“We are Failing Terribly With our Thrust to Educate our People” – Terrence Campbell

Guyana’s education system is in crisis, and its shortcomings are hindering the nation’s development. In a thought-provoking letter to the editor, businessman Terrence Campbell highlighted the glaring failures of the education sector, juxtaposing Guyana’s stagnant progress with Singapore’s meteoric rise. Both nations gained independence in the mid-1960s under similar circumstances of poverty. Yet today, Singapore is a global leader, thanks largely to its unwavering focus on education, a priority Guyana continues to neglect.

The statistics Campbell presented are damning. At the 2024 National Grade Six Assessment (NGSA), pass rates for English and Mathematics were 66.8% and 40.4%, respectively. The secondary school dropout rate, last reported in 2021, stood at a staggering 50%, and there is no evidence to suggest it has improved. Of those who complete secondary school, fewer than 40% graduate with the required five CSEC subjects, including Math and English. This means over 10,000 students leave Guyana’s schools each year without basic qualifications—a national tragedy.

Campbell argued that new infrastructure and rising GDP are meaningless without a strong investment in human capital. Citing the United Nations Development Programme’s Human Development Index (HDI), he noted that development must be measured by the capabilities of a nation’s people, particularly through education. On this front, Guyana is failing miserably.

Campbell criticized the Ministry of Education’s reliance on incremental policy changes, which he described as insufficient for the scale of the problem. The lack of urgency to address systemic issues such as high dropout rates, inadequate teacher training, and uneven access to quality education is stifling progress. He proposed solutions, including reintegrating dropouts into the education system, establishing vocational secondary schools, and training subject specialists to deliver high-quality instruction across the country.

He also called attention to the ongoing “brain drain” of Guyanese teachers, who are regularly recruited by neighboring countries. While Guyana hemorrhages talent, little effort is made to attract qualified educators from abroad. Campbell advocated for better pay and working conditions for both local teachers and international recruits to build a robust teaching force capable of delivering a world-class education.

One of Campbell’s strongest criticisms was reserved for the Guyana Online Academy of Learning (GOAL) project, which is set to receive over G$4 billion in funding for 2025. He highlighted numerous issues plaguing the initiative, including poorly planned programs, unqualified institutions, and questionable academic standards. Applicants have reported canceled classes, the extension of program durations without justification, and universities offering majors they do not actually provide.

He also raised serious questions about the legitimacy of some GOAL-affiliated institutions, such as Jain University, and the validity of the degrees being awarded. The program’s claim that 378 Guyanese earned PhDs in just three years has drawn skepticism from educators, who doubt the quality of education provided under the initiative.

Campbell described the GOAL project as an example of wasteful spending that prioritizes quantity over quality, calling for an immediate audit to ensure taxpayers’ money is being used effectively. He urged the government to adopt Singapore’s approach by recruiting world-class educators and developing Guyana’s tertiary institutions into centers of excellence.

An anonymous source within the Ministry of Education stated that, “Campbell’s letter should serve as a wake-up call for Guyana.” True development, Campbell argued, cannot be achieved without addressing the root causes of the education crisis. Roads, bridges, and new buildings are meaningless without a population equipped with the skills and knowledge to capitalize on these advancements.

If Guyana is to escape this cycle of mediocrity, education must become a national priority. The GOAL project must be restructured, systemic reforms must be implemented, and bold decisions must be made to secure a brighter future for the next generation.