioning.
The SDMS General Secretary has positioned the SDMS as arguably a leading voice in the organisation, and this gives a certain degree of authority to the view of the ADBE. Additionally, SDMS people have for many years served in key positions on the ADBE's executive and meetings are usually held at the SDMS headquarters.
The success of our schools depends to some extent on the assurance that its curriculum, activities, opinions and actions are not diluted and the ADBE helps to provide that assurance.
Examinations, testingand assessments
The clich�, success breeds success, aptly refers to our schools. However, it is important to understand and appreciate the historical antecedents on which the successes of our schools are based. Success did not develop overnight nor was it gifted or granted to us.
It was the result of deliberate and carefully planning, well thought-out interventions, the exercise of initiative and innovation by our leaders, support from our devotees and benefactors as well as the continuous development and implementation of our vision.
From extremely humble beginnings, our schools now sit at the peak with the education hierarchy. Our Lakshmi Girls' Hindu College is recognised as one of the premier education leaders in the education system, but this school was once referred to as the "see through school" because doors and windows could not be afforded in the early years.
Our Vishnu Boys' Hindu College began in a cramped, condemned former police station, but yet functioned effectively for four years before transferring to a new location. These are just two examples of many to show that the success of our schools in exams, testing and assessment was not due initially to sophisticated infrastructure, resources and equipment.
What then contributed to our success in the education system? From the early years of Indentureship, there was the desire by our ancestors to develop their descendants educationally to avoid a life of toil and struggle. While the early years had few opportunities to escape this type of life, the construction of schools, and especially the SDMS from 1952 onwards, marked the time period when this ambition could be actionised. A passion for education was inculcated in us to pursue education vigorously.
As a result, discipline became a key watchword in the pursuit of education. This remains largely true even today because our schools are some of the most disciplined schools in the country, and are the first choices at the primary and secondary levels for many parents. The dedication and devotion to duty by all staff members; teaching, non-teaching, janitorial, security etc, all contribute to the overall school climate and culture which most parents and students find attractive and engaging.
The religious and cultural practices of our schools daily also contribute to the end result. In Hinduism, almost every day there is an occasion to observe or celebrate and these add to the education environment. Our schools are successful because they remain well-focused and directed while concerted efforts continue to develop not only the academic potential of our children, but all other potentials.