THE recent call by Education Minister Priya Manickchand to reclaim the Guyana Teachers’ Union (GTU) from what she describes as “rogue elements” is a critical and necessary step to ensure the integrity and functionality of this pivotal institution.

The ongoing disputes over teachers’ welfare, wages, and working conditions reveal a deeper issue within the GTU, one that compromises the quality of education and the well-being of teachers and students alike.

Minister Manickchand’s concerns are not unfounded. The GTU, under the influence of a politically-motivated faction, has diverted from its primary mission, advocating for the genuine interests of teachers. The union’s recent actions, particularly the strike to demand salary increases for the years 2019 to 2023, highlight this misalignment. Strikes are a legitimate form of protest, but when orchestrated by individuals with political agendas, they risk undermining the very cause they are meant to support.

The minister’s assertion that not all union members are politically driven underscores the importance of distinguishing between the rank-and-file teachers and the leadership that may have ulterior motives. It is crucial for the union to reflect the genuine needs and aspirations of its members, rather than serve as a vehicle for political maneuvering. This distinction is vital for restoring trust and credibility to the GTU.

Moreover, the historical context provided by Minister Manickchand is telling. Under the PPP/C administration, teachers have seen improvements in their pay, duty-free concessions, and scholarships. In contrast, the APNU+AFC’s tenure saw significant dissatisfaction, culminating in a massive strike due to the withdrawal of these benefits. This contrast raises questions about the motivations behind the current leadership’s strategies and their alignment with the genuine welfare of teachers.

The government’s position to negotiate pay increases only for 2024, while potentially contentious, is rooted in a broader context of economic management and recovery post-pandemic. The insistence on not granting retroactive increases for periods when teachers were not working due to COVID-19, or during the Opposition’s tenure, highlights a pragmatic approach to fiscal responsibility.

Minister Manickchand’s accusation that the GTU is exploiting teachers by leveraging their discontent for political gains is serious, and warrants thorough examination. The presence of Coretta McDonald, an Opposition Member of Parliament, in the union’s leadership adds a layer of complexity to these negotiations. While political affiliations alone do not disqualify individuals from serving in union leadership, the potential for conflict of interest is undeniable, and must be transparently managed.

The broader implications of this internal union struggle are significant. The GTU’s instability not only affects teachers, but also has a profound impact on students and the overall educational landscape. A union that is mired in political conflicts cannot effectively advocate for the necessary resources and support that teachers and students desperately need.

In light of these challenges, Minister Manickchand’s call to reclaim the GTU from rogue elements is a call for restoring focus and integrity within the union. It is a plea for a union that prioritises the professional and personal development of teachers, free from external political pressures. For the sake of educational progress in Guyana, it is imperative that the GTU undergoes a transformation that aligns its operations with the genuine needs of its members and the educational community.

The future of Guyana’s education system hinges on a stable, credible, and effective teachers’ union. Achieving this will require the collective effort of all stakeholders—teachers, government, and the union leadership—to ensure that the GTU returns to its core mission of advocating for the best interests of teachers and, by extension, the students they serve.