Prior to 1992 our education system was in disarray mainly because of a lack of investment, mismanagement and a lack of commitment and neglect by the previous government. But while the national education system was in chaos, educational opportunities and facilities were at an atrocious level in the hinterland communities where the bulk of our indigenous people reside. Consequently, there was a huge gap between education standards on the coast and the interior. And this made it even more difficult for Amerindians to emerge out of poverty and improve their living standards.
However, one of the first moves by the current government was in the direction of addressing education in the hinterland as well as the general welfare of Amerindians which was facilitated by the establishment of a Ministry of Amerindian Affairs.
As such, an aggressive programmme to build and repair numerous schools and other education facilities and training was embarked upon. And what has been the result? It is a very impressive one which we should be proud of as a nation, because for example there was a single school in Region 9 prior to 1992. Today there are three schools, one each at Aishalton, Annai and St. Ignatius.
Two new schools were also built in Region 8 in the Paramakatoi and  Mahdia communities, as there were no schools in this entire region. While in Region 7, there was a school in Bartica, this was the only school in that region. The government has since built a new school in the Waramadong community, located in the Upper-Mazaruni district. Two new schools were built in Region 1, and  the one that previously existed in this region was rehabilitated. Presently, the students of Region 1 occupy three schools, in the Santa Rosa,  Port Kaituma, and other North West communities. The Covent John School which was occupied by the Ministry of Education before the PPP was elected to government was subsequently handed back over to that community when this government came to power. Also, a new school was built in Region 9, and many of the schools in Region 6 were redone and expanded, to adequately accommodate students.
The Digest of Education Statistics of Guyana 2007- 2008 recorded that in the traditional Amerindian villages, Regions 9, 8, 7 and 1, there is a total of 47 public nursery schools, i.e., 30, 2, 4, and 11, respectively. In each of these districts, there are 66, 18, 50, and 47 teachers, respectively. Two thousand nine hundred and fifty two (2,952) nursery students were formally enrolled in these Amerindian districts.

The report also stated that there are 42 public primary schools in Region 1, 28 in Region 7, 21 in Region 8, and 46 in Region 9. In total, 15,300 primary students formally enrolled in these districts, with 2,136 teachers in Region 1, 125 in Region 7, 58 in Region 8 and 148 in Region 9. This means that the ratio of students per teacher in Amerindian districts ranges from 24 in Region 7 to 30 in Region 9.
But the government has not only been building schools and other facilities; it has established a very effective Distance Education teacher training programme which has enhanced the level of education delivery and has increased the number of qualified teachers in the hinterland. In the past, many schools had to be staffed by teachers from the coast.
In addition, there is  also a hinterland scholarship programme,a school feeding programme,and school uniforms distribution.
Therefore, it is clear that the government has been tangibly demonstrating its unswerving commitment to our indigenous peoples-a promise that was made before the advent of the ruling party to office.