Friday, 3 October 2014
Guyana Institute of Historical Research Journal Volume 2: Education policy changes and economic crisis in Guyana in the 1970s.
By
Dwayne Benjamin
Dwayne Benjamin
This article seeks to examine the debt crisis of the 1980s on the education systems in Guyana specifically as it relates to nursery, primary and secondary sectors. In so doing, this article will be divided into parts; firstly, an examination of the education policy changes of the 1970s and secondly, an examination of the impact of the debt crisis on the education sectors from the late 1970s to the mid 1980s.
The early 1970s can be considered as a period of changes and prosperity in the context of the post colonial development in Guyana. In the aftermath of independence, the PNC led administration embarked on concerted efforts aimed at the decolonization and restructuring of the Guyanese economy and society along socialist lines. Thus, the education sectors was seen as a crucial part in the process of decolonization. The synergistic relation between education and national development within a post colonial framework was established as early as 1968, in a policy Memorandum on Education and it stated devising a national system of Education and in drawing up educational programmes for Guyana, the government is fully cognizant of the fact that education plays a vital role in the economic and social advancement of the country. An educated citizenry is our best investment in progress and development. "Some commentators argued that it was philosophical position that served as the catalyst for the priority given to educational policy changes during the early 1970s. While this might be debatable in some circles, what was more certain was the fact that in the post independence era there was a growing discomfort in the upper echelons of the government as to the "pace and direction of educational changes in Guyana". This discomfort largely centered around the development agenda, the elite system that in general characterized the educational sectors. In fact one of the main criticisms of the inherited education system was that it represented a mismatch between the expectation of education and development. According to then education Minister Shirley Field-Ridley, "the need for the change in education from this vantage point is derived from the fact that the output of that type of education system did meet the vital requirement of the education for development. The colonial political economy and the associated education system were simply not concerned with development. Foremost among these changes was to introduce a policy for university by way of the constitutional Amendment Bill of 1976, this policy was later enshrined in the 1980 constitution as a fundamental right of citizens. By virtue of the passing of this bill in 1976, all formal education institutions came under state control. The policy of universal free education even though controversial, was symbolic of the important of the value attributed to education by the state. Since, it resulted in close to 696 schools coming under the control of the state. Most of these schools were privately financed or owned by church organization. Secondly, it also meant that fee paying was now heavily subsidized by the state. Thirdly, this policy represented a bold step in the face of adversity at a time when from all indicators, it would seem that Guyana was about to experience an economic decline by the end of the decade. Even more significant was the fact that this policy created the demand for increased education expenditures in the form of infrastructural investment, the cost of which had to be borne solely by the state. Consequently, between 1970 and 1979 there were increases in the number of educational institutions in Guyana from 432 to 1,214 (primary school and primary tops were 758). This increase was equally matched by increases in enrollment numbers and participation rates from a total of 162,076 to 182, 682.
In addition to the policy of universal free education, a policy of state subsidization of education was also pursued. This policy of subsidization of education resulted in increased expenditure by the state on the education sectors. Tyrone Ferguson states, "the 1970s were marked by substantially high levels of public spending on education. "This was reflected by increases in educational expenditures as a percentage of Gross Domestic Products between 1970 and 1980 averaging in excess of 5.3% as compared to 4.6% between 1966 and 1969. Similarly educational expenditures as percentages of total government expenditures also increased during the same period from 13.7% in 1970 to 18.1% in 1978 and by 1980, it was almost 16%. The policy of state subsidization in tandem with the universal free education meant that most of the financing for the education sectors was a matter for the state. State subsidization of education was unique to Guyana during this period, since embarked on policies aimed at cost recovery programmes in the education sectors.
A third significant change during this era had to do with the expansion of the curriculum at the secondary level. One of the criticisms of the pre 1970s education system was restricted to a privileged class," mainly the academically inclined or person with interests in religious education. The object of curriculum changes during this period as espoused by Minister Field-Ridley was to facilitate "the provision of the extensive range of skills that were needed for national development purposes". In this regard, the modification of the curriculum beyond traditional "grammar school type education", to include a more "skill based type" by the provision of technical and vocational educational was seen as a necessary imperative. As such, technical and vocational education was include as part of the curriculum in the secondary level.
To support this new curriculum, three tertiary institutions of technical and vocational education, as well as five multilateral schools were established namely;- Department of Technical studies was established in Anna Regina secondary in 1970, the New Amsterdam Technical Institute in 1971 and, the Guyana Industrial Training in 1972, along with the establishment of multilateral schools at Linden, New Amsterdam, Bladen Hall, Anna Regina and, Ruimveldt. This new policy approach to secondary education , not only provided an ideal solution to a crucial problem in the hitherto education system in persons would have been excluded or marginalized by virtue of not being academically inclined, but was critical in providing the necessary skills that were needed to support the development agenda of the feed, clothe and, house plan of 1972-1976. Finally, effort was made to improve the quality and delivery of education at the end a total of $26 million dollars, financed mainly World Bank infrastructure loans was used to build two teachers training at the primary and, secondary levels.
In the final analysis, it is important to note that while these policy changes might have impacted positively on the development agenda of Guyana during the early 1970s mainly by the expansion of opportunities to education, infrastural development, curriculum reforms, state subsidies and, state provision of opportunities, to education these developments cannot be sen as isolated, from the economic prosperity of the period.
According to some economists, the period between 1970 and 1975 can be considered as a period of "phenomenal economic boom" in the Guyana economy. Driven largely by favourable global commodity prices and increased production in the country major export commodities such as rice, sugar and bauxite. Guyana experienced consistently rapid economic growth rates averaging 3.9 between 1970 and 1975. Consequently, it is argued that much of the changes in the education sectors during this period. However, the debt crisis of the late 1970s and early 1980s, had profound implications, for the education sectors in Guyana.
The early 1970s can be considered as a period of changes and prosperity in the context of the post colonial development in Guyana. In the aftermath of independence, the PNC led administration embarked on concerted efforts aimed at the decolonization and restructuring of the Guyanese economy and society along socialist lines. Thus, the education sectors was seen as a crucial part in the process of decolonization. The synergistic relation between education and national development within a post colonial framework was established as early as 1968, in a policy Memorandum on Education and it stated devising a national system of Education and in drawing up educational programmes for Guyana, the government is fully cognizant of the fact that education plays a vital role in the economic and social advancement of the country. An educated citizenry is our best investment in progress and development. "Some commentators argued that it was philosophical position that served as the catalyst for the priority given to educational policy changes during the early 1970s. While this might be debatable in some circles, what was more certain was the fact that in the post independence era there was a growing discomfort in the upper echelons of the government as to the "pace and direction of educational changes in Guyana". This discomfort largely centered around the development agenda, the elite system that in general characterized the educational sectors. In fact one of the main criticisms of the inherited education system was that it represented a mismatch between the expectation of education and development. According to then education Minister Shirley Field-Ridley, "the need for the change in education from this vantage point is derived from the fact that the output of that type of education system did meet the vital requirement of the education for development. The colonial political economy and the associated education system were simply not concerned with development. Foremost among these changes was to introduce a policy for university by way of the constitutional Amendment Bill of 1976, this policy was later enshrined in the 1980 constitution as a fundamental right of citizens. By virtue of the passing of this bill in 1976, all formal education institutions came under state control. The policy of universal free education even though controversial, was symbolic of the important of the value attributed to education by the state. Since, it resulted in close to 696 schools coming under the control of the state. Most of these schools were privately financed or owned by church organization. Secondly, it also meant that fee paying was now heavily subsidized by the state. Thirdly, this policy represented a bold step in the face of adversity at a time when from all indicators, it would seem that Guyana was about to experience an economic decline by the end of the decade. Even more significant was the fact that this policy created the demand for increased education expenditures in the form of infrastructural investment, the cost of which had to be borne solely by the state. Consequently, between 1970 and 1979 there were increases in the number of educational institutions in Guyana from 432 to 1,214 (primary school and primary tops were 758). This increase was equally matched by increases in enrollment numbers and participation rates from a total of 162,076 to 182, 682.
In addition to the policy of universal free education, a policy of state subsidization of education was also pursued. This policy of subsidization of education resulted in increased expenditure by the state on the education sectors. Tyrone Ferguson states, "the 1970s were marked by substantially high levels of public spending on education. "This was reflected by increases in educational expenditures as a percentage of Gross Domestic Products between 1970 and 1980 averaging in excess of 5.3% as compared to 4.6% between 1966 and 1969. Similarly educational expenditures as percentages of total government expenditures also increased during the same period from 13.7% in 1970 to 18.1% in 1978 and by 1980, it was almost 16%. The policy of state subsidization in tandem with the universal free education meant that most of the financing for the education sectors was a matter for the state. State subsidization of education was unique to Guyana during this period, since embarked on policies aimed at cost recovery programmes in the education sectors.
A third significant change during this era had to do with the expansion of the curriculum at the secondary level. One of the criticisms of the pre 1970s education system was restricted to a privileged class," mainly the academically inclined or person with interests in religious education. The object of curriculum changes during this period as espoused by Minister Field-Ridley was to facilitate "the provision of the extensive range of skills that were needed for national development purposes". In this regard, the modification of the curriculum beyond traditional "grammar school type education", to include a more "skill based type" by the provision of technical and vocational educational was seen as a necessary imperative. As such, technical and vocational education was include as part of the curriculum in the secondary level.
To support this new curriculum, three tertiary institutions of technical and vocational education, as well as five multilateral schools were established namely;- Department of Technical studies was established in Anna Regina secondary in 1970, the New Amsterdam Technical Institute in 1971 and, the Guyana Industrial Training in 1972, along with the establishment of multilateral schools at Linden, New Amsterdam, Bladen Hall, Anna Regina and, Ruimveldt. This new policy approach to secondary education , not only provided an ideal solution to a crucial problem in the hitherto education system in persons would have been excluded or marginalized by virtue of not being academically inclined, but was critical in providing the necessary skills that were needed to support the development agenda of the feed, clothe and, house plan of 1972-1976. Finally, effort was made to improve the quality and delivery of education at the end a total of $26 million dollars, financed mainly World Bank infrastructure loans was used to build two teachers training at the primary and, secondary levels.
In the final analysis, it is important to note that while these policy changes might have impacted positively on the development agenda of Guyana during the early 1970s mainly by the expansion of opportunities to education, infrastural development, curriculum reforms, state subsidies and, state provision of opportunities, to education these developments cannot be sen as isolated, from the economic prosperity of the period.
According to some economists, the period between 1970 and 1975 can be considered as a period of "phenomenal economic boom" in the Guyana economy. Driven largely by favourable global commodity prices and increased production in the country major export commodities such as rice, sugar and bauxite. Guyana experienced consistently rapid economic growth rates averaging 3.9 between 1970 and 1975. Consequently, it is argued that much of the changes in the education sectors during this period. However, the debt crisis of the late 1970s and early 1980s, had profound implications, for the education sectors in Guyana.
Sunday, 8 July 2012
The Hinterland scholarship programme, 1962 to 2012
The Guyana Institute of Historical Research held the fifth annual Research Conference on Saturday 30 June, 2012 in the Conference Room of the National Library. The Conference chairs were, Ms. Akima McPherson, Mr. Dion Abrams, Mr. Lennox Hernandez and Mrs. Abraham Alli.
The presenters were, Mr. Autry Haynes, Mrs. Nadia Gamel- Carter, Mr. Michael Khan, Mr. Hugh Payne, Mr. Terrence Fletcher, Mr. William Harris and Mr. Edward Jarvis.
Edward Jarvis, Coordinator FAST Track Initiative. World Bank Programme
In Guyana when we speak of the Hinterland, we are referring to the interior administrative regions, namely, Region One, (Barima/Waini), Region Seven, (Mazaruni/Cuyuni), Region Eight, (Potaro/Siparuni) and, Region nine, (Upper Essequibo/Upper Takutu). It is this geographic consideration which led in the first place to the scholarship programme being titled the Amerindian Scholarship programme and later, the Hinterland Scholarship programme.
The Amerindian Scholarship programme, now known as the Hinterland Scholarship Programme, was introduced by the Government of Guyana in 1962. The scholarship programme was renamed the Hinterland Scholarship programme in 1976. In 1976, therefore, the first batch of non- Amerindian children was awarded Hinterland Scholarships.
The Ministries of Works and Communications and Local Government were also responsible for the Hinterland Scholarship Programme respectively. In 1997, the Regional Scholarship Programme was introduced. This allowed for top top performing students at the Secondary Schools Entrance Examination, (National Grade Six Assessment) from various regions to enjoy the benefits of the programme without leaving their various interior/hinterland locations.
Some students were also awarded scholarships to study at the Guyana School of Agriculture and the Burrowes School of Art. The ages of students attending the technical institutions ranged from 16 to 25 years, while the ages of those attending the regular secondary schools ranged from 10 to 16 years.
The presenters were, Mr. Autry Haynes, Mrs. Nadia Gamel- Carter, Mr. Michael Khan, Mr. Hugh Payne, Mr. Terrence Fletcher, Mr. William Harris and Mr. Edward Jarvis.
The Hinterland Scholarship Programme, 1962 to 2012
ByEdward Jarvis, Coordinator FAST Track Initiative. World Bank Programme
In Guyana when we speak of the Hinterland, we are referring to the interior administrative regions, namely, Region One, (Barima/Waini), Region Seven, (Mazaruni/Cuyuni), Region Eight, (Potaro/Siparuni) and, Region nine, (Upper Essequibo/Upper Takutu). It is this geographic consideration which led in the first place to the scholarship programme being titled the Amerindian Scholarship programme and later, the Hinterland Scholarship programme.
The Amerindian Scholarship programme, now known as the Hinterland Scholarship Programme, was introduced by the Government of Guyana in 1962. The scholarship programme was renamed the Hinterland Scholarship programme in 1976. In 1976, therefore, the first batch of non- Amerindian children was awarded Hinterland Scholarships.
The Ministries of Works and Communications and Local Government were also responsible for the Hinterland Scholarship Programme respectively. In 1997, the Regional Scholarship Programme was introduced. This allowed for top top performing students at the Secondary Schools Entrance Examination, (National Grade Six Assessment) from various regions to enjoy the benefits of the programme without leaving their various interior/hinterland locations.
Some students were also awarded scholarships to study at the Guyana School of Agriculture and the Burrowes School of Art. The ages of students attending the technical institutions ranged from 16 to 25 years, while the ages of those attending the regular secondary schools ranged from 10 to 16 years.
The Programme
Students admitted to the Hinterland Scholarship programme based on academic performance at the Regional level are therefore enrolled at the regional secondary schools or at secondary schools and other institutions in Georgetown. The Hinterland Scholarship programme is coordinated by the Hinterland Scholarship Division of the Ministry of Amerindian Affairs which is staffed by a senior social welfare officer, a social welfare officer and two student affairs officers. The scholarship department manages the affairs of the Hinterland and Amerindian Scholarship Awardees. Some of the services from which children benefit while being on the Hinterland Scholarship Programme include various club activities, library facilities and particiption in various national events.HINTERLAND DEVELOPMENT IN GUYANA WITH SPECIFIC REFERENCE TO ROAD CONSTRUCTION
By Terrence Fletcher
HIV IN AMERINDIAN COMMUNITIES
HIV IN AMERINDIAN COMMUNITIES
BY
Autry Haynes
The Amerindian population of Guyana is approximately 70,000 representing 9.2% of the country's population. The majority of this indigenous population group lives in the rainforested hinterland comprising Administratives regions 1,7,8 and 9. The geographic location of these regions, far from the coastland where 70% of Guyana's population live, results in disparities and inequality of national sevices, including health and social services. According to 2004 data, HIV prevalence rates among the indigenous populations were still low. However, the Government recognizes that underreporting of HIV is a problem. The Ministry of Health estimates 60% underreporting of cases, the result of which is that the true magnitude and determinants of the epidemic are largely unknown and it can be assumed to be even worse where indigenous people are concerned.The HIV epidemic in Guyana is a serious public health problem, with negative economic and social implications. Any loss or reduction of human capital and earning potential is devastating in the Guyana context where, according to the 2006 Annual Report of the Ministry of Health, AIDS- related deaths ranked as the number one cause of death among persons aged 25 to 44 years.
Several government and non-governmental agencies, institutions and organisations have been contributing to prevention and mitigation of HIV and its effects in the indigenous communities. Aquick review of some work done by these agencies seem to indicate that while HIV remains a threat to the public's health and wellbeing, the incidence among indigenous people remains low. Notwithstanding this, there must be a concerted effort for sustained initiatives to reduce risk and vulnerabilities by stimulating greater local HIV prevention, treatment, care and support responses and local ownership based on existing strengths within the Amerindian population.
The community Life Competence Process is being advocated as learning by sharing interactive and participatory approach to communities taking ownership and responses for coping with concerns and using strengths to realizing their hopes. The communities are taken through a six step process of envisioning, self-assess, analysing and prioritisin, and planning for action, initially by using existing strengths.
HIV in Amerindian Communities
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