The transformation of Guyana’s educational system is essential to the country’s developmental needs

Jul 17, 2023 Letters

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DEAR EDITOR,

Kaieteur News – The universal acknowledgment of education as an indisputable pathway to a country’s development is ascertained throughout history. And, for centuries, developed countries – England, France, the U.S.A, Germany, etc. – capitalized on education to advance economic, political, and social progress, while utilizing it in the promotion of societal control and stability. Thus, the PPP/C’s focus, and intent, on improving primary, secondary and tertiary education indicates a strong commitment to Guyana’s progress.

Given the PPP/C’s commitment to improve the educational system, it warrants emphasis that this process necessitates prolonged dedication, given: (i) the complex nature of delivering and assimilating education and training, (ii) the immediate – almost instantaneous – and growing demands for a well-qualified Guyanese labor force, and (iii) the failings of an unequally underdeveloped colonial educational structure deeply rooted in the country, one that the PPP/C government inherited.

Within Guyana, of the three sectors of education, the tertiary, or postsecondary educational sector has experienced minimal growth, a symptom of oppression imbedded in the country’s colonial past. Colonizers granted elementary education to the descendants of slaves and indentured servants – familiar to Guyanese as primary school education. And while they provided high school – secondary – education to a limited extent, this they did, primarily to produce an adequate supply of clerks, teachers, postmasters, and Christian ministers. The provision of secondary education contributed to the formation of a Guyanese middle class, notwithstanding the absence of post-secondary education within the colony.

With the acquisition of secondary education, a few individuals proceeded to complete post-secondary education abroad. But, as Walter Rodney (1981) explained, when qualified Afro-Guyanese, in particular, began to successfully compete with the colonials for jobs, the Colonial Government curtailed the availability of postsecondary education. For instance, they closed Bishop’s College, and restricted investments in the building of other secondary schools (Rodney 1981). Regarding Indo-Guyanese, they initially resisted conversion to Christianity, an employment prerequisite which prohibited their appointment into middle-class jobs.

It was not until April 1963, that the tertiary postsecondary educational sector began in earnest, with the founding of the University of Guyana under the Premiership of Cheddi Jagan. Determined to provide independent Guyana with a well-qualified labour force, Cheddi, with assistance from Dr. Harold Drayton, influenced Britain’s world-acclaimed biologist and mathematician, Dr. Lancelot Hogben, to accept the Vice Chancellorship in the launching of the University of Guyana (UG). In October 1963, UG, housed in Queen’s College, opened its doors to the first batch of 164 students. Mocked by Burnham and his supports as Jagan night school, the university currently stands as the beacon of undergraduate and graduate education for Guyanese.

Within Guyana today, education ranks as one of the most vital resources necessary in the country’s development. The discovery of oil, and rapid pace of development hastened the demand for knowledge and skills political leaders had hardly predicted, or adequately prepared to accommodate. This, coupled with the increasingly complex technological advances, and modernization that demand a highly educated citizenry, Guyana’s political leaders find themselves wrestling with how to educationally prepare the population for productive and meaningful labor force participation.

Given Guyana’s restrictive educational history, and today’s increasing demand for a highly educated and skilled workforce, the PPP/C Government initiated improvements in the educational system with urgency. Thus far, it has undertaken significant strides in improving education from primary school to university levels, and in planning for continued educational growth. For example, the establishment of SMART classrooms, the opening up of training schools for hospitality, oil-and-gas, and just a few days ago, announcements to construct vocational training facilities in New Amsterdam and Corriverton, in addition to the establishment of a law school, stand testimony to the initiatives.

While the establishment of a law school would benefit Guyanese, of greater importance is the necessity to produce qualified individuals in the disciplinary areas of Science, Technology, Engineering, and Mathematics (STEM). Technological advances, and economic development strategies necessitate such skills and expertise, so much so, that even the most developed countries of the world, such as the U.S, Canada, U.K, Saudi Arabia, Dubai etc., constantly import qualified individuals in the STEM fields from wherever they are available.

The emphasis on STEM education is age-old, and, given Guyana’s fast paced course towards development and modernization, the PPP/C would find it beneficial to focus on the production of qualified individuals in these academic areas. Quite understandably, education – unlike development projects – cannot be hastened, for it takes years to acquire requisite knowledge and skills essential for proficiency and competency in the various academic disciplines – especially competencies that facilitate employment in the highly professionalized occupational fields. For instance, technological advances in the medical field require both doctors and medical engineers to work together in order to provide patients with optimum treatment and care – one knowledgeable about the operations of the diagnostic equipment, and the other knowledgeable in anatomy, physiology, and medicine. Such interlocking expertise facilitates a country’s development.

Since education takes years to acquire, and additional time for the benefits to materialize, the government may find it worthwhile to transform the structure and delivery of education. The following simply serve as suggestions on the possibilities to quicken the delivery of education to residents nationally. In fact, it would not be surprising that these initiatives may already underway.

(i)      Develop a Junior College system of education whereby first- and second-year university level courses can be taught to students residing in the rural areas of the country. Utilize existing primary and high school facilities to offer postsecondary evening classes by employing qualified local residents – professionals and teachers – as adjunct instructors. Tailor curriculum to the needs of the country, either as terminal degrees, Associate of Science, or Associate of Arts which qualifies recipients desirous of entry into the University of Guyana for completion of the bachelor’s degree.

(ii)     Provide Technical Education to students utilizing the same approach as the above.

(iii)    Provide Adult Education classes to residents with emphasis on computer literacy, money management, preventive health and health management, lifeways improvement, childcare, care for the elderly, and other essential skills necessary to improve daily lives.

The above initiatives the PPP/C can undertake at minimal cost, utilizing existing government school buildings instead of awaiting years for the construction of specialized facilities.

The concept of decentralizing education is familiar to many Guyanese. The PPP government, under the Premiership of Cheddi Jagan decentralized the Teachers Training Certificate programme making it accessible to teachers in various parts of the country. This enabled teachers in rural areas to acquire their certificates of completion while remaining gainfully employed. That is, without moving to Georgetown for training and incurring additional living expenses. Upon catapulted to political power, Burnham disbanded the programme.

Currently, the government’s task of educating Guyanese to meet the developmental needs of the country would be difficult to accomplish without the transformation of the colonially embedded structure that provided unequal education to urban and rural residents. Unless educational policy architects make all levels of education equally available to every eligible Guyanese, the gaps between haves (rich) and have nots (poor) would widen, thereby contributing to the destabilization of the country. In this regard, the government may find it advantageous to explore possibilities of constructing a decentralized system – as mentioned above – that makes education accessible to all.

Overall, President Irfaan’s community outreach campaigns symbolizes his recognition and acknowledgment that Guyana’s developmental transformation cannot be accomplished by the government alone, or by the people alone, but by both working together in harmony with dedicated commitment and solidarity. In such cognizance of reciprocal cooperative relationship resides hope, a hope that manifests itself through education.

Regards,
Narayan Persaud, PhD.
Professor Emeritus

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