Dear Editor,
Guyana is projected to undergo economic growth at an astonishing rate fueled by our black gold and although we read of new investments and projects on a regular basis, one wonders who exactly is benefitting at the moment and how can more ordinary Guyanese get a slice of the pie. They say ‘Knowledge is Power’ and it truly is. Being equipped with knowledge and skills through education has lifted countless persons out of poverty or significantly improved their standard of living and that of their dependents especially in developing countries. We read about billions being pumped into the education system, the President calling for an expansion of STEM education countrywide and the need for a more skilled workforce but how can ordinary Guyanese see the benefits of education and heed the call if after secondary school there are barriers to accessing tertiary education in Guyana?
The University of Guyana (UG) will once again open its doors to new and current students but how many would not be able to attend or ‘drop out’ from their programmes due to financial constraints? The UG is the country’s premier institution of higher learning and the place where the vast majority of graduates from the public school system would seek to gain entry in order to fulfill their academic dreams yet this institution is shrouded in elitism and the administrators including the Government of Guyana have failed to enact measures that would lower the barriers to higher education, induce greater student enrollment and reach a far wider cross section of the population. When I refer to ‘barriers to education’, I am referring to the fact that although Guyana is still a developing country where countless people are just able to satisfy their most basic needs, many UG current and prospective students are forced to choose between studying or working and for a large percentage there is no option but to work and forego their educational aspirations.
Has the University of Guyana ever conducted a correlation survey/study regarding programme choice, student enrollment and whether the student works or is financially supported by parents/relatives? While the UG has expanded its programmes, how many of these can be done part time or in the evenings and weekends to cater for students (adults) who need to work to support themselves and their educational pursuits? Many universities worldwide offer part- time, full-time and online classes that cater for different category of students; because of this, emigrants from Guyana were able to ‘go back to school’ while working full-time jobs and taking care of their families. This avenue allowed them to be financially independent and improve themselves academically at the same time which resulted in professional advancement and economic mobility for the entire family.
UG will now offer online, in-person and blended classes from September. However, has it considered the needs of students who may not be able to attend full-time classes because of work commitments or the lack of a financial support system, the economic reality of countless Guyanese, the fact that the country is on the cusp of realising greater economic growth and development which should be enjoyed by all Guyanese and the responsibility of our only state institution of higher learning to be more egalitarian in catering for and training more Guyanese to benefit from the impending economic boom? Would the online classes (Zoom) be recorded for those who cannot attend at the scheduled time or would it just be live and how many afternoon/evening and weekend programmes does the university currently offer apart from the special Teachers’ programmes? The vast majority of worksites do not give employees ‘time off’ to attend classes at the university.
While it might not be possible for some STEM programmes at this time a good start would be for programmes in faculties such as Social Sciences that do not have laboratory sessions and carry less course load per semester. A part-time option could entail a working student spending a year or two extra or just spending the regular 4 years for a Bachelor’s degree but attending classes at a more convenient time or taking the online option but having ‘live video’ classes conducted in the afternoons/evenings and weekends. Ideally, the UG should also consider ways of attracting more students to undertake STEM programmes. Usually, the student enrollment in the science programmes is markedly frugal when compared to programmes in other faculties particularly the social sciences. Many students would complete their secondary education equipped with passes in the science subjects and the desire to pursue STEM degrees but are not able to because of the full-time nature of these programmes and lack of financial resources. Others would choose to pursue degrees in other faculties simply because of the convenient schedules which allow them to work.
However, these programmes are in fields where supply is usually greater than demand in the job market and specialisation is lacking. Consider the total number of science stream students countrywide who graduate with their CSEC science passes and the number of students enrolled each year at the UG in programmes such as Chemistry, Physics and Mathematics. Also, how are these UG science students being supported during their studies? Editor, I am aware of the GOAL programme and the limited number of scholarships offered by the Government of Guyana for students at the UG and those who desire to pursue studies abroad but what percentage of prospective students are selected? Our premier national institution of higher learning needs to be more accessible to Guyanese and implement measures to reach those from all socioeconomic backgrounds including the working single parent and those in abusive situations who are seeking financial independence through furthering their education.
With a growing economy and money flowing in shouldn’t one of the goals be to economically empower a greater percentage of the common folk? One way to really make a difference in the lives of people and offer upliftment in terms of financial independence and quality of life to not only them but their dependents, is by breaking down the barriers to accessing tertiary education.
Sincerely,
Narissa Deokarran
