Dear Editor,
A letter entitled ‘What is the status of the technical/vocational curriculum in our schools?’ (KN, January 20), sought answers to the state of technical and vocational education and training (TVET) in Guyana. Permit me to first thank the writer for the interest shown in the education system and particularly in TVET. It appears, however, that a fundamental mistake was made by the writer in confusing the process of quality assurance and certification, alluded to in the Minister’s comments, with the state of technical vocational education and training in the country.
The Caribbean Association of National Training Agencies (CANTA) has certification guidelines and processes with their concomitant external verification and quality assurance mechanisms, which must be met prior to receiving recognition to award CVQ. It was this “readiness” that the Minister of Education spoke about in relation to Guyana having met those administrative and other system related requirements. The Minister gave the assurance that Guyana is in the process of being recognized to award the CVQ, something we could not unilaterally declare as we are subject to the regulations of the regional governing bodies, including Caricom.
In 2004, as a requirement of CANTA, in preparation for the CVQ, the Ministry of Education established the Council for TVET through an Act of Parliament. The council is charged with spearheading the transformation of the TVET institutions from the traditional mode of training to Competency Based Education and Training (CBET), which is the mode of training that leads to the award of the CVQ. The expectations of CVQ and the CBET programme entail a complete change in the way TVET is delivered. There is strong emphasis on quality assurance and facilities, staff, qualifications and experience; training and assessment practices must all meet regional guidelines and standards.
More importantly, throughout this process there is a strong participation and involvement of industry practitioners. When this right is conferred on Guyana, the Council for TVET will begin to award the CVQ to persons trained by technical institutes and other private training institutions while the Caribbean Examinations Council (CXC), will award the CVQ to persons trained in the secondary schools across the country.
In relation to the state of TVET in the education system, however, the Ministry of Education is eager to engage all interested parties in a discussion of where we are and how we can move the system forward. It must be unequivocally stated that, as a matter of fact, TVET is in its best position in the history of technical education in Guyana.
The Ministry of Education, with the addition of two new centres in Mahaicony and Leonora, currently operates ten TVET institutions in Regions 2, 3, 4, 5, 6 and 10. There are plans as well to establish a centre in Region 9. The institutions have a combined students’ population of over 3000 and graduate more than 1500 students annually. Further, the Ministry of Education, along with the TVET Council, continues to re-tool and upgrade facilities, train and re-train the staff of these institutions and expand the programmes offered to ensure that we continue producing world-class graduates consistent with the ever changing industrial expectations and standards.
The Ministry of Education has also revitalized the Secondary Competency Certificate Programme (SCCP) which is currently offered in fifty secondary schools and seven strategically placed practical instruction centres (PICs) serving our secondary school population nationwide, with more than 1000 students successfully completing this programme last year. This programme offers a competency based modularized curriculum in TVET and gives secondary school students the opportunity to acquire entry level technical skills in various trade areas. The graduates of this programme continue their careers in the TVET institutions, seek employment or transition to the CXC programme in schools.
The Ministry of Education has not only continued to expand TVET across the length and breadth of Guyana, but has also developed a strategic plan for TVET in Guyana that outlines how this component of the system will be implemented from nursery through to university and post- graduate levels. It envisioned combining CBET and labour market intelligence and other strategies to address the existing and emergent skills in Guyana. We would encourage any interested parties to contact the TVET Unit of the Ministry of Education for more information on TVET in Guyana: Tel: 231-8815 or 223-7900 ext 252/253 or E-mail us at aceo_tech@ yahoo.com.
Yours faithfully,
Patrick Chinedu
Assistant Chief Education
Officer (Technical)
