THE Ministry of Education, under the Government of Guyana, continues to transform the country’s education landscape through long-term planning, enhanced access, and improved quality of teaching and learning.
By rolling out strategic initiatives such as the newly launched National Literacy Programmes, the Ministry aims to ensure that every learner is equipped with the skills needed to excel academically, personally, and professionally.
Launched on Thursday, the National Literacy Programmes focus on building strong foundational reading skills from the earliest years of schooling. Literacy Officers from Regions Nine, Three, and Four, along with education specialists, shared how these initiatives are already making a difference.
Retired Literacy Officer, Ms. Colette Horatio, who played a key role in reviewing the programme’s content, explained that the new resources are designed to systematically develop reading fluency, starting from nursery level and guiding learners toward mastery by Grade Four.
“These resources produce a literacy programme that’s very systematic and ensures that learners progress instrumentally towards the goal of becoming fluent readers,” Ms. Horatio said. “Teachers are given clear, detailed guidance to deliver meaningful, daily literacy instruction regardless of a learner’s reading level.”
The resources feature step-by-step directions for both teachers and students, as well as activities that progress from simple to complex, ensuring consistent skill development. Recognising that some children may still require additional support, the Ministry has also integrated the Bright Intervention Programme, which targets students reading below grade level.
POSITIVE RECEPTION IN THE REGIONS
Education Officer for Literacy in Region Nine, Jean LaRose, has been training primary and nursery teachers — including Literacy Committee Members — to implement the new framework. She noted that the Literacy Unit’s comprehensive outline covers every component of Language Arts, including phonemic awareness, phonics, and reading comprehension.
“They have welcomed this outline because it spells out everything in detail,” LaRose said, explaining that it aligns with three strands of the curriculum: listening and speaking; reading and viewing; and writing and representing. Region Nine has already begun implementation in Grades One and Two.
In Region Three, Nursery Teacher and Literacy Monitor Shonequa Corbin shared her experience using the newly developed Literacy Timetable in the classroom. While the transition initially required adjustments to established routines, Corbin said the structured timetable soon proved beneficial.
“Once I became familiar with the structure, I found that it provided more guidance and consistency in literacy sessions,” Corbin explained. “It also helped me stay focused on literacy goals and better track my learners’ progress.”
The timetable clearly allocates time for phonics instruction, phonics activities, and group story time, with defined learning outcomes. While some teachers initially resisted the change, Corbin noted that many have come to appreciate its clarity and positive impact on students’ literacy development.
The Ministry’s literacy strategy reflects its broader vision — expanding educational access while improving quality through evidence-based planning and targeted resources. Officials emphasise that the continued rollout of structured literacy initiatives, combined with teacher training and school environment enhancements, will be key to ensuring that every child in Guyana has the opportunity to become a confident, fluent reader.