Dear Editor,
Mr. Ruel Johnson asked this question on his Facebook Page – Is the public education system still in a “downward spiral” as it was last year?
Well, let me answer him for the record in the public newspapers. Based on available information, the public education system in Guyana presents a complex picture. The education system is experiencing significant stress. Yes, we must acknowledge isolated notable academic successes from a handful of students thanks to their parents and the private lessons, which their parents are paying top dollars to secure.
The evidence points to a system with serious ongoing challenges.Multiple sources indicate that deep-rooted problems persist within Guyana’s public schools, supporting the idea of a system in trouble.
- Deep Learning Gaps: Teachers from Beterverwagting Secondary School (BVSS) alleged in a leaked letter that students are being promoted without basic skills, with over 80% of some Grade 7 classes lacking foundational literacy and numeracy. This creates a cycle where secondary teachers are forced to provide remedial instruction, which can adversely affect the remainder of the class students.
- High Dropout Rates: While primary school completion is high (about 98%), completion rates drop to approximately 62% by the end of secondary school. This means nearly four out of ten students did not finish high school in 2025.
- Persistent Weakness in Key Subjects: Results from the Caribbean Secondary Education Certificate (CSEC) examinations show a long-standing challenge in mathematics, with only about one-third of students passing the subject. This is a critical weakness for a country aiming to build a technologically skilled workforce.
- Widespread School Violence and Misbehaviour: The government has acknowledged a significant problem with school violence and misbehaviour. Reports indicate that 353 schools nationwide have reported cases linked to gang activity, cyberbullying, and substance use.
- Severe Resource and Support Shortages: Teachers report a lack of official support and essential materials, often having to provide for their classrooms themselves. The lack of consistent support for the subjects like music is also seen as a failure to nurture cultural identity, build the creative brain and mold a rounded personality.
- Unequal Access and Poverty: There are stark disparities between Queen’s College and most of the rural and hinterland schools. Only 11.2% of students from hinterland regions obtain a CSEC certificate. Furthermore, with an estimated 43.4% of the population living on less than US$5.50 per day, economic inequality significantly impacts student learning, especially those in rural and hinterland areas. The better question Mr. Ruel Johnson should ask is what is the CSEC pass rate at the Desrey Fox Secondary School at Waramadong Village in the Upper Mazaruni.
- Negative Expert Assessment: The Global Education Futures Readiness Index (GEFRI) ranks Guyana as “severely underprepared” for future educational challenges, placing it at the 33rd percentile worldwide and highlighting weaknesses in innovation, access, and policy execution.
The current state of Guyana’s public education system is best described as a system facing a crisis of quality and equity while simultaneously demonstrating isolated cases of capacity for significant achievement. The next time Mr. Ruel Johnson seeks to open his mouth, he must inform himself first of the facts rather than spew his idle propaganda.
Yours faithfully,
Lancelot Hyman
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