Dear Editor,
A recent letter: ‘The Minister of Education is in a position to reverse the downward spiral in education”, (SN, January 20), together with SN’s editorial (January 24), are invaluable contributions to the current discussion regarding the nation’s expectations of the new Minister of Education. A particular highlight of the editorial is its reference to “the basement problems,” which I will categorize as the critical issues in education. The inherent assumptions, though, are similar – once certain ‘basement problems/issues’ are satisfactorily resolved, many problems of a lower order will eventually disappear.
This letter deals with one of the more critical issues confronting education in Guyana, and which has been given prominence in your editorial: “…the seeming inability of the government to allocate sufficient financial resources to meet all of the requirements…or, perhaps, the misallocation of resources under the national budget…” and Minister Manickchand’s apparent acceptance of the status quo.
Two recent statements attributed to Minister Manickchand are indicative of her acceptance. This should be the cause of much concern among Guyanese. The first of these statements reported in SN on January 15, is captioned: ‘Manickchand sticks to guns on CXC pilot project.‘ When pressed about the fact that many have argued that teachers’ salaries are very low, Minister Manickchand noted: “that having good conditions for employees is always something on the mind of government… But this… has to be done in the context of the country’s budget, and while they would want to give teachers, nurses, policemen among others, increases, there is still a lot of developmental work to be done in the country. As a result… she has to rely on what the Minister of Finance says they can afford.”
The second statement reported in SN on January 21 is captioned: ‘Granger urges hinterland schools probe after protests.‘ Minister Manickchand is reported to have said: “…Even as we seek now to provide access to secondary education universally, I agree we must specifically address the shortcomings we have within the constraints of our country’s economy…We recognize that we share with the rest of the world, the challenges faced by dormitories…”
I mean no disrespect, but after reading this second statement, one gets the impression that the Minister appreciates neither the unseaworthiness of “HMS Education,” nor the flagship status of her portfolio. As the chief advocate for “improvements in the education sector,” The Minister has got to be prepared to ‘walk the talk.’ I am moved to say that her understanding of the relationship between education and nation building is not an optional matter. It is obligatory. It is an imperative.
Since the leadership of the ‘team’ charged with moulding the nation has been thrust upon her, and since, by all indications, she has accepted that leadership role, then it becomes her duty to persuade her cabinet colleagues that education has been seriously underfunded for decades.
Quality education is not a luxury that can be afforded “only after development has occurred.“ Quality education is an integral part, an inescapable and essential part of the national developmental process. It is a condition, a prerequisite – not the goal of development. If there is not adequate progress in the development of quality education in Guyana, then, with the exception of the criminal sector, progress and development in every other sector would be seriously constrained.
Would it not be prudent economics to invest more in quality teachers (and education), so that more Guyanese would become empowered to take better care of ourselves, (for example: better health and nutrition), and as a consequence arrest Guyana’s burgeoning health care costs? Concomitantly, since there should also be a significant reduction in crime and criminal activity, would it not create an environment more conducive to investment and other economic activity?
Would we still need such large law enforcement and custodial services that consume the wealth produced by workers in the other sectors? Think, also, about the renewed calibre and capabilities of the police force, which should lead to a significant reduction in unsolved crimes. There are innumerable social and economic benefits that would accrue as a result of adequate investment in quality education.
Further, the Minister‘s reference to “the rest of the world, and challenges faced by dormitories…” is odious. Guyana is attempting to leapfrog decades of underdevelopment. Therefore, we ought not to take comfort in the status quo, when the knowledge revolutions in the developing and developed world occur geometrically and exponentially, while in Guyana ours has two speeds: dead slow and stop!
At this stage of our country’s history, Guyana is in dire need of a Minister of Education who would spare no effort to convince Cabinet colleagues in their budget deliberations, that where education is concerned, the crucial question is: “Can we afford not to invest more in education?” and not the other way around. Cabinet must be made to understand the relationship between education, national development and nation-building. And, further, to appreciate the fact that there can be no national development, until such time that there is adequate investment in quality education. Growth in one or two sectors (asymmetric), does not necessarily equate to development.
A famous educator (Bok) put it nicely: “If you think education is expensive, try ignorance.” To understand what Bok meant, just look around.
Yours faithfully,
Clarence O Perry
