THE EDITOR: I support the proposal by the Minister of Finance to introduce a 150 per cent tax allowance on corporate sponsorship to registered schools. It is a commendable step towards bolstering education, as well as fostering extra-curricular activities crucial to a well-rounded educational experience.

However, I would like to raise a concern regarding the potential disparity in the distribution of these benefits among schools. It's worth considering that some educational institutions already receive substantial financial backing from their alumni, often including support for events like Carnival fetes and other fundraisers.

These schools, having established networks within the business community, might disproportionately benefit from the proposed tax allowance.

Conversely, institutions that may need this support the most, and where its impact could be transformative, may lack the necessary connections within corporate circles. This raises the question of whether the policy, as currently designed, might inadvertently perpetuate existing inequalities in educational opportunities.

A comprehensive approach to promoting equity in education should consider directing support to schools facing financial challenges and those with limited access to influential networks.

This not only aligns with principles of fairness but also contributes to breaking the cycle of disadvantage.

I also hope the schools facing financial challenges can be empowered to prepare compelling proposals for corporate entities. Providing assistance in this regard, perhaps through workshops or resources, could enable these institutions to articulate their needs and aspirations.

Furthermore, I hope corporate bodies, inspired by a sense of social responsibility, may be inclined to respond positively to such pleas, recognizsing the transformative impact such support can have on the lives of students in need.

This collaborative approach would not only align with the spirit of the proposed tax allowance but also contribute to building a more inclusive and supportive educational ecosystem for all.

I urge policymakers to explore mechanisms that ensure the benefits of this tax allowance reach schools that might otherwise be overlooked. Perhaps a tiered system based on financial need or an allocation formula considering the socio-economic context of schools could be explored.

While the proposed tax allowance is a step in the right direction, let us not unintentionally reinforce disparities. By addressing these concerns, we can ensure the policy serves its intended purpose.

EMROL GOULD

St James

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