Georgetown : The Ministry of Education launched its Hinterland Education Improvement Project (HEIP) at the St. Ignatius Benab, Lethem, Region 9. More than 300 parents, teachers and students from Kumu, Kaicumbay, Arapaima, MocoMoco, Quarrie, Yupukari, Fly Hill, Katoka, Hiawa, St. Ignatius, Quatata, Nappi, Parishara turned out.
This event commenced a series of public consultations to be held throughout the hinterland region designed to assist the MOE to gather information that will serve to inform a five-year action plan for HEIP. During the three-day visit, the Honorable Minister of Education, along with senior officers from the Ministry visited St. Ignatius, Sand Creek, Macushi, Toka, Massara, Aranaputa, Annai and Wowetta communities in Region 9.
In light of the many achievements regarding access to education and teacher training in the Hinterland, the Ministry recognises that more emphasis needs to be placed on the quality of education delivered in the Hinterland as a whole with specific attention being paid to learning outcomes. As such, the HEIP was formulated to determine the gaps that exist in providing quality education and good learning outcomes.
Government committed to improving hinterland education in Guyana
Delivering remarks at the launch of HEIP was the Honorable Minister of Education, Ms. Priya Manickchand, who underscored the unrivaled commitment of the Government of Guyana towards the continuous improvement of the education sector, particularly within the hinterland regions. “Throughout the years of this PPP-Civic administration, you will see that we have continuously made significant investments in the education sector in an effort to improve the quality of education we provide to children of this nation. Last year 15.9 percent of the national budget was spent on education. This year 13 percent has been allocated, and we most likely will be spending more than that on the sector this year,” the Minister said. “In 1992 five percent of the national budget – which was a much smaller budget – was spent on education, as compared to 13 percent of this year’s budget,” the Minister said in highlighting the progressive investments being made in the sector.
Focusing on the development of the sector in the hinterland regions, the Minister observed that during the past twenty years, the government has grappled with ways to reduce the disparity that existed between the hinterland and the coastal regions as it relates to education. She pointed out that through support from government and international organisations, a number of programmes were launched, all of which had components that targeted hinterland regions, largely focusing on improving access and participation. Some of the projects mentioned were as follows: Primary Education Improvement Project (PEIP); Secondary School Reform Programme (SSRP), for which St. Ignatius Secondary was a pilot; Guyana Basic Education Teacher Training Programme (GBETT); Basic Education Access Management Support (BEAMS) programme; and Education for All-Fast Track Initiatives (EFA-FTI).
The Minster further highlighted that as a result of the continuous efforts of the Government of Guyana in collaboration with the MOE, a number of key areas within the hinterland education establishment have significantly improved. “In 1994, there were 131 schools across the levels in the hinterland regions. Today there are approximately 250 schools in the hinterland across the levels. The MOE through the Government of Guyana and international support constructed over fifty (50) schools across all levels; approximately half of which are in the hinterland regions. This translates to at least two (2) schools being built in a given hinterland region per year,” the Minister stated.
There was a significant increase in the number of secondary schools in the Hinterland. In 1994, there were five secondary schools and today there are twelve secondary schools thus allowing for far more access to secondary education.
“The School Feeding Programme (SFP) for hinterland schools was designed to improve students’ attendance/participation in schools. As a consequence, student attendance increased from 64% in 1994 to 81% in 2014. Today, Region 9 is the only hinterland region with two types of SFP, the Hot-meal and Cassava-bread and Peanut butter snack, which is being sustained.”
The Minister further highlighted that the number of trained teachers across all sectors within the hinterland area has increased moving from 40 percent in 1994 to 51 percent in 2014. Hinterland teachers were also supported through the establishment of learning resource centres. According to the Minister, in 2005 a baseline study was conducted which revealed only 38% of the clusters in the hinterland had learning resource centres, today 92% of the clusters now have learning resource centres, with 90% of the teachers utilising these facilities.
“Teacher accommodation has also been addressed over the years revealing that since 2000 when only 15% of hinterland schools had teachers’ houses; today 90% of the schools have teachers’ houses,” the Minster said.
Schools in the Hinterland have more access to water, electricity and good sanitation facilities. As of 2014, 83 % of schools in the hinterland have access to potable water and 45% with electricity. Meanwhile, 90% of schools have sanitary facilities. This is a vast improvement from 2001 where schools only has 27%, 13% and 42% access to water, electricity and sanitation facilities respectively.
Notwithstanding the undoubtable improvements in access to education over the years, there are clearly gaps in learning outcomes as seen in students’ performance at National and Regional Assessments.
The Hinterland Education Improvement Project (HEIP) consists of five components which are as follows:
· Improving the quality of Teacher Education in the Hinterland,
· Aligning Teaching-Learning Resources to Improve Students’ Outcomes,
· Improving Physical Facilities,
· Fostering Community Alliances,
· Strengthening Management and Supervision in the Hinterland.
The Minister and team heard from the villagers, teachers, parents, and students about how the delivery of education can be improved with a view to improving learning outcomes. The MOE will be visiting Regions 1, 7, and 8 in the coming months to continue these public consultations in an effort to formulate a comprehensive action plan geared at addressing the areas earmarked.
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