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There are advancements in the public education system; that need to be highlighted
DEAR EDITOR,
The Teacher Upgrading Programme that was relaunched earlier this year will be one of the most important and meaningful steps taken by the Ministry of Education to reduce the inequalities, which exist in the quality of education being delivered in the hinterland communities when compared to what is accessed on the coast.
It is a common feature in Guyana that the necessary facilities, infrastructure and opportunities are easily accessible in the capital city and along the coast, as against what prevails in rural and far-flung areas.
There are several reasons for this, one of which is the terrain. Transporting equipment and supplies can present a serious hurdle for any government agency or Ministry wanting to enhance services offered in those remote areas.
Additionally, some might argue that population size may not warrant heavy investment to provide certain services such as post-secondary education, and that it would be better if those interested were to access same on the coast and then return to their respective communities.
However, any government worth its salt would want to ensure that sufficient, efficient and quality service, regardless of sector, should be available to every Guyanese citizen, whether it is in healthcare, education, infrastructure, communications or security.
As such, quality teacher training should be one service that is available throughout Guyana. This is so, since, with properly trained teachers, the quality of education delivery will be enhanced in these hinterland and riverine communities.
According to a recent publication by the Ministry of Education, the Teacher Upgrading Programme will be conducted by CPCE through a locally-based coordinator for a maximum duration of two years. The Ministry had said that the estimated cost for the current training is a little over $21M annually. Already, based on reports, four teachers have been registered on the Teachers Upgrading Programme.
These teachers are from the Chenapou Primary School in Region Eight (Potaro-Siparuni). However, it is expected that 68 teachers from 18 communities will enroll in the programme.
What makes this intervention even more exciting is that the Ministry of Education has launched its Smart Classroom. This technology, if used effectively, can further reduce the disparity, which existed in the education system for years, in terms of what is offered on the coast and in the hinterland communities.
It allows teachers to conduct classes on the coast and have it beamed to classrooms anywhere in Guyana that has an internet connection. This means that if in Region Eight, there is no Social Studies teacher for a fourth form class, a Social Studies teacher on the coast can be asked to teach lessons within the smart classroom and have both video and audio transmitted to those students.
It would be as though, there was never a void to be filled. By utilising this technology, the Ministry of Education can bypass a number of hurdles, which exist that stymie the provision of quality education to certain remote areas.
The relaunching of the Teachers Upgrading Programme and the launch of the smart classroom, are monumental advancements in the public education system that need to be highlighted and appreciated in Guyana. The world is undergoing a technological transformation and day-by-day quality services are being demanded by citizens, especially from the public service, as we all want value for our money.
Despite the availability of these services, they are worth nothing if they are not being taken advantage of and utilised.
Their impact can only be felt if Guyanese get involved. Therefore, I implore my fellow Guyanese to approach the Ministry of Education and inquire about how the Smart Classroom can be used for the benefit of their children, and I ask those teachers in Region 8 and neighbouring communities that need to be upgraded, to enroll in the programme that is being offered, so that ultimately, further steps can be made to enhance the delivery and quality of education in Guyana.
Mark Thomas
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