By: Paul Sarran
February 13, 2026
The recent statement by Dr Daren Conrad urging an end to full State funding for tertiary education has sparked important national debate. While I respect his role as an economist and academic, I must firmly and respectfully disagree with the position that free tertiary education should stop at the secondary level. Education is not merely a personal choice; it is a national investment. The funding of our education system is not something to be dismantled but rather strengthened and strategically enhanced for the benefit of Trinidad and Tobago.
The Government Assistance for Tuition Expenses (GATE) programme was introduced with a clear vision: to expand access to higher education and create a more equitable society. For decades, access to university was largely determined by one’s economic background. GATE changed that reality. It opened doors for thousands of young people who otherwise may never have had the opportunity to pursue tertiary education. To now suggest that full State financing should end risks reversing the social mobility gains we have worked so hard to achieve.
Yes, there are challenges in the labour market. Yes, there are graduates struggling to find meaningful employment. But the solution to labour market saturation cannot be to restrict educational access. Instead, we must address the structural and systemic weaknesses within our economy. The lack of diversified employment opportunities, limited absorptive capacity in key sectors, and insufficient alignment between education and industry are policy issues that require reform not a retreat from educational investment.
If there is a mismatch between skills and labour market needs, then the answer lies in better workforce planning, stronger collaboration between universities and industry, and updated labour market data to guide programme development. It calls for innovation in curriculum design, expansion into emerging sectors such as renewable energy, digital services, creative industries, maritime development and agriculture, and deeper integration within CARICOM markets through the CSME. It does not call for closing the door on aspiring students.
I personally recommend that the Government of Trinidad and Tobago reinstate funding for Master’s degree programmes. Postgraduate education is not simply about “buying time.” For many, it is about specialization, research development, innovation, and leadership training. If our nation is serious about diversification and competing in a knowledge-based global economy, we cannot limit our citizens to undergraduate qualifications alone. Advanced degrees help build policy analysts, economists, scientists, educators, and entrepreneurs who can design solutions to the very economic problems we are discussing.
Additionally, we should revisit the concept of a structured two-year national on-the-job training programme following completion of a bachelor’s degree for those who benefited from GATE. Such a system would allow graduates to give back to society while gaining practical experience. It would strengthen public institutions, support small and medium enterprises, and reduce the frustration that comes from transitioning directly from university into unemployment or underemployment. Rather than removing funding, let us build accountability and reciprocity into the system.
An educated society is better equipped to rebuild the flaws within society. Education strengthens democratic participation, improves public discourse, enhances governance, and reduces vulnerability to misinformation. It fosters innovation, civic responsibility, and regional cooperation. Through mechanisms such as the Caribbean Single Market and Economy (CSME), our graduates can access opportunities across the Caribbean region. A well-educated population positions Trinidad and Tobago not only to serve its domestic economy but to contribute meaningfully to CARICOM integration and regional development.
As a recently graduated university student and a young political scientist, I see firsthand the value of accessible tertiary education. I am now contributing to society by analysing the political landscape of Trinidad and Tobago and the wider Caribbean region. Many of my colleagues are doing the same in their respective fields’ education, engineering, social services, business, public administration and beyond. Our contributions may not always be immediately visible in macroeconomic statistics, but they are shaping conversations, strengthening institutions, and laying the groundwork for long-term national development.
We must also remember that unemployment statistics do not fully capture underemployment, entrepreneurial effort, volunteerism, research development, and emerging industries that take time to mature. Education is a long-term investment. The benefits compound over decades, not months. Countries that scaled back educational access in difficult times often found themselves lagging in innovation and competitiveness years later.
Constructive debate about fiscal sustainability is necessary. Public finances must be responsibly managed. However, the conversation should focus on reforming and refining educational funding models perhaps through targeted incentives, strategic priority areas, income-contingent repayment mechanisms for higher earners, or public-private partnerships rather than eliminating full access altogether.
Dr Conrad’s comments have undoubtedly stimulated important reflection. In that spirit, I respectfully urge him to reconsider the broader social implications of ending full tertiary funding. The issue is not simply economic efficiency; it is about national vision, social justice, and long-term development strategy.
I believe strongly that investing in our people remains the most powerful strategy available to us. Education should not be viewed as a burden on the State, but as a foundation for transformation.
(Author Paul Sarran, holder of a BSc in Political Science from the University of the West Indies.)
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