Since our last General Election, many parents and groups have exercised their right and obligation to bring critical attention to policy matters that directly affect their children, primarily regarding the Government’s education reform programme.

As stakeholders have given much needed attention to substantive implementation issues, the same level of scrutiny should be applied to the Opposition’s performance regarding education.

As a parent and community member with a demonstrable commitment to seeing our country achieve and enjoy the highest standards of educational practice, I can comfortably say that our Opposition has been objectively ineffective in satisfying its mandate regarding education.

Unfortunately, it has not consistently demonstrated a solid understanding of education policy generally, or the specific policies that have profoundly impacted educational practice in our public schools since 2020.

Of note, the Opposition is making calls to establish an independent education authority, when this has been one of the core features of the education reform programme since its inception.

Yes, the education minister has made it clear that the Government’s proposed education authority cannot be fully independent owing to being funded by the Government, and the existence of a Cabinet minister with responsibility for education. However, organisational structures exist that would allow the education authority to operate as a genuinely self-governing entity with little interference from the Government.

The Government’s proposed “education authority will take full responsibility for public education, thereby minimising the politicisation of public education. The authority will have a board and each school will have a school board accountable to the main authority board. The authority will replace the Department of Education, with all of the department’s responsibilities transferring to the authority.”

The Opposition seeks to improve standards and accountability with its own independent education authority, when the new structure partially outlined by the Government would grant profound powers to our schools to achieve exactly this by giving each school its own board and responsibilities, much like our existing semi-independent aided public schools — The Berkeley Institute, St George’s Preparatory School and Whitney Institute.

Yes, there is a stark lack of clarity regarding the Government’s proposed education authority; however, neither is the Opposition offering any useful level of clarity on its very conceptual education authority outside of a focus on “independence”, which, based on their statements, might be more complex to achieve in practical terms than it may realise. Further, since 2021, the Government’s proposed education authority has been progressed and informed by the important work of the Education Authority Working Group, which has involved consultation with key stakeholders.

Additionally, the Opposition is now calling for a “pause” to education reform, which was originally called for by parents in 2023, while offering no specifics on what pausing now would mean for a fully staffed education reform programme that is well under way, risking further unnecessary disruption.

As part of this pause, the OBA is now calling for an “audit” of the education reform programme, when concerns regarding objective and comprehensive reporting and evaluation have been raised numerous times by stakeholders with no acknowledgement.

Its messaging also includes a cursory reference to early childhood education, when again, it has not demonstrated a firm grasp of what’s already in place — which, speaking from personal experience, is highly effective — and the education reform programme’s plans for early childhood.

As mentioned, many groups and individuals — myself included — have taken the initiative to bring necessary attention to contentious matters. However, it is only after we have advocated for ourselves that we would hear from the Opposition, which would do not much more than leverage our advocacy to rhetorically and emptily attack the Government.

Our Opposition has not used issues as opportunities to deepen our collective understanding of, and engagement with, educational practice. It has not treated issues as opportunities to educate stakeholders so that parents are better-positioned to actively participate in matters that directly affect their children. It has not used issues as opportunities to build capacity via community, or to inspire parent participation.

Unfortunately, its contributions have been superficial, rhetorical, opportunistic and politically driven.

During this election, it is essential that we give a balanced and sincere assessment of all parties and individuals, incumbent or otherwise, who are competing to represent us. While our present government has made its own missteps with the education portfolio — which I’ve outlined thoroughly in the past — it’s my opinion that our Opposition is not offering much of an alternative, if any.

Now, if ever, is the time for parents to fully recognise the essential role they must play in their children’s education. The shift that we so desperately want to see in public education is going to come from us. Let’s stand firm. Let’s demand better, let’s expect better, and after this election, let’s be a part of creating better.

• Rajai Denbrook is an educator, programme designer and facilitator working in formal and informal contexts. He is recognisable as a panel facilitator for various community conversations, a performer, a media presenter and a social commentator on various matters including education, race, equity, justice and inclusion

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