BEGINNING with the national numeracy assessment that is planned for 2027 in Guyana, the Ministry of Education has introduced a much-needed expansion to its national education reform agenda, and a vital recognition that stronger countries are developed upon stronger basic foundation skills.
With numeracy being the first target in Math at Primary School, the Ministry of Education has identified a significant long-standing weakness with the type of early intervention that can result in long-term benefits, nationally.
For far too many years there have been weaknesses in numeracy found at secondary-school level. At those stages, remedial work becomes significantly more expensive and difficult. When Minister Sonia Parag announced her intention to implement a National Numeracy assessment in Primary Schools, she demonstrated a clear movement away from reactive policymaking towards proactive policy making.
For example, literacy assessments were implemented in grades two and four to increase reading and comprehension abilities. In similar fashion, a comprehensive national approach to numeracy will aid in building a base of confidence and competency in math prior to moving further up the educational ladder.
This approach is especially pleasing as it is not occurring in isolation. Rather, it is an element within a larger coordinated national education reform strategy including Curriculum improvement at the Cyril Potter College of Education and Teacher Training. Alignment among all elements of such reforms is essential. Without qualified teachers to administer or interpret the results of assessments, they may ultimately serve as nothing more than diagnostic tools.
By simultaneously increasing the qualifications and preparedness of teachers (the administrators of assessments), the ministry is assuring that the overall education system can appropriately react to the data generated from these assessments.
Likewise, the ministry’s efforts to assist students who are preparing to take their National Grade Six Assessment demonstrate a commitment to providing assistance where it is most beneficial.
A combination of virtual classes, traditional face-to-face classroom instruction, and innovative “Exam Preparation Tents” are examples of how the ministry intends to reach learners wherever they may be.
The use of Exam Preparation Tents specifically demonstrates a collaboration-focused and intentional effort to combine students with specially trained teachers for concentrated instruction focused on high-priority subjects. Not only do these types of initiatives enhance students’ academic readiness, but they contribute to an overall feeling of national unity in supporting students’ success.
Another very positive aspect of this growing national education reform agenda is the emphasis placed on emotional support. High-pressure assessments such as the National Grade Six Assessment often create anxiety in young test-takers. Therefore, it was heartening to hear Minister Parag ask parents to provide a calming influence on their children during this time.
While academic success cannot solely be attributed to simply applying pressure to achieve, there are other contributing factors to achieving success such as balance, confidence, and support.
In essence, this developing national education reform agenda is centred on human capital development.
As Guyana progresses in its economic transition, the demand for a highly skilled, flexible labour force will continue to rise. Building on numeracy at the primary level is more than just an education policy; it represents an economic development strategy that prepares future generations to play meaningful roles in Guyanese nation-building.
Therefore, introducing a national numeracy assessment supported by continued investments and thoughtfully designed implementation plans is a welcome and visionary step.
Upon effective implementation, it not only enhances performance on the assessment itself, but creates the opportunity for establishing a more capable, competitive and self-assured Guyanese citizenry.
