Guyana

Basic Data
Official Country Name:	Republic of Guyana
Region:	South America
Population:	697,286
Language(s):	English, Creole, Hindi, Urdu
Literacy Rate:	98.1%
Number of Primary Schools:	420
Compulsory Schooling:	8 years
Foreign Students in National Universities:	38
Educational Enrollment:	Primary: 102,000
	Secondary: 62,043
	Higher: 8,965
Educational Enrollment Rate:	Primary: 96%
	Secondary: 75%
	Higher: 11%
Teachers:	Primary: 3,461

Student-Teacher Ratio:	Primary: 29:1
	Secondary: 29:1
Female Enrollment Rate:	Primary: 96%
	Secondary: 78%
	Higher: 12%

History & Background

The Republic of Guyana, formerly British Guiana, lies between Suriname and Venezuela on the northern coast of South America. Brazil lies on the southern border. More than 90 percent of Guyana's population of almost 800,000 people occupy an arable coastal range 40 miles wide. Guyana's ethnic mixture and educational system are the result of the country's colonial economy. Early plantation owners brought in African slaves. When slavery was abolished in 1838, indentured workers became the main source of cheap labor. The largest number came from India, and their descendants now comprise nearly half the population. Afro-Guyanese make up a third of the population, and the remainder consists of Amerindians, Asians, and Europeans. Nonetheless, Guyana's official language is English.

Public schools, operated by religious organizations, began to appear in the early 1800s. Elementary schools flourished under the direction of the London Missionary Society, and in 1876 primary education became compulsory for children aged 6 to 14. Textbooks were prepared in the United Kingdom favoring continental history and literature. All the examinations were given in Great Britain. Technical education was not available. Trades were learned solely from an apprenticeship to a journeyman. Until the University of Guyana was established in 1963, those seeking higher education had to attend universities abroad.

The educational system underwent major reform in 1961, when the government assumed control of the schools and established the Ministry of Education. Gaining independence in 1966, the country inherited a well-established educational system, but its curricula and educational aims were patterned after the British system. The government introduced changes to align the schools with the country's political goals, ethnic blend, and economic needs. In 1976, private education was abolished and education became free from nursery school through the university. Anyone, no matter their income, could attend school. The Constitution of 1980 guaranteed everyone the right to continuous education and training. Those attending high school would choose between academic, academic and technical, and vocational high schools. The government also established trade schools, which offered job training in such fields as engineering and construction.

With these improvements in place, the literacy rate rose above 95 percent, but conditions in the schools were far from ideal. In the 1970s, schools became overcrowded, and teachers who resisted government efforts to make all teachers teach loyalty to the government and its socialist objectives were fired. Truancy and illiteracy increased. As teachers departed and conditions deteriorated in the schools, scores on the Caribbean-wide examinations vastly dropped.

Guyana's economic troubles in the 1980s, combined with the government's commitment to finance free public education, led to underfunding of the schools. The quality of education declined even further. The school structures were neglected, educational materials became scarce or nonexistent, and equipment deteriorated. Teachers' salaries were poor, and as supply budgets dwindled, so did the number of trained teachers, many of whom sought positions out of the country to escape political oppression and job insecurity. In 1989, the government introduced an Economic Recovery Program, turning from a state-controlled, socialist economy toward a free-market system. By 1999, improvement in education was among the government's top priorities of the government. Teachers' salaries have been raised and new schools are being built, reflecting an upturn in the country's struggling school system.

Constitutional & Legal Foundations

The mission of the Ministry of Education was to give all Guyanese children equal access to a quality education. The Minister of Education was a political appointee with a seat on the President's cabinet. In 1980, the educational system was decentralized somewhat when it was divided into 10 regions, each with its own council in charge of schools. Each region was headed by a Regional Democratic Council made up of members appointed by various political parties. The Regional Executive Officer was responsible for all the school services in the region, but a Regional Education Officer, appointed by the Ministry of Education, overseen day-to-day operations and prepared the education budget. By 1985, the 10 Regional Democratic Councils were in charge of constructing and maintaining schools, recruiting and paying teachers, and ensuring that schools operated according to regional and national objectives.

The University of Guyana, the country's only university, receives most of its funding from the Minister of Finance and is separate from the rest of the education system. The Guyana School of Agriculture was incorporated in 1962 and empowered to teach the theory and practice of agriculture and to manage, develop, and operate farms. It also conducted experiments and research. The Kuru-Kuru Co-operative College, founded in 1973, provides courses in cooperative education and management techniques. It also combines technical assistance to Guyana's neighboring countries with courses in business administration, cooperative socialism, and ideological teaching.

The country's educational system has four levels: nursery, primary, secondary, and postsecondary. The government, along with certain private groups, also provides education for the handicapped and mentally deficient and has training programs in several vocational fields, including home economics, automotive mechanics, and other technical fields. All instruction is in English, and the average student must complete the six-year Primary course and two years of secondary education. The statutory age for entering school is five years nine months, and students are usually expected to remain in the school system until age 16. Those who leave the school system early may participate in a number of adult education programs offered by the University of Guyana, the Institute of Adult and Continuing Education, or the Adult Education Association.

Preprimary & Primary Education

Of Guyana's 386 nursery schools, more than 200 are in rural areas. Children are admitted at three years nine months and may remain in the system for two years. Although nursery education is not compulsory, each Guyanese child is guaranteed a place in school, with attendance remaining above 70 percent and continuing to increase. This, despite the fact that transportation is difficult in many cases, fewer than half the teachers are trained, and the school buildings are often makeshift and in poor condition. The nursery program is intended to encourage physical, social, emotional, and intellectual development; teach basic skills; and instill the desire to learn. The hours of school are from 8:30 a.m. to 12:00 noon. Guyana's nursery school teachers are responsible for teaching more than 50,000 children. The student-teacher ratio is 17:1.

In primary school, children receive instruction in basic literacy and arithmetic. Guyana's 426 primary schools administer more than 100,000 pupils who have reached the age of five years and nine months. The student-teacher ratio is 29:1. Students attend school five hours per day from Monday to Friday, usually from 8:30 a.m. to 3:00 p.m., with a lunch period from 11:30 a.m. to 1:00 p.m. The school year lasts from September to July, followed by a six-week vacation at the end of the third term. Each term is 13 weeks long, and a school year has 189 days.

Secondary Education

At the end of primary school, students take the Secondary School Entrance Examination (SSEE) to determine which type of secondary school they will attend; all secondary schools offer an academic program along with prevocational courses. Students who score poorly on the examination continue their education in the secondary department of the primary school, which has a four-year program. Those with higher scores go to a community high school, and top scorers qualify for general secondary school. Both higher schools have a five-year program. Students who continue in secondary departments of primary schools and those who enter community high schools take another proficiency examination at the end of Form 3 (Grade 9). Successful candidates qualify for transfer to a general secondary school; unsuccessful candidates remain in their original placement.

Students in all the secondary schools receive instruction in English language and literature, French, art, Spanish, the sciences, geography, history, nutrition, music, and physical education. In the first three years, they are given prevocational courses as well, such as arts and crafts, agriculture, home economics, and industrial arts. General secondary school gives students a wide choice of educational and professional opportunities while preparing them to take the Caribbean Examination Council (CXC) examination or London General Certificate of Education (GCE), or both. Students who perform well at these examinations qualify for university admission or may pursue studies for the GCE advanced level examination, needed to qualify for higher education out of the country. A multilateral school program within the general high school emphasizes preparation for the CXC examination. It takes an average student five years to prepare for the CXC and an additional two years to prepare for the GCE advanced level examination.

Higher Education

Postsecondary education is provided by the University of Guyana, which has seven faculties besides programs in law and medicine. Full-time classes for the majority of students began in 1973, the same year the first graduate program began. The Faculty of Education offers a Master's degree and a certificate in nursery education. Other faculties include agriculture, arts, health sciences, technology, and social sciences, which has updated its curriculum to include women's studies. An Amerindian unit is now part of the university, and students can earn a Master's degree in Guyanese and West Indian history. Most of these programs are four years long. The semester system became university-wide in 1974, when students began paying tuition. Tuition for two semesters is about US$1,000. Medical school costs about US$2,000, and a year in law school costs about US$3,500. The enrollment today is more than 4,600 students, with a student-teacher ratio of 12:1.

Technical and vocational education may be obtained at a number of institutions. The Georgetown Technical and New Amsterdam Technical Institutes specialize in trade courses, such as carpentry, plumbing, welding, and bricklaying, and courses in mechanical and electrical engineering, building and civil engineering, surveying, and telecommunications. Students may earn a certificate or diploma in commerce and secretarial science as well. The Guyana Industrial Training Center also offers a course in masonry, mechanics, and other trades. The Carnegie School of Home Economics specializes in household management and catering. These adult-education programs are regulated by the University of Guyana and the Adult Education Association, which collaborate with and receive funding from the Ministry of Education.

In 1976, the Institute of Adult and Continuing Education was inaugurated primarily as a center for study and research in adult education and for training teachers of adults and administrators of adult education programs. In 1996, the Institute included distance education in its curriculum to train teachers in Guyana's rural areas. The Guyana School of Agriculture, which prepares students to teach agriculture or to work as managers or field assistants, covers natural science and economics and the practical aspects of farming and animal science. The school accepts students from Guyana and other countries, some of them from Nigeria and Zimbabwe. More than 2,000 students enrolled between 1963 and 1982, about 20 percent of them female. Graduates may continue their education at the University of Guyana, and some obtain employment in the Ministry of Agriculture.

Several non-university institutions accommodate a wide variety of groups with special needs. The Government Technical Institute accepts both males and females and offers full-time, part-time, and evening courses in general education, trade training, and science and technical training.

Administration, Finance, & Educational Research

The largest portion of Guyana's education budget, more than 70 percent from 1992-1994 went to the nursery, primary, and secondary schools. In the same period, the University of Guyana received 16 percent, and the rest of the budget was distributed among teacher training, vocational and technical, and other institutions. Educational institutions also received financial assistance from non-government sources. Many families purchase uniforms, books, and supplies for their children, and in some cases travel and boarding expenses. Community organizations donate cash, and some employers support training outside the workplace. In 1995, for example, the budget for education was 6.6 percent of the national budget. Of this amount, 5.5 percent came from the government; 14.0 percent came from external sources; almost 22.0 percent came from household expenditures, and another 7.4 percent was provided by employers. The educational system also receives loans from the Inter-American Development Bank.

Research remains an important part of Guyana's educational community, which strives to stay up to date on environmental issues, energy sources, social developments, and other concerns of a nation in the process of economic recovery and educational and intellectual growth. At the University of Guyana, research is required for promotion and has focused on local issues, such as environmental radioactivity, oral traditions, socialism, and migration. Subjects relating to the Caribbean area and the Third World generally are researched, and staff members participate in international research projects.

The Institute of Applied Science and Technology and the National Science and Research Council research ways that technology may be used in the handling of the country's natural resources, including solar energy. Researchers at the Guyana School of Agriculture study, among other subjects, the development of egg-grading equipment and foreign livestock feeds. The Institute of Adult and Continuing Education has done research on the needs of the elderly. Many research projects are financed by other countries in the form of donations, student sponsoring, and the support of staff development with scholarships to study or train abroad.

Nonformal Education

Though not part of the formal educational system, several institutions are important adjuncts to it. The Board of Industrial Training, sponsored by the Ministry of Labour, is responsible for the apprenticeship and in-plant training of workers. The Private Aircraft Owners Association operates a training center for pilots and aircraft engineers. Other large and medium-sized companies have established training centers to develop skilled workers in, for example, computing, accounting, business, electronics, and mechanics. A number of schools are devoted to teaching children with learning disabilities and those with physical handicaps. Many churches, parent associations, community groups, and business organizations also have become involved in education. Further education is conducted informally by various government agencies, trade unions, cooperative societies, youth clubs, and adult-education groups. Since the 1980s a parallel system has developed alongside the Ministry-controlled system of education. In response to the shortcomings of the educational system, parents began hiring competent teachers to tutor their children. The practice spread throughout the educational system and has become an important adjunct of the educational system, despite its negative implications.

Teaching Profession

Teachers are trained principally by the Cyril Potter College of Education, which offers a two-year program for those entering the nursery and primary schools and a three-year program for those aiming to become secondary or vocational teachers. To be accepted, all applicants must pass four subjects (which must include English and mathematics) on the CXC examination or a qualifying level on the General Certificate of Education examination. A fee is required, and each student must agree to serve the government for five years after graduation. Certification requires 85 percent attendance in all subjects, and the course lasts 20 hours a week. Programs include such topics as study skills and the teaching of reading, and lectures are given on the English language, mathematics, music, and moral education and guidance. Gender-free teaching skills and gender sensitivity training are also part of the curriculum.

Graduates earn a teaching certificate from the Cyril Potter College of Education. Between 1995 and 2000, more than 2,200 trained teachers graduated from this college, though many of them chose to teach in private schools or in foreign countries, attracted by higher wages and better working conditions. Female students are the majority in the college, especially in the nursery, primary, and secondary programs. The college also has programs for untrained teachers and programs for upgrading teachers in the remote areas of the republic.

Teachers may also be trained at the University of Guyana, which offers courses in education that lead to a diploma, bachelor's degree, or a master's degree. The university works closely with the Cyril Potter College, and both programs are supervised by the Ministry of Education, which also places graduates. The Lilian Dewar College of Education, which specializes in training secondary teachers, was founded in 1968 in response to the growing need for secondary teachers.

Summary

Throughout the 1980s and 1990s, Guyana's educational system underwent a dramatic decline. As political and economic conditions worsened, many teachers left the country, seeking better pay and greater job security. Schools fell into disrepair and mismanagement became widespread. A democratic government and an improved economy have led to educational reform and many enhancements. Budget allocations to education steadily increased in the 1990s. Teachers were given substantial salary increases, although by the year 2000, teachers were still paid as little as US$100 per month. New schools were being built, and school management has improved.

Although government funding has increased in recent years, the education system is still under funded, and government expenditures on education remain low when compared to education funding in neighboring countries. In 1990, for example, middle-income Latin American countries spent nearly 16 percent of their budget on education, whereas the Guyanese government spent only 4.2 percent. The consequences of under funding are serious. When teachers are poorly paid, the education system cannot attract and keep qualified teachers. Under funding has also been responsible for a lack of learning materials and adequate learning facilities. Nearly a third of the community high schools, when surveyed in 1995, did not have library books. In regional school districts, management is inefficient and poorly supervised. The Ministry does not know how educational funds are actually spent. In the Ministry itself, low pay and understaffing have reduced its efficiency and effectiveness. Teacher training remains the weakest link in the system. As of 1994, approximately 55 percent of the nearly 2,000 nursery school teachers in Guyana had not passed the examinations required of teachers. In the interior regions, the percentage of unqualified teachers was above 80 percent.

The effect of these conditions on student performance is reflected on test scores. On the Secondary School Entrance Examination, scores were consistently low in the 1990s. Performance on the CXC examination was equally disappointing. The number of students qualifying for the University of Guyana has declined to a point where faculty, laboratories, and workshops are underused. Poor attendance is also widespread in primary and secondary schools, and schools face the problem of increasing violence and the lack of discipline, which is said to be the reason for an average attendance of 65 percent. The use of illegal drugs, vandalism, fighting among students, attacks on teachers, and cheating on exams have compounded the problems school officials face. In the remote regions, the language used in school is often not the same as the language spoken in the home. Government expenditures favor secondary and higher education, whereas primary education is in greater need. As a result of these and other weaknesses and inequities, a student entering primary school now has only a 4 percent chance of reaching the university.

The government has employed a number of ways to improve the educational system. One of those measures is the Guyana Education Access Project I, a five-year project funded by the United Kingdom to help provide equal access to all Guyanese children and young people to quality education, focusing on secondary education in two disadvantaged regions. The Secondary School Reform Project is part of a multiphased program whose goals include developing a common curriculum for Forms 1-3, providing textbooks and instructional materials, furnishing school libraries, and promoting community participation. Twelve schools are to be refurbished and others will be given emergency repairs. The project also aims to improve organization and management of schools. The National Plan of Action has also been established to meet the specific needs of Guyana's children by improving the quality of day care centers and primary schools, improving access to them, and teaching literacy and math skills to those who have left school without this education.

At the center of all recommendations for educational reform is the need for adequate funding. With it, teachers would be better trained and those who graduate from the schools would join the public school system and remain. Curricula need to be updated to address the needs of the poor; more women are needed in the technical fields, more schools are needed, and more of the ones in operation need to be repaired. Better management in all areas of the system would help solve many problems associated with funding. Allocating funds equally among the regions is one of the priorities of reform. Perhaps the most promising element in Guyana's struggle to improve its educational system is the willingness on the part of national leaders and educators alike to acknowledge the need to reform. They have identified specific areas where reform is needed and are determined to achieve their goals.

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—Bernard E. Morris