Dear Editor,
I would like to respond to an article in yesterday’s paper, “Time for us to do what is right – teach only language and math in primary school,” (SN, Sept. 12, 2024). First, much thanks to Mr. Fraser, LLB, for caring enough to write. However, I would advise the goodly gentleman to stick to law and let the professional educators do their jobs, as his prescription is untenable.
Mr. Fraser is not correct to say that the norm in the world is to teach only language and math. That’s a problem not a solution. Primary schools were meant to provide a basic education plan that includes reading, writing, math, introduction to science, social studies, basic computer science, physical education, art, etc., It’s the “whole child” approach to develop students’ multiple intelligences, competencies and discover student interests, learning styles, and aptitudes.
The problem of low results in English and Math has nothing to do with the teaching of other subjects at the primary level.
It has to do with many factors including teacher efficacy and teacher competence – teacher quality is most highly correlated with high student achievement; teacher accountability such as annual teacher appraisals and ongoing monitoring, and enforcement of the Teachers Code of Conduct; efficacy and competence of the school administrators and senior staff; parent involvement and support; systems for ongoing professional development; adequate technology in every classroom such as computers, tablets, big screen TVs and smart boards supported by adequate, reliable internet coverage across the whole school campus; etc.
Guyana is doing a better job training people to be teachers with Bachelor’s degrees, not just a 2-year trained teacher certificate or associate degree.
This Government is building more new schools than any other government in our history. Yet, education in Guyana needs massive reforms from fixing decrepit schools to having systems for strict accountability and systems for ongoing and sustainable improvements in curriculum, instruction and assessment (CIA). Our education system is still a colonial relic driven by an outdated colonial model called the National Grade Six Assessment (NGSA) which sorts students into schools of varying, inequitable quality. That’s an annual malpractice.
Unless we use the formative assessments and achievement data to drive our decision-making and designing of interventions and initiatives, we will get nowhere.
Education must be in a rapid-response reform mode based on a strong foundation of accountability, creativity and innovation using 21st century systems approaches, not disconnected, poorly planned, random acts of improvement, and knee-jerk reactions to educational problems. The current system of appointing school administrators is broken and needs to be dismantled in favour of modern approaches of selecting school leadership based on the job interview, candidate portfolio, a writing exercise at the interview, and digital skills demonstrated through a presentation at the job interview.
In the USA, you cannot become a Principal unless you have a master’s degree as a minimum. The job is not given to you as an entitlement simply because you have more years of teaching. You must have a demonstrated history of competence and high performance.
High performing schools with high results have high performing teachers and high performing administrators. Education must continually be in a redesigning mode to be relevant to today’s needs!
Sincerely,
Dr. Jerry Jailall
Civil Society Advocate
