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<META NAME="Description" CONTENT="Guyana is the only English-speaking country in South America. Along with the other two Guismas in northeast South America, it was not invloved in the early-19th century campaigns for independence, Much of the original Native America population was decimated by Europeam diseases. A few poeople European ancestry form part of the popiulation. The most important two groups are the descendents of African slaves and Asian Indians imported for endetured labor. A number of schools wre founded in urban areas. After the British ended slavery (1838), the emancipated slaves began attending schools operated by the London Missionary Society, but few advanced beyond the primary level. Planters and colonial officals generally discouraged the Asian Indians from attdnding school. Thus a comprehensive public school system promoting unversal education was not adopted until independence. The new independent government gave priority to bulding a comprehensive education system. Tuition free education from nursery school through university isnow available to Guyanese youth. As a result, Guyana now has one of the highest literacy rates in the region. Older people have generally limited levels of education, but young people have mostly completed primary school and many have some secondary schooling.  With photos and text. ">

<META NAME="KeyWords" CONTENT="Guyana, GHuyanese, education, school, schools, education system, school system, school uniform, escuelas Chilenas. educacion chilena. ">

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<CENTER><h1>Guyanese Education</h1></CENTER>

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<img src="/image/date/2011/09/10/guy-su01s.jpg" alt="Guyanese eucation" ></a>

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<i>Figure 1.--This photo shows two siblings walking home after school in a rural village of the Co-operative Republic of Guyana.  Notice the English-styled school uniforms.  They look to be Native American children.  </i>
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<p> Guyana is the only English-speaking country in South America. Along with the other two Guismas in northeast South America, it was not invloved in the early-19th century campaigns for independence, Much of the original Native America population was decimated by Europeam diseases. A few poeople European ancestry form part of the popiulation. The most important two groups are the descendents of African slaves and Asian Indians imported for endetured labor. A number of schools wre founded in urban areas. After the British ended slavery (1838), the emancipated slaves began attending schools operated by the London Missionary Society, but few advanced beyond the primary level. Planters and colonial officals generally discouraged the Asian Indians from attdnding school. Thus a comprehensive public school system promoting unversal education was not adopted until independence. The new independent government gave priority to bulding a comprehensive education system. Tuition free education from nursery school through university isnow available to Guyanese youth. As a result, Guyana now has one of the highest literacy rates in the region. Older people have generally limited levels of education, but young people have mostly completed primary school and many have some secondary schooling. 


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Free education from nursery school through university was a major reason for Guyana's 1990 estimated literacy rate of 96 percent, one of the highest in the Western Hemisphere. As of 1985, the average worker in Guyana had completed 6.8 years of schooling. Families of all ethnic groups and classes took interest in the schooling of their children, and education reform has had a central place in government policy since the 1960s.

The earliest record of schooling in Guyana dates back to Dutch rule and the arrival of a religious instructor in Essequibo in 1685. Because seventeenth- and eighteenth-century planters sent their children to Europe to study, local education developed slowly. Private schools and academies for the children of prospering non-British colonists were established and maintained in the colony during the nineteenth century; the first known reference to the establishment of public schools was made early in the 1800s.

By 1834 there were numerous schools, both elementary and secondary, in British Guiana's urban centers. After the cessation of slavery in 1838, many Africans quickly made use of the educational opportunities open to them. By 1841 there were 101 elementary schools, most of them under the direction of the London Missionary Society. A teacher-training school and a college were opened in the 1850s. Primary education became compulsory in 1876. Truancy, however, was common.

The British planters and bureaucrats discouraged the education of the Indo-Guyanese indentured laborers. The government stated in 1904 that Indo-Guyanese should not be prosecuted if they objected on religious grounds to sending their daughters to school. Planters used this policy to discourage workers from sending their children to school. Not until 1933 was the Indo-Guyanese leadership successful in changing government policy.

For most of the colonial period, secondary education was restricted to the upper and middle classes. With the exception of a very few scholarships, secondary education was paid for by parents, not the government. Thus, most of the students who completed primary school were excluded from a secondary education.

Guiding the development of the colonial school system was the traditional British view that the purpose of secondary education was to prepare the elite for its role in society. The two best secondary schools, Queen's College and Bishop's High School, both in Georgetown, employed the same curricula and methods used in British "public" schools. During most of the colonial period, there was little interest either in vocational training or in expanding educational opportunities. The requirement of a single, standard certificate based on a highly literary curriculum prevented education reform well into the twentieth century.

In 1961 the government took steps that greatly increased access to education. Many new secondary schools were opened, especially in rural areas, and school fees were abolished. Two years later, the University of Guyana was established. The percentage of children between the ages of twelve and seventeen attending school increased from 63 percent in 1960 to 76 percent in 1985. For those between ages eighteen and twenty-three, school attendance increased almost threefold, from 4.7 percent to 12.9 percent, between 1960 and 1985.





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<ul><h3>Additional Information</h3></CENTER>
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<p>Careful, clicking on these will exit you from the Boys' Historical Clothing web site, but several are highly recommended

<li><A HREF="/Ebook/NZCOM/nzbooks.html">Apertures Press New Zealand e-Books</A>: Appertures Press has published three different EBooks about New Zealnd schools.  

<li><A HREF="/app/index.html">British Preparatory Schools</a>:  A photographic book depicting life at British preparatory schools during the 1980s.  Most of the schools are English or Scottish, but schools in Italy, New Zealand, South Africa, and Ulster are also included.  The pictures show the uniforms worn at many different schools.

<li><A HREF="/Ebook/PSCOM/ps-org.html">British Prep School eBooks</a>:  Apperture Press has published six eBooks about different vaspects of British public schools.  Volume I is a general assessnent.  The other volumes deal with more specific aspects of the schools ahd school life.

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<p><b><i>Navigate the HBC Chilean pages<br>
[<a href="/country/other/co-chi.html">Main Guyanese country page</a>]<br>
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[<a href="/youth/youth/org/sco/country/la/sa/co-guy.htm">Guyanese youth groups</a>] 
[<blink>Guyanese school uniforms</blink>]
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Created:  3:10 AM 9/10/2011<br>
Last updated:  3:10 AM 9/10/2011
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