Dear ladies and gentlemen that we entrust to carry us to our various destinations,
I have the privilege of mentoring a group of young boys and girls in my community, working with about a dozen schoolchildren in my yard on school evenings. My family and I gather with them around a table, assisting with their homework and reinforcing foundational concepts that should be fully covered in school. However, we’ve observed a concerning trend: many of these students who should be achieving key educational milestones are falling behind. Even more troubling, many lack a clear vision or goals for their future.
This message is directed to two groups of people — aside from parents — who hold immense influence over our children’s lives and futures: van drivers and educators.
Firstly, to the van operators, I hope you approach this message with open hearts and minds. In our yard, we have a cart — much like those used in the marketplace to transport goods to and from vehicles. Recently, the children I mentor discovered this cart’s potential as a “van”. With enthusiasm, four kids load into it, and another eagerly takes on the role of driver, pushing them around the yard in a lively reenactment of a bustling commute. They make engine sounds, jostle with every “turn,” and proudly take on the roles of conductor and passenger.
It’s a scene filled with innocent play, yet it reflects a shift in aspirations. Where children once dreamed of becoming doctors, lawyers, or police officers, many today envision themselves as entrepreneurs, “hustling” to make their way, especially driving vans. The career of a van driver or conductor isn’t something to look down on — many hardworking individuals find a livelihood in it. But this role comes with a heavy and unforgettable responsibility because of the children who look up to you.
Many vans play songs with lyrics that, just a few decades ago, most would have hesitated to play in their own homes — especially around children — but they now fill the airwaves on our daily commutes. Lyrics like “I’m sitting on my toilet drinking whiskey” and “Cheat on him” echo throughout the day, permeating the minds of children traveling to and from school. Whether consciously or not, these lyrics shape the perspectives and attitudes of every van rider, contributing to a culture where men complain of a lack of loyalty, and women worry about the drinking habits of their partners. These songs often blare at a volume so high that conversations with the person squeezed right beside you become impossible.
Van operators have the power to create a more nurturing environment for passengers of all ages by choosing music that reflects the values we hope to see in our society. The impact of seemingly small choices, like what music to play, extends far beyond the ride. By considering the influence of these lyrics and the volume, we can foster a commute that uplifts rather than implants seeds of negative values in our society.
In the rush to pick up the most passengers and reach town first, some van drivers engage in high-speed races, putting their passengers’ safety at serious risk. I’ve personally witnessed alarming incidents where drivers speed off before passengers can safely exit, while conductors hurry to close doors mid-movement, leaving riders in precarious positions. This behavior not only endangers those who rely on these services but also shows a concerning disregard for the trust placed in them and for the laws that uphold public safety. Each passenger boards with the expectation of a safe journey. By prioritising speed over safety, drivers compromise this trust and endanger the lives they are responsible for.
I don’t say this to knock your profession or the “van culture”, but to invite you to consider the impact that your position holds outside of your van doors. Children see you as role models, mirroring your actions and mannerisms in ways that shape their views of adulthood and Vincentian society. As such, every interaction carries weight, every gesture sets an example. By embracing this responsibility, even in small ways, you can inspire in them respect, discipline, and ambition, helping them to understand the importance of purpose and character. One day, when the roles reverse and you find yourself too old to drive or conduct, and you find yourself relying on the very young men and women you now transport, how would you want them to handle your journey? The example you set today influences the standard of care they’ll uphold tomorrow.
To our teachers, I’d like to begin by thanking you for taking on one of the most essential roles that one can take up in society, fostering the future. The work you do today sets the framework for our country in the future. Unfortunately, I must add that more could be done for those at the primary levels, who find themselves unable to stay with the educational current.
One of our students is at the higher level of primary education. Before he began classes, his grandmother confided with us some of the difficulties she’s had with him as he displayed significant behavioral issues in school and at home. When he first arrived, we quickly observed difficulties in his ability to do basic addition and subtraction and grade 2-level reading. We would come to find out that he doesn’t know the letters of the alphabet and can barely count past 10. As we worked with him, it became clear that his disruptive behavior was a defense mechanism — a way to shield himself from the shame and vulnerability he felt due to his academic struggles. I
n a classic response seen in child psychology, he had become the bully to avoid being bullied. Our family often discussed his case passionately, questioning how he could have progressed to his current grade without a basic foundation. Had teachers advanced him to avoid confronting his behavior? Were they so overwhelmed that he fell through the cracks? Or, the most unthinkable question of all, did they lack the commitment to the job that they failed to address each student’s needs?
Disappointingly, this student isn’t the only one with these issues in our group and certainly not the only one throughout the country. While the foundation of a child’s education ideally begins at home, many families struggle to provide this support due to limited resources, time constraints, or, in some cases, a lack of understanding about its importance. This leaves educators with the heavy responsibility of filling these critical gaps. While I’m sure many teachers have good hearts and seek to provide for their students the best that they can, the reality is that too many students are still slipping through the cracks, and you, men and women, make up the system that allows that to continue. This isn’t a reflection of individual efforts but rather a systemic issue that requires a collective response.
Instead, I invite you to consider questions that could spark meaningful discussions and lead to positive change. Imagine the impact of after-school programmes tailored to support students at various learning levels. Consider introducing “para teachers” — educators who could assist in classrooms by providing one-on-one support to students with learning challenges or disabilities. Can we organise regular eye tests for students at the start of the school semester? What resources are available to perform learning disability assessments for students who display struggles in the classroom?
When we reflect on the roots of crime in our communities, we often find a common theme: many individuals labeled as “thugs” or “high-level criminals” grew up in environments where education wasn’t prioritized, leaving them unprepared for a workforce that requires foundational skills in math, English, and basic sciences. Some did their best but ultimately fell through the cracks, finding themselves in communities where survival often meant turning to crime.
We have an opportunity here — a chance to build a future where no child is left behind, where education is accessible and empowering, and where young people see pathways beyond basic survival and crime. Every effort we invest in our youth matters. We are driving the future, so where will we lead it?
God bless.
P.S. I’ll try to make the articles shorter in the future.
Daniel Burgin ([email protected])
You have my support. In 2007 i wrote an article on restructuring of the bus system in SVG. After my article in the search light minister Francis attempt to fix it but lost enthusiasm along the way. Many vans on the road are own by policemen and people in high society. It is a challenge to fix but it can be done to correct the issues you mentioned in your article.
It was well written.
The van drivers and conductors are an irresponsible bunch and do is the government. It is the government responsibility when members or sections of the society are behaving in this way to legislate to protect it’s citizens but this government allows the transport system to be a law unto itself.
Mr. Burgin, I endorse everything you said.
In addition, NO child should be promoted based on age. Children must be promoted based on PERFORMANCE, even to the point of having a child repeat Kindergarten or whatever level, so s/he would have a better foundation (all other things taken into consideration) on which to build on during their academic journey in institutions of learning.
I can understand a child given a conditional pass IF that child is a hard worker but flopped during the term due to illness, trauma or death in the family.
I don’t believe that students should be going through the secondary school mill of in-up-then-out in a passing-out parade style according to certain aspects of the “Education Revolution” SVG style.
A well-written article. Hope van drivers and educators take heed. Some van drivers play songs that are not suitable to listen to by either adults, and worse yet, children. Ridiculous! I also want to add that some drivers need to be more polite in the way they speak to students. Further, some of the bigger students need to behave properly, sensible, stop showing themselves and treat the younger, newer students with love and respect.
Where educators are concerned, they can keep trying to improve on the way they teach, as there is no perfect teacher. However, a teacher may teach quite well but children often tend to forget what they learn. They move from one grade to another, and they forgot things they were taught in the previous grade. Too much use of technology may be contributing to such also. Parental support can also help children to do well in school. A parent may have one or two children to help. A teacher may have between 20 to 30 students, having different abilities, in a class with seven or eight subjects to teach daily. It’s very challenging to give each child the time and attention he/she may need. So parents/guardians doing their part can ease the burdens teachers have to carry.
In as much as I applaud the writers efforts at making his point i must take umbrage with any effort to link these two category of workers in any way or one breath especially in svg , most van drivers in this country needs to return to the classroom bench and look the educators once more in the eyes and this time really learn something usefull that they can share not just with those they transport on a daily basis to or from school but also with their own at home , i am sure the writer knows this , if proof is still needed then ask any ( almost all ) of the young girls using the vans to get to or from their school in st.vincent and as for careing about their lives , the figures can speak to that , most educators are thankfully on a different level and can hold their heads up so when the young boys see what a male van driver can do and say without any action being taken of course they want to be a van driver too and start early ,not an educator