Dear Editor,
March 27, 2014, marks 53 years since the late LFS Burnham, a former Minister of Education, and Prime Minister of Guyana in a radio address to this nation said: “For us education is the cornerstone of equality and one of the chief instruments for … the removal of discrimination, the development of creative beings and the production of … men who will never surrender to mediocrity or dictatorship of any kind. How can we hope to develop a modern, prosperous and happy society unless our people are well-educated and well-trained in modern technological skills? The new education system which the Peoples’ National Congress will establish will be relevant to our experience, environment and needs, and not a continuation of the old one, large parts of which are irrelevant and meant for a subject people.” It is evident Mr Burnham believed that an educated citizenry was essential for the building of a democratic, happy and prosperous Guyanese nation.
To actualize their vision for education in Guyana the PNC, proceeded to develop an education system that would be relevant to the needs of a newly independent, but divided nation. During their tenure in office they expanded, initiated, and/or created the following: 1) book production (Timehri Readers, Oxford/Caribbean Maths); 2) Caribbean regional education conferences; 3) community high schools – Tech/Voc emphasis; 4) Ministry of Education evening classes at Queen’s College where Drs R Doobay, M Hanoman, S Kassim (deceased) and O Williams, among others, did their advanced levels in the sciences; 5) Critchlow Labour College – a second chance for many including Minister Robert Persaud; 6) Cyril Potter College of Education; 7) distribution of free exercise and textbooks; 8) Guyana National Service – introducing an added dimension to education; 9) Guyana School of Agriculture; 10) In-service post-graduate Diploma of Education; 11) In-service master’s degree in Education; 12) In-service teacher training programme; 13) Kuru Kuru Cooperative College; 14) Lilian Dewar Secondary Teachers College; 15) Linden Technical Institute; 16) multilateral high schools; 17) National Centre for Educational Resource Development; 18) New Amsterdam Technical Institute; 19) President’s College; 20) radio broadcasts to schools; 21) school feeding programme; 22) school libraries; 23) University of Guyana Turkeyen campus; and of tremendous significance, 24) nationalization of all church and private schools, and the abolition of fees from nursery to the tertiary levels– the inability to pay school fees no longer posed such a barrier to access education.
It is evident that the PNC not only had a vision for education, but also a purpose and a design to actualize that vision. Education was on its way to becoming a human right in Guyana. The PNC created, took risks and innovated. They were builders and build they did. The Guyanese masses which before dared not dream, began to dream of social mobility and a better life, if not for themselves, then for their children. Many actively participated in the development process, took pride in their work as all sorts of ventures and industries (cottage and large) sprang to life. In spite of the scarcities and long lines for imported commodities, certain extravagances, and attempts at destabilization both internally and externally, a nationalistic confidence began to permeate Guyanese society as illustrated by two songs of that era: ‘We want to build Guyana,’ and the epic ‘Not a blade of grass/ Not one cuirass.’
As one reflects on what has transpired in Guyana over the past two decades, it is evident that the significant educational gains that were accomplished between the years 1964-1992, have been eroded. Vivid examples are: 1) Education as a human right is under threat.
The public school system is vastly underserved. Access to better (?), or more resourced schools at all levels is now subject to market forces, that is on one’s ability to pay. 2) The current academic curriculum has become increasingly discriminatory since it is incapable of offering challenging opportunities for the spectrum of abilities within the current student body. 3) Opportuni-ties for acquiring advanced professional degrees beyond the M Ed have become sparse. 4) The Guyana National Service has been disbanded, and nothing comparable has been put in its place. 5) The University of Guyana continues to be seriously underfunded. 6) The annual subvention to the Critchlow Labour College has been withdrawn since 2007. 7) Discrimina-tion against working class children has been intensified as academic hurdles called ‘assessments’ have been placed at levels 2, 4 and 6, and not just at level 6. 8) Extra lessons from the tender ages of 6 and 7 have banished or sent into exile play and other physical extracurricular activities, and as such threaten the all-round and healthy development of children. 9) Amenities and physical conditions at many schools are deplorable. 10) Nepotism, super contract salaries, and overpayment to contractors have diverted essential resources from the teaching/learning environment – a denial of quality education. 11) In spite of the outstanding academic achievements of a few individuals (in many cases thanks to private tutors), the education system has failed to adapt to changes in its environment and has lost its effectiveness.
Increased suicides indicate many Guyanese youths have lost hope, whilst rising inequalities and apathy permeate the larger Guyanese society. Creativity has been stifled as the country has become increasingly dependent on imported commodities. Industries have disappeared and manufacturing has declined. Georgetown, formerly known as the ‘Garden City’ is now a ‘Garbage City,’ and has become a veritable cesspool. Guyanese have not only lost the respect they once enjoyed in the Caribbean region, but what is worse many have also lost respect for themselves.
But, perhaps a more tragic outcome of the erosion that has taken place in education over the past 20 years is that the emerging nationalistic confidence and character so evident in the eighties have been virtually obliterated, and have been replaced by widespread anomie and despair as illustrated by ubiquitous decadence and de professor’s calypso ‘God Nah Sleep.’
Yours faithfully,
Clarence O Perry
