Shifts in Education Policy, Administration and Governance in Guyana 1831–2017. Seeking ‘A Political’ Agenda for Equity and Renewal

Taking a socio-historiographical approach and reading the paper through Hodgson and Spours political eras, the paper reveals five education policy-eras in Guyana. First 18311953; British Imperialist rule trafficked slaves from Africa to Guyana. Emancipated slaves in 1838 were replaced by indentured Indian labourers shipped to Guyana by the British. The White elite predominantly educated the White elite. Second 1953 1963; state education offered different entitlements to different groups inducing fear, mistrust and violence. Third 1964 1980; Independence from British rule increased extreme political turbulence. A weakened global and national economy was blamed on teachers for not delivering a skilled labour force. Fourth 1981 2002; the economy improved but political turbulence prevented developing cosmopolitan citizens’ and migrants’ skills for their local economies. Fifth 2003 2017; internationally funded strategic-plans supported increased international interests in: legal and illegal trading of Guyana’s resources; Guyana’s labour force; mobility of production. Throughout these eras education policies have been frustrated by market force, trafficking people, corruption, political turbulence and a lack of equitable participation in state constitutions and institutions. A new ‘Theory of Equity for Cosmopolitan Citizens’ is presented, requiring proof of concept with nation-states with growing mi-grant