The announcement by Education Minister Priya Manickchand to elevate Linden’s secondary education to match the standards of Georgetown’s top institutions symbols a defining moment in the country’s educational journey. This initiative signals a clear, courageous shift in the national approach, one that affirms the right of every child, regardless of geography, to high-quality education and the full spectrum of opportunities it can unlock.
For decades, the daily exodus of students from Linden to Georgetown for better schooling has been a considerable sacrifice for families —financial, emotional, and logistical. Many travelled daily to access to institutions like Queen’s College, The Bishops’ High School, St. Stanislaus College, St. Rose’s, and St. Joseph’s. This situation has long required correction, and the Ministry’s new thrust to invest in schools such as Christiansburg Wismar Secondary and McKenzie High is as commendable as it is necessary.
This is more than just a promise of new buildings or modest refurbishments. It is a declaration that excellence should not be centralized or confined to the capital. It is a recognition that the talent of Guyana’s youth is evenly distributed, but opportunities have not been. The Ministry’s vision aligns with a growing national sentiment; equity must underpin educational progress.
The commitment is already visible in concrete terms. The imminent construction of a new Christiansburg Wismar Secondary School represents not merely an infrastructure project but an investment in human capital. Linden’s schools are poised to be revitalized, not just physically but academically, with a curriculum and culture that mirror the rigour and success of Georgetown’s most lauded institutions.
Moreover, the Region’s outstanding rate of trained teachers, an impressive 110 percent per capita,must not be overlooked. The groundwork for excellence already exists. What is now underway is the alignment of resources, teacher performance, parental involvement, and student responsibility to create a truly enabling environment.
Manickchand’s remarks reflect a deep understanding of the multifaceted nature of educational reform. Her emphasis on parental engagement is particularly important. Infrastructure and trained teachers are crucial, but so too is the home environment. Schools cannot succeed in isolation. Education flourishes when parents ensure attendance, encourage discipline, and motivate children to seize the opportunities at hand.
The reformed teacher training system is also a milestone achievement. Moving from a meager stipend to a full salary for teachers in training is a powerful incentive that not only respects the profession but also ensures a steady pipeline of qualified educators. In contrast to many countries where student-teachers must pay for their training, Guyana now stands as a regional leader in teacher empowerment.
The integration of digital and tertiary opportunities through the Guyana Online Academy of Learning (GOAL) programme is another strategic layer to this transformation. The fact that Linden’s students can now pursue diplomas, degrees, and PhDs from over 40 international institutions—without incurring crippling student debt—places them on equal footing with peers globally. It is a lifeline not only for individual advancement but for the development of the region as a whole.
Yet, despite the substantial government investment, Manickchand did not shy away from confronting lingering issues. The challenge of student absenteeism, or in some cases, teacher underperformance, must be addressed head-on. Her clear statement that the ministry is “fixing both ends” speaks to a no-nonsense, results-driven approach that values accountability as much as access.
It is now up to all stakeholders, teachers, parents, students, and the wider community, to match the ministry’s resolve. With the foundation being laid, Linden has the opportunity to become not just a beneficiary of reform, but a beacon of what equitable education can achieve nationwide.
