Ministry of Education, Guyana

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Each year the Walter Roth Museum hosts its annual Amerindian myths, legends and oral traditions of Guyana and an Archaeological Fair and Exhibition in observance of Indigenous heritage month. 

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1) Review of the legal and institutional framework applicable to Indigenous Peoples. 

The legal and institutional framework applicable Amerindian Peoples in Guyana is governed by the Amerindian Act 2006. The Act provides "for recognition and protection of the collective rights of Amerindian Villages and Communities, the granting of land to Amerindian Villages and Communities and the promotion of good governance within Amerindian Villages and Communities". Among other things it lays out the Governance structure, composition, function and power of the Village Councils and mandate/duties of the Toshao as village representative. The Act further established the National Toshao Council (NTC). Additionally the Amerindian Act 2006 established the inalienability of village lands and the allocation and lease of lands to residents.

Friday, 04 April 2014 20:00

Amerindian Peoples Plan

The objective of the Guyana Secondary Education Improvement Project is to increase the number of students with access to secondary school mathematics teachers benefiting from continuous professional development nationwide and, to increase the number of students in secondary schools with improved learning conditions in targeted regions.

The direct Project beneficiaries would be: (i) about 75,000 secondary school students nationwide; (ii) approximately 800 secondary level mathematics teachers nationwide; and (iii) the Ministry of Education, which would benefit from improved capacity in Education Information Management System (EMIS). In addition, approximately 3,600 students each year would benefit from new secondary school facilities in Regions 3 and 4, of which an estimated 1,800 students each year would otherwise be excluded from secondary education. Given current enrollment shares between males and females in these regions, 56 percent of the student beneficiaries would be female. More broadly, students’ families and society in general would benefit indirectly from a higher number of secondary education graduates with the necessary knowledge and skills to be productive, obtain decent-paying jobs and contribute to Guyana’s modernizing economy.
The project would achieve its development objective through implementation of three components:

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