ABOUT two weeks ago, I attended the Ina Maimu Yetatokon panel discussion hosted by the Amerindian Peoples Association at the Marriott Hotel in Kingston, Georgetown. It was a space where various Indigenous persons spoke about issues affecting them and their communities. One presentation in particular really stood out to me: Judy Winter from Aishalton, Region Nine (Upper Takutu- Upper Essequibo), spoke about the challenges in the education sector in the hinterland region.

She pointed out a need for more trained teachers and better internet access in these communities; both issues I think are well-known. She also spoke about the language barrier learners encounter because English is not the first language in many Indigenous communities.

The challenges that hinterland communities are faced with are not unknown. Earlier this year, when she announced the results of the 2023 National Grade Six Assessment (NGSA), Education Minister Priya Manickchand noted that much more effort is needed to help reduce the education disparities between Guyana’s hinterland and coastal regions.

To its credit, the Ministry of Education has been investing in solutions that could help make learning more accessible. That includes creating a new e-learning app, expanding radio and television coverage across the country so more children, especially in hinterland regions, can benefit from the educational content created and broadcast, and supplying textbooks and other learning materials.

And it seems to be working. Based on information, the Education Minister provided to President Dr. Irfaan Ali at a recent engagement with teachers at State House, numerous schools in Region Nine have seen jumps in their performance in mathematics. This is one subject Guyana has been trying to improve its scores in for years.

But what I think I haven’t personally thought much about is the language challenge. A few weeks ago, however, a resident of Paramakatoi in Region Eight (Potaro- Siparuni) Marcia John, wrote a letter responding to a column I wrote about education disparities I witnessed in the region. The language barrier was one of Ms. John’s concerns in her letter that was part of a newsletter published by the Guyana Languages Unit of the University of Guyana.

She wrote, “We all know that English is the second language of Indigenous people, as such, it is difficult to teach content or a concept to a learner who is now learning to speak English. Although speaking in our dialect is not limited in schools, it is difficult to teach content that was learned in English in our dialect, for students to understand in Patamona and then write it in English when they are asked to.”

There are bilingual education programmes that are in some schools, but such programmes are not in all schools in Indigenous communities. So Ms. John suggested that parent-support groups be established to allow parents to freely share how they have dealt with similar issues. It was also noted that the government can provide incentives to sustain those groups.

Additionally, Michael McGarrell, in another letter, noted that schools curricula should be revised to include Indigenous history, language, and cultural practices. By promoting Indigenous knowledge and traditions, students can feel a stronger connection to their heritage, even when living away from home. I agree. And especially now that curriculum reform is underway, I hope there will be greater consideration of this.

Language is the basis of our interactions with each other and as someone trying to learn Spanish for years now, mostly unsuccessfully, I can’t imagine how difficult it must be to interface with a school curriculum that isn’t in my first language. Fortunately, there has been an increased focus on bilingual education based on public statements from the Deputy Chief Education Officer, Amerindian and Hinterland Education Development, Marti DeSouza. So, there are positives here.

If you would like to connect with me to discuss this column or any of my previous work, please email me at vish14ragobeer@gmail.com