Dear Editor,
It is commendable once again to see regional authorities recommencing contracts investing taxpayers’ money to expand several secondary school buildings across the country, especially in hinterland communities, this school term. These projects aim to accommodate the increasing number of children pursuing secondary education in areas where many currently study in schools with limited classroom space, which hampers a conducive learning environment.
As a concerned citizen who maintains a neutral stance from any political party, I appreciate the significant investments in education executed by this government. However, I am worried that the ongoing construction activities hinder students’ learning in several ways: the noise from machines and workers due to construction in the school compound makes it difficult for students to concentrate on their lessons. Additionally, issues such as inadequate water supply, improper waste disposal, and insufficient library space inter alia create challenges for students navigating their secondary education in these areas. This situation will again put them at a disadvantage in academic performance compared to their peers in coastal regions and Georgetown.
While the Parents, Teachers, and Friends Associations (PTFAs) have been collaborating with community leaders to utilize facilities like village conference centers for temporary learning environments, these spaces are not conducive enough to foster cognitive development within a meritocratic education system.
Some practical suggestions to consider include: can authorities and their affiliated party members who get the contracts to utilize the July-August holiday period for school construction projects? Additionally, can community leaders and Regional Democratic Councils (RDCs) address the issue by providing a substantial plot of land in conveniently located areas to build large campuses for secondary schools in Indigenous communities? This approach would help avoid the ongoing disruptions caused by extending existing buildings in limited spaces during school terms which negatively impact students’ academic performance.
In conclusion, my cynical instinct sometimes leads me to think—though I hope I am wrong—that because we are Amerindians living in the bush, authorities feel they can act arbitrarily regarding our children’s education. They may believe that since we are appeased with handouts, we will accept a poor-quality education for our children. And for our part, being silent will potentially leave us vulnerable and susceptible to being seen ‘as a people who are contented with anything’ or taken advantage of by those in power.
Sincerely,
Medino Abraham, MSc
Researcher
Indigenous Education in Guyana