WHAT THE PEOPLE
SAY ABOUT: The teacher exodus to Botswana
By Miranda La Rose
Stabroek News
March 22, 1999
Earlier this year over 80 teachers left the country for Botswana
in southern Africa. The African country has once again
advertised for another batch of teachers. Only recently, too,
the Turks and Caicos Islands in the Caribbean joined in
advertising. We asked the man/woman-in-the-street what the
government could do to stem the wave of migration to foreign
countries in view of the country's economic situation. Their
views follow:
Prabudyal Sattaur
Prabudyal Sattaur - clerk: `I think that the first thing is that
government has to look at the welfare of teachers. If the economy is
embarrassing at this time then we have to look at other means such as
market supplements which could be taken care of by agencies such as
SIMAP and non-governmental organisations. Government will, however,
have to facilitate this process. Knowing of the economic situation, the
GTU has to also play its role through encouraging thrift savings through
its credit union. It has to devise schemes through which it would be able
to give small loans with repayments made over a period of time. Where
government could help, such as making available lands for teachers'
housing schemes, it should do so. It could grant duty-free concession for
the importation of cars for senior teachers like they do for police
inspectors. I think right now we have to look at how we can keep our
teachers because the key to development depends on education and
human resource development.'
Lester Lewis
Lester Lewis - painter: `We agree that the teacher's salary is very
important. But given the situation of the country's economy, we have to
think in terms of how we can stem the flow of our teachers from migrating
by offering them not only better salaries but improved working conditions
and incentives. If teachers live away from the area where they teach, they
should be given transportation allowances. In many cases a huge chunk of
the teacher's salary goes to paying for transportation. Headteachers,
deputies and teachers who would have served for a number of years
should also qualify for duty-free concessions. Teachers in training should
be given their salaries. Other allowances which should be considered are
clothing, house and meal allowances. Something has to be done urgently
because we would not only lose teachers to foreign countries we would
lose them to better paying professions right here in Guyana. Some have
turned to trading and some are operating their own mini-buses and taxis.'
Compton Dyal
Compton Dyal - ex-teacher/farmer: `Salaries are very important
incentives. Granting duty-free concession for means of transportation for
senior teachers and a better system of promotion and remuneration should
be granted to teachers based on years of service and grades of schools at
which they teach. Because of the administrative structure in a school there
may be no room for upward mobility but teachers with years of experience
and eligible for promotion should be paid for the years of service. That
teacher should not earn the same as a teacher who would have just
graduated from teachers' training college. Allowances and incentives
should also be given to teachers being transferred from one location to
another.'
Bridget King
Bridget King - ex-nurse/homemaker: `Teachers and other
categories of public servants need better remuneration package to
upkeep their families. Regardless of how committed to the profession a
person may be, the fact is, every service you turn to, has a bill attached.
The only way to retain our teachers is to increase their pay. Teachers are
like nurses who want to go on to the University of Guyana but they cannot
do so because when they take a loan the salaries they earn on leaving the
university are so meagre that they prefer not to. Many go to other
countries with the intention of making money and returning home. They
make their money and they hardly return to the country that educated
them in the first instance.'
Fazlur Sattaur
Fazlur Sattaur - businessman: `I think that the main issue is salaries.
It is very important to the teacher and the profession. At this point in time
when the education system is crying out for improvement, government
should make education a priority. Teachers serving over a number of
years, for example after every five years should be given increases in
salaries and incentives. It would be something to look forward to and
others would be encouraged to join the profession and to stay in it.
Headteachers of schools, senior teachers should be among public servants
who are granted duty-free concessions for cars and other means of
transportation. Imagine the headmistress of a senior secondary school in
the city cycling to school each day. We have to restore respect to the
profession.' \
Cleveland Davidson
Cleveland Davidson - public health officer/pastor: `The first thing
that comes to mind is an increase in wages and salaries. But how could the
country afford that when the economy is not performing. Apart from
salaries, however, conditions of work must be greatly enhanced. Lots of
teachers now teach because of their love for teaching and their love for
children not for the level of remuneration and because there is someone
else there to support them. Affordable housing offered them by
government could be an incentive. The same way Banks DIH and
GUYSUCO can use lands and housing as incentives I think government
can do the same. We need to find innovative ways not only to retain our
teachers but our nurses and other professionals.'
Royston King
Royston King - public relations officer: `Regardless of what
system or systems are put in place the bottom line would be economics. If
our teachers are not adequately remunerated and cannot take care of their
families in a decent manner with good housing, medical expenses taken
care off, affordable transportation and adequate library facilities they will
continue to migrate and to look for better conditions of work. Even if they
are given lands to build houses and loans to build their houses, if they do
not earn a decent salary, how will they pay back their loans? Moving to
greener pastures becomes a priority instead of being patriotic. When a
teacher leaves the country for another he or she is not necessarily
concerned about the education system there or how developed the
country is. The teacher is concerned about making money and being
comfortable.'
Juliet Rose
Juliet Rose - housewife: `I do not like the idea of our teachers leaving
Guyana to go to other countries to give of their service when it was
Guyanese taxpayers that helped to get them educated. Government has to
seriously address this issue. Government in consultation with the
teachers' union and other interested parties would have to look at ways
and means to improve salaries, working conditions and incentives for
teachers so that they could remain in the country. Government has to act
now or we would not have experienced teachers in our schools.'
Richie McNaughton
Richie McNaughton - regional councillor/Upper Mazaruni
resident: `Hinterland and riverain communities need trained teachers. In
the Upper Mazaruni River most of the teachers are not trained. Teachers
are not motivated to stay because their salaries are too small and they
cannot cope with the cost of living in the interior. The cost there is high
because every commodity has to be air freighted there and one pound by
air costs $80. For instance one gallon of gasoline is $1,000. The Regional
Democratic Council of Region Seven has been asked by teachers to assist
them in allowances and in making representation on their behalf. We
cannot pay the teachers. We can only make the representation but
government has to act. Government has to increase hardlying allowances
for teachers or we would be left without.'
Alfred Rambarran
Alfred Rambarran - taxi driver: `Give the teachers lands to build
their homes, give them duty-free concessions to acquire their own means
of transportation. They have families, too. Other countries are offering
free travel tickets for them and their family and we cannot even make
available money to pay our own teachers after investing heavily in them.
The teachers should be paid enough to be in a position to pay a mortgage
at the end of the month and to live a decent life. They should not be
allowed to migrate until they would have repaid their loan. Teachers
should also benefit from a subsidised medical scheme. I think a health
programme is very important. The Ministry and the GTU must come up
with firm recommendations which could ease the migration of our
teachers. Other countries are reaping our benefits.'
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