GUYANA’S Ministry of Education recently unveiled an ambitious Mathematics intervention programme aimed at reversing the troubling decline in CSEC Mathematics performance. This initiative, unveiled by Education Minister Priya Manickchand, is both a promising and pragmatic response to a pressing education crisis.

The statistics from the 2024 CSEC results are stark: Guyana’s Mathematics pass rate has plummeted to 31 per cent, a worrying dip from 34 per cent the previous year. This trend mirrors a broader regional decline, reflecting a systemic issue rather than isolated incidents. Faced with this sobering reality, the Guyana government’s proactive approach should be applauded.

The new intervention programme, involving the deployment of 50 specialised monitors across secondary schools, represents a commendable attempt to address the root causes of poor performance and to foster a culture of accountability and excellence in Mathematics education.
Minister Manickchand’s declaration that “we don’t care what you look like” underscores a critical point: The focus must be solely on education outcomes, not on personal or demographic factors.
This principle of inclusivity is essential in a diverse society such as Guyana’s, where inequities in education can often skew performance outcomes. The programme’s commitment to reaching schools in remote areas, including Region One, is particularly noteworthy. It acknowledges that disparities in education are not confined to urban centres, but are prevalent in outlying regions as well.

The introduction of retired teachers, math specialists and university lecturers as monitors is a strategic move designed to bring seasoned expertise into classrooms.
These monitors will not only assess and address classroom challenges, but will also ensure adherence to global best practices. By holding teachers and schools accountable for results, the ministry aims to instill a culture of high standards and continuous improvement.
Chief Education Officer Saddam Hussain’s emphasis on accountability is a critical step in ensuring that this initiative does not become another well-intentioned but ineffective programme.

It’s also important to recognise the comprehensive nature of this initiative. The ministry’s commitment to providing essential resources—textbooks, calculators, and geometry sets—demonstrates a thorough understanding of the barriers to effective learning.
Moreover, the establishment of a hotline for support and the promise of in-service training reflect a robust support system for teachers, which is crucial for the success of any education reform.
Minister Manickchand’s assertion that this programme was in development before the release of the CXC results adds a layer of credibility to the initiative. It indicates that the ministry’s actions are not merely reactive, but is part of a larger, strategic plan to enhance Mathematics education over the long term.

However, the success of this programme hinges not only on the resources and accountability measures but also on the active involvement of all stakeholders—teachers, students, and parents alike.
The Minister’s call for parental involvement is particularly pertinent. Education does not begin and end in the classroom; it is a collaborative effort that extends into the home. Parents must play an active role in supporting their children’s learning, as emphasized by Manickchand’s advice to prioritize educational activities over recreational distractions.

Guyana’s Mathematics intervention programme is a bold and necessary step towards addressing the decline in Mathematics performance.
By combining targeted support, strategic resource allocation, and a focus on accountability, the Ministry of Education is laying the groundwork for meaningful improvements. Success will require a united effort from educators, students, and parents, but if executed effectively, this initiative has the potential to reverse the current trends and set a new standard for Mathematics education in the region.