Ministry of Education, Guyana

Access to a Quality and Equitable Education at the Nursery and Primary Level Improved

Early Childhood Education

The Ministry proposes to have nearly full coverage (over 90%) at the Pre-school level by 2013. An additional 20% of the 3 to 5 age cohort will be attending Pre-School/ Nursery. To accommodate the increased numbers and to provide purpose built structures in some communities 8 new discrete nursery schools will be built, 20 primary schools will be extended to accommodate nursery classes and 46 classes will be established in primary schools that have space during the five year period. Special attention will be paid to those communities where enrolment at this level is low.

The emphasis on pre-literacy skills at this level will continue and all nursery schools will be provided with adequate quantities of the materials. Workshops to orient teachers to the use of these materials and the assessment cards for literacy and numeracy will continue.
The distribution of the “Resource Guides for Nursery Teachers” will continue and the National Curriculum and Materials Advisor will train persons at the regional level to give support to the nursery teachers. Parent Education programmes to strengthen School-Home links will continue. Copies of the booklet “Parent Support Materials” will be given to parents to facilitate them helping their children.


Literacy and Numeracy

Mathematics at the Primary level

One of the two main priorities of the strategic plan for the period just completed was the improvement of learning results in Mathematics. The key efforts made, with the support of BEAMS, were the introduction of the Interactive Radio Instruction methodology in Grades 1 and 2 and the development of the radio sessions for Grade 3.

This initiative has proven to be successful, not only by the results of the national tests made by NCERD and BEAMS, but also through several pilot studies and the direct supervision made by the monitoring team involved in the project. Most experts and teachers agree that this methodology can have great impact in the children’s level of learning in Mathematics in primary schools.
But this experience is still at the level of promise. It needs to be fully supported by central and regional authorities, and to be implemented and supervised in all schools in order to obtain full results. The IRI production unit will be reinforced and institutionalized at NCERD as a permanent unit in the system. The IRI can not only improve quality but also equity because it gives all teachers (trained and untrained) a fair chance to be successful as they are involved in carefully planned sessions.


The Ministry will continue its efforts to offer a unified literacy programme that combines the best practices of the BEAMS and CCETT projects. A sustained and systematic programme of remediation will also be implemented to correct the deficiencies that have been identified. To this end the Ministry will continue to promote its new initiatives and will undertake a number of reforms in the new strategic plan. These include a mass literacy programme, remedial programmes in Mathematics and English for Grade 6 pupils who have completed Grade 6 assessments and for students of Grade 7 who have failed to reach acceptable standards of literacy and numeracy. Building the capacity of teachers to deliver the remedial programmes as well as the other initiatives would be a priority in the new plan since one of the key factors identified for pupils’ poor performance is the inability of teachers to effectively deliver the new programmes. Emphasis will also be placed on the development of relevant curricula materials as well as on distance learning through audio-visual modes (television and DVDs) to support these programmes. 

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