The Development Of Secondary Education In Guyana: An Examination To Ascertain The Efficiency Of Major Educational Policies And Plans After Independence

The author in this paper attempts to examine the development of SecondaryEducation in Guyana after independence(1966 to present).The author focuses on the efficiency of Educational policies and plans during thisperiod. It must be noted that key attention is paid to education in general during theperiod of Colonialism(1930s-1965).The author deems it necessary to examine this period because it is impossible toattempt to examine the educational policies of Guyana without reflecting on the past.The author examines three phases in the development of Guyanese history-colonialism, socialism and democracy and attempts to ascertain the success or failure of educational policies during each period.This paper is composed of four chapters. In the first chapter the author mentions a number of evolutionary and sociological theories in support of the arguments put forward. While the author does not fully support any one, theories of dependency and colonialism are favoured.This chapter also deals exclusively with the History of Guyana in general and gives an overview of Educational policies during the colonial period. Here the author posits that education during this time promoted Christianity and the interests of the colonial masters.The second chapter focuses on the period after independence(1966-1994) and highlights the major reforms where education was made free from nursery to university for all Guyanese under socialist rule The author further examines these reforms and tries to ascertain how effective they were in view of the development of secondary education in Guyana.The third chapter covers the period 1995-2002 where secondary education again experienced major reforms. The author examines and analyses policies as well as some of the problems encountered by secondary education during this time. The author is of the view that many of these problems occurred during this period because of the social, economic and political crises at that point in time. It must be noted however that inefficient implementation of educational policies also contributed to the condition of secondary education in Guyana.The fourth chapter ends by listing some of the plans for 2003-2007 and analyzes the present condition of secondary education in Guyana. The author also summarizes the main points of the paper and ends by making a few recommendations. The International Development Bank IADB 1994) observed that in the mid 1960s, Guyana's secondary educational system compared favourably with that of other Caribbean nations. However, at the present time Guyana is near the bottom of all the qualitative measures.This report along with sixteen years of observation in the teaching profession has propelled the author to attempt to ascertain educational policies that may have influenced the success or failure of secondary education in Guyana. The author hopes that this research would be able to:1. guide educators and politicians into the planning and implementing of effective policies and strategies beneficial to secondary education in Guyana.2. provide a base for further research in this area.3. provide a base for comparative studies especially for Chinese students.