THOUSANDS of pupils bwill, next week, sit the National Grade Six Assessment (NGSA) at a time when there have been marked improvements in the sector and expectations of better performances are high.
The Coalition Government has been plugging a lot of money into education and as a result of such large investments, it is expected that teachers will work harder to ensure that there is improved academic performance. With the amount of work that is being done in the sector, it is also expected that every child writing the NGSA scores over 50% of the marks in each subject area and earns a place at a general secondary school. Investments in the education sector are always beneficial because improved standards of education delivery help significantly to lay a solid foundation for the socio-economic transformation of society. The economic realities in today’s world increasingly demand highly qualified and skilled personnel because of the movement away from labour intensive to capital intensive modes of production, therefore, the continuous improvement of the education system is an imperative and this can only be achieved through appropriate investments.
But education is also community/communal driven, and according to the African proverb, “It takes a whole village to raise a child.” The success of education is hinged on the involvement of all. The government conceptualises, develops, and implements policies, programmes and laws by which the private and public school systems are bound.
Teachers/educators play their role in the classroom setting. Parents/relatives partner with the school in ensuring the needs of students are met, and students uphold their obligations. Neighbours oversee the children’s conduct. Civil society also plays a role through workshops, seminars, donations and other forms of action.
This nation came from a past in which the education policy was driven by a colonial outlook of moulding and nurturing citizens to be in service to the values set by the Crown. With independence came the shift, preparing citizens for an indigenous approach consistent with our needs, growth and development. Guyana transitioned to a country in which reality was shaped and skills and abilities were developed on a local identity; events and requirements for nation-building, inclusive of awareness/knowledge of external events likewise informed our education system.
As the Caribbean Community (CARICOM) was established, with Guyana being a member, and later with the institutionalisation of the Caribbean Examination Council, there was standardisation of an education model suited to the developmental foci of the Region. As our students participate in the Caribbean examinations, it is being seen that in the basic areas of competencies, we are lagging. Mastery of the English language is one area that begs for improvement, although English is Guyana’s official language.
It would not be remiss to say that, in a standardised environment, where Caribbean English is built off the British system, inclusive of spelling, the jostling of American English and British Caribbean English has been challenging for our children. For example, where other Caribbean countries still retain the “s” in spelling the word organisation, in Guyana the USA “z” is used instead in public documents and media. As simple as it may seem to some, this undermines standardisation, since it poses a challenge for students to identify right spelling from wrong spelling; acceptable usage from unacceptable usage.
As the education system is revisited, the importance of diverse training and education of citizens to play their role in personal development and nation-building should be factored in. The education of the academics, professionals, technically-skilled, semi-skilled and unskilled are all important and are deserving of equal attention and respect for their labour and contribution to development. Each has a role to play, and each ought to be given the opportunity to be the best in whatever field is pursued.
Discipline is also an important element in education and development. And while conversations continue on the merits or demerits of corporal punishment in schools, suffice it to say that whatever decision is taken, it cannot be lost sight of that discipline plays an important role in human development. A disciplined person is a productive person. Outside of corporal punishment, school sports play a role in instilling discipline, respect for authority, team-spiritedness, determination, and focus to achieve the goals. These influences help students to be responsible and to lead productive lives. Fixing the education system requires a holistic approach, and each must be prepared to play his/ her part.
