While the issue of access to is most important equally important is the matter of the delivery of quality education and this is posing a severe challenge in many countries, particularly developing ones, because of a shortage of human and financial resources. As a result, the gap between students in the rich and poor countries is a large one. But quality education is not an option but rather it is a necessity in a world economy that is competitive driven.
According to UNESCO international assessments highlight large achievement gaps between students in rich and poor countries. Within countries too, inequality exists between regions, communities, schools and classrooms. These disparities have important implications not just in education but for the wider distribution of opportunities in society. In developing countries there are substantially higher proportions of low learning achievement. Many essential resources taken for granted in developed countries remain scarce in developing countries – including basic infrastructure such as electricity, seats and textbooks. There are large national and regional disparities in pupil/teacher ratios, with marked teacher shortages in South and West Asia, and sub-Saharan Africa. (EFA Global Monitoring Report 2009)
It adds that measuring quality: this is a key challenge, so that we can say with more certainty where and how the quality of education is improving. “We need better indicators and more of them, so that the different aspects of quality can be assessed.”
“Increasing the relevance of education: irrelevant education means little to the learner and does not lead to new opportunities in life. Education must be made relevant to the circumstances of the learner – for example, exploring the local culture and way of life and using local languages. It must also be made relevant to the opportunities that are available – knowledge that can lead to further learning and to productive work, whether locally, in the capital city or elsewhere.”
“Quality for everyone: this will mean special approaches for disadvantaged children and adults, such as those in conflict zones and emergency situations, those with disabilities, those in remote areas, minorities and indigenous peoples, orphans, abandoned children, and those affected by HIV and AIDS. Many of these will not be able to receive a quality education without special measures and attention to address their needs.”
However, in ensuring access to a quality education means reforming the education system: improving quality will mean doing things differently since current education systems in many places do not provide quality learning. So reform must include particularly: Better teaching and learning for example, adequately trained teachers, learner-centred methods, appropriate class size, sufficient learning time, appropriate curriculum and relevant materials.
Better school environments are also essential: for example, good facilities including water and sanitation with facilities for girls, a safe and secure environment, attitudes of respect and tolerance, nutrition etc.
In Guyana today, access to education is almost universal and the greater task ahead now is ensuring that there is quality education at all levels of the system and in this regard the Ministry of Education has been taking several steps. One such step is the establishment of the National Accreditation Council (NAC) which has the responsibility of ensuring the provisions made by law under the National Accreditation Act 2004 are complied with.
Education Minister Shaik Baksh recently urged: “Private providers must be given a chance to improve, but we cannot wait forever.”
He added that under the Education Act, as Minister, he has the power to “close down” operations if they
fail to meet the requisite standards. Baksh stated that as education providers, the focus must be creating access to quality education which will contribute, not only to Guyana, but to the Caribbean Community (CARICOM) as a whole.
The minister observed that at all levels of education, quality must be at the forefront, and pointed out that in the Ministry’s Strategic Plan, quality is the hallmark of efforts made at all levels.
He explained that benchmarks have been established and works done have specific standards as a guide.
“All these efforts are to ensure that Guyana is recognised in CARICOM,” he said.
It is refreshing that the minister touched on the very pertinent issue of private educational institutions because they are burgeoning across the country, but many are providing a questionable standard of service and being more interested in making money.
Mr. Baksh also gave assurance on another troubling matter promising to address the issue of adequate human resources at the NAC.