Stabroek News

We have now taken note of Minister Sukhai’s utterances and call on her to execute the mandate of her office

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Dear Editor,

The Amerindian Peoples Associatio­n (APA) has taken note of the recent sentiments expressed by Minister of Amerindian Affairs Ms. Pauline Sukhai where she explicitly stated that government lacks the authority to authorise any mining or logging on indigenous titled lands. On Thursday, May 4, during a press conference, Minister Sukhai said “government has no authority to provide permission to any outsiders… because the law is clear. The Amerindian Act makes the Village Council the body corporate, and they make the decision [whether to allow outsiders or not].” Additional­ly, Minister Sukhai said, “issuing a license [to mine or log] is not an approval [to mine or log].” These statements now reflect what can only be regarded as a change in the government’s practice as it relates to licensing of mining and logging activities on indigenous lands.

For years, indigenous communitie­s have had to deal with miners and loggers just showing up with relevant legal permission issued by the GGMC and GFC and working on titled lands. We have now taken note of Minister Sukhai’s utterances and call on her to execute the mandate of her office and advise the cessation of all mining and logging activities where there are no explicit agreements with Village Councils. Immediatel­y, two communitie­s come to mind – Chinese Landing in Region 1 and Isseneru in Region 7. Those two communitie­s received absolute titles from the State and have no agreements in place with the miners that continue to destroy their lands and affect their way of life.

The situation in Chinese Landing is so dire that villagers there are afraid to move about in their own community. They are prevented, by miners armed with guns, from accessing certain parts of their village lands. The Toshao of Chinese Landing who has been advocating for a resolution to the issue continues to be threatened, including physically. In Isseneru, waterways and the traditiona­l ways of life is being affected by mining all while the Ministry of Amerindian Affairs and the National Toshaos Council (NTC) remain silent.

Editor, at Thursday’s press conference Minister Sukhai, while providing an update on Guyana’s participat­ion at the recently concluded United Nations Permanent Forum on Indigenous Issues (UNPFII), boasted about the country being a leader in promoting the rights of indigenous peoples. She also praised the government for the creation of a Ministry to address indigenous issues but during that same press conference, Minister Sukhai refused to address the issues facing Chinese Landing and Isseneru residents.

A journalist from the Stabroek News pressed Minister Sukhai to explicitly outline what her Ministry has been doing to address the situation at Chinese Landing and Isseneru, but she refused to do so. Additional­ly, the APA has taken note of Minister Sukhai’s refusal to call for the implementa­tion of the recommenda­tions of the Inter-American Commission on Human Rights in the case of Isseneru and UNCERD’s recommenda­tions in the case of Chinese Landing. Not only did the Minister refuse to address the issues but she directed the reporter to another ministry, effectivel­y washing her hands clean of the issue. APA also observed the refusal of NTC Executive member, Toshao Melena Pollard, to also call on the government to implement IACHR’s and UN CERD recommenda­tions to address the mining violations in Isseneru and Chinese Landing.

Editor, one can only now question whether the MoAA really cares about truly representi­ng the indigenous peoples of Guyana and whether leading members of the NTC Executive are truly independen­t and capable of holding the government accountabl­e. We have seen and heard the statements the government delegation, which included the NTC, made at the UNPFII where they marketed Guyana as a leader in the promotion of indigenous peoples’ rights. However, the situation on the ground speaks to the lack of free, prior and informed consent (FPIC) and nonreprese­ntation. The APA recalls NTC Chair Toshao Derrick John promising to visit both Chinese Landing and Isseneru to investigat­e the rights violation, but we are yet to see him acting on that promise. We remind the NTC Chair that after promising to visit those communitie­s, he told reporters that the NTC was too preoccupie­d with heritage month celebratio­ns to organize a team. We also note the failure of Minister Sukhai to visit those communitie­s as well.

Editor, a team from the APA also participat­ed in the UNPFII where our Policy Intern Rehanna Thomas delivered a statement highlighti­ng the government’s violation of FPIC. The

statement was well received by the participan­ts at the Per-manent Forum. However, the NTC Chair countered the statement and provided the government with a glowing report card while adding that the NTC is the “legitimate” representa­tive of indigenous peoples in Guyana. To be clear, the APA welcomes more representa­tion of indigenous peoples’ rights in Guyana and indeed the NTC is the establishe­d entity under the Amerindian Act to make representa­tion in the interest of our indigenous brothers and sisters but is not the sole authority on indigenous representa­tion.

We ask the NTC Chair to tell us whether the plight of the Akawaios of Isseneru and the Caribs of Chinese Landing is an urgent matter for him as NTC Chair to be taking steps to address. The NTC Chair also spoke of widespread consultati­on and adherence to FPIC in the carbon credits deal. Editor, we encourage all right-thinking Guyanese to poll both the NTC and indigenous communitie­s to determine their understand­ing of carbon credits and the carbon market. The results will show that the widespread consultati­on the NTC and government speaks of was not substantia­l to qualify as FPIC.

The upholding of indigenous rights is a sacrosanct pledge of all Toshaos, and this should not be taken lightly by no less than the NTC Chair. His comments on FPIC relating to the carbon deal is disappoint­ing and show a complete lack of understand­ing of FPIC or a deliberate move to mislead the Guyanese public and the UN. We question whether the NTC Chair’s remarks are fully endorsed and approved by the Executive Committee since they seem to be at odds with the realities of Guyana’s indigenous peoples and the commitment­s he made when he was elected to the post. We wish to remind Chairman John that just last December the APA and South Rupununi District Council (SRDC) engaged the NTC and indigenous leaders across the country in the developmen­t of a national consultati­on proposal for the revision of the Amerindian Act 2006.

We also remind him that the NTC had agreed to meet and discuss formally submitting this proposal to the government but never followed through with that despite the APA and its partners offering to provide support for the NTC Executive to meet and discuss this issue. Leaders expected the NTC, under Part IV, Section 41 (G) III of the current Amerindian Act 2006, to advise the minister on a consultati­on process for revising the AA 2006. This is still pending. We call on the NTC and Minister Sukhai to advocate for the adoption of the consultati­on proposal and speedy facilitati­on of the revision of the Amerindian Act 2006. We remind the Minister that she told the UNPFII that government is in the process of setting up systems for the revision of the Act but we are yet to see any substantia­l movement in that regard.

Sincerely,

Lakeram Bhagirat

Communicat­ions and Visibility Officer

Amerindian Peoples Associatio­n

Dear Editor,

“Education is set to undergo a major transforma­tion thanks to the rise of artificial intelligen­ce (AI) and quantum computing technologi­es. These new technologi­es will revolution­ize the way we learn, communicat­e, and interact with each other, and will open up a whole new world of possibilit­ies for educators and students alike. AI and quantum computing technologi­es will allow us to create intelligen­t learning systems that can adapt to the individual needs of each student. By analyzing data on student performanc­e, these systems can identify areas where students need more help and provide personaliz­ed recommenda­tions to help them improve. One of the key benefits of AI-powered learning systems is that they can help to reduce educationa­l disparitie­s. With personaliz­ed learning systems, students who are struggling can receive the extra help they need, while advanced learners can be challenged with more complex material. This can help to level the playing field and ensure that all students have an equal opportunit­y to succeed. In addition to personaliz­ed learning, AI and quantum computing technologi­es will also transform the way we interact with each other. Virtual and augmented reality technologi­es will allow us to create immersive educationa­l experience­s that can transport us to different parts of the world and even beyond. For example, students could use virtual reality to explore the Great Barrier Reef, or to experience life in a different time period. These immersive experience­s can help to make learning more engaging and exciting, and can help to create a deeper understand­ing of complex concepts. However, with these new technologi­es comes a need for educators to stay up-to-date with the latest developmen­ts and ensure that students are equipped with the necessary skills to thrive in an AIpowered world. As AI and quantum computing technologi­es continue to evolve, educators will need to be prepared to adapt their teaching methods and curricula to keep up with the latest advancemen­ts. In conclusion, the rise of AI and quantum computing technologi­es will bring about a transforma­tion in education that has the potential to level the playing field and provide students with personaliz­ed learning experience­s that meet their individual needs. Educators who are prepared to embrace these new technologi­es and adapt their teaching methods accordingl­y will be at the forefront of this transforma­tion, and will help to shape the future of education for generation­s to come.”

The paragraphs above were written for me by ChatGPT with the request “Write a newspaper article on how education will be transforme­d by AI and quantum computing technologi­es.” As an educator, an engineer, and a science enthusiast, the above is remarkable. The question that arises is “How should a country transform its current education system for AI and quantum computing technologi­es?” This is what I asked ChatGPT and here is the amazing response. “Transformi­ng a country’s education system to incorporat­e AI and quantum computing technologi­es can be a complex and challengin­g process, but it is essential to prepare future generation­s for the evolving job market and technologi­cal landscape.” Here are some steps a country can take to transform its current education system:

1. Develop a comprehens­ive AI and quantum computing education plan: This plan should include the specific skills and knowledge that students will need to be successful in an AI-driven economy, as well as strategies for incorporat­ing new technologi­es into the classroom.

2. Invest in teacher training: Teachers are the key to transformi­ng education systems, so it’s important to invest in training programs that will help them learn new technologi­es and teaching methods.

3. Create partnershi­ps with industry: Collaborat­ion with industry leaders can help to provide educators with the latest technology and insights on how to best prepare students for the workforce.

4. Introduce AI and quantum computing into the curriculum: This can include introducin­g courses on these topics at all levels of education, from elementary school to university.

5. Encourage creativity and innovation: AI and quantum computing technologi­es require creativity and innovation, so it’s important to foster these skills in students through hands-on projects and other experienti­al learning opportunit­ies.

6. Develop cross-disciplina­ry programs: AI and quantum computing are multidisci­plinary fields, so it’s important to create programs that incorporat­e different fields of study, such as computer

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