Education is the foundation of progress, and as Education Minister Priya Manickchand emphasises, there should no longer be any excuses preventing children from receiving the quality education they deserve. By equipping schools with essential resources and providing targeted interventions, the Education Ministry is making strides to improve outcomes, particularly in mathematics. This practical approach is critical, given the longstanding underperformance in math across the country. The recent launch of the Mathematics Intervention Programme along the Essequibo Coast is a significant step toward raising the national pass rate at the Caribbean Secondary Education Certificate (CSEC) level to between 45 and 50 percent, up from the current 31 percent. Minister Manickchand’s initiatives and her focus on accountability align with a pressing need to ensure that every student has access to education, regardless of geographical or economic barriers.
Currently, math performance in several schools, particularly in remote areas, is alarmingly low. At Charity Secondary School, only 8 percent of students passed mathematics this year. Such statistics underscore the need for targeted programs and enhanced resources, which the Ministry is now providing. This intervention is particularly timely for students in remote communities who lack access to private tutoring options available in urban areas. For these students, the ministry’s investment is life-changing, offering hope for improved educational outcomes and broader opportunities.
The Mathematics Intervention Programme goes beyond simply providing resources—it is an approach that includes bi-weekly lessons broadcasted on the Guyana Learning Channel, diagnostic testing, national mock exams, and a math hotline. These tools provide students with multiple avenues to engage with math, reinforcing concepts and helping them gain confidence in a subject that has long posed challenges. The introduction of a math hotline, “736 MATH,” is a unique and forward-thinking initiative, giving students direct access to support when they encounter difficulties. For many students, especially those in isolated areas, such support could be the difference between confusion and clarity, failure and success.
However, resources alone are not enough. As Minister Manickchand rightly pointed out, parents play a crucial role in ensuring their children utilize these resources. Parents are essential partners in this journey, and the minister’s insistence that they take responsibility is both timely and necessary. A recurring issue in education reform worldwide is the gap between the provision of resources and their effective use. For these interventions to succeed, parents must prioritize their children’s education and encourage consistent school attendance and engagement with available materials. The minister’s comparison of educational priorities to everyday household expenses is an important reminder: investing in children’s education has lifelong returns, far outweighing the short-term costs.
Additionally, holding schools and teachers accountable is a commendable aspect of the ministry’s approach. Education is a partnership that requires commitment from all stakeholders, including teachers, who are on the frontlines of this transformation. By setting clear expectations for both students and educators, the ministry is promoting a culture of accountability and responsibility. This focus on results encourages teachers to tailor their instruction to meet students’ needs and create a supportive learning environment where students can thrive.
A significant element of the program is its emphasis on bridging educational gaps in disadvantaged areas. Rural and remote students, who may have historically lagged due to limited access to quality resources, now have access to the same materials as their urban peers. The ministry has established a level playing field, where each child, regardless of their background, has an equal opportunity to excel. By focusing on schools with historically low performance and enhancing access to resources, the Ministry demonstrates its commitment to equity in education.
The drive to equip all students with strong math skills is about more than passing exams; it’s about preparing Guyana’s youth for the future. As the country develops economically, the demand for skilled professionals, especially in technical fields, will grow. Mathematics is foundational for these careers, making it imperative that students master it early on. This intervention, if successful, will play a pivotal role in building a generation of students who are not only mathematically literate but also capable of contributing to the country’s growth and development.
Minister Manickchand’s determination to eliminate excuses and pave the way for educational success is an approach that should be lauded and supported.
