HINTERLAND education is bridging the gap in education delivery in Guyana; and both the Ministry of Education (MoE) and the Ministry of Amerindian Affairs (MoAA) are playing key roles in this regard.

Currently, a series of projects and programmes are being implemented that would benefit hinterland development. The Hinterland Education Improvement Project (HEIP) is listed in that series.

Launched with an outlook to improve the quality of teacher education in the hinterland, HEIP aligns teaching and learning resources with improved student outcomes, and improved physical facilities through fostering better community alliances.
HINTERLAND SCHOLARSHIP PROGRAMME
Over the last 20 years, the Hinterland Scholarship Programme has produced 7,000 students. In 2014, Region 7 registered the second highest number of students in the programme (80). Scholarships are offered annually, and this programme has been a tremendous boon to a number of students who are experiencing financial difficulties and would not have been able to make it on their own.

The objective of the scholarship programme is to provide students from hinterland communities with quality secondary or technical education, and to allow integration of hinterland students into the wider Guyanese society.

The programme offers two types of scholarships:- Secondary School Scholarships and Technical Scholarships
SCHOOLS

The institutions in hinterland communities consist of a quality learning environment with modern facilities. Also, there are trained and equipped teachers who help in delivering improved education to students. Thus the completion of the Port Kaituma dormitory and the Hosororo Primary school building, the construction of a primary school at Canal Bank, and sanitary blocks at Kwebana, Karaburi, Koko and Bumbury nursery schools all redound to improved education for hinterland students.

From 14 nursery schools in the hinterland in 1994, that number increased to 116 in 2014. Primary schools increased from 111 to 139, and secondary schools increased from five to 12. Region Nine is the region with the most schools.

TRAINED TEACHERS

The number of trained teachers has increased from 40 percent in 1994 to 51 percent in 2014. Hinterland teachers are being sustained through the learning resource centres, with teacher accommodation which includes teachers’ housing.

Youth Entrepreneurial and Apprenticeship Programme (YEAP)

This programme aims to enhance the competence and capabilities of those youths who were not successful in gaining scholarships. The Youth Entrepreneurship and Apprenticeship Programme (YEAP) trains hinterland youths in the areas of health, education, infrastructure, cultural and youth development, and Information Communication Technology, subjects which are beneficial to their respective village development, thus helping to bridge the digital gap that exists between the hinterland and the coastal areas.
INFORMATION COMMUNICATION TECHNOLOGY

Aided by the YEAP incentive, hinterland youth would have the knowledge of technology, which is beneficial with the completion of 100 computer centres in several Amerindian communities this past June.

The project is aimed at breaking the knowledge barrier that exists between coastland students and those from the hinterland. Youths from the hinterland would participate in the extension of ICT development in Guyana, and would be able to socialise in a computer literate society and to keep up with technological advancements.

The Mission Statement of the Ministry of Amerindian Affairs is: “To enhance the quality of life of Amerindian People in Guyana through the formulation and implementation of policies and programmes which facilitate cultural, social and economic development, promote equity, and advance the rights of Amerindian people.” Thus, by a hinterland education that would help pioneer development, Guyana is to attain the pinnacle of great development in economic and social factors, and in growth for the country.

Minister of Amerindian Affairs, Ms Pauline Sukhai, during a budget debate presentation, said “The transition of Amerindian village economy is an ongoing process. The granting of land titles continues to progress. The need for increased access to secondary education continues to be addressed. Improving and expanding health care and water access is an ongoing project for this government, (which has in mind) the empowering of Amerindian youth.”

Moreover, helping Guyana “Our Culture, Our Heritage, Our Life: A Fusion of Indigenous Diversity.” All will be possible through Hinterland Education.