Revised curriculum proven “contextually relevant” for Guyanese learners – NCERD

The curriculum reform process that was embarked on by the Education Ministry now presents a framework for learning that is contextually appropriate for Guyanese children, and provides the opportunity for them to be involved in their education.
The renewed curriculum has been piloted in 105 schools across the country in every education district.

Director of the National Centre for Educational Resource Development, Quenita Walrond-Lewis highlighted during this week’s Education Spotlight programme, that the revision was tailored specifically for local use, and is now student-centred.

“Just the entire process of itself is very contextually relevant for us. It is something that brings education back to the heart of learning…You are going to see things that are unique to our Guyanese context that is put over in a sense that is more student-centred for our learners, easier for our teachers to apply and we basically have taken the guess-work out of teaching and learning. Even as we look at the approaches that we would inculcate in the classrooms, we are teacher being the seat of all knowledge and move towards child-centred approaches in teaching and learning.
Walrond-Lewis pointed out that the new curriculum no longer functions in a one-dimensional approach for the benefit of regurgitation. There is cross-curricular integration in the four core subject areas that were revised.
“Children get to be co-creators in their education experience, not just passive recipients. We’re no longer teaching for regurgitation of facts. We’re looking for our learners to become critical and cognitive thinkers, for them to become doers, creators of their education.”
Moreover, the Director said this approach looks at building a citizen of the country and not only about passing a test. Another aspect that has been taken into account is how the curriculum is delivered.
In Regions Two, Three, Four, Five, Six, 10 and the District of Georgetown, there will be a scale-up in the phased approach taking place. This is from Grades One to Four.
“It’s delivery that you really see difference for our learners…Our approach to training or getting our teachers ready has also shifted. We need to follow what is best practice or current in the research literature. That caused us some self-reflection on how could we modify our approach to help our teachers feel comfortable in the new dispensation,” she related.
The Education Ministry is engaging educators once monthly in their indigenous learning environments, for “cluster-based” training. A structure programme is provided for the curriculum implementation, while addressing constraints and challenges native to schools within the area, such as power outages or other factors.
The curriculum reform process commenced back in 2018 after it was found that the framework was not reviewed in some three decades.