Featured Quote:

 “The community drives this and we’re doing everything collaboratively with them. Even fundraising – they have to agree who we take money or resources from. From the outset we have a joint Management Committee and joint Development Committee, half the people from us, so that we can together very iteratively respond to things that neither of us have thought about.”

Innovation Report: Could you elaborate on how this project began and the process of selecting the location for the campus?

Prof. Paloma Mohamed Martin: About 10 years ago, the communities in the South Rupunini approached the university wanting to set up a research station. Then two years ago, five Toshaos (chiefs) came to my office to discuss problems in their community. They explained how many secondary school students graduate each year with nothing really to do, often gravitating toward the mines or other problematic activities. While government does provide access to university education, the distance creates cultural challenges – they told me “our men don’t wait for women for more than a month.” This meant we needed to put the campus where families could stay together.

I told them a research station wouldn’t serve their purpose – we needed a satellite campus. They were incredibly diligent, getting all 21 communities to agree since this campus would be on indigenous lands. When they showed me potential locations, the third site was fascinating. As soon as I stepped on the sand, it felt electric. They told me this was Makoto, their most ancient and sacred spot in the community.

Innovation Report: How are you approaching curriculum development to balance traditional academic subjects with indigenous knowledge?

Prof. Paloma Mohamed Martin: We’re following an inductive process because nobody really knows exactly how this will work. We do have an Amerindian Studies Unit that’s 30 years old, which has been working on archaeology, indigenous knowledge, languages, etc. with these communities. But our primary approach was to ask the communities to conduct a survey across all communities about what they felt could be achieved in the short, medium and long term.

There are two main tracks. One focuses on training for those who have been out of school for a long time or are more trade-oriented. The other is for those aspiring toward higher education in fields like medicine. We analyzed the data and ranked programs based on demand and required resources. We’re starting with online programs in education and business that we can implement immediately, especially as the government is installing Starlink hubs across the country.

We’re also testing gaming technology in education – an augmented virtual reality platform that’s device-agnostic and doesn’t require constant internet connection. We think this could be effective for teaching skills like plumbing that need sequential learning. Importantly, we have to adapt our academic calendar to their cultural seasons – instead of two three-month semesters with a break, we’re combining them so they have six months free for traditional activities.

Innovation Report: What does long-term success look like for this campus?

Prof. Paloma Mohamed Martin: We can benchmark against our Tain Campus near the Suriname border, which is 25 years old. If we can attract a minimum of 100 students yearly in academic programs and train 100 youth annually in specific skills like construction and jewelry making, that would be significant. If we see about 50% of those people opening businesses or staying to practice in the community over the next 5-10 years, that would be a major achievement.

We’re also focused on building international collaborations. We already have universities and institutions reaching out about sending teams, collaborating on research, and studying our model. There’s significant interest not only in indigenous development but also in studying environmental issues, water resources, mercury contamination from mining, and various other topics.

Innovation Report: Could you elaborate on the specific needs within the community that this campus addresses?

Prof. Paloma Mohamed Martin: The mines cannot absorb everyone seeking work, and this leads to various social issues – prostitution, teenage pregnancies, cycles of poverty, smuggling, interpersonal violence. Recently, I spoke with epidemiologists from Harvard who highlighted environmental problems associated with mining, particularly mercury exposure and its impacts on human health and the environment.

But there’s also tremendous economic potential. They have amethysts and other beautiful stones that could be used for jewelry making – you don’t need an academic degree for this, but you need training in stone cutting and jewelry making. There are challenges with agriculture, cultural norms around time and work that need to be navigated, but the fundamental issues are livelihoods and the social and environmental impacts of limited development opportunities.

Innovation Report: How is the campus being designed to work in harmony with its surroundings?

Prof. Paloma Mohamed Martin: The physical design is modeled after our research center at Sophia Point in the Essequibo River. The building follows a circular design based on a benab, which indigenous groups use – a central pole with circular seating, avoiding hierarchical head tables. It has two extending arms – one for dormitories and another for wet labs and other facilities, with the central space serving as an auditorium. 

We’re using local materials and working with indigenous builders, though the lack of electricity presents challenges and we’ll need to rely on alternative power generation methods.

Innovation Report: How do you hope this initiative could contribute to the broader dialogue on indigenous rights and land issues in Guyana?

Prof. Paloma Mohamed Martin: This is already catalyzing important discussions. We’re planning an international conference on indigenous peoples, and the project is drawing interest from indigenous communities across the Caribbean and worldwide. The decision to build on indigenous lands was strategic – it ensures community buy-in and sustainability since they have ownership and legacy invested in it. It’s not just about meeting educational needs; it’s about respecting their desire to stay in their communities while accessing education.

Innovation Report: What role can academic institutions play in helping mitigate risks during Guyana’s current period of rapid economic growth?

Prof. Paloma Mohamed Martin: While the offshore oil projects are far from these communities, they face more immediate impacts from gold mines discovered on indigenous lands and carbon credit initiatives involving their forests. The University of Guyana, through our Amerindian Research Unit and other institutions, provides research, guidance, and facilitates dialogue between competing interests. We often serve as neutral brokers in these complex political situations, which is one reason communities trust us enough to allow this deep partnership.

We’re also educating the next generation of indigenous professionals – this year we’re graduating our first indigenous dentist. With online learning, more community members can study while staying in their communities, becoming models for others. As the state university, our voice carries significant influence, even if not always overtly.

Innovation Report: How can academic institutions ensure the integration of indigenous knowledge doesn’t lead to its exploitation?

Prof. Paloma Mohamed Martin: This is a critical question. Our approach centers on involving communities in every decision through joint advisory and management committees. University ethics review boards play a crucial role in ensuring research benefits communities, not just academia. We also focus on teaching students and interns a value system that respects indigenous heritage and rights.

The University of Guyana has four aspirational goals, one being that we should be a model for the nation. This isn’t just about academic achievement but about creating successful citizens who understand their responsibilities to communities. Meanwhile, we work to empower communities to protect their values, rights, livelihoods, and culture. As a national state university with a long history of indigenous relationships, we’re uniquely positioned to do this work, though the current moment and resources allow us to do it more systematically than ever before.