Dear Editor,
Over the past few weeks, there were several publications of significance to the practice of education in Guyana. In addition to reports that some schools were not ready to welcome students at the beginning of this year, there are at least seven that indicate the urgent need for a much wider awareness and understanding of issues in education in Guyana: 1) ‘Parental engagement can make a big difference‘ (SN, Jan 4) by Dr Henry Jeffrey; 2) ‘The Minister of Education is in a position to reverse the downward spiral in education‘ (SN, Jan 20) by Ms Joan Collins; 3) ‘Minister Manickchand’s assignment” (SN editorial Jan 24); 4) ‘Re-thinking education‘ (SN, Jan 29) by Dr Ian McDonald; 5) ‘Save our children‘ (SN editorial Feb 2); 6) ‘Deadly diabetes‘ (KN editorial, Jan 27); and particularly,7) the recent controversies surrounding the University of Guyana.
Both Ms Collins and Dr Jeffrey, drew attention to the high dropout/failure rates in the school system. Dr McDonald highlighted the corrupted and one-sided approach to schooling (exclusive emphasis on academics) in our society, which he suggests, could be described as the abuse of children and childhood. He argues that because of the intense examination pressure (the tail wagging the dog), many well-meaning parents send their children to extra lessons after the regular school day. As a result children are denied opportunities not only to exercise or challenge their God-given talents, but also to play (children’s work). When one thinks of it, with the exception of Queen’s College and Marion Academy, there is no other school in Georgetown, whether at the nursery, primary or secondary levels, where adequate indoor or outdoor facilities for co- or extra-curricular activities exist. This situation may not be much different throughout Guyana.
Studies in the United Kingdom, have shown that children who are engaged in some form of supervised activity before regular classes begin, are more focused on academic tasks and achieve more. In some school districts on both sides of the Atlantic, some form of physical activity is mandated before regular classes at the elementary/primary level.
As a result of not being able to develop other interests, healthy and active lifestyles, many children use up their energy by engaging in sexual activity. Some become pregnant. Those who do not abort, give birth. Children are making children! This early childbearing phenomenon, together with other factors such as the eradication of certain diseases, has contributed, over the years, to a rate of population explosion that has outstripped our rate of economic progress. The social consequences have been dire. As an example, resources allocated to the education sector, instead of being used to improve the quality of education, have to be used to provide for increased numbers of children. This is a classic example of having to spend far more money later, because of inadequate investment in the beginning.
Also related to healthy and active lifestyles, are obesity and the onset of Type-2 diabetes in later years. Type-2 diabetes is not only assuming epidemic proportions in Guyana, but is also triggering an upsurge in chronic non-communicable diseases that affect the circulatory and renal systems, for example hypertension and kidney failure. This situation has become most burdensome both to our national budget and national productivity. The importance of quality education should be evident. It is essential to a healthy nation. And a healthy nation is a wealthy and happy nation.
In an issue of the Guyana Review (Jan-Mar, 2011, Vol, 18 No1), The Registrar of the Caribbean Examinations Council, Dr D Jules in his feature, ‘Rethinking education in the Caribbean,” asserted that “Ministries of Education” have betrayed their respective territories. I cite two of the five reasons provided by Dr Jules as to why we need to rethink education in the Caribbean: 1) Our education systems no longer work; and, 2) tinkering is no longer sufficient. We need a new vehicle of human empowerment and social transformation.
Just over a decade ago, another Caribbean educator, Prof Elsa Leo-Rhyne, a former Deputy Principal of Mona Campus, University of the West Indies, challenged educators in the Caribbean to craft education systems more relevant to the needs of Caribbean youth and to the Caribbean.
There is abundant evidence that education in Guyana is not fulfilling its potential for economic, social and national development. There is a lot that is wrong with education in Guyana. The system needs to be put under the microscope. Guyanese have invested several billion dollars in the school system, and we are entitled to know why education in Guyana is underachieving. Among the several issues that need to be addressed are 1) lack of purpose – what purpose should our schools serve? 2) improvements in the structure, organization, management, administration and funding of the education system (particularly the University of Guyana; 3) inadequate physical structures and plants; 4) inadequacy and irrelevance of school and college curricula; and 5) a burgeoning, unregulated private education enterprise, and its effects on the public school system and society. Shortly after Mr Donald Ramotar was sworn in as the President of the Cooperative Republic of Guyana, the First Lady, Deolatchmee Ramotar suggested that if anyone can heal this nation, that person is her husband.
I now call on President Ramotar, to begin this ‘healing‘ process in earnest, by establishing a Presidential Commission of Inquiry into the conduct of education in Guyana, to be chaired by Prof Elsa Leo-Rhyne. The commission should begin its hearings by August 1, 2012, and report its findings no later than July 31, 2013. I, also, challenge the parliamentary opposition that placed tremendous emphasis on education during their recent political campaign to use their majority to help make the Presidential Commission of Inquiry into the conduct of education in Guyana a reality.
Yours faithfully,
Clarence O Perry
