Every October 5 since 1994, the world is exhorted by the United Nations – specifically UNESCO — to observe “International Teacher’s Day”.
The body declared: “World Teacher’s Day aims to focus on ‘appreciating, assessing and improving the educators of the world’, and to provide an opportunity to consider issues related to teachers and teaching.”
As is practised around the world, teachers in Guyana are held to a very high standard by both students and society. But Guyana is perhaps one of the few countries in the world where documented standards for teachers are yet to be implemented. Some time ago, we had touched on this issue, and had made a strong call for the authorities here to take all the necessary steps to have these standards drafted and implemented forthwith.
It could be recalled that, in March 2014, the Ministry of Education had begun a series of public consultations with teachers and other stakeholders across the country, and even overseas, to craft a model professional standards policy document for teachers. Its main aim was to get feedback from those involved in the profession, and from the general public, on how teachers could raise the bar in terms of the way they function, their own self-development, and that of the profession.
It is the present Education Minister, Priya Manickchand, who in 2014 had told the media that a report containing stakeholders’ recommendations was being prepared, but after the PPP/C Government came out of office in 2015, no one had given any indication since then as to what is the reason for stalling the process. It doesn’t matter that there was a change in Government and now again another change in Government, this is a policy direction that had been taken by most sister Caricom countries. And in the interest of the teaching profession, it is necessary that Guyana follows suit.
In some Caricom countries, there are efforts made to ensure that teachers abide by the set standards, and when it is found that there are certain breaches in the system, the necessary remedial actions are taken.
There is also need for Guyana to align its teacher education standards with that of the region, as Caricom seeks to harmonise teaching standards throughout member states in the region.
Professional standards for teachers are necessary, as they set expectations for achieving desired educational outcomes. These standards are not intended as a tool for punitive action; rather, they reflect professional consensus of what is desirable in the supervision, leadership, and delivery of education. They also provide a framework that permits professionals to engage in self-assessment.
Like in other professions, such as law and medicine, professional standards for teachers offer the professional community specifications against which the people who ‘mould’ the nation’s children are able to set goals for personal development and progress in the profession. The standards are multi-dimensional and give cognisance to the key props for learning to take place, namely: (a) a motivated and willing learner; (b) effective teaching and learning, and (c) an enabling environment.
We had stated before that, once implemented, the standards would serve as a tool to monitor and evaluate teachers’ performances in the classroom, knowledge of the subject(s) they teach, techniques used, level of commitment to the learners in their care, and effective management of diversity to promote inclusiveness in the learning process. The standards would also help teachers sharpen their professional skills and help them interact with parents and the community.
Previously, we had suggested that, as part of establishing professional standards for teachers, there be teacher career policies and programmes aimed at stimulating the profession; the provision of incentives to attract the best prospective candidates; established entry-level professional standards; and certification and licensing in accordance with established professional standards.
We must get on with the business of standardising, professionalizing, and making rules for the teaching profession. Any delay would be detrimental, and would only serve to stagnate the entire process. It is therefore hoped that the current administration would restart the work which was started in 2014, to have the document finalised and implemented soon. We believe that these standards are long overdue.
