Not long after we
arrived at Siparuta Mission Academy, Mr. and Mrs. Lawrence, and the
girl from the village they claimed was their adopted daughter, left
on a two week trip to Bethany Medical Missionary College, also known
as the GAMAS resort (their nickname, not ours). They told us that
when they returned they would be returning with some missionaries to
do some work on SMA’s campus. When they came back we learned that
these missionaries were part of a program called the Missionary In
Training, or MIT, program. Later on, we learned that Granny’s son,
Mr. McDaniels, who is the GAMAS board member in charge of education,
just had an idea to find a use for all the former Kimbia Mission
Academy students who were sitting around with nothing to do. While
that is not a bad idea in and of itself, it was not executed in the
best way. The program had no definite structure. It seemed like an
off-the-cuff idea that Mr. McDaniels ran with. When the MITs arrived
in Siparuta, the bulk of their time was spent renovating Granny’s
house down in the village, doing MIT laundry (the young women) and
cooking meals (the young women) for everyone living at SMA (MITs and
SMA staff and on campus students). What they did do on campus was to
build a septic tank for the house where we were living, which we were
most grateful for, as it allowed us to have a toilet in our house,
making our son’s potty training less harrowing.
When we spoke with
Pastor W. James a month or so ago, we found out a few things. W.
James had been made known to us as the Vice President of the Guyana
Conference of SDAs; President R. James of the Guyana Conference of
SDAs informed us that he was not the VP, but the Wills and Trust
Director. We found out that W. James was the president of GAMAS. He
did not know about that MIT program at all. He also was not aware
that persons without CXC (Caribbean Examination Council) subjects
were allowed to attend Bethany. Not surprisingly, he also claimed to
be unaware of what we had gone through, stating that he was only
informed that the two families—meaning ours and the Lawrence
couple—could not get along. He told us he knew nothing of Pastor
Ash’s trip to Siparuta to mediate, nor of the letter Pastor Ash
wrote (see the end of Part 5) on behalf of the GAMAS board, on which
W. James was carbon copied.
Back to the two-year
MIT program that the GAMAS president knew nothing about. This had
become a point of discussion between us and the SMA administrator and
principal. They had stated repeatedly that the villagers did not
want their children being trained to be missionaries. Yet all of a
sudden, they wanted to stream all the fifth-formers into this new
idea that Mr. McDaniels had come up with. So we asked them to
clarify what the mandate of the school was: to prepare these students
for CXC exams and beyond, or to get them to agree to join this MIT
program. My husband pointed out to them that the school needed to
have a primary focus, so he knew when he had met his objectives with
his students. They kept vacillating between the two. We pointed out
that they could not change the mandate of the school without
informing the parents and allowing them to make a decision about
whether they wanted to keep their children at the school. Doing this
was deception. They got parents to enroll their children with
promises of giving them a solid education and getting them four to
six CXC subjects. They were not fulfilling that mandate, and now
they wanted to change it without the knowledge of the parents.
But that was not
surprising, considering how they tended to handle things generally.
Parent-teacher meetings were more about Mr. and Mrs. Lawrence and
Granny telling the parents things than actual dialogs between parents
and teachers. This was not only a concern for us; multiple parents
expressed that they found that when they interacted with the
Lawrences, they did not listen to them. Similarly, staff meetings
turned out to be sessions to tell the staff what they were to do
rather than have meaningful discussions about issues on campus.
Following the departure
of most of the MITs, a vocational training program was suddenly
implemented. This was approached with little forethought, as was also
evident with the MIT program. Both were suddenly implemented without
any planning into what skills and knowledge they wanted participants
to accomplish, how training would occur or how trainers would ensure
that trainees had gained the skills intended. In fact, letters went
out to the parents on Friday, November 8 about the vocational program
that was to start Monday, November 11. It stated that the students
would be trained in Construction, Mechanics, Electronics, and
Agriculture. The first set of classes began that Monday with no
previous staff meeting and staff members and students were assigned
to Grounds, Agriculture, Construction, and Food Preparation. Despite
the fact that I expressed concerns that they were simply modifying
the work program from the primarily dorm school that was Kimbia and
calling it a vocational program for the primarily day school that was
SMA, class titles were merely adjusted one or two times, but the
approach didn’t change. The basic approach was to use the students
to accomplish tasks on campus without ensuring that the students were
learning the theory and gaining the practical skills, or even
ensuring that the tasks were completed properly. In fact, the entire
program was flawed because most of the teachers themselves did not
understand how to do what they were teaching the students to do.
Beyond this vocational training program, class times and teachers
were shifted around quite a few times—again without informing
parents or seeking their input.
In the midst of me
writing Part
5, we found out about the plans for the current fifth-formers at
SMA. Next month, they will all be enrolled in this MIT program.
When Jermaine called W. James to find out what was happening with the
MIT program, he informed him that it was now an approved program with
forms that needed to be signed by parents and the local pastor.
Note: the local pastor has somewhere between seven and nine churches
in his district covering over 100 miles and doesn’t get around to
Siparuta very often. He depends on Mr. and Mrs. Lawrence for reports
about the youngsters in Siparuta. Mr. McDaniels will come for all
six young women and carry them to Kimbia Mission Academy where they
will spend six months. After that they will be taken to Bethany for
another six months. Then they will be placed at one of the GAMAS
projects as teachers/staff. This reduces the amount of missionaries
GAMAS will need from outside, and gives them ultimate control over
their projects. They are also guaranteed a regular volunteer work
force.
We are very worried
about what will happen to these young women. But how do we stop
this? The young women do need a viable option post-graduation.
However, the GAMAS/SMA system has already failed them. In January of
this year, Jermaine had to use primary school books to teach the
fifth-formers how to do fractions and decimals, since, over the
years, the school had failed to lay a foundation for further
Mathematical knowledge to be gained. Multiple pleas were made to the
SMA Administration to extend the time in classes before allowing the
fifth-formers to sit CXCs but this was sternly refused. To make it
worst, little to no extra classes were done. Also in April, over the
Easter break of three weeks instead of doing rigorous
revision/preparation, the entire SMA staff left the school and
journeyed to the other end of Guyana on a “mission” trip,
leaving the girls to prepare themselves for exam and returning just a
few days before their first exam. Though
we and many others are praying for the girls’
success in their exams, the poor preparation they have received gives
them a low chance of success. This has indeed been the case for many
years and the village council and those at Amerindian Affairs
have expressed concerns that a lot of students leaving SMA have
a primary level education and have to go back to learning
things from the basics.
By placing these girls
in this MIT program, that
offers them no tangible future beyond GAMAS, not only would these
girls have lost the value of their high school years, but also two or
more years beyond. Also, let us consider what will happen when these
girls and others like them are placed in classrooms to teach other
students. How can they impart what they have never gained?
Lest you think this could never happen, consider this. One of the
current teachers at SMA has no CXC subjects.
He like these six girls
has
the potential to accomplish much with their lives for God, but those
in the system have failed them. What are we going to do to stop this
cycle?
One
way to help is to pray
with us that God will intervene by overhauling GAMAS or providing a
better option for these students. If
you would like to help in any other way feel free to contact us.
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