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Home Editorial

Cooperatives and the Village Economy

Staff Reporter by Staff Reporter
September 15, 2020
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The African post-slavery Village Movement grew out of the cooperative spirit. Freed Africans pooled their money, bought plantations, and converted them to villages. Some had the financial means to do single purchase though for ownership (transport) they had to join with others.

The earlier development of the African community in Guyana stands out in our post slavery society as it remains unsurpassed in scale and self-determination unto this day.  Having been subjected to more than 400 hundred years of chattel slavery, the worst form of mistreatment known to fellow humankind, emancipation did not find a people broken but resolved to succeed.

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That resilience not only saw the conversion of several plantations along the coast land into villages, but the development of an economy built on the cooperative spirit, which the name of this country pays homage to. Cooperative economics represents not only a unique sense of thrift and avenue to acquire but also trust. At the most basic is the box hand system.

This is how the box hand works-A group of persons would come together and agree to throw (put) a fixed amount of money, at a fixed time for a fixed period, and each takes turn in drawing (collecting) that hand (money) until everyone receives the total of what they invested. This is a form of banking when there existed none for blacks and from which they were able to have a quantity of money to invest in some desired project/commodity.

It is difficult to think of the Village Movement without Cooperatives for they share a symbiotic relation and are integral to the economic development of an ethnic group. Where today Africans continue to face challenges getting loans from commercial banks there is need to re-examine the value of cooperatives. Villagers need to establish them under the Cooperative Societies Act. Reach out to the officers for technical support at the Department of Cooperative, Cornhill St. Georgetown.

There are so many painful stories of rejection based on identity. Africans can tell of theirs. Couples of mixed races, where one is African, would recount how they devise a strategy to thrive by having to use one or the other spouse to engage in financial transactions depending on the situation. This is debasing though some have come to accept it as normal and their counter strategy worthwhile. There is also the issue of regularising ancestral lands since with the absence of title (transport, lease, will, etc) commercial banks are not favourably disposed to lending, a situation that is completely the reverse in other Caribbean countries such as Jamaica.

The Government of Guyana must examine the possibility of replicating the Jamaica’s model because home ownership must not only rely on government selling state lands or purchasing from another. Home ownership must also be facilitated building on lands inherited based on lineage.

The plantations bought and converted to villages comprise the backlands which in some cases include areas where there are cane farming and rice cultivation. There are so many ancestral lands being left unattended, rented or under utilised suggesting the approach to land ownership must be revisited. It is no secret what is not used will be lost or coveted.  Land is empowerment. Ownership not only means ownership of  a piece of Guyana, but allows for valuing  those inherited.

Africans should return to their villages and occupy their lands. Chose whether it be for housing, farming, business, kitchen gardening, etc. If their ancestors had within them the resolve to succeed it is not outside the reach of their descendants. The feat in creating an economy for themselves, even when the plantoclass pursued exclusion and tried undermining efforts at self-development, can be repeated. The genetic makeup that persevere still resides within.

The situation from post slavery may have changed, to some extent, but the structures and negative perceptions of the African race continue to present challenges to being respected and opportunities to pursue empowerment. The Village Voice urges a rethink of the cooperative (self-help) approach to development. Having a Neighbourhood Democratic Council, which covers a cluster of villages, should not prevent formation of independent village council or cooperative society to address issues unique to the residents in respective village.

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His Excellency President Dr Irfaan Ali described the St George’s School of Sciences as a pioneering step in reshaping Guyana’s educational landscape and as a “new model of education” tailored for the modern era.  The school, officially commissioned today in Georgetown, stands as the country’s first secondary institution solely dedicated to scientific education—an initiative, the President said, that promises to profoundly impact the academic and professional futures of Guyana’s youth.  “This is no ordinary school. It is a school of excellence, created for those with the hunger to learn and the commitment to achieve. Admission to this institution is not automatic—it is earned. Students must demonstrate strong competence in English, mathematics, and science, with marks that reflect discipline and potential.”  The school is equipped with smart classrooms featuring interactive boards, multimedia technology, and digital tools; state-of-the-art laboratories for science and information technology; and device-based learning whereby students will each receive a laptop, among other world-class facilities.  A new model of education  President Ali underscored that the school’s holistic curriculum marks a deliberate departure from the “narrow confines of rote learning”. Extended learning opportunities will be offered through tutorials, while students will also be required to participate in music, sport, foreign languages, technical and vocational education and training (TVET), and community service.  “We want to produce scientists with soul, technicians with talent, and leaders with compassion,” he stated.  “And let me emphasise—standards will be enforced. Students will be monitored for punctuality, attendance, and completion of assignments. Parents will be promptly notified of infractions. This school is not just about nurturing intelligence—it is about cultivating responsibility.”  The President highlighted the growing importance of STEM (Science, Technology, Engineering, and Mathematics) education in today’s rapidly evolving and technology-driven global economy.  “From climate change to artificial intelligence, from health to renewable energy, the challenges and opportunities of the 21st century demand problem-solvers who can think critically, analyse data, and innovate with purpose. In developing countries like Guyana, it is especially important, as it empowers young people to participate meaningfully in national development, close the digital divide, and compete on the global stage.”  He also emphasised that Guyana’s national transformation will require a new generation of scientific minds across sectors such as oil and gas, climate resilience, biotechnology, artificial intelligence, and healthcare.  “We need local talent to fill those roles. We need to train our children not just to get jobs—but to lead industries.”  President Ali further noted that his Government is currently building a national digital ecosystem that will connect classrooms, hospitals, government services, agriculture, commerce, and industry through the power of information and communication technology (ICT).  “As we roll out this system, we need to prepare our citizens for a digital future. We cannot do so unless science and technology assume greater importance within our education system. We need students to be equipped with the analytical skills, technical competencies, and creative mindset to thrive in a digitally connected and data-driven world. Without a strong grounding in science, we risk becoming consumers rather than creators in the digital age.”  He added that science education is a gateway to equality, teaching critical thinking, logic, and evidence-based decision-making.  “It empowers young people, especially those from marginalised communities, to challenge assumptions, solve real-world problems, and create innovative solutions.”  The Head of State added that while specialised learning is an idea long overdue in Guyana and represents a bold shift in the country’s academic approach, traditional schools, with their rigour and cultural legacy, will continue to serve as the bedrock of the nation’s education system.  He said that these traditional institutions must be complemented with specialised schools that focus on the arts and creative industries; agricultural science; engineering and robotics, and maritime studies and aviation technologies, among other areas.  “To all of Guyana, I wish to say that what was once a school reduced to ashes is now a symbol of resilience and reinvention.  Let the St George’s School of Sciences stand tall and vindicate the confidence which we have placed in its role as a torchbearer of the type of education system we are rolling out across Guyana.”  The school is equipped with 10 classrooms, five laboratories (three for science, one for IT and one for home economics), and other state-of-the-art amenities. It also has the capacity to house about 250 students.  Minister of Education, the Honourable Priya Manickchand, and other Government officials were also at the event.

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