Tertiary educational institutions are increasingly playing a role in the national developmental process globally through relevant research apart from their fundamental function of delivery of higher education and training to provide the required intellectual and technical capacity needed in both the public and private sectors.

And to a large extent the efficiency and productive capacity of the business, agricultural and industrial sectors are dependent on the quality of those who emerge from these institutions.

Therefore it is imperative that these institutions are equipped to carry out their role effectively and to produce graduates of the highest possible standards. But very importantly too they must not function in isolation of the community and the problems facing society, instead they should be an integral part of the process of finding solutions to challenges societal and national development.

Traditionally, universities, including agricultural universities, have focused most of their attention on national development through the two missions of research and teaching. Universities have often seen themselves as institutions to prepare graduates for national and international labour markets, and to address research problems. Academics have had to win national and/or international acclaim for the quality of their research and teaching, and this has sometimes been at the expense of making a greater contribution to local economies and communities. Only a small share of the university community appears to have developed strategies to contribute to the development of community education and to Furthermore, higher education and basic education have coexisted with relatively little interaction. Despite the impact of the quality of university teaching and research on the state of the educational system of a country, there has been a tendency for universities to pay little attention to the primary and secondary levels of the school system. Even university departments of education have sometimes needed encouragement to develop partnerships for educational research and teacher placements with local schools.Yet, it is increasingly recognised that all types and levels of education other than basic education, including higher education, must contribute significantly to the pursuit of Education For All (EFA) goals. Notably, the World Conference of Higher Education (1998) proclaimed that one of the missions of higher education is “to contribute to the development and improvement of education at all levels”. In the context of formulating lifelong learning policies, and crafting more coherent, seamless, and flexible education and training systems, universities are likely to have an importantrole to play in supporting teaching and learning at all levels. Yet, the extent to which universities already support basic education and the nature of this support are not well known. In some countries, universities play a much greater role in supporting basic education than in others. (Source: David Atchoarena Keith Holmes he Role of Agricultural Colleges and Universities in Rural Development and Lifelong Learning in Asia)

Here in Guyana, our lone university, the brainchild of the late President Dr. Cheddi Jagan, historically has produced some brilliant and excellent academics but in recent years it has been grappling with many problems including retention of academic staff, falling academic standards and a virtual closure to the Natural Science Department among others.

Against this backdrop newly appointed Vice-Chancellor Professor Lawrence Carrington has made a very laudable announcement indicating that the academic structure and administrative framework of the institution will be overhauled to be fully compatible with contemporary patterns of administration and management.

This announcement is most pertinent as too often many academic institutions become out of sync with modern trends and dynamics and eventually become irrelevant to national and international goals and objectives.

“Our goal will be to imbed in the institution the self-monitoring that will give it flexibility to adjust as it changes Guyana, in collaboration with the state and civil society.

“The university is anxious to establish systems of quality assurance that will enhance its standards, increase its international standing and make its graduates more valuable, the Vice-Chancellor declared.

He added: Guyana, like so many other developing countries, needs to cultivate a national research capacity. It is important for reasons of global politics and global economics that significant areas of the research required should be in-country, so that the exploitation of the outcome can be in the national interest.”

The Vice-Chancellor has now set the stone for a constructive approach towards making the university more relevant to the realities of our society and to improve its functioning.

We will now anxiously await the implementation of the plans and the results which from all indications should be positive and eventually see the institution transformed into one that all Guyanese can be truly proud of as we forge our national development.