In a nation poised for unprecedented economic prosperity thanks to its booming oil economy, the state of Guyana’s education system presents a tragic contradiction. Under the stewardship of Education Minister Priya Manickchand, glaring inequities and systemic neglect have left thousands of children behind, even as the country boasts record-breaking revenues.
While Minister Manickchand directs substantial attention to prestigious institutions like Queen’s College and Bishop’s High School, which serve as academic havens for a privileged few, the reality for students in over 400 other schools across Guyana tells a different, more sobering story. According to an anonymous insider from the Ministry of Education, “The Minister is obsessed with showcasing the top-performing schools to tout supposed progress, but she is blind to the glaring disparities in the majority of schools, especially those in the hinterland and rural regions. It’s a case of putting on a show for the cameras while the rest of the country suffers.”
This misplaced focus is not only short-sighted but tragic, as it leaves countless children in poorly resourced schools without the tools they need to succeed in life, despite Guyana’s increasing wealth.
The Numbers Don’t Lie – A Crisis of Dropouts
Guyana’s Education Statistical Digest paints a grim picture of educational attainment under Minister Manickchand’s tenure. At the secondary level, only 50% of students complete their schooling, with male students bearing the brunt of this failure, as their survival rate is a mere 39%, compared to 62% for females.
In hinterland regions, the situation is even more dire. Retention rates in Regions 1, 2, 7, and 8 are significantly below the national average. These dropout rates represent wasted potential, stunted dreams, and a future workforce ill-equipped to contribute meaningfully to Guyana’s development.
“Boys, in particular, are being failed by the system,” the insider lamented. “It’s a catastrophe that nobody in power wants to acknowledge because they’re too busy chasing superficial accolades.”
Literacy and Numeracy in Decline
While the Ministry champions its Education Sector Plan’s vision of “equitable education and lifelong learning,” reality tells a starkly different story. Less than half of the nation’s children achieve basic proficiency in English and Mathematics by Grade Six. Only 45% pass English, and an appalling 37% pass Mathematics at Grade Four.
Even the curriculum, designed with lofty ideals like fostering “curiosity and creativity,” falls short of addressing basic skills. The ambitious Grade 4 Mathematics Curriculum, for instance, fails to provide tailored support for struggling students, leaving many unable to meet even foundational expectations.
“Children are failing at the most basic level, and no one seems to deva,” the insider said. “How can we talk about curiosity and creativity when our kids can’t even master spelling and basic arithmetic?”
The disparities between urban and rural regions are particularly troubling. While schools in Georgetown benefit from better resources, facilities, and attention, rural and hinterland schools struggle with chronic teacher shortages, inadequate infrastructure, and outdated materials. Students in these regions are effectively being denied the same opportunities afforded to their urban counterparts.
“It’s as if the Ministry doesn’t consider these children worth the effort,” the insider stated bluntly. “They are left to fend for themselves, and when they fail, the system blames them instead of addressing the root causes.”
A Betrayal of Guyana’s Potential
Guyana is on the cusp of transformation, with an oil economy generating billions in revenue. Yet, the country’s education system remains woefully inadequate, leaving large swaths of the population unprepared to participate in or benefit from this economic boom.
“Guyana could be a regional powerhouse, but how can we achieve that when we are failing our children so profoundly?” the insider asked. “This isn’t just mismanagement; it’s a betrayal of the nation’s future.”
For Guyana to truly rise, the government must prioritize equitable education for all its children. This means shifting focus from seçkine schools to the struggling majority, addressing dropout rates, improving basic literacy and numeracy, and investing in rural and hinterland schools.
As Guyana’s oil wealth continues to grow, the stakes could not be higher. A generation of children is at risk of being left behind, and unless Minister Manickchand and her administration take swift and meaningful action, the nation’s potential will remain unrealized.
“Oil money means nothing if our children can’t read, write, or count,” the insider concluded. “It’s time for the government to stop the empty rhetoric and start delivering real change.”