Solving
meaningful
problems through
technology.

When the Guyana Chronicle profiled Deenauth in January 2018, his career was still taking shape. He was working as an analyst programmer at Innovative Systems and pursuing a University of London degree through distance learning. The arrangement brought formal study alongside the practical demands of developing software, maintaining applications and working with information.

The profile places that beginning within Guyana’s technology community. It recalls public demonstrations at DevX, his leadership of the winning CODESPRINT team, a separate municipal hackathon victory and the company’s recognition for innovation. These were collective achievements, formed through colleagues, competitions and opportunities to explain what local software teams could build.

It also records an ambition that makes the article especially interesting in retrospect: Deenauth was considering data science and AI before his apprenticeship later that year. The piece captures a direction still being discovered. Its central thread is already recognisable in his subsequent work: an interest in technology because of the difference useful software can make to people’s daily lives.

CODESPRINT 2017 asked technology teams to address an agricultural challenge: bringing producers and buyers together through a practical digital marketplace. Deenauth led Team Innosys’s entry, FarmersMarketGY, which placed first in the Ministry of Public Telecommunications competition. The Department of Public Information recorded the result in September 2017.

The team’s starting point included access to people who understood farming. Deenauth explained that his family’s farming background helped the group discuss real needs rather than design only from assumptions. The resulting concept combined a shared market for produce with features intended to help people assess products and transactions. It brought engineering choices into contact with the circumstances of the people the application aimed to serve.

The result was a team competition win and a promising application concept. The report discusses future implementation, so it does not establish a sustained commercial rollout or measured agricultural impact. What it does document is an early example of Deenauth’s approach to software: understand a practical problem, work collaboratively and turn that understanding into something demonstrable.

Two months after CODESPRINT, Team Innosys entered a different challenge. The November 2017 hackathon focused on rates and taxes for municipalities and Neighbourhood Democratic Councils. Deenauth competed alongside Julius Simon, Sonny Kothapally and Munifa Erskine. Their first-place finish followed 48 hours of development at the Pegasus Hotel.

The brief reached beyond a payment screen. It called for property records, classifications, payment options, notices and reporting across web and mobile contexts. Stabroek News observed that the team’s presentation reflected research into local tax collection. That attention to the process mattered: a useful civic application has to make sense to both the people administering it and the residents interacting with it.

The award brought an opportunity to develop the concept further. Contemporary coverage does not demonstrate that a complete system subsequently went live across councils. This story therefore records the competition achievement, team contribution and prototype work. It remains distinct from the agricultural marketplace: another problem domain, another intensive collaboration, and another early encounter with the realities of digital public services.

In August 2016, News Room reported Deenauth as Guyana’s top CAPE performer for that year, with six Grade Ones and one Grade Two. He had completed sixth form at Queen’s College, following his earlier education at Central High School. The results became a visible milestone at the threshold between school, further study and working life.

The Guyana Chronicle’s contemporary interview adds the people behind the result. Deenauth acknowledged his family and teachers, and described Central High as an important foundation. He was already interested in artificial intelligence and data mining. Those interests would later connect with university study, enterprise engineering and the NeXus apprenticeship, although that path was not yet settled in 2016.

Results coverage and the subsequent national awards reporting belong together as one chapter. The six Grade Ones and one Grade Two describe the 2016 sitting specifically; they should not be confused with a combined total across multiple years. The significance of this recognition lies both in the academic achievement and in the opportunities and decisions that followed it.

In March 2020, News Room covered V75’s launch of IRIS, a conversational interface intended to make COVID-19 information more accessible. The report identifies colleagues’ contributions: Eldon Marks explained the initiative, while Asa Brouet was credited with developing the conversational interface. Deenauth appeared in the same report as a Technology Developer II, discussing a related application under development.

That companion concept focused on information flowing from communities toward public-health officials. Deenauth described a way for households to report their circumstances and shortages of essentials, helping officials understand where attention might be needed. It addressed a different part of the problem from answering questions: making local needs visible through structured reporting.

The distinction matters when looking back. The article reports an IRIS launch, but describes the companion tool as work in progress. It does not establish a completed deployment, government endorsement or measurable health outcome for that tool. This is a record of a public contribution to a team’s response, with the proposed reporting work kept separate from the launched chatbot.

A FIRSTHAND ACCOUNT

From April to July 2022, I worked as an Oracle APEX instructor and mentor with NeXus Hub’s NeXus U programme. APEX had been an important part of my own entry into software development. This engagement gave me a different responsibility: making those foundations understandable to people learning them for themselves.

The work began before the classroom sessions. I coordinated course setup and scheduling with the programme manager, then prepared resources and practical materials. During teaching, I explained foundational application development concepts and answered questions. Support continued around the formal sessions, helping participants work through material and providing individual guidance when they needed it.

Assessment was also part of that responsibility. I reviewed progress at defined checkpoints and provided feedback through the programme’s learning channels. Preparing, explaining, mentoring and assessing were connected parts of the same role. This account records the teaching work itself, without attaching unverified student numbers or employment outcomes to it. It is a firsthand part of my professional journey, grounded in my instructor and mentor responsibilities.