Latest update November 1st, 2024 12:59 AM
IMPEDIMENTS TO EDUCATION
Let’s face it, the colonial education system handed down to us by the British is unreservedly elitist and is obviously not working in the interest of all. It is essentially geared towards the preservation of the status quo in a society that favours the rich and powerful, and where the exploitation of the masses is a daily occurrence. It is an unfair and anti-democratic system that goes against the principles of social justice and equity
In the 21st century, Guyana needs an education system that is based on the socio-economic differentials and inequity in society, and not the current exclusive configuration that does exactly the opposite.
The present structure is not geared towards the development of critical and innovative thinkers.
It should be redefined to focus on the enhancement of human capacity to transform society, and not to promote the dominance of the elites. Its goal should be to produce graduates who can become social agents of change. This will obviously ensure that the country’s resources are distributed equitably, and thus end the blatant disparity that has existed for years.
Inequity should never be a hindrance to accessing quality education; all children irrespective of their status or socio-economic background should be given a real or fighting chance at having meaningful edification.
Unfortunately, the rich, who support the current elitist arrangement, have not only ensured that the class differential and the status quo remain intact, but they have somehow convinced the masses, especially the oppressed, that the existing state of resource disequilibrium is in their best interest. This is the selective colonial education system that was bequeathed to us by the British. It is indeed the slavish adherence and retention of that which stymies progress.
The facade of politics has unfortunately become a chief protagonist in this calculated game of power and control. But despite their underdog status the masses, if given the chance, can strive for the dismantling of entrenched power imbalances. This can only be achieved through the provision of an education scheme that is based on impartiality.
An equitable system ensures that all, regardless of race or status, are given the means to blossom to their full potential; to meaningfully engage in the democratic process and to have an equal claim to the country’s wealth. Equity demands that there must be improved opportunities for those with the least. The socially disadvantaged must be given some priority, owing to their limited financial capability towards the achievement of a proper education.
It is well known that at both the primary and secondary levels of schooling in the country, the well-to-do have always seen the need to cement their superior positions in the social hierarchy because they have the necessary resources to make use of private lessons for their children. Conversely it is very difficult, near impossible, for the disadvantaged child to enhance his/her competitive status, given their social and economic shortfalls.
In a fair society, democratic principles dictate that the State should recognize its duty and responsibility to step in and remove those obstacles to educational opportunities for the poor. It must ensure that most if not all students are provided with a first-rate education in order to have the potential to positively transform themselves and by extension society.
Socially challenged children must be afforded the chance to reach their zenith through learning. Failure to do this will make a large sector of those who are marginalized angry. They will invariably become hopeless and lash out at a society in which they have no faith. They unfortunately will see no value in the pursuit of education. They are likely to pursue lives of transgression in the quest to seek social validation. The consequences are unflattering.
It is time to erase the impediments to education in this country.
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