-5% improvement recorded, but sustained effort needed to boost results

THE push to strengthen mathematics education across Guyana is continuing, with Minister of Education Sonia Parag making it clear that the intervention introduced in 2024 is not a one-off effort, but a sustained commitment to improving student performance nationwide.
What began as a targeted response to low results has evolved into an ongoing initiative, with maths monitors drawn from both active and retired teachers supporting classrooms and reinforcing the curriculum.
Even with a five per cent improvement recorded in 2025, the minister signalled that the work must continue, emphasising that steady progress requires consistency, oversight, and long-term investment in both teachers and students.
Parag, in an interview posted to her social media, stated that when she joined the ministry, mathematics results across the Caribbean were not “what we would like it to be”, noting that Guyana recorded a 32 per cent pass rate in 2025.
“In 2024, the Ministry of Education would have had a maths intervention programme whereby they brought in maths monitors… So, it’s maths teachers, retired teachers bringing them together, but also they would become maths monitors,” she said.
According to the minister, a dedicated unit was established to oversee the intervention, and ensure that the marked curriculum was being covered in schools, which she said resulted in a five per cent increase in performance in 2025.
She noted that while some might view five per cent as minimal, “it really covers about 500 students, and it was really about 500 students that improved in mathematics”.
The intervention, she explained, targeted schools with the lowest scores, while also focusing on densely populated regions such as Regions Three and Four, and other coastal areas.
However, she acknowledged that hinterland regions were initially not benefiting at the same level, prompting the ministry to expand the number of maths monitors from just over 50 to 84.
“And we placed them strategically in the hinterland, so the hinterland regions and schools are Regions 1, 7, 8 and 9 gained from about 18 maths monitors.”
Additionally, she said there are teachers who are extremely “good in mathematics”, and it was important to utilise them in hinterland regions.
“So, we set up smart boards in the classrooms, and several schools were able to connect and have those mathematics classes taught through the connection.”
According to the minister, 18 schools have benefited from the intervention, which is being led by Sir Leon Bailey.
Parag added that further support has been integrated through the Guyana Digital School, which includes mathematics instruction.
“We went into every school and ensured that we had Grades 10 and Grades 11 students sign up for those classes.”
She said a large number of students have enrolled in mathematics and other subjects.
Meanwhile, the minister noted that feedback from schools has been positive, with students benefiting from increased access to instruction.
“It provides access to students who may not have been able to have private lessons, so this gives them the opportunity to be taught and benefit even more.”
She stressed the importance of mathematics in national development.
“Mathematics is very important to the future of every economy and Guyana is transforming at a rapid rate… producing critical thinkers and problem solvers and mathematics is a key component of that so we need to improve our maths results.”
The minister also referenced the introduction of maths “tents” by the Ministry of Education as part of broader efforts to strengthen performance in the subject.