Nurturing values, creativity & young writers

The engagement between the education minister and a young author has drawn attention to a wider and pressing issue within the national education landscape, the need to deliberately nurture values, creativity, and leadership alongside academic attainment. At a time when education systems are under pressure to deliver measurable outcomes in literacy, numeracy, and science, the role of storytelling, moral reasoning, and creative expression risks being treated as secondary. This moment serves as a reminder that education policy must balance technical competence with character development if it is to produce well-rounded citizens.

Across Guyana, concerns continue to surface about student behaviour, cooperation, and social responsibility within schools. Teachers regularly highlight challenges related to teamwork, empathy, and respect among learners, particularly as digital culture and social media reshape how young people interact. These are not problems that can be solved solely through stricter rules or revised curricula focused only on examination performance. Values such as respect, fairness, and responsibility are best cultivated through consistent exposure to ideas that encourage reflection and shared understanding. Literature and storytelling have long played that role in societies across the world.

Children’s writing that centres on ethical behaviour, cooperation, and empathy demonstrates how young voices can meaningfully contribute to this process. When students see peers engaging in creative work that reinforces positive values, those messages often resonate more deeply than directives delivered from authority figures. This underscores the importance of creating structured opportunities within the education system where young people are encouraged to write, read, and discuss stories that reflect both personal experiences and broader social ideals.

The discussion around a national writing camp highlights an important policy direction. Such initiatives, when carefully designed and sustainably supported, can address multiple developmental goals at once. Writing camps can strengthen literacy skills, encourage critical thinking, and build confidence in self-expression. At the same time, collaborative activities inherent in creative workshops foster teamwork, listening skills, and mutual respect. These are competencies increasingly recognised as essential for leadership in both civic life and the modern workplace.

However, the success of initiatives of this nature depends on how they are positioned within the wider education framework. One-off programmes, while well intentioned, risk becoming symbolic gestures if not embedded within a broader strategy for arts and literacy development. For meaningful impact, creative writing opportunities should complement classroom instruction, teacher training, and access to age-appropriate reading materials. Educators must also be equipped to guide students in linking creative expression with ethical reflection and social awareness.

A programme engaging a small number of students can serve as a pilot, but long-term planning must consider how similar opportunities can be extended to hinterland and rural communities, where resources are often limited and literacy challenges more pronounced. Talent is not confined to urban centres or well-resourced schools. A national approach to nurturing young writers should actively seek inclusion, ensuring that children from diverse backgrounds are able to participate and be recognised.

The alignment of creative initiatives with national development goals is another critical consideration. Guyana’s future leadership will require individuals who can communicate clearly, think creatively, and act responsibly. Technical expertise alone will not suffice in addressing complex social, economic, and environmental challenges. Storytelling, when guided by strong educational principles, helps young people understand perspectives beyond their own and prepares them for collaborative problem-solving.

At the policy level, the engagement of senior education officials signals recognition that literacy development extends beyond basic reading and writing proficiency. It involves cultivating a culture where ideas are exchanged respectfully and creativity is valued. This recognition must translate into consistent investment, clear objectives, and measurable outcomes that go beyond participation numbers. Evaluation mechanisms should assess not only skill development but also improvements in confidence, cooperation, and ethical awareness among participants.

Ultimately, the broader issue highlighted by this engagement is the role of education in shaping the kind of society Guyana seeks to build. Schools are spaces where values are reinforced and future citizens are formed. Encouraging young people to articulate positive messages through writing is not a diversion from core educational goals but an essential complement to them.

As education reforms continue, creative and values-based initiatives should be treated as integral components of national development rather than optional additions. When young voices are supported and guided, they contribute not only stories, but also insights into the moral and social direction of the country. That contribution deserves sustained attention, thoughtful policy support, and a clear place within the education system’s long-term vision.