Dear Editor,
It could be convincingly argued that our failure to achieve greater progress as a nation can be attributed to certain constraints or limiting factors. I would also argue that the chief constraint lies in our most basic ways of thinking and doing. Too many incumbents in key and critical positions continuously fail to see the bigger picture, or to realize that everything is connected to everything else everywhere. Our method of doing which is influenced by the way we think may be described as business as usual, or more of the same, if only more efficiently. Never mind we may become more efficient at doing the wrong things. Until such time as we build our capacity to think futuristically and do things differently, or in new ways, we will continue to maintain the same constraints that have acted as severe hindrances to Guyana’s development.
Three significant constraints that need to be modified and at least in one case eliminated if we wish to accelerate our rate of progress toward sustainable development: 1) the method of promotion in the government services; 2) the practice of education; and 3) the absence of scientific, technological, and environmental literacies as integral parts of the general culture of our society.
It is now universally accepted that the most critical input in development strategies is the quality of a country’s human resources. A country’s potential is no longer determined by the resources it has in the ground, but by the quality of ideas generated by its citizens. Ideas rule the world! More qualified citizens are more likely to generate quality ideas. Therefore, seniority should no longer be the chief criterion on which promotion is based in the government services. Promotion in the government services should be based chiefly on merit. It is imperative to ensure that we put the best candidate in a position, especially if it is a position that carries great responsibility. The only time seniority should be considered is when there is a tie at the end of the evaluation process. In that case the position is offered to the senior candidate.
Among the significant benefits to be derived from promotion based on merit are: 1) It is principled – the decision is free of bias whether ethnic, political, or other; 2) chances are the best candidate is selected. This adds value to the particular service; 3) aspiring workers would now be willing to invest time and other resources in preparation for promotion to higher positions knowing that their chances of success are based on objective criteria; 4) the public and all other business entities in the country would benefit from more efficient, effective government services; and 5) most importantly, incumbents would probably be constantly engaged in work-study with the aim of making improvements at the workplace, thus ensuring business- friendly environments. It might pay tremendous dividends if certain contracts are not automatically renewed, but along with other questionable appointments in key and critical posts be declared vacant as soon as possible, and advertised to be filled on a competitive basis.
With regard to the practice of education we have been advised (for a third time), that “the education systems in the Caribbean are no longer working … and a new vehicle for human empowerment and social transformation is needed” (‘Rethinking Education in the Caribbean’, D Jules, Guyana Review Vol 18 No 1), We may use President Granger’s address at the opening of the 11th Parliament in an attempt to contextualize the true challenge for education in Guyana. In essence the address is a call for the total mobilization of the potential and talent of all Guyanese citizens: “We shall introduce social policies that will harness and develop the creative energies of our people…” “We will wage war against poverty under a social compact characterized by an inclusionary process. Such an approach would …allow for the mobilization of the material and human resources needed for the tasks at hand”.
If Guyanese accept that the total mobilization of the potential and talent of the Guyanese populace is the true challenge for education in Guyana, then the pertinent question now is, what should education policy-makers and schools in Guyana do differently in the effort to develop citizens with the capacity to think futuristically and to do things differently, or in creative and new ways?
From among the several things that should be done differently at the system level six are chosen: 1) system-wide, school and classroom-based educational research must be mandated. Teaching professionals ought to maintain action research portfolios which should be considered essential for career advancement; 2) an acceptable level of parity should be established among schools at the various levels in all communities and all regions. Policy-makers must eliminate the need for a placement exercise such as the National Grade Six Assessment, and the need for young vulnerable students to leave their homes and communities in search of a better standard of education. Notwithstanding the scarcity of some resources the technology to assist in achieving some measure of parity among schools already exists; 3) under-served and underdeveloped areas must be identified and adequate interventions applied in an effort to improve the chances of success at school for the less fortunate; 4) better qualified and experienced teachers must be placed at the lower levels of the system. This will not only ensure more successful school careers, but also greatly reduce drop-out rates; 5) the remuneration and benefit packages of all teachers must be significantly and urgently enhanced; and 6) there must be improvements in the recruitment, education, training and advancement of teachers.
Next, individual schools must: 1) focus on holistic human development instead of the traditional emphasis on curriculum development. They must help each student acquire an identity of greatness by emphasizing the discovery and development of each student’s unique gifts and talents. The most important facet of a child’s identity is his or her unique set of intelligences and it is this human attribute that deserves the greatest attention in our schools. This part of human development is most critical in determining whether a student will achieve the self-esteem and confidence necessary to become a contributor to society; 2) function as laboratories and worksites that facilitate and nurture constructive social change, and where they are encouraged to cooperatively and democratically seek, create, experiment, learn. Where they are involved, committed, thoughtful, embrace reconciliation and aspire to a higher humanity (à la Dr Roopnaraine); 3) serve as incubators for the development of personal and well-considered ideas, and as forums in which ideas can be debated and defended both orally and in writing; 4) become catalysts for community development (somewhat akin to neighbourhood development hubs), by reaching out to their respective communities offering various forms of assistance, inviting the community in to participate in building the character of the school; and 5) provide curricula that are interesting, substantive, provocative, and relevant that will stimulate the imagination of both students and teachers, and challenge them to think deeply and become profoundly involved in some significant issues that affect the quality of life in Guyana now and in the future. It should be recognized that a better structured and functional education system is far more likely to achieve a much better balance between birth rate and economic growth. This in turn should eventually result in less unemployment, less poverty, less criminality, and a much happier society.
Finally, the most casual countrywide (coastal and hinterland) survey of our economic, environmental, and social realities will indicate most vividly that the development of increasingly scientifically, technologically, and environmentally literate individuals is the minimal and most critical demand at this particular juncture of Guyana’s history. This tremendously critical cultural deficit must receive the most urgent attention if we ever hope to achieve the national goal of sustainable development. Guyana will never be able to actualize her true potential in the absence of a general scientific culture.
Yours faithfully,
Clarence O Perry
