Dr. Leahcim Semaj
Psychologist | Author | Social Philosopher | Spiritual Guide | Management Consultant

The Myth of Free Education

The old adage claims that “the best things in life are free,” but history and reality suggest otherwise. Those who cling to this belief may also entertain fantasies of elves, fairies, and Santa Claus. A more accurate perspective aligns with the saying that “the best things in life are either expensive, dangerous, illegal, fattening, or immoral”—certainly not free.

Since 1973, Jamaica has operated under the premise of “free” education, with the government abolishing tuition fees in public institutions. Over time, this initiative expanded from primary and secondary levels to include university education. However, the unintended consequence has been a steady decline in education standards, exacerbated by increasing school populations and an ever-widening student-to-teacher ratio. Instead of focusing on instruction, many teachers in public institutions spend the majority of their time maintaining order, leaving actual learning as a secondary concern (Evans, 2020).

The True Cost of Free Education

To fund “free” education, the Jamaican government introduced and later doubled the education tax. Despite these measures, public schools remain severely underfunded. Schools must now rely on additional fees—rebranded as “cost sharing”—along with constant fundraising through bake sales and barbecues to make ends meet (Miller, 2019). Yet, even with these efforts, teacher salaries remain insufficient, diminishing the prestige and appeal of the teaching profession.

Empirical evidence suggests that schools with higher parental financial contributions tend to deliver better educational outcomes (Jules, 2021). This trend highlights a creeping divestment of education, wherein parents shoulder a growing portion of the cost while the government continues to tax them under the pretense of free education. The question remains: If parents are paying more, why does the government continue to reach into their pockets?

Free Education is a Fallacy

Free education is a myth. It has never existed, nor will it ever. Someone has to bear the cost—whether it is now or later. Many parents, seduced by the illusion of “freeness,” take a hands-off approach to their children’s education. Some treat their children like goats—setting them loose in the morning and hoping they return in the evening. They rarely visit schools, neglect to equip their children with necessary learning materials, and fail to assist with homework. When their children perform poorly, they wonder what went wrong (Gordon, 2022).

The reality is that the quality of education reflects the level of investment it receives. Feeding, clothing, medical care, and education are parental responsibilities. If parents took responsibility, they would demand quality schools and contribute accordingly. Instead, many accept empty campaign promises from politicians who, ironically, often send their own children to private institutions.

The Role of Parents in Education

The most critical determinant of a child’s educational success is parental involvement. Parents’ values, attitudes, level of education, and expectations directly influence learning outcomes. Communities that prioritize education tend to safeguard and support their schools, whereas those that do not often vandalize their educational institutions, harming their own children’s futures in the process (Williams & Thomas, 2023).

History has shown that education is a powerful tool for social mobility, particularly in nations with limited economic opportunities. Many of Jamaica’s Black managerial and professional classes have risen through the ranks thanks to education. However, the current system has simultaneously distanced individuals from their cultural roots and history. Those who have benefited from the system must now work to ensure that future generations receive the same opportunities.

Parents must step up—not only in voicing concerns but also in providing financial support. Schools must be designed to educate children in a way that honors their past while preparing them to take control of their future. We need schools that foster independent and cooperative learning, embrace culturally relevant curricula, and create an environment free from the elitism of some private institutions and the regimentation of public ones.

Enslavement or Liberation?

The choice is ours: prepare children for enslavement or liberation. They can either remain in subservient roles—”hewers of wood and drawers of water”—or they can be equipped to own the means of production. The decision does not rest with politicians but with parents.

Many confuse training with education. Training conditions individuals to accept values and conditions, even if these go against their own interests. Education, by contrast, empowers individuals to sustain and protect their way of life (Freire, 1970). Much of Jamaica’s “free” education system prioritizes training over true education. The result? Many graduates lack the skills necessary for employment or self-sufficiency. Moreover, they are not taught how to navigate life—another critical omission from the curriculum.

The African-American historian Carter G. Woodson (1931) famously stated in The Mis-Education of the Negro:

“When you control a man’s thinking, you do not have to worry about his actions. You do not have to tell him to stand here or go yonder. He will find his ‘proper place’ and will stay in it. You do not have to send him to the back door. He will go without being told. In fact, if there is no back door, he will cut one for his special benefit. His education makes it necessary.”

Julius Nyerere, the first President of Tanzania, echoed a similar sentiment:

“Who controls the minds of our children controls our future.”

Education is either a tool of liberation or a means of enslavement. If we think education is expensive, we must calculate the cost of ignorance.

References

• Evans, P. (2020). Education Reform in the Caribbean: Challenges and Prospects. Oxford University Press.
• Freire, P. (1970). Pedagogy of the Oppressed. Bloomsbury Publishing.
• Gordon, M. (2022). Parental Engagement and Student Achievement in Jamaica. Kingston University Press.
• Jules, T. (2021). The Economics of Education in Small Island States. Routledge.
• Miller, C. (2019). Education Finance in Developing Countries: Lessons from Jamaica. Caribbean Policy Research Institute.
• Williams, J., & Thomas, L. (2023). The Role of Community in Educational Success. Harvard University Press.

A Note to My Readers

I write not to convince or convert, but simply to share insights gained from years of observation, study, and experience. What I offer here are perspectives — reflections meant to inspire thought, not debates.

If my words resonate with you, I welcome that. If they do not, I invite you to simply take what serves you and leave the rest.

My consultation sessions are quite different. They are sacred spaces where I partner with individuals who are seeking clarity, transformation, and growth in their own lives. If that is what you desire, I would be honored to assist you.

Until then, may you continue your journey with curiosity and grace.

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