The decision by the Government through the Education Ministry to install shade houses in every secondary school across Guyana is a commendable initiative that places sustainable agriculture and technical education at the heart of the national development agenda. Announced by Education Minister Priya Manickchand during the Ministry’s annual TVET Fair and Exposition, the initiative signals a renewed focus on equipping young people with practical, entrepreneurial, and environmentally conscious skills that are essential for the future.
The move aligns seamlessly with the exposition’s theme: “Empowering Youths, Elevating Skills: TVET as a Catalyst for Inclusion.” This is not merely a slogan – it reflects the broader transformation of education into a vehicle for national resilience, food security, and economic diversification.
The significance of this initiative lies in its scope and impact. Once completed, every secondary school in Guyana will house a functional shade house, a controlled environment that allows for year-round cultivation of crops such as peppers, herbs, and leafy greens. In doing so, schools become both a learning institution and an active hub of agricultural production, innovation, and entrepreneurship.
This initiative is already bearing fruit. Several schools that have adopted the model are producing and marketing value-added goods such as jams, pepper sauce, and herbal seasonings. These products are being consumed locally and are also introducing students to the processes of branding, packaging, and retail, essential components of modern agribusiness.
Particularly noteworthy is the example of The Bishops’ High School, which has developed a full production line under this programme. The school’s approach to value-added manufacturing sets a benchmark for other institutions to follow. Another school in Region Two has also been recognised for establishing a similar model, reflecting the initiative’s growing reach and effectiveness across both urban and rural regions.
The collaboration between the Education Ministry and the Agriculture Ministry adds further strength to the initiative. The construction of shade houses by the National Agricultural Research and Extension Institute (NAREI) underscores the technical and scientific backing that supports the project. In Region Six alone, approximately 70 out of 100 shade houses earmarked for development have already been completed as of October 2024. Each structure, capable of housing 400 plants, offers a robust platform for sustained agricultural activity at the school level.
Beyond crop production, this initiative addresses several national priorities simultaneously. First, it helps to instil in students a respect for agriculture as a viable and rewarding career. Second, it empowers young people with skills that are marketable, practical, and relevant to local and global food systems. Third, it nurtures a spirit of self-sufficiency and entrepreneurship, especially among students who may go on to launch agribusinesses or contribute to community-based food production in the future.
The programme also has strong environmental implications. Shade houses, by design, use water and other resources more efficiently than open-field agriculture. They are resilient to erratic weather patterns and pests, making them an important tool in the fight against climate change and food insecurity.
Importantly, the initiative exemplifies what good public policy and inter-Ministerial collaboration can achieve. It is a clear demonstration that when education policy is integrated with national development goals such as agricultural diversification, food security, and youth employment, the result is a comprehensive strategy that uplifts communities and empowers the next generation.
The roll-out of this programme should be carefully monitored and continuously supported. Success will depend not just on the construction of infrastructure but also on sustained teacher training, community engagement, curriculum integration, and funding for product development and marketing. Schools must also be encouraged to share best practices with one another, building a network of innovation and mentorship within the education system.
Guyana stands at a unique moment in its development journey, one defined by rapid growth, a push for diversification, and a need for inclusive progress. Integrating shade houses into the secondary school system is an excellent example of how education can lead this transformation. It prepares students for exams and for life and, in the process, plants the seeds of a more food-secure and sustainable nation.
