Ministry of Education, Guyana

Monday, 17 June 2013 15:00

Mr. Patrick Chinedu Onwuzirike


Mr. Patrick Chinedu Onwuzirike
 - Assistant Chief Education Officer – (Technical)

Mr. Patrick Chinedu Onwuzirike, is originally from Nigeria, where he was bred and undertook his primary and secondary education. In 1990, he was offed a Nigerian-Cuban scholarship to pursue a career in Mechanical Engineering. During his secondary school days, Mathematics was his preferred subject and he majored in Science subjects.
His exceptional performance as the best graduate of the Year (1996) in the Faculty of Mechanical Engineering of the ISPJAE (Instituto Superior Politecnico Jose Antonio Echeverria) with a first class honours, landed him another post-graduate scholarship to pursue studies up to the Doctoral level. He opted instead for the Master’s which he completed with a Master’s Degree in Thermal Energy, specializing in Air Conditioning and Refrigeration, in 1997.
He is also a holder of second Master’s Degree in Education Administration (Management, Supervision and Planning) obtained from the University of Guyana in 2009.
As a specialist in Air Conditioning and Refrigeration, he was employed at the GTI in 1998 to start the refrigeration full-time programme. In 2006, he was promoted to the position of Principal – GTI and in 2011 was transferred to the NATI to help re-organize the Institute, before his appointment in 2012 as the Assistant Chief Education Officer (Technical).
He is the founding member and first president of the Guyana Air Conditioning, Refrigeration and Ventilation Association (GARVA).
He has also worked with the Ministry of Agriculture and the United Nation Environment Programme (UNEP), to assist Guyana, as a signatory to the Montreal Protocol, to maintain compliance. He facilitated the re-training of RVAC technicians throughout the Country on the safe handling and management of Ozone Depleting Substances (ODS) and Green-House Gases (GHG). A part-time lecturer at the University of Guyana in the Post-Graduate Programme in Education –Administration, he has also worked with the National Ozone Action Unit, the University of Guyana through funding from UNEP to prepare a course outline and implement a Refrigerant Management Course in the Faculty of Technology (FoT). Currently serves as a member of the FoT Advisory board. He also played a critical role in the formulation and preparatory works in the writing of the Caribbean Vocational Qualification (CVQ) standards in Refrigeration and Air Conditioning, preparation of code of good practice manual for local technicians, among others.
He enjoys working with the youth, hence through the Church, he assisted the Heavenly Light Full-Gospel Church Fellowship to establish a technical centre to offer second chance to youths. Similar training programme was likewise facilitated at the Glory Light Full-Gospel Church, where he was once the Youths Director Arm of the Church.
Mr. Onwuzirike was in 2010 admitted as a Member of the American Society of Heating, Refrigeration and Air Conditioning Engineers (ASHRAE).
Philosophically, Mr. Onwuzirike believes that Education is the transfer of Culture from one generation to another, with the strong conviction that every child can excel, if provided with the right individual opportunity.

Published in Who's who in Education
Thursday, 18 April 2013 11:42

Technical and Vocational Education

There is a shortage of trained staff in some disciplines and equipment and physical facilities need to be upgraded.

Some of the problems in this sub-sector are similar to those for Science. Lack of trained staff in some disciplines is one of them. Between 2003 and 2007 about 322 technical teachers were trained. It should be noted that these are not all new entrants to the system; many are practicing teachers who are now being trained. The general view is that this is an inadequate number. The majority of tools and equipment are outdated and there are no specialist rooms to carry out the programme in some schools.

The Council for Technical and Vocational Education and Training is required to do among other things,

  • develop and initiate the implementation of policies;
  • establish standards to meet national, regional and international requirements;
  • further develop the national system of performance testing and certification;
  • undertake curriculum development with the use of the Competency Based Modularized methodology;
  • conduct research on TVET;
  • implement quality control mechanisms;
  • and monitor the performance of both formal and non-formal Post-Secondary TVET Systems.

The functions of the Council for TVET are articulated in the Technical and Vocational Education and Training Act of 2004.

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