Access to secondary education significantly increased in 2005
St. Cuthbert’s Secondary school under construction
(GOVERNMENT INFORMATION AGENCY) -- 2005 was a progressive year for the Ministry of Education as it continued to achieve and work towards fulfilling the goals set out in the People’s Progressive Party/Civic Administration’s manifesto of 2001, major among them being equal access and quality education for all.
“It is our contention that we would only be able to get more out of the little resources we have (in the education system) if we are better able to manage the system,” Education Minister, Dr Henry Jeffrey, summed up.
The ministry has been emphasising decentralisation of education after an analysis that the system needs to be re-organised. In this regard, it began empowering and preparing the Regional Administrations, through the formation of Regional Education Committees to manage education delivery.
“We have succeeded in letting people know that the regions are in charge of managing education,” Jeffrey said, noting that the Central Ministry has facilitated a number of training exercises for regional councillors to equip them with the skills necessary to man the system.
A number of indicators have been derived to monitor the regional programmes’ execution and effectiveness. These include school budget, staff assessment and development, school feeding programme and functioning school boards.
During the year, the minister and other officials from the ministry conducted several visits to the various regions and schools to monitor education delivery. They found that one of the main pitfalls was management.
“You just have to leave people to make errors if they are going to make some and hope they learn from them… you can’t do everything for them,” Minister Jeffrey added. He noted that adverse actions will have to be taken if people fail to execute their responsibilities.
SCHOOL IMPROVEMENT
School Improvement Planning was endorsed as major criteria for an effective system. “A school without a plan is probably not a school at all,” Jeffrey noted. He said in previous years the school was simply administered without a proper plan. “…it was a case where people hoped for the best.”
However, he said, a school must have a vision and must work toward its achievement. The ministry has put in place a support mechanism to aid school administrators to develop School Improvement Plans (SIP) and in 2006 the ministry will host a competition among schools to promote this scheme and reward schools.
Another area of success has been the establishment of school boards. To date there are 25 such bodies that support school administrations to effectively manage all stakeholders and promote more parental and community involvement in the education system.
Jeffrey said that since this administration assumed office, it has always endeavoured to put management where it belongs, at the regional level, a goal that is gradually being achieved.
SUCCESSES SINCE
1992 Access to secondary education has dramatically improved from 35 per cent in 1992 to more than 80 per cent today.
The University of Guyana continued to benefit from increased budgetary allocations and last year a modern science laboratory was completed at the Tain Campus, Berbice, while other physical infrastructural works were carried out at the Turkeyen Campus. The university was allotted $0.5B of the overall $14B allocated to the education sector.
Meanwhile, as a means of supporting teachers, a number of cluster advisors have been appointed. In October more than 500 teachers graduated from the Cyril Potter College of Education. More teachers are also attending the University of Guyana, a move supported by the ministry but one which should not have a negative effect on a child’s education.
In some of the hinterland regions, teachers continued to be trained. Last year, teacher training centres were opened in Regions One and Nine as the government fulfils its commitment made in 2001 to expand distance education and train more teachers.
Improving literacy remains a top priority of the government and in this regard special programmes have been implemented. The Interactive Radio Instruction (IRI) continued to be piloted in several schools. However, there was a setback with the acquisition of the radios. This programme is expected to be implemented fully in 2006.
The Education For All/Fast Track Initiative (EFA/FTI) a World Bank-funded programme, was implemented this year. It facilitates a reward to hinterland teachers for them to remain in the communities. Many teachers are already benefiting from their remote area allowance. Last year, the Ministry of Education spent more than $600M on textbooks, most of which came from the EFA/FTI programme.
“I think where the Fast Track made a big impact is upon the availability of books. I am told that for the first time in over a decade we have a decent supply of books and these should be in the school system,” Jeffrey stated.
During the year, the Basic Competency Certificate Programme (BCCP) was also piloted in several regions where there are Practical Instruction Centres (PICs). This is a technical-based programme being introduced in schools as an alternative pathway for students at the secondary level which can be accessed by school leavers, too.
PHYSICAL FACILITIES
Thirty-six selected schools are benefiting from improved water and sanitation under the Water Environmental Service Project (WESP), according to Chief Buildings Inspector, Ministry of Education, Seewak Narine. Christ Church Secondary, Malgre Tout, St. Gabriel’s, St. Stephen’s, Plaisance, Paradise, Craig and Buxton Primary are some of the beneficiaries of the project which was facilitated through a U.S. Government grant.
Capital projects formed a major part of the work plan for the year and despite several setbacks, most projects were completed. A massive $395.8M secondary school is being constructed at Four Miles, Bartica, Region Seven (Cuyuni/Mazaruni) to complement the lone secondary school in the Lower Mazaruni area, the Bartica Secondary. A secondary school is also being built for the first time at St. Cuthbert’s Mission, the only Amerindian Village in Region Four (Demerara/Mahaica).
Project Officer of the ministry, Parasram Ramraj, said several projects were interrupted due to delays in awarding contracts.
Repairs were done to sections of the Carnegie School of Home Economics, Kingston Community High School, Ascension Nursery School, and a modern $98M science lab at the University of Guyana, Tain Campus, was established.
Repairs costing $8.5 M are being carried out on the New Amsterdam Technical Institute and should be completed in December; the Sophia Practical Instruction Centre (a technical block) is 60 per cent into its work schedule while the Lodge Secondary and St Stephen’s Primary schools are on schedule. $8M was also used to purchase furniture for Georgetown schools.
Progress has been made in revising the Education Act as a number of consultations have been held in the various regions which garnered several recommendations.
The Teaching Service Commission (TSC) implemented a new system for appointing head teachers.
Heads of Secondary schools are required to undergo an interview and to produce a plan for the school before consideration is made of the appointment.
Copyright GNNL November 2005
St. Cuthbert’s Secondary school under construction
(GOVERNMENT INFORMATION AGENCY) -- 2005 was a progressive year for the Ministry of Education as it continued to achieve and work towards fulfilling the goals set out in the People’s Progressive Party/Civic Administration’s manifesto of 2001, major among them being equal access and quality education for all.
“It is our contention that we would only be able to get more out of the little resources we have (in the education system) if we are better able to manage the system,” Education Minister, Dr Henry Jeffrey, summed up.
The ministry has been emphasising decentralisation of education after an analysis that the system needs to be re-organised. In this regard, it began empowering and preparing the Regional Administrations, through the formation of Regional Education Committees to manage education delivery.
“We have succeeded in letting people know that the regions are in charge of managing education,” Jeffrey said, noting that the Central Ministry has facilitated a number of training exercises for regional councillors to equip them with the skills necessary to man the system.
A number of indicators have been derived to monitor the regional programmes’ execution and effectiveness. These include school budget, staff assessment and development, school feeding programme and functioning school boards.
During the year, the minister and other officials from the ministry conducted several visits to the various regions and schools to monitor education delivery. They found that one of the main pitfalls was management.
“You just have to leave people to make errors if they are going to make some and hope they learn from them… you can’t do everything for them,” Minister Jeffrey added. He noted that adverse actions will have to be taken if people fail to execute their responsibilities.
SCHOOL IMPROVEMENT
School Improvement Planning was endorsed as major criteria for an effective system. “A school without a plan is probably not a school at all,” Jeffrey noted. He said in previous years the school was simply administered without a proper plan. “…it was a case where people hoped for the best.”
However, he said, a school must have a vision and must work toward its achievement. The ministry has put in place a support mechanism to aid school administrators to develop School Improvement Plans (SIP) and in 2006 the ministry will host a competition among schools to promote this scheme and reward schools.
Another area of success has been the establishment of school boards. To date there are 25 such bodies that support school administrations to effectively manage all stakeholders and promote more parental and community involvement in the education system.
Jeffrey said that since this administration assumed office, it has always endeavoured to put management where it belongs, at the regional level, a goal that is gradually being achieved.
SUCCESSES SINCE
1992 Access to secondary education has dramatically improved from 35 per cent in 1992 to more than 80 per cent today.
The University of Guyana continued to benefit from increased budgetary allocations and last year a modern science laboratory was completed at the Tain Campus, Berbice, while other physical infrastructural works were carried out at the Turkeyen Campus. The university was allotted $0.5B of the overall $14B allocated to the education sector.
Meanwhile, as a means of supporting teachers, a number of cluster advisors have been appointed. In October more than 500 teachers graduated from the Cyril Potter College of Education. More teachers are also attending the University of Guyana, a move supported by the ministry but one which should not have a negative effect on a child’s education.
In some of the hinterland regions, teachers continued to be trained. Last year, teacher training centres were opened in Regions One and Nine as the government fulfils its commitment made in 2001 to expand distance education and train more teachers.
Improving literacy remains a top priority of the government and in this regard special programmes have been implemented. The Interactive Radio Instruction (IRI) continued to be piloted in several schools. However, there was a setback with the acquisition of the radios. This programme is expected to be implemented fully in 2006.
The Education For All/Fast Track Initiative (EFA/FTI) a World Bank-funded programme, was implemented this year. It facilitates a reward to hinterland teachers for them to remain in the communities. Many teachers are already benefiting from their remote area allowance. Last year, the Ministry of Education spent more than $600M on textbooks, most of which came from the EFA/FTI programme.
“I think where the Fast Track made a big impact is upon the availability of books. I am told that for the first time in over a decade we have a decent supply of books and these should be in the school system,” Jeffrey stated.
During the year, the Basic Competency Certificate Programme (BCCP) was also piloted in several regions where there are Practical Instruction Centres (PICs). This is a technical-based programme being introduced in schools as an alternative pathway for students at the secondary level which can be accessed by school leavers, too.
PHYSICAL FACILITIES
Thirty-six selected schools are benefiting from improved water and sanitation under the Water Environmental Service Project (WESP), according to Chief Buildings Inspector, Ministry of Education, Seewak Narine. Christ Church Secondary, Malgre Tout, St. Gabriel’s, St. Stephen’s, Plaisance, Paradise, Craig and Buxton Primary are some of the beneficiaries of the project which was facilitated through a U.S. Government grant.
Capital projects formed a major part of the work plan for the year and despite several setbacks, most projects were completed. A massive $395.8M secondary school is being constructed at Four Miles, Bartica, Region Seven (Cuyuni/Mazaruni) to complement the lone secondary school in the Lower Mazaruni area, the Bartica Secondary. A secondary school is also being built for the first time at St. Cuthbert’s Mission, the only Amerindian Village in Region Four (Demerara/Mahaica).
Project Officer of the ministry, Parasram Ramraj, said several projects were interrupted due to delays in awarding contracts.
Repairs were done to sections of the Carnegie School of Home Economics, Kingston Community High School, Ascension Nursery School, and a modern $98M science lab at the University of Guyana, Tain Campus, was established.
Repairs costing $8.5 M are being carried out on the New Amsterdam Technical Institute and should be completed in December; the Sophia Practical Instruction Centre (a technical block) is 60 per cent into its work schedule while the Lodge Secondary and St Stephen’s Primary schools are on schedule. $8M was also used to purchase furniture for Georgetown schools.
Progress has been made in revising the Education Act as a number of consultations have been held in the various regions which garnered several recommendations.
The Teaching Service Commission (TSC) implemented a new system for appointing head teachers.
Heads of Secondary schools are required to undergo an interview and to produce a plan for the school before consideration is made of the appointment.
Copyright GNNL November 2005
