Recruit teachers from places where students regard Maths and Science as fun

Feb 27, 2011 Letters

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Dear Editor,
After reading the comments of the Teaching Service Commission (TSC) Chairman, Ms Leila Ramson (Kaieteur News, 22-02-11), I fear the “die has already been cast”. Nevertheless, I will still offer my contribution to the debate.
In the January – March, 2011, Guyana Review, Vol. 18, #1, the Registrar, Caribbean Examination Council (CXC), Dr D. Jules in his article: “Rethinking Education in the Caribbean”, said many important things, two of which are extremely pertinent to the present education crisis in Guyana: a) “Our education systems are no longer working”; and, b) “Tinkering with the system no longer works, we need a new vehicle of human empowerment and social transformation”.
Among the solutions to our present predicament suggested by Dr Jules are: 1) there must be some agreement on the purpose(s) of education. Or, what are our schools for? 2) Adopt a systematic and systemic approach to the solution of our educational problems; and, 3) Make learning fun.
Given the above, I would hope that the haste to recruit mathematics and science teachers, is as a result of recent deliberations with regard to the development of a National Science and Technology Policy that aims to “accelerate the installation of a knowledge (making) society”, and not just because of Guyana’s poor showing at the Caribbean Secondary Education Certificate (CSEC), as seems to be implied by the Hon. Minister of Education.
One would hope that in an era dominated by science and technology, mathematics and the sciences would be used to educate all students.
Recent studies in the United Kingdom (UK), which is also deeply concerned about the state of mathematics and science education, since it produces fewer than 100,000 graduates in mathematics and science each year, has demonstrated that teaching to the test has had a debilitating effect on science education.
Evidence from the studies suggests that tests stifled creativity as teachers “drummed facts into pupils heads”. Teaching to the test at the primary level affects performance at the secondary level. It has been observed that test performance by 11 year olds, usually masks inadequate conceptual understanding.
This is revealed when primary science is disaggregated into biology, chemistry, and physics at the secondary level.
The UK had from 2008 scrapped the tests in science for 11 and 14 year olds in primary and secondary schools. Observers noted that the quality of science education has improved in secondary schools because of the following: 1) Teachers now spend less time in revision lessons; 2) Teachers are now freed to be more innovative in planning, preparing and enriching the science curriculum; 3) Students are having more fun doing science, and this has translated into better passes at the General Certificate Schools Examination (GCSE).
In 2010, 12,000 more students gained distinctions in the three separate sciences (biology, chemistry and physics). This represented an increase of 24% over 2009. From 2008 – 2009, there was a 24% increase in entries.
Achievement in science was good to outstanding in 2/3 of the schools visited. This was so striking that the National Union of Teachers (UK), is suggesting that tests in English and mathematics for 11 year olds, be also abolished.
The studies also revealed that too few primary school teachers have a background in mathematics and science, and as a result, they have made the most exciting subjects dull.
The report states that it is essential that steps be taken to ensure that children have positive experiences with science education, from teachers who are qualified to provide it, and recommends: 1) An increase in the number of science specialists at the primary level; and, 2) Investment in science teacher education programmes that emphasise activity and good practicals. “Science must teach experiments!”
Against this background, it is suggested that the search be focused on the recruitment of teams of experienced teacher educators, who have demonstrated that they can model creativity and innovation in mathematics and science education, rather than the recruitment of mathematics and science teachers.
These teams can be used to conduct vacation institutes in selected regions for the Guyanese mathematics and science teachers and their teacher educators. To be brief, there are at least three critical benefits to be derived from this approach.
First, on the one hand there is the immediacy of the effect of the initiative on teachers, who are the most critical input in the education process. They are already functioning in the system. This focus will have a multiplying effect, which would result in the maximization of impact on the entire system. On the other hand, there is no guarantee what individual students would do, if and when they do graduate. Many will emigrate.
Second, are the issues of costs and cost-effectiveness. When the costs of bringing, say, five teams of science educators, each consisting of six members, for three 8-week summer institutes over a period of three consecutive years, are compared with the costs of contracting the same number (30) of mathematics and science teachers for the same three-year period, the costs involved in the latter contractual arrangement will greatly exceed the costs of the three summer institutes.
Further, the probability of the upgraded teachers remaining in the system and contributing to national development efforts, greatly exceeds the probability that a significant percentage of graduating students will remain in Guyana long enough, or return, to contribute to national development efforts. Hence, the greater cost-effectiveness of recruiting teacher educators to organise and conduct summer institutes.
Third, the recruitment of teacher educators for summer institutes, instead of recruiting classroom teachers on long-term contracts, will obviate the need to expend scarce resources in dealing with the repercussions within the Guyanese teaching service.
However, it must be realised that it will take much more than this linear sequential (knee-jerk) reaction “to accelerate the installation of a knowledge (making) society”, or, to implant science and technology into the cultural, social and economic life of the Guyanese nation. It will take honesty, courage, imagination, lots of creativity and above all else, the required political will.
Clarence O. Perry

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