ALL Guyana must be happy by the recent decision of the Secretary-General of the United Nations, Senor Antonio Guterres to finally refer the Guyana–Venezuela controversy over the 1899 Arbitral Award to the International Court of Justice, for juridical settlement.

We say hats off to President Granger and his coalition government, that from its first day in office, and confronted by a new round of threats and aggression from the Bolivarian Republic, highlighted Guyana’s case to international fora in a sustained manner.

Guyana’s strategy, highlighted what quiet, but robust diplomacy from a small state can achieve, against bullyism from a larger and well-armed state as Venezuela. Also, commendations must be given to the Minister of Foreign Affairs, Vice-President Carl Greenidge and his staff and distinguished advisors for the support in preparing and articulating Guyana’s case for this very seminal step.

This process, as explained, may take a while; however, we have no doubt that Guyana’s case is irrefutable, and will be vindicated by The Hague Court’s final decision. But as we will anxiously await the outcome, we must ask ourselves this pivotal question: how much of the border controversy is known by the current generation of Guyanese, and even those in the diaspora? Also, by our students?

Beginning with the study of history as an academic discipline. Sadly, this scholastic piece has been gradually downplayed in importance, because of its perception as being unattractive as a financial non-earner, employment wise. But it is its importance as a medium of knowledge, especially with regard to one’s land of birth, heritage and the significant incidents that have shaped its current existence, which must be emphasised.
The fact is that every country needs its history — and its historians, Guyana being no different; also, History as a discipline is critical to every nation understanding its journey from the past, to its future.

History is pivotal as a source of general information, even for the citizen who may not have any serious academic inclination, since its knowledge provides a window to the future. This makes for a better sense of understanding the significant signposts of incidents that have made his/her country and fellow citizens, who and what they are. It should be the same for our young at school, even from the nursery and primary stages, where there should be a basic History for Country, written in the simplest language, and taught to our children.

This should be done on a progressive basis, as our young advance through the scholastic lanes.

As an aside, there is need for a comprehensive history to be taught in our schools, given the ethnic diversity of our country. Such can only foster a better understanding of our individual peoples, and inspire a mutual appreciation of who we are as a people and nation. It can only make for a genuinely determined effort at fostering togetherness and unity, beginning at such an early age.

A country’s key moments in history must begin to be known by its youth, particularly a critical matter such as a border controversy. Apart from digesting the knowledge for an intelligent explanation to be given to anyone – it fosters a better sense of patriotism, with a better knowledge and understanding of the key facts. This is what both Suriname and Venezuela have been doing in their schools, with regard to their individual, dishonest claims to Guyana’s territory. Even their citizens are well informed as to the illegal claims.

Through the decades that we have known about this controversy, there has not been a shortage of monographs and research articles written on this vexed question of Venezuela’s brazen claim to our territory. Since 2015, there have also been numerous programmes on which the controversy has been explained, which should have brought about greater awareness. This information should also be made available to the young in very simplified form.

However, we would recommend that with the advent of Information Technology, that these educational materials on Venezuela’s claims to Guyana’s territory especially, be updated, replicated and disseminated, utilising traditional, new and convergence communication tools in a way that is interactive, innovative and increasingly fast.

All communicators tasked with this education campaign can choose to use traditional communication routes such as newspapers and print, as well as increasingly ICT tools – such as websites, emails, online audio/video – and they also mix the technologies, utilising ‘convergent’ tools and strategies such as content distributed via email to newspapers, thereby reinforcing basic knowledge, some of which is already in the public sphere with updated, relevant information. History must be taught to the young, for an early and better understanding of our country.