• GITEP Overview


    The objective of the Guyana Improving Teacher Education Project (GITEP) is to improve the learning achievement of Guyana’s school children by improving the effectiveness and efficiency in the delivery of teacher education. This objective is consistent with the Government of Guyana’s Education Strategic Plan 2008-2013, which aims to raise the standard of living in Guyana through improving education in its overall effectiveness. The total project cost is US$5.12 million with US$4.2 million loan from the World Bank and the rest from the Government of Guyana, the Common Wealth of Learning and local sources.


    • Lecturers and administrators at Cyril Potter College of Education (CPCE) and University of Guyana (UG)’s School of Education & Humanities (SEH)
    • Students enrolled in the new Associate’s Degree in Education (ADE) and Bachelor’s Degree in Education (B.Ed.) programs
    • Teachers and school children


    Component 1:
    Improving the Quality and Efficiency of Teacher Education Delivery (US$2.65 million)

    • Subcomponent 1A - Developing new courses and terms of reference for administrator, lecturer and tutor positions at CPCE and UG’s SEH, and evaluating current staff to bring them in line with the requirements and standards of delivering the new ADE and B.Ed. programs.
    • Subcomponent 1B - Improving the teaching practicum for the ADE and B.Ed. programs, and designing and implementing an induction year for all ADE graduates.
    • Subcomponent 1C - Integrating ICT in the teaching and learning process, and supporting transition to a dual mode delivery of the initial teacher training programs.

    Component 2: 
    Building Human Resources and Capacity for More Effective Teaching and Learning. (US$1.93 million)

    • Subcomponent 2A - Strengthening the management of CPCE and UG.
    • Subcomponent 2B - Strengthening the teacher educators at CPCE and UG.
    • Subcomponent 2C - Improving the main library, satellite, and Learning Resource Centers to support research, independent learning and the professional development of teacher educators, student teachers and teachers.

    Component 3:
    Communication, Project Management, and Monitoring and Evaluation (US$0.54 million)

    • Subcomponent 3A - designing and delivering a communications campaign to inform stakeholders of potential benefits and changes in policy and teacher education programs.
    • Subcomponent 3B - managing and overseeing project implementation, and monitoring and evaluating its objectives and outcomes.
  • Lecturers from the Cyril Potter College of Education and the School of Education and Humanities, University of Guyana, participate in Intensive Coaching sessions at CPCE

    The Ministry of Education (MOE), through the Guyana Improving Teacher Education Project (GITEP), today commenced the first of a series of intensive coaching focus group workshops aimed at further strengthening the quality of teacher educators at the Cyril Potter College of Education (CPCE) and the School of Education and Humanities (SEH), University of Guyana (UG).

    Today’s session was held at the CPCE auditorium and was attended by teacher educators from CPCE and its satellite centers countrywide, as well as, lecturers from the SEH, UG, both from the Turkeyen and Tain campuses.

  • Results

    Expected Outcomes

    • More effective performance of teacher educators and student teachers
    • More efficient provision of teacher education (reduced time and more focused content and supervision)
    • Better use of resources and improved management of teacher education programs.

    Outcome Indicators

    • The time (credit hours) it takes to complete a course of study to earn a Bachelor’s Degree in Education is reduced from seven years to four years;
    • 80% of teacher educators will fulfill the minimum qualifications of their updated terms of reference which are in alignment with delivery of the ADE and B.Ed. programs;
    • The percentage of student teachers scoring at or above 80% on their practicum performance assessments reaches 70 percent;
    • The percentage of teacher educators scoring at or above 80% on their performance evaluations, which include classroom observation, reaches 75 percent;
    • The percentage of trained teachers at the primary level grows by 7 percentage points;
    • The percentage of males among direct project beneficiaries (teacher educators and student teachers) increases from 16% to 20%.