{"id":85889,"date":"2021-04-13T11:51:53","date_gmt":"2021-04-13T15:51:53","guid":{"rendered":"https:\/\/summaedu.org\/sin-categoria\/mesa-de-trabajo-sobre-los-desafios-y-oportunidades-del-sistema-educativo-en-guyana\/"},"modified":"2025-10-21T12:16:44","modified_gmt":"2025-10-21T15:16:44","slug":"mesa-de-trabajo-sobre-los-desafios-y-oportunidades-del-sistema-educativo-en-guyana","status":"publish","type":"post","link":"https:\/\/summaedu.org\/en\/news\/kix\/roundtable-on-the-challenges-and-opportunities-of-the-education-system-in-guyana\/","title":{"rendered":"Roundtable on the challenges and opportunities of the education system in Guyana"},"content":{"rendered":"\r\n

(Faire d\u00e9filer vers le bas pour obtenir la version fran\u00e7aise<\/em><\/em>)<\/p>\r\n\r\n\r\n\r\n

SUMMA and OECS<\/strong> organized the first of a total of eight education roundtables with representatives from the countries that make up the KIX center in Latin America and the Caribbean, where the national studies conducted by the American Institutes for Research (AIR) for KIX LAC, which deepen the understanding of educational priorities in each of them, will be presented and discussed.<\/p>\r\n\r\n\r\n\r\n

On this occasion, representatives from Guyana, Dr. Roslin Khan, Dean of the Faculty of Education at the University of Guyana; Mark Lyte, President of the Guyana Teachers’ Union; and Charmaine Bissesar, Head of Online Education Services at the Center for Excellence in Teaching and Learning at the University of Guyana, discussed the diagnosis and results of the report “Challenges and Opportunities for the Education System in Guyana”<\/strong> conducted by AIR researchers Rebecca Stone and Naomi Ziegler.\u00a0<\/strong><\/p>\r\n\r\n\r\n\r\n

According to the report, the main challenges facing the education sector in Guyana are:\u00a0<\/p>\r\n\r\n\r\n\r\n

The divide between the hinterland and coastal regions.
Ensuring equal access to resources, personnel and technology in all regions of the country.
Improving the efficiency and effectiveness of the public education sector in the areas of management, planning, monitoring and evaluation.
Ensure that the agenda and policy formulation in the Ministry of Education is based on the latest evidence or data.
The difficulty in getting the new education bill passed in Parliament.
The territorial disparity in the allocation of teachers.
The quality of teacher training and professional development programs.
The recruitment and retention of high quality teachers.<\/p>\r\n\r\n\r\n\r\n

In this regard, Naomi Ziegler<\/strong> emphasized with respect to teacher preparation that “we must take into account that sometimes schools hire teachers directly without training, especially in the interior areas, and in many of these cases, they complete it while already working in the schools”.\u00a0<\/p>\r\n\r\n\r\n\r\n

Specifically in reference to the challenges generated by Covid-19, and despite the negative effects of the pandemic on education, it has ushered in a period of significant innovations in distance learning. Teachers and administrators at all levels of education have adopted different technologies to reach and engage students, often for the first time. Even the Ministry of Education implemented creative solutions to reach its heterogeneous student population, including radio, television and print.\u00a0<\/p>\r\n\r\n\r\n\r\n

In reference to these challenges, Mark Lyte<\/strong>, president of the Guyana Teachers’ Union, stated that “the pandemic affected the ways in which teachers engaged with their students face to face; when COVID arrived, the transition was too fast, they did not know how to handle the virtual tools that were implemented to continue with the classes and still, many of them need training in ICT’s so that they can be better prepared in the use of online platforms”.<\/p>\r\n\r\n\r\n\r\n

Likewise, Dr. Roslin Kahn<\/strong>, Dean of the Faculty of Education at the University of Guyana, commented on the impact of the change in the teaching process that “parents and home conditions became an important part of learning, where in many cases conditions are not so favorable and this has implied a huge social change for everyone”.<\/p>\r\n\r\n\r\n\r\n

Charmaine Bissesar<\/strong>, Head of Online Education Services at the University of Guyana’s Centre for Excellence in Teaching and Learning, noted that this year “we had a higher number of students enrolling during the pandemic and I think this is because of online education. Now they can access it more easily, both because of the difficulties of physical travel and because it is much cheaper than face-to-face.\u00a0<\/p>\r\n\r\n\r\n\r\n

Based on the data obtained during this study and interviews with key education stakeholders in Guyana, the authors suggest that focusing on improving teacher training systems and supporting them would have a significant effect on improving the country’s education system. In addition, there is a need to provide teachers and students with more pedagogical materials developed specifically for the local context, such as textbooks, workbooks, software, among others, to support in-school or distance teaching and learning.\u00a0<\/p>\r\n\r\n\r\n\r\n

Lyte <\/strong>commented that apart from the technological challenges that teachers have faced, the psychological and social implications should not be forgotten, “teachers have been under a lot of pressure and need psychosocial support to help them find ways to balance their family and work life, because the change from face-to-face to virtual has implied much more work for them, it has implied much more dedication and working time, even at night”.<\/p>\r\n\r\n\r\n\r\n

At the end of the meeting, Dr. Javier Gonz\u00e1lez, director of SUMMA, thanked each of the attendees for their participation and assured that “what interests us most in the role that we have from KIX LAC is to really promote and support the priorities that have been identified and are still without agenda, especially teacher training, where our goal is to support, not only from research, but with a real impact and institutional and policy changes that can be useful for Guyana”.<\/p>\r\n\r\n\r\n\r\n

Also participating were Florencio Ceballos, senior Program Specialist with the Knowledge Innovation Exchange KIK at IDRC; Ra\u00fal Chac\u00f3n, director of KIX LAC; and Ivana Zacarias, researcher at KIX LAC.<\/p>\r\n\r\n\r\n

\r\n\r\n\r\n

Table ronde sur les d\u00e9fis et les opportunit\u00e9s du syst\u00e8me \u00e9ducatif en Guyane<\/strong><\/p>\r\n\r\n\r\n\r\n

SUMMA et l’OECS ont organis\u00e9 la premi\u00e8re des huit tables rondes sur l’\u00e9ducation avec des repr\u00e9sentants des pays du KIX Am\u00e9rique latine et Cara\u00efbes afin de pr\u00e9senter et de discuter des \u00e9tudes nationales men\u00e9es par les American Institutes for Research (AIR) pour le KIX LAC, qui permettent de mieux comprendre les priorit\u00e9s en mati\u00e8re d’\u00e9ducation dans chaque pays.<\/p>\r\n\r\n\r\n\r\n

\u00c0 cette occasion, des repr\u00e9sentants de la Guyane, le Dr Roslin Khan, doyen de la facult\u00e9 d’\u00e9ducation de l’universit\u00e9 de Guyane, Mark Lyte, pr\u00e9sident du syndicat des enseignants de Guyane, et Charmaine Bissesar, responsable des services d’\u00e9ducation en ligne au centre d’excellence de l’enseignement et de l’apprentissage de l’universit\u00e9 de Guyane, ont discut\u00e9 du diagnostic et des r\u00e9sultats du rapport “Challenges and Opportunities for the Education System in Guyana” r\u00e9alis\u00e9 par les chercheuses de l’AIR Rebecca Stone et Naomi Ziegler.
Selon le rapport, les principaux d\u00e9fis auxquels est confront\u00e9 le secteur de l’\u00e9ducation en Guyane sont les suivants:<\/p>\r\n\r\n\r\n\r\n

 <\/p>\r\n\r\n\r\n\r\n

Le foss\u00e9 entre l’arri\u00e8re-pays et les r\u00e9gions c\u00f4ti\u00e8res.
Garantir l’\u00e9galit\u00e9 d’acc\u00e8s aux ressources, au personnel et aux technologies dans toutes les r\u00e9gions du pays.
Am\u00e9liorer l’efficience et l’efficacit\u00e9 du secteur de l’enseignement public dans les domaines de la gestion, de la planification, du suivi et de l’\u00e9valuation.
Veiller \u00e0 ce que l’agenda et la formulation des politiques au sein du minist\u00e8re de l’\u00e9ducation soient fond\u00e9s sur les preuves ou les donn\u00e9es les plus r\u00e9centes.
La difficult\u00e9 de faire passer le nouveau projet de loi sur l’\u00e9ducation au Parlement.
Disparit\u00e9 territoriale dans le d\u00e9ploiement des enseignants.
La qualit\u00e9 des programmes de formation et de d\u00e9veloppement professionnel des enseignants.
Recrutement et r\u00e9tention d’enseignants de grande qualit\u00e9.<\/p>\r\n\r\n\r\n\r\n

Dans ce sens, Naomi Ziegler a soulign\u00e9, en ce qui concerne la pr\u00e9paration des enseignants, que “nous devons tenir compte du fait que parfois les \u00e9coles embauchent directement des enseignants sans formation, surtout dans les r\u00e9gions int\u00e9rieures, et dans beaucoup de ces cas, ils la compl\u00e8tent tout en travaillant d\u00e9j\u00e0 dans les \u00e9coles”.<\/p>\r\n\r\n\r\n\r\n

En ce qui concerne sp\u00e9cifiquement les d\u00e9fis g\u00e9n\u00e9r\u00e9s par Covid-19, et malgr\u00e9 les effets n\u00e9gatifs de la pand\u00e9mie sur l’\u00e9ducation, elle a ouvert une p\u00e9riode d’innovation significative dans l’enseignement \u00e0 distance. Les enseignants et les administrateurs de tous les niveaux d’enseignement ont adopt\u00e9 diff\u00e9rentes technologies pour atteindre et faire participer les \u00e9l\u00e8ves, souvent pour la premi\u00e8re fois. M\u00eame le minist\u00e8re de l’\u00e9ducation a mis en \u0153uvre des solutions cr\u00e9atives pour atteindre sa population \u00e9tudiante h\u00e9t\u00e9rog\u00e8ne, notamment la radio, la t\u00e9l\u00e9vision et la presse \u00e9crite.<\/p>\r\n\r\n\r\n\r\n

En r\u00e9f\u00e9rence \u00e0 ces d\u00e9fis, Mark Lyte, pr\u00e9sident du syndicat des enseignants de Guyana, a d\u00e9clar\u00e9 que “la pand\u00e9mie a affect\u00e9 la mani\u00e8re dont les enseignants s’engageaient avec leurs \u00e9tudiants en face \u00e0 face ; lorsque le COVID est arriv\u00e9, la transition a \u00e9t\u00e9 trop rapide, ils ne savaient pas comment g\u00e9rer les outils virtuels qui ont \u00e9t\u00e9 mis en \u0153uvre pour poursuivre les cours et encore, beaucoup d’entre eux ont besoin d’une formation en TIC afin d’\u00eatre mieux pr\u00e9par\u00e9s \u00e0 l’utilisation des plateformes en ligne”.<\/p>\r\n\r\n\r\n\r\n

De m\u00eame, le Dr Roslin Kahn, doyen de la facult\u00e9 d’\u00e9ducation de l’universit\u00e9 de Guyana, a comment\u00e9 l’impact du changement dans le processus d’enseignement en disant que “les parents et les conditions de vie \u00e0 la maison sont devenus une partie importante de l’apprentissage, alors que dans de nombreux cas, les conditions ne sont pas si favorables et cela a signifi\u00e9 un \u00e9norme changement social pour tout le monde”.<\/p>\r\n\r\n\r\n\r\n

Charmaine Bissesar, responsable des services d’\u00e9ducation en ligne au Centre d’excellence pour l’enseignement et l’apprentissage de l’universit\u00e9 de Guyane, a fait remarquer que cette ann\u00e9e “nous avons eu un nombre plus \u00e9lev\u00e9 d’\u00e9tudiants qui se sont inscrits pendant la pand\u00e9mie et je pense que c’est gr\u00e2ce \u00e0 l’\u00e9ducation en ligne. Aujourd’hui, ils peuvent y acc\u00e9der plus facilement, \u00e0 la fois en raison des difficult\u00e9s li\u00e9es aux d\u00e9placements physiques et parce que c’est beaucoup moins cher que le face-\u00e0-face.<\/p>\r\n\r\n\r\n\r\n

Sur la base des donn\u00e9es obtenues au cours de cette \u00e9tude et des entretiens avec les principales parties prenantes de l’\u00e9ducation en Guyane, les auteurs sugg\u00e8rent que se concentrer sur l’am\u00e9lioration des syst\u00e8mes de formation des enseignants et les soutenir aurait un effet significatif sur l’am\u00e9lioration du syst\u00e8me \u00e9ducatif du pays. En outre, il est n\u00e9cessaire de fournir aux enseignants et aux apprenants davantage de mat\u00e9riel p\u00e9dagogique d\u00e9velopp\u00e9 sp\u00e9cifiquement pour le contexte local, comme des manuels, des cahiers d’exercices, des logiciels, entre autres, pour soutenir l’enseignement et l’apprentissage \u00e0 l’\u00e9cole ou \u00e0 distance.<\/p>\r\n\r\n\r\n\r\n

Selon Lyte, outre les d\u00e9fis technologiques auxquels les enseignants ont \u00e9t\u00e9 confront\u00e9s, il ne faut pas oublier les implications psychologiques et sociales : “les enseignants ont \u00e9t\u00e9 soumis \u00e0 une forte pression et ont besoin d’un soutien psychosocial pour les aider \u00e0 trouver des moyens d’\u00e9quilibrer leur vie familiale et professionnelle, car le passage du face-\u00e0-face au virtuel a impliqu\u00e9 beaucoup plus de travail pour eux, beaucoup plus de d\u00e9vouement et de temps de travail, m\u00eame la nuit”.<\/p>\r\n\r\n\r\n\r\n

A la fin de la r\u00e9union, le Dr. Javier Gonz\u00e1lez, directeur de SUMMA, a remerci\u00e9 tous les participants pour leur participation et a assur\u00e9 que “ce qui nous int\u00e9resse le plus dans le r\u00f4le que nous avons de KIX LAC est de vraiment promouvoir et soutenir les priorit\u00e9s qui ont \u00e9t\u00e9 identifi\u00e9es et qui sont toujours sans ordre du jour, en particulier la formation des enseignants, o\u00f9 notre objectif est de soutenir, non seulement \u00e0 partir de la recherche, mais avec un impact r\u00e9el et des changements institutionnels et des politiques qui peuvent \u00eatre utiles pour la Guyane”.<\/p>\r\n\r\n\r\n\r\n

Ont \u00e9galement particip\u00e9 Florencio Ceballos, sp\u00e9cialiste de programme du Knowledge Innovation Exchange KIK au CRDI, Raul Chacon, directeur de KIX LAC, et Ivana Zacarias, chercheuse \u00e0 KIX LAC.<\/p>\r\n","protected":false},"excerpt":{"rendered":"

(Faire d\u00e9filer vers le bas pour obtenir la version fran\u00e7aise) SUMMA and OECS organized the first of a total of eight education roundtables with representatives from the countries that make up the KIX center in Latin America and the Caribbean, where the national studies conducted by the American Institutes for Research (AIR) for KIX LAC, […]<\/p>\n","protected":false},"author":8,"featured_media":85880,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[53],"tags":[],"class_list":["post-85889","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-kix"],"acf":[],"_links":{"self":[{"href":"https:\/\/summaedu.org\/en\/wp-json\/wp\/v2\/posts\/85889","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/summaedu.org\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/summaedu.org\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/summaedu.org\/en\/wp-json\/wp\/v2\/users\/8"}],"replies":[{"embeddable":true,"href":"https:\/\/summaedu.org\/en\/wp-json\/wp\/v2\/comments?post=85889"}],"version-history":[{"count":2,"href":"https:\/\/summaedu.org\/en\/wp-json\/wp\/v2\/posts\/85889\/revisions"}],"predecessor-version":[{"id":85891,"href":"https:\/\/summaedu.org\/en\/wp-json\/wp\/v2\/posts\/85889\/revisions\/85891"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/summaedu.org\/en\/wp-json\/wp\/v2\/media\/85880"}],"wp:attachment":[{"href":"https:\/\/summaedu.org\/en\/wp-json\/wp\/v2\/media?parent=85889"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/summaedu.org\/en\/wp-json\/wp\/v2\/categories?post=85889"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/summaedu.org\/en\/wp-json\/wp\/v2\/tags?post=85889"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}