By Isanella Patoir
isanella@newsroom.gy
Guyana’s Assistant Chief Education Officer with responsibility for hinterland education, Marti DeSouza, has highlighted key reforms shaping the country’s education landscape. DeSouza spoke during an Ask World Bank Caribbean Series session on Education Transformation in the Caribbean on Monday.
He explained that while Guyana has implemented numerous reforms, one initiative stood out for its significant impact—the Education for All Fast Track Initiative (EFA-FTI). This programme played a crucial role in Guyana achieving universal primary education by addressing gaps in the primary education system, such as providing stipends for teachers working in remote areas.
“In order to attract and retain high-quality teachers, eight high-quality teachers’ quarters were constructed in Regions 1, 7, 8, and 9.
“As part of the Education for All programme, we also saw the development of school improvement plans,” DeSouza explained.
Marti DeSouza
The EFA-FTI programme also provided basic textbooks to all primary schools, established learning resource centres, and implemented community-based school feeding programmes.
Challenges and Reforms in Secondary Education
Discussing reforms that were less successful, DeSouza explained that prior to 2003, Guyana’s secondary education system operated on a three-tier structure: community high schools, multilateral schools, and general secondary schools.
“The community high schools were designed to make learners employable, while the multilateral schools provided a general high school curriculum with an emphasis on practical applications. The general secondary schools, on the other hand, offered a broad range of subjects to give Guyanese students a wide choice of professional opportunities.
“However, sadly, it did not work,” DeSouza said, noting that many students were not completing secondary school.
The Waramuri Secondary School is under construction.
As a result, community high schools were converted into general secondary schools, and the Ministry of Education is now undertaking a transformation to achieve universal secondary education.
“We are now ensuring that every child sits the CSEC examinations or obtains a competency-based certificate.
“We recognise that education reform does not come cheap, and as we work towards achieving universal secondary education, we are seeing constant change. At present, we have 116 secondary schools, and we are constructing 29 new secondary schools,” DeSouza explained.
These schools aim to provide world-class education to every child to produce globally competitive citizens.
Addressing Misconceptions About Technical Education
Despite these advancements, DeSouza said Guyana continues to tackle misconceptions about Technical and Vocational Education and Training (TVET).
“Guyana is still battling the stereotype that technical education is primarily for those who are not academically inclined. That is a fallacy, and the current education system is working to correct it,” he said.
A classroom at the Hope Secondary School
With new secondary schools incorporating TVET facilities, technical education is now an integral part of Guyana’s education curriculum and is accessible to all students.
The ministry is also working to ensure that all teachers are trained.
“By the end of 2025, we aim to have 100 per cent of teachers either fully trained or enrolled in training programmes,” DeSouza said. Currently, around 123 learning sites have been established across Guyana to facilitate online training for teachers.
Digital Learning and Educational Performance in the Caribbean
Meanwhile, World Bank Director for the Caribbean, Lilia Burunciuc, emphasised the need to leverage digital learning to foster innovation and equality in Caribbean schools.
“In Guyana, teachers have reported that smart classrooms have boosted student engagement and attendance,” Burunciuc said.
Adding to this, Professor Dr Joel Warrican, a scholar and advocate for literacy education in the Caribbean, discussed the integration of technology in education, a trend accelerated by the COVID-19 pandemic. However, he noted that the momentum for tech-driven learning has since declined.
While technology can enhance learning, its implementation must align with sound educational principles. He warned that if the region continues relying on traditional teaching methods without innovation, students may “become bored.”
“Technology can enhance learning, but it must be implemented in a way that aligns with sound learning principles. Always remember that technology is not the focus—learning is. Technology is simply a tool to aid the learning process,” Dr Warrican stated.
Quality Over Quantity in Caribbean Education
Senior Economist at the World Bank’s Education Global Practice, Victoria Levin, shared insights on educational performance in the Caribbean. She noted that while the region has made significant progress in increasing access to education, concerns persist about the quality of education.
Findings from the Global Database of Harmonised Test Scores reveal that Caribbean students perform significantly lower than those in high-income and upper-middle-income countries. On average, students in the region lose 4.5 years of learning due to quality-related issues, Levin stated.
“If we can improve the quality of education, we can achieve tremendous impacts, such as higher productivity, lower engagement in crime and risky behaviours, better health outcomes, and greater civic engagement,” Levin said.
However, challenges remain, including outdated curricula, a lack of policies to support students with special educational needs, and inadequate prioritisation of special education.
Despite these challenges, there have been notable achievements, such as an increase in pre-primary enrolment from 65 per cent to 85 per cent over the past two decades. Investments have also been made in early childhood education and primary education improvement plans.
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