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Home Letters

Reimagine Beyond the World We Know

Admin by Admin
June 9, 2026
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Dear Editor

For many of us the ocean is distant and far-removed from our daily realities. For too long this narrative has been normalized and we have treated the ocean as separate from us.  However, the ocean is a major part of us, in the air we breathe, the food we eat and the climate that makes our lives possible.  Oceans absorb about 30% of carbon dioxide produced by humans, buffering the impacts of global warming. World Ocean Day is an annual global celebration held on June 8th that highlights the vital role the oceans play in sustaining life on Earth and promotes collective action to protect marine environments. Established by the United Nations (UN), the day unites millions of people in over 180 countries to advocate for a healthy ocean and stable climate. The ocean covers over 70% of the planet. It is our life source, supporting humanity’s sustenance and that of every other organism on earth.  The ocean produces at least 50% of the planet’s oxygen, it is home to most of earth’s biodiversity, and is the main source of protein for more than a billion people around the world. 

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World Ocean Day reminds every one of the major role the oceans have in everyday life. They are the lungs of our Planet and a major source of food and medicine and a critical part of the biosphere.

The ocean is critical to global economies with an estimated 40 million people being employed by ocean-based industries by 2030. With 90% of big fish populations depleted, and 50% of coral reefs destroyed, we are taking more from the ocean than can be replenished. We need to work together to create a new balance with the ocean that no longer depletes its bounty but instead restores its vibrancy and brings it new life. “Reimagine”, the theme of World Oceans Day 2026, invites us to change the way we see and care for the ocean.

One of the most groundbreaking regulatory efforts by the United Nations to safeguard our oceans is 

the Biodiversity Beyond National Jurisdiction (BBNJ) Agreement, the legally binding UN treaty covers the ocean zones that lie beyond national waters (namely, the “high seas”) and the international seabed area.  Its aim is to protect marine biodiversity in areas beyond national jurisdiction through new rules on marine resources, protected areas, and environmental impact.

The BBNJ is designed to ensure that the “high seas” and international seabed are managed sustainably for the benefit of all humanity. 

It is also the first legally binding ocean instrument to provide for inclusive ocean governance, with provisions on the engagement of Indigenous Peoples and local communities and on gender balance.  The BBNJ strengthens the current international legal framework: it builds on the UN Convention on the Law of the Sea in effect the “constitution for the oceans”  which has set the rules for maritime and seabed exploitation and marine protection since it came into force in 1994.

The Gendered Layers of the Ocean

Ocean conservation has a highly gendered aspect. Women are deeply engaged in marine resource management and coastal economies. However, their roles are frequently marginalized, and they are disproportionately impacted by ocean degradation, highlighting the need for inclusive, gender-sensitive policies in marine preservation. The Invisible Workforce: While men historically dominate commercial offshore fishing, women make up about half of the global workforce in informal, nearshore harvesting, fish processing, and aquaculture.

Heightened Vulnerability: Because of traditional gender roles in coastal communities (where women are primarily responsible for household food security and water management), women bear the brunt of climate change and ocean degradation. 

Underrepresentation in Leadership: Despite women often pursuing degrees in marine biology, they make up a minority of principal investigators, authors in prestigious journals, and senior researchers. Women are frequently excluded from high-level fisheries management and marine policy discussions. 

Deep Sea Mining

The greed of the Global North is pushing our oceans to near collapse. The oceans are facing more pressures now than at any time in human history, and are threatened by overfishing and the climate crisis. Deep sea mining is the practice of removing metals and minerals from the ocean’s seabed. Thousands of metres below the surface, deposits of these metals and minerals like manganese, nickel and cobalt have built up on the seafloor into potato-sized nodules over millions of years.  To mine these metals, gigantic machines weighing more than a blue whale would scoop deposits from the deep ocean floor. They then pump the mined material up to a ship through up to several kilometers of tubing. Sand, seawater and other mineral waste would then be pumped back into the water. Vulnerable coastal communities, especially those in the Global South are already paying the highest price for deep sea mining.  Importantly, the International Seabed Authority (ISA) was founded in 1994 through the UN Convention on the Law of the Sea and is headquartered in Kingston, Jamaica. It makes the rules for deep sea mining, because the seabed is outside of countries’ national borders.

Reimagine Beyond the World We Know

In observance of World Ocean Day we must change the plot from being passive users to active stewards of our blue planet. This can be done by participating in community cleanups, supporting ocean conservation initiatives and by reducing our daily plastic footprint.

On this World Ocean Day, let us mobilize and unite the world’s population on a project for the sustainable management of the world’s oceans. Let us also lobby our governments to restrict the granting of licenses for deep sea mining.  Let us reimagine a new and healthy relationship with the ocean. 

Happy World Ocean Day.

Wayne Campbell is an educator and social commentator with an interest in development policies as they affect culture and or gender issues.

Yours truly

waykam@yahoo.com

@WayneCamo

#WorldOceanDay

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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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