4.1V.117.4L Report 2003

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4.1V.117.4L Report 2003 CO-OPERATIVE REPUBLIC OF GUYANA MINISTRY OF EDUCATION .4.1V.117.4L REPORT 2003 SUBMITTED PURSUANT TO P.S.M. CIRCULAR REF. NO. PS 14/1 DATED 1996-02-05 i i I TABLE OF CONTENTS PAGE 1.0 EXECUTIVE SUMMARY 2.0 MISSION STATEMENT iv 3.0 ORGANIZATION AND MANAGEMENT 1 3.1.0 Structure 1 3.1.1 Education 1 3.1.2 Ministry Administration 2 3.2.0 ORGANIZATION CHARTS 3.2.1 Ministry of Education 3 3.2.2 Cyril Potter College of Education 4 3.2.3 National Centre for Educational Resource Development 5 3.2.4 Carnegie School of Home Economics 6 3.2.5 Book Distribution Unit 7 3.2.6 Unit of Allied Arts 8 3.2.7 Government Technical Institute 9 3.2.8 Examinations Divisions 10 3.2.9 Schools Library Division 11 3.2.1.0 National Library 12 3.2.1.1 Guyana Industrial Training Centre 13 3.2.1.2 Department of Education (Georgetown) 14 3.2.1.3 New Amsterdam Technical Institute 15 3.2.1.4. Linden Technical Institute 16 3.2.1.5 Essequibo Technical Institute 17 3.3.0 SUMMARY OF ORGANIZATIONS 3.3.1 General Administration 18 3.3.1.1 Central Registry 19 3.3.1.2 Special Projects 21 3.3.1.3 Security 23 3.3.1.4 Transport 24 II 3.3.1.5 Book Distribution Unit 26 3.4.0 Financial 3.4.1 Central Accounting Unit 31 3.4.1.2 Field Auditor 31 3.4.1.3 Education Planning Unit 32 3.4.1.4 Buildings Unit 33 3.4.1.5 Project Officer 43 3.5.0 Secondary Schools Management Committee 3.5.1 Deputy Chief Education Officer (Administration) 49 3.5.1.2. Deputy Chief Education Officer (Development) 50 3.5.1.3 Secondary Sector 52 3.5.1.4 Primary 53 3.6.0 Technical and Vocational 3.6.1 Technical Advisor 54 3.6.1.1 Government Technical Institute 56 3.6.1.2 New Amsterdam Technical Institute 61 3.6.1.3 Linden Technical Institute 65 3.6.1.4 Essequibo Technical Institute 68 3.6.1.5 Guyana Industrial Training Centre 73 3.6.1.6 Carnegie School of Home Economics 78 3.6.1.7 Craft Production and Design Unit 82 3.6.1.8 Allied Arts Unit 88 3.7.0 Supporting Units 3.7.1.0 Inspectorate Unit 91 3.7.1.1 Examinations Division 98 3.7.1.2 President's College 101 3.7.1.3 School Boards Secretariat 104 3.7.1.4 National Centre for Educational Resource Development 105 Teacher Training 3.7.1.5 Cyril Potter College of Education 108 4.0 Review of Current Year's Programme 4.1.1 General Administration 113 4.1.2.1 Security 115 4.1.3.1 Transport 117 4.1.3.2 Special Projects 118 4.1.3.3 Book Distribution Unit 131 4.1.3.4 Central Registry 135 4.2.0 Financial 4.2.1 Central Accounting Unit 137 42.1.2 Field Audit 141 4.2.1.3 Buildings Unit 143 4.2.1.4 Budget and Finance Secretariat 147 4.2.1.5 Education Planning Unit 155 Review 4.3.0 Education Secondary Schools Management Committee 4.3.1 Deputy Chief Education Officer (Administration) 161 4.3.1.2 Assistant Chief Education Officer (Nursery) 166 4.3.1.3 Assistant Chief Education Officer (Primary) 170 4.3.1.4 Secondary Sector 177 4.4.0 Technical and Vocational 4.4.1 Technical Advisor 202 4.4.1.2 Government Technical Institute 204 4.4.1.3 New Amsterdam Technical Institute 209 4.4.1.4 Linden Technical Institute 215 4.4.1.5 Essequibo Technical Institute 219 4.4.1.6 Guyana Industrial Training Centre 225 4.4.1.7 Carnegie School of Home Economics 231 4.4.1.8 Allied Arts Unit 233 4.4.1.9 Craft Production and Design Unit 238 4.5.0 Supporting Units 4.5.1 Inspectorate Unit 241 4.5.1.2 Examinations Division 256 4.5.1.3 School Boards Secretariat 262 4.5.1.4 President's College 265 Teacher Training 4.5.1.5 National Centre for Educational Resource Development 273 4.5.1.6 Cyril Potter College of Education 297 5.0 Review of Special Initiatives 5.1.0 Technical Adviser 305 5.1.1 Guyana Industrial Training College 306 5.1.2 President's College 307 6.0 Appendices 6.1 Budgeted and Actual Recurrent Expenditure Programme 1 Main Office 308 National Education Policy Implementation and Supervision Programme 2 310 Ministry Administration Programme 3 312 Training and Development Programme 4 314 Education Delivery Programme 5 316 6.2 Budgeted and Actual Capital Expenditure Capital 543 318 1.0 EXECUTIVE SUMMARY The Ministry of Education continued to regard its contribution to the elimination of • poverty and illiteracy in Guyana, though the enhancement of education, as a major goal. The year 2003 was the first year of implementation for the Education Strategic Plan and a review of activities of Central Ministry and the Regional Departments indicate that more than two-thirds of the planned activities are in progress. • One of the most important objectives of this plan is an improvement in the achievement of nursery and primary students in literacy and mathematics skills. The achievement of this objective is being facilitated by the Basic Education Access and Management • Support (BEAMS) programme and the Caribbean Centres of Excellence in Teacher Training (CCETT) project. In preparation for these programmes, literacy and ' mathematics standards for nursery level, and grades 1 to 6 of the primary level, were • developed in an effort coordinated by the Curriculum Development Unit, but including inputs from many other education agencies. National and International specialist in Literacy, Interactive Radio Instruction (IRI), Testing and Teacher Training were appointed to support staff at the National Centre for Education Resource Development (NCERD) and the Cyril Potter College of Education (CPCE). In addition to the development of standards, work was started on the CCETT project, pilot schools were identified and training of teachers has begun. Additional human and material resources to support CPCE, which is the implementation agency for the CCETT project, are expected early in 2004. Manuals and training programmes for Master Trainers and Cluster advisors, to be recruited under Beams, are being developed. Support was also provided through the Learning Resources Development Unit. Two thousand flip charts were made to support teachers' efforts and to promote identified reading strategies in schools. Templates have been prepared to be used by teachers to create a variety of displays for reading rooms. Every effort has been made to ensure that there is collaboration and not duplication between the two projects. The National Grade Two Assessment was done for the first time in 2003. The test was administered to all students in Grade 2 of primary schools throughout the country. It was intended to administer the test in three areas: English Language; Mathematics and Reading, however industrial action by teachers during the period identified for the reading component, led to the postponement of that subject but the other subjects were administered as scheduled and individual school reports were prepared. The results of the test in this year will be the baseline to assess progress in future years. The Ministry's plans to improve the human resources of the system were given a very positive start. A Teacher Training Advisory Board has been set up and the first meeting was held in November. In January the Hinterland Teacher Upgrading Programme was expanded to riverain areas of Region 2. Centres have been established at Charity, Good Hope, Kabakaburi, Mainstay and Wakapao. I 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 The first ever blue print for a Hinterland Teacher Certificate programme was developed with the assistance of two consultants and the first Hinterland Teacher Certificate Programme was launched in Region 1 in Novernber. Three centres have been established at Mabaruna, Port Kaituma and Monica with a total of forty students. NCERD successfully conducted a Distance Education Management Course for senior school administrators. Two hundred and ten (21 10) schoOl administrators drawn from all regions of Guyana participated in the course. In addition to these major initiatives, training of practicing teachers continued at all levels. Though the Unit of Allied Arts, approximately three hundred and sixty (360) teachers from all levels were trained in some areas of Expressive Arts. Workshops in the core subjects, Spanish and scriptwriting were conducted for primary school teachers by various units of NCERD. A Training of Teachers workshop for the administration of the Grade 2 Reading Assessment was also conducted. Twenty-nine teachers, functioning as Schools Welfare Liaison Officers, received training to assist them with their responsibilities, while one refresher training course was held for existing School Welfare Officers. One very positive achievement was the enrolment of a number of lectures/instructors from each of the Technical and Vocational institutions in the Technical Teachers Training Programme. More than sixty-five percent of these persons completed the course successfully. While there were many achievements in the area of Human Resource Development some important training activities could not be carried out because: the strike by teachers prevented their attendance at workshops; and lack of/or non release of funds by UNICEF and the Ministry of Finance. These factors affected workshops planned for Health and Family Life Education (HFLE), Child Friendly Schools, Early Childhood Education and Transition from Secondary level to the World of Work.
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