Some 145 teachers in several key subject areas are set to graduate from the Education Ministry’s non- graduate certificate progamme offered by the National Centre for Educational Resource Development (NCERD).
The teachers come from across the country, and are pursuing studies in English, Mathematics, Physics, Chemistry and Biology. They will be sitting their final examinations in December.
NCERD Director Mohandatt Goolsarran said 93 teachers pursued the course in English, 25 pursued Mathematics, 11 pursued courses in Chemistry, 11 did Biology and five did Physics.
NCERD Director, Mohandatt Goolsarran
The 18-month non-graduate certificate programmes are part of a series of continuous professional development programmes introduced by NCERD to build the capacity of teachers who are not formally trained in English, Mathematics, Chemistry, Physics and Biology to effectively impart these subjects. It is part of the ministry’s drive to improve students’ performances at the Caribbean Secondary Education Certificate (CSEC) examinations, particularly in the areas of English and Mathematics.
Education Minister Shaik Baksh said greater emphasis is being placed on continuous professional development of teachers as the Education Ministry widens the opportunity for them to upgrade their skills and be more responsive to the changing demands of the school system.
Teachers who complete the programme will have an advantage when they apply for promotion.
The NCERD conducts a range of face- to-face and distance education training courses based on the needs of the school system.
These programmes are delivered both at the national and regional levels.
The continuous professional development courses offered by NCERD are also delivered through face-to-face instruction and distance models.
Other courses offered by NCERD include classroom test construction and evaluation, guidance and counselling, curriculum management, personnel management for school managers, and principles of education management.
Minister Baksh had also stressed that efforts are being made to upgrade the education of teacher educators at the Cyril Potter College of Education (CPCE) to the master’s level; and on that score, he emphasised that quality teachers are the ones who make the real difference in students’ learning outcomes.
He stated that there must be a paradigm shift in the delivery of education at the college. This, Baksh said, must include the redesign of the curriculum to de-emphasise knowledge content, which leads to cramming and regurgitation.
The new curriculum design and delivery methodology, he articulated, must among other things emphasise processing, problem solving, developmental, technical, reasoning, interpersonal and communication skills.
