Whither our education system?

UNFORTUNATELY the myriad of problems facing Guyana’s education system would stay hidden behind the just-closed doors of all public schools across the nation. Those problems would greet the nation when those same school doors re-open come August 31, 2015. On paper—in black and white, it may have been a ‘successful’ year for education; however there are severe constraints and problems on the ground, only teachers can tell.

While Guyana’s education system is more (student) performance-driven, little if anything at all was mentioned of the thousands of students who were promoted to higher classes without making the prerequisite percentage score of (an acceptable) 50 percent. Across-the-board promotion signals the first blow to the education system, given the fact that many schools were forced to promote students to a higher level even though those students did not perform up to standard in the former class.
The past year in education, like many others, was riddled with poor management, lack of vision, confused planning, inefficiencies, incompetence, wastefulness, carelessness, lack of concern, and lots of square pegs in round holes, from the very ‘top’ right down to the ‘bottom’ of the ladder.
Without a doubt, the cadre of education planners, seniors and officers within our system may have the academic qualifications to run one of the most complex and complicated education systems in the world; however, applying that knowledge is another story. Showing off the Post-graduate degree letters behind one’s name does not mean one can contribute effectively to making the education system better, even though one can take for granted that post-graduate training should have stimulated a greater depth of critical thinking, creating a much- needed impetus  to drive the system forward. But surely, the education system continues to be in shambles academic year after academic year, while those at the higher levels continue to sing the praises of a system that is heavily reliant on results.
The sufferings of teachers were too much to bear. In the seventh month of the calendar year, teachers are yet to be paid their annual increases, uniform allowances, and many without their Whitley Council leave salaries—supposed to have been paid  very early in the year. This form of disrespect and unconcern for the nation builders of Guyana is most unsightly, especially after the completion of another academic year. The situation exists that these emoluments might not even be paid when the schools re-open next month.
Guyana’s education system is a place where there is lack of management and leadership. This dearth of vision creates mistrust among its managers and administrators, filtering right down to school heads and ultimately to teachers. A system where parents play a minimal role in the development and learning of their children, treating the school system as a ‘day care’ or ‘drop-in’ centre that would wave the ‘magic wand’ and create intelligent beings from 8.30 a.m. to 2.30 p.m.  daily. This lack of involvement of parents has created disaster in many schools that have become ineffective and have been labelled as ‘non-performing’ across the system.
New policies and systems are being implemented top-down without consultation and feedback from the men and women on the ground in the classroom.  No one takes the time to measure the effectiveness of these policies so that improvements and adjustments can be made to suit the needs and purposes of such systems. Whether it is extra lessons in the afternoon and weekends; remediation classes in secondary schools; school welfare counsellors; corporal punishment; students writing unlimited number of subjects at CXC and CAPE exams; continuous assessment throughout the school term; homework; record-keeping; etc, Guyana’s education system lacks empirical evidence of any sort to back any stance or view on those issues.
The dozens of research work of undergraduate and graduate students of the University of Guyana go into hiding after they are produced and compiled. Research done by students  analyse many of those issues mentioned and investigate how they work, using real data from the education system. Why is it that our senior education planners do not refer to these papers when they sit in their air-conditioned offices to draft and frame education policies.
There is a breakdown of communication between crucial agencies in education. We have a situation where the nation’s university, the teachers’ training college, and many other agencies alike do not liaise or talk to one another so that there can be better coordination and effectiveness. Parents are not even talking to the schools. The only time they talk is when a teacher is involved in some problem with their child. That, and the day of enrollment of their child is the only two occasions they would visit the school.
Yes, we have the now-and–again celebrations of student-successes and achievements, but that’s as far as it would go. Guyana’s out-of-touch education system for the large part is on the verge of collapse, if this new Administration does not change the course of education in this country and very quickly. Persons with fresh ideas are needed to chart the new course to the education system, in the new and upcoming academic year.
Partnering in education cannot be a process that involves one set of individuals, rather a better education system in the new academic year can only be possible when the family, community, school, education officers and Central Ministry of Education work in cohesion among each other, bridging differences and building trust. I say trust since there exists a lack of trust among education stakeholders.
The ultimate aim in any education system should be to stimulate teachers to stimulate the children to learn. Every effort therefore must be made to create a place that fosters this mindset.
It’s easy to sit back and complain but getting in the mix and being a part of the solution takes courage and also effort.
Personally, I too, as a teacher, may have contributed to the current (disastrous) state of our education system. Some of my habits (on and off the job) may have been undesirable and unbecoming. I will surely take cognisance of this, as I hope the hundreds of teachers across our nation use the upcoming eight weeks to do the same. Teachers are some of the most hardworking portions of the workforce in Guyana, since their work is ten-fold, given they have to be secretaries, cleaners, judges, lawyers, statisticians, mommies, daddies, counsellors, baby-sitters, etc, on a daily basis.
The parents and society therefore must pull that veil of separation that exists proverbially between them and the school and truly own and embrace the process of education in every way.
The senior education officers and planners on top must see their roles as helping and coaching teachers to be better persons, being less dictatorial and dogmatic sometimes. But it’s not easy to change attitudes.
Guyana’s education system has the people with the skills and ideas to push the nation forward. We can get to that place where we want to be. We know what is holding us back and need to change what has to be changed and continue what merits continuity.
But I believe many of us are afraid of changes; the first and foremost change — to listen and pay more keen attention to the situation on the ground.

LEON SUSERAN

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