Issues and challenges in the new academic year (Cont’d)
There is significant proportion of untrained nursery and primary teachers. This is of special concern in the light of the implementation of new literacy approaches. Further, disadvantaged groups of children (Amerindian/ indigenous, children with disabilities, unregistered children) have greater difficulties accessing ECE.
Nearly fifty percent of the teachers at nursery level are still untrained and the proportion of untrained teachers is much greater in remote hinterland and riverain areas. (72%). With the new emphasis on pre-literacy skills at the nursery level, the need for trained teachers is felt to be more crucial than in the past. The teachers at the nursery level also indicated that they need increased support and clear guidance in the new literacy approaches, while primary and nursery teachers and parents feel that smooth transition from nursery to primary is critical.
One very significant issue is the fact that although the gross enrollment ratio at the nursery level is about eighty percent, the most vulnerable groups are not being captured. These include children in small remote communities where a majority of the population is indigenous/Amerindian people. (In Region 1 for example there are 42 villages with primary schools but there are only 12 nursery schools/classes in the region). Other vulnerable children include those in difficult socio-economic circumstances, children with special education needs because of some form of disability, and those lacking birth certificates and other necessary documentation to enter. All of these are problems identified by stakeholders to be addressed in the new plan.
Early Childhood Education in the education sector covers the period from 3 years 6 months or Year 1 of Pre-primary/nursery education to age 8 or Grade 2 at the primary level. Stakeholders in Guyana have, over the last decade or so, demonstrated an increased awareness of the importance of early stimulation and education in this period. Initially, parents’ desire to have their children access pre-primary education was based on a perception that enrolment in some nursery schools would give the children easier access to primary schools, especially those that were perceived as ‘good schools’. Increasingly however the demand for pre-primary education is based on their awareness that children who do participate in general have an advantage in vocabulary, reading and mathematics, over those who do not.
During the last plan period the pre-primary/nursery curriculum was revised and greater emphasis was placed on literacy and numeracy skills. The Ministry of Educa-tion’s major literacy initiative was also designed so that it started at the nursery/pre-primary level. Seminars/workshops were held to orient headteachers to the new initiatives and to the new curriculum material, and nursery teachers benefited from the expansion of training opportunities. The proportion of trained teachers at this level has increased by 7% over the last five years. Visits were made to nursery schools in most of the regions to monitor, supervise and evaluate the implementation of the new curriculum materials. As a result of these, supporting materials, including parent support materials, were produced and distributed to nursery schools throughout the country.
Proposed Strategies
The Ministry proposes to have nearly full coverage (over 90%) at the Pre-school level 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 enrollment 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 “Resources 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.
Taken from the – Ministry of Education
Strategic Plan 2008-2013
Meeting the Quality Imperative
