Dear Editor,
I refer to Mr. Jamil Changlee’s letter titled “Talent at Bishops’ should not be used for vocational education”. While I respect his perspective on the development of Guyana’s education system, I must respectfully disagree with the arguments he has presented. His letter assumes a rigid dichotomy between vocational education and traditional academic pursuits, and it overlooks the evolving needs of a modern, dynamic society where diverse skills and talents must be nurtured across all levels.
For information purposes, the Caribbean Vocational Qualification (CVQ) is a regional qualification. CVQ is based on a competency-based approach to training, assessment and certification. Candidates are expected to demonstrate competence in attaining occupational standards developed by practitioners, industry experts and employers. Currently, CVQs are planned to reflect a qualification framework of five levels. These are: Level 1 (Directly Supervised/Entry – Level Worker), Level 2 (Supervised Skilled Worker), Level 3 (Independent or Autonomous Skilled Worker, Level 4 (Specialized or Supervisory Worker and Level 5 (Managerial and/or Professional Worker). CVQs are awarded to those candidates who would have met the required standards in all of the prescribed units of study. The BHS will do CVQ in the following areas: Agro-processing, Commercial food preparation, Data processing, Graphic Arts and Fashion and Design. By the end of 2025, all secondary schools in Guyana will offer CVQ areas. Currently, more than 80 secondary schools are offering CVQ in 25 areas.
Vocational education is not inferior. The suggestion that vocational education is a lesser field unworthy of “the best minds” is misguided and must not be accepted. Nations with thriving economies and high standards of living—such as Germany and Singapore—emphasize the importance of vocational training alongside academic pathways. Vocational skills are the backbone of every economy and equating them to “areas of less need” is a disservice to their critical role in national development. The mindset that relegates carpentry, technical trades, and other hands-on professions to “less talented” individuals reflects outdated thinking that is detrimental to the holistic progress of our nation.
Education should be inclusive and adaptable. The view that institutions like The Bishops’ High School (BHS) should focus solely on traditional academic disciplines such as science and technology dismiss the importance of a well-rounded education. Every school, including BHS, should strive to provide opportunities for its students to explore a variety of disciplines, whether academic, vocational, artistic, or entrepreneurial. This not only equips students with a broader range of skills but also fosters creativity, innovation, and adaptability—qualities that are vital in today’s global economy.
The role of the NGSA (common entrance exams) seems to be misunderstood by Mr. Changlee. The assertion that common entrance exams were designed to place “the best minds at the best institutions” perpetuates an elitist approach to education. These exams should not serve as a tool for stratification but rather as an opportunity for every student to access quality education tailored to their unique skills and aspirations. Education is not a zero-sum game where some institutions are inherently “better” than others. Instead, all schools should be empowered to excel in their specific missions, whether they focus on academic excellence, vocational training, or a combination of both. Over the last 4 years, equity has been and continues to be one of the main objectives of the MoE.
Mr. Changlee has constructed a false dichotomy between doctors and carpenters. His statement that potential doctors are being “turned into carpenters” is not only an oversimplification but also an undervaluation of both professions. Doctors and carpenters each play indispensable roles in society, and one profession is not inherently superior to the other. Moreover, a student’s career path should not be determined solely by their common entrance exam results but by their interests, talents, and the opportunities provided to them throughout their education.
While I share his concern about the importance of competent leadership in schools, his criticism of politically appointed heads appears anecdotal and lacks substantive evidence. Head teachers are appointed by the Teaching Service Commission and the School Boards Secretariat, not by the Ministry of Education. The entire promotion process is conducted under the watchful eyes of the Guyana Teachers’ Union. Leaders should indeed meet high standards, but this applies across all fields and institutions—not just at elite schools. Rather than focusing on political affiliations, we should evaluate leaders based on their qualifications, vision, and ability to inspire and guide students effectively as is being done at the Bishop’s High School.
The Ministry of Education’s efforts to integrate vocational training into schools like BHS are a step in the right direction. It reflects an understanding that the future of education lies in breaking down silos and embracing interdisciplinary approaches. Every student, regardless of their school or academic standing, should have the opportunity to explore multiple career paths and develop skills that align with their passions and the needs of a rapidly changing world. On this premise, the MoE has advised all schools that the matriculation of students can be the acquisition of either 5 subjects inclusive of English and Math at CSEC or a Level 1 CVQ certification. The MoE’s goal is for every student who matriculates secondary school to do so with a TVET qualification, whether it is a TVET subject at CSEC or a CVQ certification.
In conclusion, a thriving education system requires us to move away from rigid hierarchies and binary categorizations of talent. By providing all students with access to a broad spectrum of learning opportunities, we can empower them to reach their full potential, whether as doctors, carpenters, engineers, artists, or entrepreneurs. Let us strive for an education system that values all forms of knowledge and recognizes the unique contributions of every individual.
Sincerely,
Saddam Hussain
Chief Education Officer
Ministry of Education (Guyana)
