By Mark DaCosta- As Guyanese are aware, teachers across our country began strike action on Monday February 5 after providing their employer, the Government of Guyana notice in advance. What many people may not know is that the roots of this unrest stretch way back to August 2020. The Guyana Teachers’ Union (GTU) initiated the current, ongoing strike action following a call for arbitration, highlighting a crucial distinction: the Chief Labour Officer’s role isn’t to decide the merit of conciliation.
Coretta McDonald, the General Secretary of the GTU, and a steadfast advocate for educators, asserts, “We cannot let bureaucratic hurdles undermine the fundamental right of teachers to fair representation and equitable treatment.” This sentiment reflects the union’s firm stance against negotiating for only a fraction of the teaching population and demands a collective bargaining that transcends political affiliations.
An objective examination of the facts – Guyanese agree – unveils a multifaceted narrative, echoing the struggles faced by teachers in Guyana, who are not only educators but the architects of our nation’s future. The call for change, echoed by McDonald, underscores the significance of this strike in reshaping the landscape of our education system.
In the midst of this educational turmoil, McDonald’s impassioned words resonate: “Our fight is not for personal gain but for the rights and dignity of educators who shape our nation’s destiny.” McDonald’s words provide poignant glimpses into the challenges faced by teachers, shedding light on their sacrifices and the uphill battle for equitable treatment by the ruling regime.
The People’s Progressive Party (PPP) regime’s declaration of the strike as illegal introduces a new and sinister layer of complexity. Minister Priya Manickchand’s statements cast the teachers’ actions as a challenge to the rule of law. A perspective that contradicts the rule of law which protects the right to strike. All right thinking Guyanese question government’s willingness to understand the genuine concerns of our educators.
Minister Manickchand contends, “While we respect the rights of workers to voice their concerns, it must be done within the confines of the law.” This assertion skirts the heart of the matter – the government’s obligation to respect the teachers right to collective bargaining and engage in meaningful dialogue. These failures are the cause of the industrial action.
The PPP government’s response, marked by withholding pay and union dues, draws criticism for violating both international labour practices and Guyana’s laws. This heavy-handed approach not only contradicts principles of fair labour practices but also puts the livelihoods of educators at risk. McDonald passionately argues, “We are not pawns in a political game; we are the educators who shape the minds of the next generation.”
In the broader context, numerous analysts have pointed out that the PPP government’s routine imposition of meagre pay increases without engaging in collective bargaining resonates as a deviation from democratic principles. By sidestepping the constitutional mandate for collective bargaining, the government risks further eroding the foundation of whatever little democracy we may have left.
The constitution, our supreme law, is not a mere formality. It is the cornerstone of our nation’s legal framework, guiding our path towards justice and equity. The routine flouting of these constitutional principles by the PPP government leaves educators and citizens questioning the government’s commitment to upholding the rule of law and respecting the democratic process.
As the teachers’ strike persists, the onus is obviously on all stakeholders, particularly the PPP government, to recognise the gravity of the situation. Our nation’s future hinges on the dedication of educators, and their demands for fair treatment and equity should not be dismissed. It is time for the PPP government to reassess its approach, honour the constitution, and engage in meaningful dialogue to find a resolution that places our education system on the path to progress.
According to one Guyanese writer, political analyst, and social commentator, “The ongoing struggle between teachers and the government transcends a mere labour dispute; it is a battle for educational justice.”
