NCERDLEADERS

NCERD News

2008-12-31T23:59:00.000-04:00

VSOs return home (new!)

All Modules now online (new!)

Module 9 now available (new!)

Module 7 now available (new!)

Module 8 now available (new!)

Module 6 now available

How are you doing?

Region 3 Award Ceremony for Management Trainees

Ministry of Education holds consultations on aspects of secondary education

Welcome to new trainees

Implementation of Early Grade Readers

Georgetown Graduation at Queens College

EMS Graduation Speech

Region 7 Graduation held in Bartica

Interview with Mrs Florence Sukhdeo

Early Childhood Education Specialist NCERD

Just scroll down for more!

2008-12-29T13:58:00.001-04:00

After two years in Guyana, Stephen Harding (Education Management Specialist), his wife Mary (Literacy Specialist) and Meg Caton (SEN Specialist) are returning home on 13th February 2009. This is what was said about them in the Guyana Chronicle PepperPot.....

VSO trio head home Saturday

taking with them bittersweet memories

By Vanessa Narine

“We just booked our tickets, but we will be taking Guyana home in our hearts.”

These were the words of Voluntary Service Overseas (VSO) volunteers Ms Meg Caton, Mr. Stephen Harding, and his wife Ms. Mary Harding; three individuals who, after meeting for the first time two years ago, have found fulfillment, fun and friends for life, as they served as volunteers based at the National Centre for Educational Resource Development (NCERD).The three, who supported the Education Sector here with their various talents, are bound for the United Kingdom (UK) and will be leaving next Saturday as they set off to reunite with family, and experience new things.“I am going home to two grandchildren expected over the next few weeks,” Meg Caton said, bitter-sweet emotions emanating from her words.She described her experience here as everything from exciting, rewarding and amazing to challenging and new.

Working with Mary Harding in Curriculum Development, Meg conveyed the feeling of satisfaction that came from visiting schools all across Guyana and seeing children being happy to read.

“Seeing them use the materials we helped develop, and the joy they got from reading was extremely rewarding,” she said.However, besides the rewards of her professional stint in Guyana, Meg said she was delighted at being a part of the Guyanese culture, and the many major events that occurred during her stay here.Mary Harding echoed Meg’s sentiments, and singled out World Cup Cricket, the Caribbean Festival of the Creative Arts (CARIFESTA), plays at the Theatre Guild Playhouse and the National Cultural Centre; the celebration of Mashramani, Diwali, Phagwah and Christmas as being among the most enjoyable moments she’d had over the years.“The togetherness of the Guyanese people during these events, and the integration of everyone, regardless of religion, into the other’s celebrations exemplifies the country’s motto: ‘One People, One Nation, One Destiny’,” Mary declared, excitement at the memory evident in her voice.She went on to say that not only did this spirit exist during playtime, but also during the course of work as working at NCERD involved teamwork as well as team spirit.“Working with curriculum development at NCERD was working as part of a team that was focused on improving literacy, and improving individual skills in Guyana in a mass literacy countrywide programme, the Fast Track Initiative (FTI), which targeted head teachers, practicing teachers and educators,” Mary said.Mary also said that apart from the oneness one felt, life here was very different from that of life in London, particularly the lifestyles of persons in the outlying areas of Guyana.Mary’s husband, Stephen, who worked in Education Management, echoed her sentiments, but added that while they had come with no idea of what to expect, they were, nevertheless, stunned.“The differences are countless, but one thing I appreciate very much is that Sundays in Guyana remains a day of rest.

The traffic lights blink amber throughout the day; Guyanese take time to go to their religious bodies; and Sundays are distinctly different,” Stephen said, seemingly lost contemplating the differences.His colleague, Meg, also recalled her many Sundays in Guyana, saying that in London, Sundays were just normal days.“Persons should try not to change Sundays, since it is a special time that some take for granted,” Meg said.Stephen continued his reminiscence as he pointed to one moment in several “special times” he experienced and said in all his years of work, never did he have a view of the ocean as he did while working with NCERD.“I had the perfect view of the Atlantic Ocean, and we could always tell before anyone when the rains were coming,” he recalled laughingly.Another special moment for him was the completion of a programme he wrote to assist in the training of School Managers, the Education Management Certificate Course, a programme that has seen over 350 graduates countrywide since its initiation.“There is a genuine thirst for knowledge in Guyana; people want to learn, especially now that the programme has activities to stimulate persons during the lectures,” Stephen said.

He said that since the fourth batch of school managers completed the 18-month course, over 600 individuals have expressed their interest in the programme, which it is hoped will continue as part of NCERD’s commitment to training.“The programme, which was developed in 1990 for schools in Africa, was now completely fitted to Guyana and its environment,” Stephen said proudly. “We have achieved far more than we had expected, and it is very satisfying.”The three agreed that while the two years they spent here simply “flew by,” the satisfaction they gained was well beyond their expectations, not just work-wise, but in other respects as well, particularly the Guyanese cuisine and of course Guyana’s tourist attractions.

“The best trips we had were our visits to the Kaieteur Falls and Shell Beach,” Mary said.Smiling, her husband, Stephen, recalled the occasion.

“Everything that could have gone wrong on the trip to Shell Beach went wrong, but we were laughing the entire time,” he said.Smiling too, Mary’s memories traced back to the trip, as she reminded her husband of the boat breaking down in the middle of nowhere but added that the experience was worth so much.“As much as we gave in our years as volunteers, we got back two-fold in so many other ways,” Meg said.So, leaving with the many experiences and fond memories gained while selflessly giving of themselves to serve other humans, in a strange land whose culture was alien to them, Meg, Mary and Stephen have exemplified the view that serving others brings its own rewards.Director of NCERD, Mr Mohandatt Goolsarran, gave the VSO volunteers another reward, in that he expressed his gratitude for their selfless support over the years.“They were very adaptable and produced quality work, while they became integrated within the system, providing professional skills and motivating teachers to strive for greater heights,” he said.

All Modules now complete and online

2008-12-28T13:06:00.009-04:00

We've all been waiting for it and now it's happened. All Education Management Programme Modules are now online in text and PDF versions. Just go to the side bar on the right to view or download them.

Module 5 was the last to complete and it can now be viewed with all the others on http://www.ncerdleaders.com/.

This is a first for NCERD to have all of the materials for a distance learning programme online for all to see.

Module 9 School Records and Documents

2008-12-28T13:06:00.005-04:00

We are pleased to announce that the Supplementary Module 9 based on the guidelines School Records and Documents is now available online. Just go to the side bar on the right to find it.

Although we have made it clear in the last eight modules that the most important aspect of a headteacher’s function is the leadership role, we cannot deny that there is also a need for a certain amount of administration to make sure that schools function smoothly and that appropriate records are kept for those who need them.

This module is a supplementary one and does not form part of the main programme. It is based on the Ministry of Education’s document “School Records and Documents” which has been updated regularly to meet current needs. It is the Ministry’s guidelines for all administrative activity for schools in Guyana. It is an extremely comprehensive guide produced by a large number of persons who wrote it and were part of the consultation process. It gives clear instructions to headteachers on how they should operate in respect of their administrative duties.

Whilst we accept that such administrative tasks are essential in keeping the wheels of the school moving smoothly, we must remember, however, that these tasks are not a means to a successful school in themselves. They assist the headteacher in keeping appropriate records to support him /her to fulfil his / her role as a leader. Alone they will not raise achievement. This is done by coaching, motivating and supporting school staff. School records should be completed, therefore, as far as possible outside of the school day and should not be used as an excuse to avoid working in those areas which will make a real difference to pupil achievement.

The primary purpose of the guidelines is to provide information to school practitioners in an attempt to enhance their competence and confidence. When the guidelines are adhered to, the system of accountability would be greatly improved.

The format of this module is different from that of the previous ones in that each unit will have a short introduction, after which you will be expected to read the appropriate sections of the guidelines. On completion of your reading, you will find a number of reflections and activities which we hope you will complete. We have provided you with a page reference from the guidelines to assist you in this process. The answers to the activities should be recorded in your portfolio in the normal way.

Almost there

2008-12-28T13:06:00.003-04:00

After 3 batches of the Education Management Programme, NCERD is proud to report that we have almost completed the complete task of the revision of the EMC Modules. Only one remains - module 5 School Finance. It has been completed and is currently with the technical advisor who is checking it over for accuracy. You can expect to see it on the website in the next week or so.

The modules are now completely Guyanese and no longer contain any reference to Africa. This will assist trainees considerably in ensuring that their understanding of the education system is current.

This will complete the tasks of the Education Management Specialist and VSO Stephen Harding from Great Britain who has been in Guyana for two years in NCERD and will be returning home on 13th February 2009.

Watch this space!

Module 7 The Management of Schools now available and online

2008-12-28T13:04:00.001-04:00

We are pleased to report that you can now access Module 7 The Management of Schools both in text and PDF format online from this website. Just go to the sidebar on the right to find the links to download it or read it.

Introduction
The purpose of this module is to enable heads to gain an understanding and insight into the nature and dimensions of school management, and thus help them work effectively with the various groups and bodies which have a part to play in the good management of each school.

Let us first of all remind ourselves of the distinction between leadership, management and administration. A good head would be capable of all three and particularly his / her key role as a leader. We will deal with this in much greater detail in Module 8 “The Leadership of Schools”. In simple terms, the leader creates the vision and engages the staff to fulfil that vision. The manager creates order and structure to oversee and undertake the process and the various stages required to achieve the task. The administrator deals with the day-to-day issues that are required for the whole process to run smoothly, meet the requirements of the law and achieve the desired results. In short, what will be done, how it will be done and the doing!

In this Module, we will examine the process of management. There are many people and organisations involved in the management of a school and they all have their part to play. We will not only examine the role of headteacher in this but also look at the responsibilities of other outside stakeholders such as the parents, the children, the regional departments of education, the community and the central ministry.

Module 8 now available

2008-12-28T13:03:00.000-04:00

We are pleased to report that Module 8 Leadership in Schools is now available on this website in both text and PDF formats (Portable Display Format). Just go to the side bar on the right to find a link to see the module or down load it.

The module is a complete re-write of the original one and should be much clearer for trainees to follow. The following is a summary of the new module for your information:

Module Eight
The Leadership of Schools

Understanding leadership in schools
In this unit, we looked at the main reasons why we have schools in Guyana in order to focus on the role of the leader and the concept of leadership and, in particular, the type of action that is associated with a good leader. We concentrated on the differences between administration, management and leadership and concluded that, although all have their place, leadership is the most important role and is essential to the development of efficient and successful schools. We examined the characteristics of effective leaders.

We looked particularly at the diverse approaches of the reactive and the proactive headteacher and concluded that it is essential for heads to be proactive in all that they do rather than simply waiting for the specific instructions of others. And finally, we brought to your attention the need for leaders to model how to follow and highlighted the main hallmarks of effective followers.

The principles of educational leadership
Whereas in Unit One we looked at leadership in relationship to schools, in this unit we examined more closely the general skills which are required to be an effective leader and related them to your own practice in school. In some cases we gave you examples of what you could do in school to become accomplished in the desired skills. We added to the work of an earlier module by considering the effectiveness of a variety of styles and, at various points in the unit, asked you to start evaluating your own leadership performance.

Leadership in Guyana’s schools
In this unit we have moved the focus to the needs of the Guyanese educational system, from the theory to its application in schools. We required you to understand the essential characteristics that Guyana wants to develop in its leaders and to put some of this into practice by analysing your own performance in these areas.

We identified a number of groups, whose responsibility it is to develop the future leaders of Guyana. These range from yourself as a potential leader (or perhaps you already are one) through each of the various levels in the school though to those externally responsible for schools in the regions and the Ministry of Education. In each case we related these requirements to the imperative to create effective and successful schools.

Leading in your new school
In this unit we asked you to use your imagination and consider the implications for you of a new leadership post. You were exposed to the various emotions and thoughts that you might have before taking up the post. We looked at the effects that your appointment may have on others and their reaction to you and how you might ease for them the transition from one manager to another. Our aim was to help you to feel more confident about being a middle leader, member of a senior leadership team or headteacher.

We looked at some practical issues such as developing strategies for getting to know and understand your staff and how to make an impact in the first few weeks without making persons feel threatened by any changes you may wish to make. Finally we discussed the way you might use your own experience to date and that of other staff to your best advantage.

Developing leadership in others
Leadership training is now commonly seen as a key feature in the agenda to raise achievement in schools and to improve their effectiveness. We believe, therefore, that it cannot be left to chance or delivered in an ad hoc way. It is important that you are able to appreciate what is meant by leadership professional development and why it is essential to develop people in leadership. As a result of this, you need to understand the process of providing professional development and be able to describe the various forms that leadership professional development may take both for individuals and groups of people in order that you will be able to put them into practice.

However, we are aware that such training in Guyana has its challenges especially in the light of decreasing resources and resource persons. We provided for you strategies to try to overcome this in a positive way. Each type of leader deserves a tailor-made programme to meet its needs. In this unit, we outlined for you the specific leadership training focus of each group and assisted you in evaluating those skills in order that good decisions will be made about future leaders.

Finally, we all need to plan for a time when our leaders will move on to other things. Succession planning is a way of preparing for this and we linked this concept to all of the other training processes already outlined.

Identifying leadership characteristics
This unit was quite different from many others in that it not only assisted you in understanding the basic competencies of a headteacher but also showed you how to evaluate those competencies in a way which would be meaningful and useful for you. If you completed the exercise, you now be in possession of a document which shows clearly your strengths and weaknesses as a leader according to the perceptions both of yourself and others who you manage or are managed by.

Your own leadership growth plan
After working through the competency evaluation of the last unit, it was essential that the information gained was used to inform further development of your leadership skills. To this end, you should now have a better understanding of the variety of methods of receiving feedback about your leadership competencies that are available to you and recognise the sources on hand for feedback about your performance.

We encouraged you to create your own leadership growth plan and use examples of leadership growth plans for middle and senior leaders to improve your own one. Finally, we encouraged the use of and described a leadership portfolio which would store your background and professional information as well as successful examples of your leadership activities and your reflections on them.

Go forward and lead
Having reached the end of the main modules of the Education Management Programme, this module will pull together all you have learnt to allow you to apply this knowledge and skills in a real life situation.

Education Management Programme Summary

2008-12-28T13:02:00.000-04:00

It may be that you are considering studying this programme in the future or you have already started and would like to put the module you are studying in the context of the whole course. If either of these are the case or for some other reason you would like to jhave details about the whole course, just click on the link below to look at the summary page.

Education Management Programme Summary Modules 1 - 8

Shortage of modules

2008-12-28T13:01:00.000-04:00

This year the Education Management Programme has been so popular that far more trainees have enrolled than expected and in some areas there are insufficient modules to go round. There are a number of things you can do until they are reprinted.

You are at liberty to photocopy them from a fellow trainee as you wish.

You can read them in text format from this website and print them off.

You can download them in PDF (Portable Display Format) from this website. Just go to the side bar on the right and click on the links. If you have a slow connection, it may take a while, so be patient. You can then either save them on your computer and read them from there or you can print them off.

If you have any difficulty with the download or you are perhaps using a computer in a limited time frame, you can email us at NCERD, giving us full details of your Name, School, Region and Master Trainer and we will email the first few modules to you in PDF format. Again, be aware that they are large files and may take a time to load when you receive them by email. Go to the contact us page on the sidebar on the right.

You can call into NCERD and we will copy the files onto a disk or your flash drive.

We are sorry if you have experienced any difficulties and expect that all modules will be available on this site by the end of January and available in print soon after.

Thanks for your patience.

How are you doing?

2008-12-28T13:00:00.000-04:00

Allow jour leadership skills and knowledge to develop

just like the growing tree

By now, you should have completed Module One if you are a trainee on the Education Management Programme. Hopefully you will have handed in two assignments and will have good grades. Your assignments were due on 12th December and your portfolio on 31st December. It may be that you will have a little longer if you started late.

You will soon be starting Module 2 if you have not already done so. This deals with the Principles of Education Management.

The task of running a school requires imagination and common sense. But there are also certain principles of management which can provide useful guidance for the practising school head, and a number of these are examined in this module. The principles covered here include: aspects of human and public relations, communications, delegation, decision making and problem solving. We hope that the module will encourage you to reflect on your own performance and consider ways in which you might improve your own school management processes to become more effective in your role as school head and as a manager of change.

After working through this module you should be able to:

discuss the contribution which management theory can make to understanding management practice

relate your responsibilities and duties as a school head to the functions of the Guyana

Government and its Ministries and especially the Ministry of Education

differentiate between the main functions of the head of a school and identify some of the tasks associated with each

understand the importance of good human relations and communications in promoting a suitable working environment for teachers, pupils and non‑teaching staff in a school

outline the importance of delegation and outline the key principles and procedures involved in delegation in schools

explain decision making and problem solving and list the major factors which contribute towards effective practice

describe the nature of the change process and identify the key management functions and tasks associated with the effective management of school

We hope that you are not finding the work too onerous or too difficult and that what you have read so far is helping you in your current post. The first modules are more theoretical than the rest and the programme becomes much more practical as you go along.

We encourage you to keep working at it and are confident, from the many comments of graduates of the programme, that you will find it beneficial in your work and a great step to higher things.

Module Six Monitoring School Effectiveness

2008-12-27T14:24:00.000-04:00

If you are studying the programme, this module will be a long way off but it is now available for you to look at. If you are just casually looking at the site, you will find this module useful for monitoring and evaluating your school's performance.

The PDF version will be available soon and you will find both on the sidebar on the right. Just click on the link.

The next module to become available will be Module 8 - Leadership in Schools. You should have this within the next week. We realise that these are being published out of order but we are trying to get them to you as soon as they become available. We are confident that all of the modules will have been published on the site by the end of march both in text and PDF formats.

Happy reading!

2008-12-24T08:00:00.005-04:00

Seasons Greetings from NCERD

to all our readers

and

Wishing you a happy and successful New Year

Region 3 Awards Ceremony for Management Trainees

2008-12-09T09:44:00.009-04:00

The Graduates

On Thursday 4th December, 18 trainees met with their families, friends, wellwishers and colleagues at the West Demerara Secondary School for the last of the graduations for the 2006 -2008 batch of Education Management Programme Trainees.

The following officiated at the ceremony:

Welcome - Ms Myrtle Caldeira - Master Trainer

Chairman - Mr Patrick John

Opening Remarks - Ms Marlyn Jones-O'Donogue - Regional Education Officer (ag)

Overview of course - Mr Stephen Harding - Education Management Specialist

Guest Speaker - Ms Donna Chapman - DCEO (D)

Charge - -Mr Andrew Kartick - NCERD

Appreciation Mr Devendre Persaud - Graduate

Regional Chairman offers congratulation

There were special items from Ms Megan Clarke, Ms Carmel Roberts, Ms Beverley Munesar,

Mr Patrick John and a pupil from Malgre Tout Primary School. There were remarks made by the Regional Chairman, Ms Moses Grant (Master Trainer) and Ms Chiveon Bovell (trainee).

All were presented with certificates for succeeding in the 18 month programme and the top performer - Ms Sharmilla Ramkissoon and regional runner up - Ms Chiveon Bovell were presented with trophies.

Mr Kartick gives the Charge

NCERD offers congratulations to all of the graduates.

If you want to see more photographs, click on the link below:

Region 3 Graduation December 2008

The Programme

Ministry of Education holds consultations on aspects of secondary education

2008-12-02T08:17:00.003-04:00

Thanks to the GINA Government website for this article 1st December 2008

Minister of Education, Shaik Baksh stressed the importance of consultations today during a meeting the Ministry of Education held with stakeholders to consult on some issues of secondary education in Guyana. Minister Baksh noted that the Education Ministry views consultations with stakeholders as critical in moving the education system forward. The Minister said that today’s consultations deals with four major issues relating to the secondary curriculum. Chief Education Officer (ag) Genevieve Whytenedd, said that “effective school administrators constantly restructure, refashion, remodel, and re-evaluate whatever they are doing because the education is so dynamic and always changing…Because our country is so diverse we are here to sit to work together and see if whatever we are doing is working.”

The four major issues discussed during the consultations comprised several questions relating to secondary education.

The first set of questions addressed under the first issue were:

- Should there be a limit on the number of subjects to be taken at grades 7,8, and 9?,
- Should English Literature be a compulsory subject at Grades 7,8 and 9?,
- On placing students in different streams after Grade 9, should there be a limit on the number of subjects to be taught at Grades 10 and 11 for the CSEC,
- Should Health and Family Life Education (HFLE) be a discrete and time-tabled subject at each Grade and be extended to include moral education?

The second issue dealt with:

- Should Advanced level examinations be discontinued and all students be taught for CAPE?, - --- Should there be a limit to the number of subjects to be taken by students entering to write CAPE
- Should there be compulsory subjects to be taken by students entering to write CAPE?

The third issue addressed included these questions:

- Currently, each sixth form school attempts to offer the full range of subjects at the sixth level; what changes would you propose under the review which will maximize limited resource
- Should a sixth form college be established in Guyana?

Issue four dealt with:

What are your views on changing the school hours to commence from 8:00h?

In relation to limiting the number of subjects offered at CAPE exams, Minister Baksh said that an analysis was done on two schools which revealed that while very few subjects attracted great numbers of writers, most attracted poor numbers of students.

He pointed out that resources are required to set off these exams. During the interactive sessions, many participants shared their views on the questions proposed. The majority of those present were against the proposals. Students also answered most of the questions in the negative.Apart from students, the consultation was attended by District Education Officers, representatives of school Boards, Headteachers, Deputy Headteachers, and officials from the Ministry of Education.

Welcome to new trainees

2008-11-26T11:28:00.010-04:00

Be A Leader!

The staff of NCERD would like to offer a very warm welcome to all of the new Education Management Programme trainees throughout Guyana. We were inundated with applications for this batch 2008 - 2010. In most regions, applications were up by 50% and choices had to be made as to who would be able to join the Programme. We have no doubt that Master Trainers and REDOs have made the right choices and that, if you are one of the new trainees, you will do all within your power to complete the 18 month programme successfully.

Remember that all the modules have been rewritten and are now COMPLETELY GUYANESE. The programme is very interactive and you are encouraged to reflect on your own practice as you go along. We always give our own thoughts on these reflections, so you can see whether you are on the right lines or not.

Modules 1 - 4, the Programme Handbook and the Trainee Assessment Guide are already available on this website both in text and PDF format. Just go to the sidebar on the right to find links to them. Progress is being made on the Part Two Modules. Modules 5, 6 and 7 have been rewritten and now await final formatting and printing. Module 8 will be completed by Christmas and in the New Year you can expect to see them appearing on the site.

If you are not on the programme but simply want to look at the materials, you can download them from this site. However, even better news, all of the modules are going to be available in every Guiyanese school next year. Your HM will have a complete set for you to look at. Your REDO already has a set.

If you have not yet registered with us, why not do so today and you will receive an email and links every time we update the site. Just go to the side bar on the right and scroll down to the "Register" section. We look forward to hearing from you.

And also, a word to those of you who are looking at these materials from further afield. We've seen you browsing from Africa, Asia, Central and South America. The materials can be freely reproduced in any Commonwealth country with the permission of the Commonwealth Secretariat in London. Otherwise, as they are on the net, if you are not in Guyana, they are for individual use. We would appreciate an email so that we know who is using them to admin@ncerdleaders.com.

So, as you can see, there is a great thirst for training at this Leadership Level in our schools. We'll finish by reminding you that .......

"Good leaders are expensive but bad leaders are even more costly when we try to rectify the mistakes they make."

Get yourself trained if you are going

to do the job properly.

Our children deserve nothing less than the best.

We're back!

2008-11-26T11:18:00.004-04:00

Please accept our apologies for the lack of updates in the last two weeks. This was due to staff being on leave. However, we are back now and fully operational. Remember that if you are new to the Education Management Programme and you have an email address, please register with us and we will send you a link whenever the site is updated. Many have already done so. Don't miss out. Just go to the sidebar on the right and you will find full instructions in the "Contact Us" section.

Just scroll down to find more!

Implementation of Early Grades Readers Assessment progressing well

2008-11-05T09:03:00.004-04:00

IMPLEMENTING of Early Grades Readers Assessment (EGRA) in Guyana has been progressing very well, according Head of the Curriculum Development and Implementation Unit of the National Centre for Educational Resource Development (NCERD), Ms. Bibi Shariman Ali. She gave the progress report following the conclusion of an October 13 to 18 workshop.

Ali said, since then, 38 staff and retired teachers have done work in Regions Two (Pomeroon/Supenaam), Three (West Demerara/ Essequibo Islands), Four (Demerara/Mahaica) and Five (Mahaica/Berbice).

She said, currently, Region One (Barima/Waini) is being targeted but the objective is to reach 2,700 grades one to three pupils, in at least 60 primary schools, countrywide. The joint effort, funded by the World Bank, in association with Research Triangle Institution (RTI) of Washington, D.C., has allowed facilitators, Ms. Jennifer Sprat and Ms. Emily Miksic of RTI, to work along with experienced educators for the purpose.

EGRA is a diagnostic instrument designed to quickly assess pupils’ skills for literacy acquisition and was developed in 2006 when United States Agency for International Development (USAID) created it to gauge reading. Ali said the field work, which is likely to continue through next week, will provide a baseline of solid evidence on how well pupils in the early grades are reading and make available a database to facilitate information needs of schools throughout Guyana.
She explained that EGRA will also enable NCERD to plan other programmes and training courses for enhancing literacy levels locally.

Thanks to

89 Teachers Graduate in the Education Management Programme

2008-11-04T15:21:00.010-04:00

We are pleased to report that the biggest cohort of graduates from Georgetown met in the auditorium of Queens College on 3rd November for their graduation of the Education Management Programme. This is the largest group in the country and they were taught by 5 Master Trainers.

The programme started with the procession of the graduates to the march of the Guyana Police Band who later played a medley as part of the entertainment. Dressed in light blue and white silk capes, the graduates entered the hall to receive their certificates and prizes for the best performers.

It was a grand occasion with many well wishers, family, headteachers, teachers and officers of the Ministry of Education and the Georgetown Department of Education.

The proceedings were ably led by the chairperson for the day - the Headteacher of Winfer Gardens Primary School, herself a former graduate of the Programme. Stephen Harding, the Education Management Specialist and VSO from NCERD gave the overview of the programme and the certificates were presented by his wife Mary Harding (Literary Specialist) and Andrew Kartick from NCERD. The trophies were distributed by Mr Tiwari (DCEO ADMIN of the Ministry of Education) who also gave the feature address in the place of the Minister of Education,Honourable Shaik Baksh, who was unable to attend.

Trophies were awarded to the Best Graduating Students in Georgetown - Second Runner-up Shelly Anne Harris, the First Runner-up Samantha Williams and the best Graduating Student Sharon Smith. Ms Williams and Ms Smith received also the awards for the best graduating students in the whole country. Congratulations.

Along with songs, a dance and an excellent motivating poem from a student of North Ruimveldt Multilateral School, it was a memorable occasion.

If you wish to see all of the photographs from the graduation, please click on the picture below. If you have a slow connection, remember to give them time to load.

You can make the pictures bigger by clicking on the picture below.

Georgetown EMC Graduation

EMC Graduation Speech

2008-11-03T11:19:00.003-04:00

A number of graduates and Master Trainers have asked for the text of the speech given by the Education Management Specialist at the EMC Graduation. We are pleased to oblige and these are the main highlights.

Permit me for a moment to talk about my philosophy. Why are we here? What is the purpose of what we are we doing?

We must never forget the child who sits on the chair – sometimes we forget him / her. The children are the main reason why we do what we do. Let us look first of all at the teachers. The performance of teachers is a major factor in determining school effectiveness and learning outcomes. They play a pivotal role in enabling Guyana to realise its educational aspirations. If we fail in education and we fail the nation. Education is the key to success of the nation.

We need to remember that the child is a clean slate. He / she learns from the adults and other children around them. What they see, hear, experience is what they learn. What they learn in school moulds the type of adults they become. So what they see, learn and hear in school must be nothing less than quality. So, what you give them is what you get back in return in society. Teachers are the main learning resource in Guyana. They are the major agents in delivering educational reform. That is why we need to concentrate so much on our teachers

But even more so we need to concentrate on their supervisors, their managers, what you would call the administrators and I would call the leaders

A word about leaders. We have a grave responsibility here. What we do will affect all around us and especially the children. It is our duty to behave professionally and to be accountable to all who rely on us. That accountability is to yourself, our supervisors and especially the pupils and parents. None of them, let alone yourself, deserves second best. And the nation, in particular, doesn’t deserve second best. I see you being administrators third, managers second and leaders first. As a leader you have great power for good or for bad. The power invested in you is not for your own gratification but for the service of others. You are not just given power and do not deserve power by right but must earn it. That is the only way you will gain true respect. You earn power and influence by doing, following, leading and most of all being humble in what you do by respecting the rights, skills and knowledge of others

Ladies and gentlemen, you have shown by your determination, your steadfastness, your energy and your work that you are academically deserving of a leadership role. But that is only the start of the journey. You are already in a leadership role but soon enough these eminent people around you will make room for others and you are they.

I urge you not to take on the role lightly, to be aware of the vast responsibility for other people’s lives that you have and to be aware that not to carry out that responsibility to the best of you ability will have an effect on those around you and your community. You must also be aware that when you do take your duties seriously, you mould the nation’s children and thus mould the nation.

So look at some of the qualities you need to be a good leader

· Firstly the standards you set for yourself so that others will follow by example
· The humility to make mistakes and admit them, not blaming others
· The willingness to do yourself what you would ask others to do
· The ability to participate in others’ learning and facilitate it rather than direct it
· The readiness to give people the credit they deserve thus motivating them and keeping them on target
· The courage to make mistakes, to allow others to make mistakes and learn from them.
· Somebody once said “The great leaders are like the best orchestral conductors - they reach beyond the notes to reach the magic in the players.”

Your job is to get the magic from the teachers. We maybe can’t be all of these things, but we can try to be some of them. Another person once said “The talent of success is nothing more than doing what you can do, well.” And finally, I finish “Keep steadily before you the fact that all true success depends at last upon yourself.”

Region 7 EMC Graduation

2008-11-03T10:14:00.012-04:00

On Friday 31st October 2008, the graduates of the Education Management Programme in Region 7 met in the Resource Centre to receive their certificates and prizes. The Chairperson, Ms Carolina Joseph, Headteacher of a local nursery school ably led the procedings and, with humour, introduced the two Master Trainers Ms Cecelia Joseph-English and Ms Deborah Gomes and the main speaker Mr Stephen Harding, Education Management Specialist and VSO from NCERD.

Mr Andrew Kartick from NCERD gave an overview of the Programme and the certificates and trophies were distributed by Mr Derek Lovell (Region 7 VSO) and his wife Mrs Trudy Lovell (VSO Region 7). There were cultural items from Beach View Nursery and Bartica Secondary School. Ms Magnel David, the top performer in the Region, gave the Valedictorian Speech.

You will find all of the pictures for the graduation by clicking on the link or the picture below:

Region 7 Graduation

NCERD news September and October 2008

2008-10-31T15:24:00.001-04:00

October 15th - 16th 2008 - all Headteachers from Georgetown Schools meet in North Ruimveltd Multilateral School for a two day conference on leadership.
October 13th 2008 - NCERD staff Mrs Mary Harding, Ms Meg Caton and Mr Murray Greenidge travel to Mahdia Region 8 for the first FTI Educators workshop in that region.
October 9th 2008 - Educators of the FTI Programme are trained for the second time in Region 6
October 9th 2008 - No 29 Primary School in Region 5 is the host for the graduation of the latest batch of EMC graduates
October 8th 2008 - Module 5 Financial management is almost completed and ready to go online.
October 7th 2008 - start of the second training of the FTI Literacy Programme Educators
October 6th 2008 - Graduates of the Education Management Programme in Region 4 receive their certificates in Diamond Secondary School
September 23rd 2008 - Start of the programme in Georgetown for the training of Heads of Department. NCERD staff start a workshop for HODs Science from Georgetown Schools delivered in Tutorial High School.
September 16th 2008 - Trainee assessment Booklet completed and posted online.
September 15th 2008 - 42 Gaduates from Region 2 of the Education Management Programme meet for their graduation in Anna Regina Multilateral School
September 13th 2008 - Headteacher and teachers of Bartica Secondary School meet for a session with the education management Specialist in the Region 7 Resource Centre
September 10th 2008 - Application form for EMC now available online
September 9th 2008 - Minister opens the NCERD Resources Exhibition. See main article on the left.
September 5th 2008 - All Modules are now available online in text and PDF format.
September 2nd 2008 - Modules 1 - 4 and the Programme handbook are now available online in PDF Format. See the sidebar above.
September 1st 2008 - The handbook and Modules One and Two are now available online. See sidebar above.

Schools soliciting money from students should be reported to the Education Ministry

2008-10-20T09:07:00.004-04:00

Financial Management Module 5

The following article appeared in the Guyana Chronicle on 20th October 2008. It is highly relevant to the content of Module 5 "Financial Management". Please take note.

Schools soliciting money from students should be reported to the Education MinistryMinister of Education, Shaik Baksh, has announced that parents should inform the Ministry of situations where schools are requesting monetary donations from students.

Minister Baksh made this statement Thursday at his Ministry on Brickdam.
The Minister said that these complaints should be made to the Regional Education Officers so that investigations could be launched.

Minister Baksh referred to a circular which was sent out earlier this year to school administrators on the subject of ‘Procedures in relation to the acquisition and expenditure of non-budgetary funds (including contingency funds) and donations.’

According to the current circular, “No headteacher nor member of the staff is authorised to request parents to supply schools with toilet tissue, soap, paper for typing and printing, inter alia.”

It further stipulates that, “No headteacher nor member of the staff is authorised to charge what is called ‘Contingency Fund’ as a condition for admission into school or for any other reason whatsoever.”

Furthermore, “No headteacher is allowed to keep any non-budgetary funds in his/her possession, nor on his/her own authority, permit any teacher to do so” and “no headteacher nor member of the staff is authorised to solicit any donation, whether monetary or material in nature, from any parent, member of the community, private or public agency, or any source which may be available.”

The Ministry states that donations must be made voluntarily and should be given without conditions. These donations, including cash and kind, must be properly recorded by the school. Letters of thanks should be sent to the donors and copies should be kept on file by the school. These donations must be related to the Head of Department of Education within seven working days.

Also, “all non-budgetary funds must be acquired through the aegis of the PTA.”
Three procedures are stipulated in the circular to acquire funds under the Parent Teachers Association (PTA). One is that the Executive Committee of the school be requested by the Chairman of the Management Committee to meet and discuss management issues of the school. The headteacher may approach the Executive Committee if a Management Committee is not in existence. Decisions taken must be accepted by a majority at the next meeting of members.

The circular stipulates that “decisions of the Executive Committee concerning financial matters should only be implemented immediately, in the case of an urgent matter, pending ratification of the general membership. However, these will be few in a well managed school.”

Another procedure for acquiring funds under the PTA is that all funds must be collected by the Treasurer at the first convenient opportunity and receipts must always be given for monies donated and schools must keep duplicates.

In relation to sanctions, the circular states that “headteachers indulging in acts that contravene this circular will be charged for insubordinate conduct and will be placed before the ‘Disciplinary Committee’ of the Teaching Service Commission to answer such charges. Any Education Officer found guilty of condoning the head teachers’ illegal behaviour will be disciplined by the Public Service Commission.”

This circular is pertinent to concerns that were recently raised with regard to schools soliciting money from students. It firmly states the Education Ministry’s procedures in relation to the acquisition and expenditure of non-budgetary funds which include contingency funds and donations.

Thanks to:

Leading from the Front

2008-10-19T09:18:00.000-04:00

We wish to apologise for the late cancellation of the series of workshops for Headteachers, Deputy Headteachers and Senior Teachers due to be held this month in North Ruimveldt Multilateral School. This was totally beyond the control of the facilitators.

42 new graduates of the EMC in Region 5

2008-10-11T15:06:00.015-04:00

No 29 Primary School in Region 5 was decked out to receive 42 new graduates of the Education Management Programme last Thursday 9th Oct 2008. The graduates had spent 18 months studying on the programme run by the Ministry of Education NCERD. It caters for serving and aspiring Headteachers.

The invited guests, family and friends and colleague Headteachers listened to the development of the Programme in the Region since it started 6 years ago. The number of graduates has almost doubled with each of the three cohorts and 97 have already applied for the next group to start later this month. One speaker quoted the longest serving master trainer Ms Ethlyn Kendall as saying some time ago that she wanted Education Management to become an "infectious disease" in the region. It certainly appears that way.

Addresses were made by the chairperson for the day, a former graduate of the programme, who ably led the proceedings, the Regional Chairman, the Regional Executive Officer and the REDO for Region 5. The presence of such eminent persons clearly indicates the importance placed on excellent leadership in the Region's schools. Mr Stephen Harding, Education Management Specialist and VSO responsible for the training of the programme, gave the feature address. He noted that the graduates were now academically prepared for a senior leadership role in a Guyanese school but that would only be the start of the journey. They need to show by their determination, practice and efforts to be worthy of the role. He placed great emphasis on earning respect rather than just expecting respect because they were in a leadership role.

Mrs Mary Harding, Literacy Specialist and VSO along with the Regional Executive Officer distributed the certificates and the trophies for the best performers. Mr Andrew Kartick from NCERD led the "Charge" with two poems which highlighted the importance of the child as an individual. Region 5 is now ready for the next round of the programme. Its master trainers are Mr Dyiaram Samaroo, Mr Harold Lewis, Ms Ethlyn Kendall and Ms Monica Fraser-Carmichael who, as Headteacher, allowed her school to be used for the Graduation.

Congratulations to the new Educational leaders of Region 5!

If you would like to see all of the photographs of the speakers and the graduates receiving their certificates, click on the photograph below.

Region 5 Graduation 9th October 2008

Resources for Early Childhood Education

2008-10-07T10:06:00.017-04:00

Not enough people know that nestled in the back of the National Centre for Educational Resource Development in Kingston, Georgetown is a nursery school teacher's paradise. We were so impressed with what we saw that we could not resist paying a visit and sharing what we discovered with everyone.

The resource area has been developed by Mrs Florence Sukhdeo, National Curriculum and Materials Advisor who works for BEAMS. Mrs Sukhdeo has a wealth of experience as a teacher, teacher trainer, university lecturer and advisor. The room is full of resources which are within the capabilities of any teacher to make and which, she is proud to say, she has either made herself or has commissioned from one of her many students all over the world that she has taught over her impressive years of service.

"I make and display the resources so that when a teacher sees them, she will immediately know what they are for and be able to make them herself." But, they are not classic home made resources that look home made. They are produced from all kinds of materials that are readily available in teachers' homes and which are often thrown away. With an emphasis on colour, shape, size and potential for the teaching of spatial awareness, Mrs Sukhdeo selects her odds and ends and turns them into practical learning resources which will serve well in the classroom for many generations of children. One of her successes are the big books she produces which highlight cultural practices in Guyana whilst at the same time teaching children the basics of reading. Some of these have been printed by Guyana Book Foundation with support from two Canadian based organisations CODE and CIDA as well as others from the BEAMS Programme (Basic Education Access and Management Support).

She has an eye for detail and is keen that teachers will replicate what they see in their own classrooms. We wanted to show her talents to a greater audience through http://www.ncerdleaders.com/. Mrs Sukhdeo is passionate about nursery children and is keen to ensure that all have a standard of education equal to the best. She doesn't want to see nursery classroom cluttered with display and resources just to decorate the room but feels that they should be true learning aids appropriate to the age, development and maturity of the children. Displays need to be changed regularly and link with what is being taught at a particular time.

In Guyana, nursery education consists of the following:

Year One - Age 3.9 - 4.9 years

Year Two - Age 4.9 - 5.9 years

Children then graduate to primary school where they are "infants" in Grades One and Two.

Of course, all of the materials displayed, suitably adapted, are appropriate also for the older age range. A positive and rich learning environment is essential at all levels from nursery to secondary. A science classroom in a secondary school needs to look like science is fun and enjoyable just as much as a primary classroom needs to motivate the children teaching them that learning is not only fun but a critical life skill.

Mrs Sukhdeo, we applaud you for your tenacity and your ability to share your wealth of experience, passing on your valuable knowledge to a new generation of teachers.

You can view all of the resources in Mrs Sukhdeo's room by clicking on the picture below. When you have the pictures in front of you, you can make them larger by using the slide bar at the top.

Early Years Education

Of course, if you want to see the real thing just pay a visit to NCERD and you will be filled with ideas for your classroom.

"From bottle tops to big books and bunnies to benabs,

Mrs Sukhdeo has it all!"

If you would like to find out more about classroom display in a previous article,

Click Here

Region 4 & Region 8 meet for Graduation

2008-10-06T22:01:00.006-04:00

Diamond Secondary School was the host for the Graduates of the Education Management Certificate Programme in Region 4 in their graduation exercise on Monday 6th October 2008.

Along with the 55 graduates who completed the course were two teachers from Region 8 who chose to receive their certificates and awards in town rather than in Paramakatoi. Mr Udho, Master Trainer and former Education Officer led the procedings, introducing the chairperson who was a former graduate of the Programme. The guest speaker was the Education Management Specialist from NCERD, Mr Stephen Harding. He was introduced by Nichola Matthews, a Master Trainer, Headteacher and former graduate, who in a previous year had been the top of her class.

Ms Cheryl Cyrus gave the Vote of Thanks after the graduands received their certificates and the highest performers were given trophies.

To see the photographs, please click on the picture below:-

Region # 4 Graduation

To see the report of the graduation in Region Two, click here

All unqualified teachers will be trained within the next 2-3 years- Minister Baksh

2008-10-04T14:37:00.001-04:00

THE Ministry of Education will be embarking on a campaign to revitalise the education system and one aspect of this will be training of teachers to better deliver the school’s curriculum.
Minister of Education, Mr. Shaik Baksh, said the training programme will last for approximately three years and if the teachers refuse to be trained they will have to exit the system.
“Only if we have trained, qualified people can we hope to improve the quality of education. Many unqualified people are lost in the school system so we want to turn that around and have trained teachers,” he added.

Currently, Guyana has approximately 57 per cent trained teachers in the education system. Minister Baksh said the Education Strategic Plan has outlined strategies to increase that number to 70 per cent over the next five years. He noted, however, that the remaining 30 per cent will not be unqualified teachers. “They may not be trained but they will have to have the basic CXC qualifications inclusive of Mathematics and English Language.”

From next September, no teacher will be employed unless he/she has five subjects Grades One to Three at the CXC examinations, he declared.

Addressing the issue of students not performing in the schools in South Georgetown, the Minister said that, “We are effecting a lot of changes in the education system. One of the important changes that we hope to have is equity in the education sector, that is, we must not look at the few schools at the top that have been performing well because they have resources.”
He noted that the Ministry has recognised that there are ‘top producing’ schools and he knows that many parents may be aspiring for their children to attend these schools but that is not the solution.

“Here in Georgetown I am deeply concerned so we must now move towards getting all these schools in the South - the nursery, primary and secondary schools to improve their standards,” he said. Minister Baksh acknowledged that while this is a “big challenge”, the Ministry plans to allocate more resources to these schools so that they can be upgraded. “We recognise the weaknesses and in recognition of the weaknesses, we are working to remedy this. It cannot happen overnight but we have started already. We want to see every child be able to read, write and calculate,” the Minister said. (GINA)

2008-10-01T08:59:00.003-04:00

Article 1st October 2008

Members of NCERD’s team: from left, Jane Quinn, Rajwantie Permaul, Stephen Harding, Bibi Shariman Ali and Sandra Persaud

“To plan and implement all in-service teacher education programmes, in order to improve the quality of education at all levels in the system so that education may serve as an effective instrument of social and economic development”.

This is the foundation on which the seven units of the National Centre for Educational Resource Development (NCERD), have banded together to form a highly professional, accountable, modern and democratic education service.

Established in 1986, to coordinate the functions of its units, NCERD has been able to touch all areas of the education sector, from curriculum and assessments to provision of resources and textbooks, some of which are developed by NCERD.

The seven units, brought together through the efforts and funding by the Ministry of Education and the United Nations Educational, Scientific and Cultural Organisation (UNESCO), are:

* Curriculum Development and Implementation Unit, headed by Bibi Shariman Ali
* Measurement, Evaluation and Research Unit, headed by Claudette Phoenix
* Learning Resources Development Unit, headed by Rajwantie Permaul
* School Libraries Division, also headed by Rajwantie Permaul.
* Materials Production Unit, headed by Albert Sugdeo
* Distance Education and Information Unit, headed by Pauline Stanford and
* Administrative Unit, headed by Lucille Griffith.

The units undertake tasks that are imperative to the realisation of NCERD’s key responsibilities, which have significant impact on the Education sector, according to the institution’s director, Mohandatt Goolsarran.

Director of NCERD, Mohandatt Goolsarran

These responsibilities include:

* Provision of in-service and continuous training (professional, continuous growth and development) for teachers and other personnel
* Development, testing, implementation and evaluation of curriculums for Nursery, Primary and Secondary schools
* Advising on policy guidelines which relate specifically to Regional Learning Resources Centres (RLRC)
* Collaboration with other professionals to keep abreast of international trends in education
* Conceptualisation, development, evaluation and procurement of learning resources
* Training of library assistants, laboratory technicians and teacher librarians
* Promotion of effective teaching strategy practices
* Provision of assistance in the area of classroom management
* Upgrading of the qualifications of untrained teachers in the top regions through Distance and Open learning methodology
* Provision of formal and non-formal educational radio programmes
* Processing of examination papers and analysing results for use by the relevant personnel within the Ministry and other agencies
* Development of tests and scales required for national examinations
* Formulation and processing National Grades 2, 4, 6 and 9 Assessments and
* Printing, collating, storing and packaging papers for exhibition.

For the achievement of these responsibilities, each unit operates under a specific mission statement that complements NCERD’s general objectives. Functioning in different areas, the work of NCERD parallels those of the Ministry of Education’s Strategic Plan 2003-2007, the director stated.

This is in relation to:

* Professional support for the Hinterland Areas
* Improving equity in education by giving special attention to children in difficult circumstances
* Improving the human resource in the Education sector
* Improving the managerial capability of schools for greater effectiveness and accountability
* Information technology literacy and
* Literacy and numeracy.

NCERD’s literacy and numeracy projects hope to target 14,700 individuals. The initiative, started in May, extends throughout the 10 Administrative Regions of Guyana and purposes to help the participants raise their literacy level. Currently, regional coordinators, in association with 200 plus educators, out of a targeted 300, engage students, adults and interested persons in afternoon sessions five days a week, during an approximate seven-hour study schedule.

This effort by NCERD is only one of the programmes that are currently running which assist in educating Guyanese people for the development of the individual and, by extension, the country as a whole. In addition to the programmes established to educate, there are several others that aim at training or improving the human resource of the Education sector.

These comprise certificate courses and non-graduate courses in a number of fields, such as Education Management, Mathematics, English, Biology, Chemistry and Physics for Secondary Schools, and Basic Information Technology, said the director.

“Without NCERD there is no Ministry of Education,” Mohandatt Goolsarran posited.

He added that because of NCERD’s current role, it has been mandated by the Ministry of Education to widen its scope of activities.

A recent addition to NCERD’s list of brilliant minds is Jane Quinn, formerly of the British Broadcasting Corporation (BBC). Quinn stated that her sights are set on developing multimedia skills so as to facilitate the use of multimedia in the classrooms across Guyana. Quinn also added that she hopes to have an online infrastructure established, which would assist in making additional content available to many schools in need, on as many platforms as needed.

With more human-based and innovative technological resources, NCERD is expected to continue along the constructive path it has embarked upon to maintain the positive impact that the institution has had on the Education sector.

2008-09-30T09:34:00.000-04:00

Article 28th September 2008

Mass literacy programme makes significant progress through FTI

By Vanessa Narine

THE mass literacy programme being executed through a fast track initiative (FTI) has made significant progress since it began last January, those associated with it reported. They said the $115M undertaking by the National Centre for Educational Resource Development (NCERD) is in the process of meeting its objectives. The FTI aims to promote literacy in Guyana among students who are left behind at various levels of primary and secondary schools, out of school youths who are pursuing technical and vocational training and functionally illiterate adults.

Those directly involved include NCERD Director, Mr. Mohandat Goolsarran; National Coordinator of the FTI, Mr. Murray Greenidge; Head of the Curriculum Unit, Ms. Bibi Shariman Alli; National Curriculum Materials Adviser, Ms. Florence Sukhdeo and Ms. Pam O’Toole, Ms. Meg Caton and Ms. Mary Harding, developers of literacy learning support materials.

Greenidge said their efforts are being supported by various non-governmental organisations (NGOs), among them Day Spring Guidance Centre, Ruimveldt Children's Aid Centre and Mothers' Union. The ultimate goal is to reach approximately 14,700 individuals, inclusive of adults and children and the NCERD approach to it involves personnel from its office, 300 educators, Ministry of Education and approximately 80 volunteers. He said, for the purpose, they are using school buildings, church halls, community centres and other available places.
Greenidge explained that, of the 300 targeted educators to be trained, a total of 245 boast newly acquired teaching skills.

However, since they are not qualified teachers, the manuals afford them a fair guide to presenting the materials to their assigned classes. A class of 15 is appropriated to each educator, whose task is to improve the literacy skills of each student whilst engaging the latter in a different atmosphere than that of a regular classroom, to make learning more enjoyable. The classes are of one hour duration five days a week after regular school hours and the diverse teaching strategies are structured to begin with a game and followed by reading activities, that include grammar, phonics and ending with storytelling. Unfortunately, even with all the variations to the new strategies, classes for adults require extra efforts due to various constraints, such as the adult mindset about going back into a classroom, Greenidge stated.
Consequently, community centres, church halls and even the bottom houses of people's homes are utilised, he said.

Greenidge, who is responsible for the development of learning materials for adults, said they are more comfortable outside the classroom and retain more in a comfort zone. He added that adult illiteracy is a sensitive issue and there is a greater possibility that adults will respond positively if the resources were made available to them in a way that would make them comfortable and interested at the same time. Greenidge said adult classes accommodate them for two hours at weekends. He said one Regional Coordinator worthy of mention is Mr. Narain Ranjit, who has performed beyond the call of duty in Region Five (Mahaica/Berbice). Ranjit has recorded 96 per cent attendance in the outreach there, an indication of success in that region. Greenidge said, from the way people have responded to the FTI and reports received, NCERD is contemplating extending it for another year to enhance the literacy level locally.

In the coming week, it will be taken to Mahdia in Region Eight (Potaro/Siparuni), to observe the training of more educators and ensuring that every region has trained educators by the first week of August. Greenidge said the end results should guarantee an increase in the literacy level among Guyanese as the FTI would have laid the groundwork for sustained intervention at the community stage and the general attitude towards education would rank high amongst the priorities for personal development.

Alli disclosed that an interactive series has been developed for children still at school to introduce them to a new method of teaching to enlarge their appetite for learning. This new technique is a combination of phonics, a look and say procedure, the ‘Wings on Words’ scheme and others that facilitate them learning at their own pace, she said. According to her, it entails the use of support materials developed at NCERD, such as manuals for teachers, a student work book and reading books, all key inputs available at the different grades of primary and secondary schools.
Goolsarran said the delivery has been well received in the education system and by all members of the public in different segments of society. It is completely embraced by all concerned and is open to individuals throughout this country. He said it ensures the evaluation of participants before and after entrance, so as to ascertain their level of development. Persons from all walks of life who are interested are welcome and, dependent on a sound secondary level education; individuals can possibly qualify as educators.

Goolsarran said the influence they can have in their area of placement, usually close to their place of abode, is to their advantage because a better response is expected if the educator or volunteer is someone known to the participants. Educators and volunteers are spread across the various regions on a proportionate basis to make sure an effective reach countrywide, he said.
Goolsarran said those who teach are required to submit monthly reports to a Regional Coordinator who, in turn, reports to the National Coordinator and the chain of communication ends the Minister of Education, Mr. Shaik Baksh. The reporting is ongoing and educators are working vigorously to assist in achieving the objectives.

Keeping you up to date

2008-09-25T08:05:00.010-04:00

Just so that you know what's happening in the world of "Leadership" for Guyana's teachers, we've outlined some of the events that are about to take place. If you think you might be involved, make a note in your diary.

Graduations of the Education Management Programme

These are the ones we have been notified of to date:-

Region 2 - Anna Regina Multilateral School - 15th September 2008 1pm

Region 6 - 25th September 2008

Region 10 - Linden Foundation Secondary School - 29th September 2008 3pm

Region 4 - 6th October 2008

Region 5 - No 29 Primary School - 9th October 2pm

Leadership Workshops

Georgetown Headteachers - Primary, Secondary and Nursery

North Ruimveldt Multilateral School - 15th - 16th October 2008

Georgetown Deputy Headteachers - Primary, Secondary and Nursery
North Ruimveldt Multilateral School - 21st - 22nd October 2008

Georgetown Senior Teachers - Primary, Secondary and Nursery
North Ruimveldt Multilateral School - 27th and 29th October 2008

and 30th - 31st October 2008 ( 2 groups)

Region # 6 Headteachers - Primary, Secondary and Nursery

4th November 2008 and 5th November 2008 (2 groups)

Motivating Children and Teachers

2008-09-24T14:32:00.007-04:00

There are all sorts of things that motivate adults. They range from good salaries to favourable working conditions and promotion prospects to job satisfaction. But we all know that some of these are not easily provided. However, one of the biggest motivators is reward for a "job well done". It doesn't have to be a major ceremony in front of all one's colleagues but simply a word in a teacher's ear about something that they have done well, showing that you recognise it and appreciate him / her for doing it.

Some schools have been successful in rewarding teachers in a more formal way. For example, in one school, there are competitions for "Teacher of the Month", "Best Classroom" and even "Most improved punctuality and attendance" In this school, teachers strive to achieve those rewards which are presented each month in front of their colleagues. Another school presents them (not the attendance and punctuality ones) in assembly in front of the whole school and this also helps to motivate the children.

It doesn't have to cost money either. Just a simple certificate or even a letter will suffice showing how you feel about the work the member of staff is doing. These are easily made on a word processor if you have access to one. Think how you feel when somebody tells you that you have done well. Why not try it and let us know how you got on by making a comment from below?

It works even more so with children. But, stickers are expensive and not readily available in Guyana. So why not make some of your own? True, you will need access to a printer and a photocopier but it's worth the effort even if you are in an internet cafe reading this. It will only cost a few dollars and can be used again and again.

Children will work hard for a small reward and especially something they can stick in their books and show their parents. So, we're going to give you a headstart. We've prepared a few simple ones for you to download. They use Microsoft Word so they can be changed or edited as you wish. They are there for ideas. Also the children can colour them in to make them attractive.

Another idea is to have small posters with wording such as "Star of the Week", "Best Attender", "Best Punctuality" These are placed on the classroom wall and each week the name of a child is stuck onto it temporarily and replaced the next week. You can also do it as inter-class and whole school competitions.

So, if you want to download some of these resources, just click on the ones you want. They are not large files but may take a few moments especially if your internet is not a fast connection.

Small Posters ............

Star of the Week Poster

Best Punctuality

Best Attender

Mini Certificates ..............

Well Done

Today's Best Worker

Star of the Week

I tried my best

Has worked well

Great Work

And small certificates...........

General Merit Certificate

If you find it was a successful strategy, just let us know by completing the comments below.

Georgetown Workshop for HODs Science

2008-09-23T16:03:00.008-04:00

The Principal Education Officer of Georgetown, Mrs Ramsammy, today opened a workshop for all of the Heads of Science Departments in Georgetown Secondary Schools with the theme:

"Improving the Delivery of Science Education at Secondary Level"

The three-day workshop is being held at Tutorial High School from 23rd to 25th September 2008. Topics include the following:

HOD Evaluation of Performance

School Based Assessment

School Improvement Planning

Fostering Positive Attitudes towards Science Education

Table of Specification and Test Development

CSEC Results and the school Growth Index

The Way Forward

Preparation of general, annual and termly Schemes.

The facilitators are:

Mrs Roberts - Senior Science Specialist

Mrs Jettoo - Science Specialist

Mr Harding - Education Management Specialist

Mr Kellman - Lecturer II

Mr Goolsarran - Director of NCERD

Mrs Phoenix - Chief Test Development Office

Mrs Ramsammy P.E.O. Georgetown

We are certain that such an imput with HODs will have a very poistive effect on the quality of Science Education in our schools in Georgetown.

The first session, facilitated by Mr Harding, assisted the HODs in evaluating their own performance as leaders.

If you would like to take a look at the PowerPoint Presentation used in PDF format, please click on the link below

If you want to use the materials used at the workshop to evaluate your own performance, go to the link by clicking the picture below:

If you attended this workshop and would like to make any comment about it will help you in your role as HOD Science, please publish a comment by using the form on the link below.

Teacher Self-Evaluation

2008-09-17T15:39:00.012-04:00

Have you ever wondered how well you are doing in your job as a teacher or as a leader? Perhaps you are a Headteacher, Deputy Headteacher, SM, HOD or Level Head in a Primary School. Perhaps you have been teaching all your life or have just started.

Whatever your situation, you will benefit from this self evaluation sheet.

Here's how you use it. For each of the statements or question, give yourself a score out of 10 with 10 being high and 1 being low. Be totally honest with yourself. In order to give yourself above the average of 5 or 6, you would need to be exceptional in that area, display very good practice all of the time and be very confident in its application. Some of the areas are weighted and require you to multiply your score by two or three. This is because they are so important. When you have finished, put your score in the box provided at the end of each section.

Remember, your role as a teacher is to insist upon, to monitor and to maintain standards in your school / classroom.

When assessing yourself, consider your normal everyday practice.
E.g. if your regular practice is to operate in a certain way for part of the time you can only score yourself a maximum of 5 out of 10.

When you have finished....

1. Add up your score in each of the sections
2. Add the 6 sections together to create a score out of 500
3. Divide your score by 5 and you will have a percentage.

And analyse your scores……

1. Where you have a score of 5 or below, these are the areas in which you need to improve.
2. Where you have a score of 8 or above, these are your areas of strength.
3. Scores of 6 & 7 would indicate an acceptable performance.

If you are a Headteacher, Senior Leader or Middler Leader, you can either do the evaluation for your own classroom practice or you can evaluate the area of responsibility that you have from the whole school to a departmenbt or primary level.

The most important thing is that you are totally honest!!!

Click on the picture to download the

PDF Version of the Self Evaluation Sheet

When you have finished the whole exercise,

click on the balloons to see how well you did.

Graduation in Region Two

2008-09-17T13:21:00.024-04:00

The Education Management Programme is going from strength to strength in Region Two. This was the region which piloted the programme in 2000 and is about to start with its fifth cohort of trainees. It was also the first region to hold its graduation which coincided with Education Month.

The Graduation, which was held at Anna Regina Multilateral School on 15th September 2008 was introduced by the Chairperson Ms Yvonne Castello, who is also one of the Master Trainers on the course whose group of trainees come from the Pomeroon River. An overview of the Programme was given by Mr Maydha Persaud who is another Master Trainer and Commissioner of the Teaching Service Commission as well as retired Headteacher. The Education Management Specialist from NCERD , who is a VSO from England, gave the Feature Address and urged the graduates to remain steadfacst in displaying their leadership skills so as to lead schools successfully through the first half of the 20th Century.

All of the three groups of graduates, which numbered 42 in all, offered a cultural piece to the audience of well wishers, regional officials, Headteachers, teachers, family and friends. Certificates were didtributed and prizes were given to the best performers. The top scoring graduate, Laljeet Ruplall offered the Vote of Thanks and the Charge was given by the country's top performing graduate in 2006, Sandra Narine.

The Graduation was attended by, amongst others, the Region's Head of the Education Department, Mr Bardewan Ghir Rambarran, the Regional Executive Officer, Mr Sunil Singh and the Vice Chairman of Region Two, Mr Vishnu Samaroo.

Group 3 Representative performs a poem about "Motivation". Other groups offered a poem and a song and a sketch on "Leadership Styles".

To see all of the photographs of this Graduation, click on the photograph below:-

Mr Mayda Persaud gives an overview of the Programme

View the Guyana Chronicle Article below

Trainee Assessment Handbook

2008-09-17T04:11:00.005-04:00

We are pleased to report that this is now available online. It contains details of how trainees will be assessed by assignments, examinations, portfolio and practicum.

Workshop at Bartica Secondary School

2008-09-14T14:51:00.003-04:00

On 12th September 2008, the Headteacher and all of the staff of Bartica Secondary School, Region 7, gathered together in the Resource Centre for a workshop entitled "The Teacher, making a difference" It was facilitated by Stephen Harding from NCERD and Derek Lovell, VSO working in management in Region 7.

The workshop explored the importance of the individual and the affect that the imput of teachers has on the child, the school, the town of Bartica and the Region as a whole. Teachers carried out a self evaluation exercise which enabled them to make judgements about their own teaching and identify strengths and points for improvement.

The workshop will be followed up in the coming weeks by Mr Lovell and the Headteacher Debra Gomes who is also a Master Trainer on the Education Management Programme in Region 7.

To view other photographs from the workshop, click on the one below:-

You can look at the PowerPoint Presentation

in PDF format that was used at the workshop

Display in Schools

2008-09-13T13:21:00.002-04:00

We all know that it is really important to have a rich learning environment in our classrooms. It is very motivating for children and is a learning resource for a whole variety of activities. It's not just so that the classroom "looks good" but should be linked to the activities that are taking place in it.

We also know that this can be difficult to achieve because of the lack of available resources in schools and therfore we have to be very inventive to achieve the ideal we are striving for. This article will provide you with a number of udeas that you might be able to use in your classroom. They should, of course, be linked to the curriculum and used as teaching aids. They need, therefore, to be accesible to the childre, at the right level and not so over crowded that they cannot be easily identified.

To see other ideas for display, click on the photograph below:-

Classroom display is also good for showcasing children's work, modelling good work and, of course, making us all feel good about what we do and have achieved. It should be of a high quality, free from errors and most of all an example for children of how they should do their work.

Why not check out these websites with

examples of display from practicing teachers?

Click on the Logo or picture

If you want to show us a picture of your classroom to be included in this website, send it to:-

images@ncerdleaders.com

We look forward to hearing from you!!

Applications for Education Management Programme

2008-09-10T09:43:00.005-04:00

Applications

are invited from suitably qualified Headteachers,

Senior and Middle leaders in schools, Regional Education Staff and Officers of the Ministry of Education

to join a new cohort of Trainees 2008 - 2010

on the

Guyana Ministry of Education

National Centre for Educational Resource Development (NCERD)

Education Management Certificate Programme

The Programme is a Distance Education Course lasting 18 months, in two parts, covering every aspect of school leadership, leading to the Education Management Certificate.

Applicants must have significant experience and be working or have worked in the school education sector at least at Middle Leadership level (HOD, Level Head, SM, DHM or HM) or as a Regional or Ministry of Education Officer.

Application forms can be uplifted from the Regional Education Office or the Department of Education in Georgetown. They must be completed and endorsed by the REDO / PEO.

Click Below to Download an Application Form

Resources Exhibition at NCERD

2008-09-10T08:21:00.008-04:00

All those involved in the Leadership of schools should take the time if they are in Georgetown to visit the Resources Exhibition in NCERD which was opened by the Honourable Minister of Education Shaik Baksh on 9th September 2008. We must thank, in particular, the Head of the Learning Resource Development Unit of NCERD, Rajwantie Permaul and her team for setting up the exhibition.

In his keynote address, the Minister made a number of important comments. He talked about the expansion of NCERD in the next two years as a training agency and, in particular a training initiative for all in the education sector which was being prepared to roll out in the next twelve months.

He was particularly clear about the need for senior educational leaders, especially in the Ministry of Education to go into schools on a more regular basis in order to develop the education system. He had been concerned also about the way resources had often not been used and had been locked away in cupboards. He promise action "to unlock the cupboards".

The Chief Education Officer (ag), Genievieve Whyte-Nedd urged teachers to use resources in the classroom as educational tools to promote learning rather tha simply to decorate classrooms.

We can all learn from this. We have been clear in NCERD about the need for a reduction in bureaucracy which will lead to Headteachers and Senior Leaders in schools being able to leave their offices, manage and lead by walking about and, in particular, advise teachers on how to improve the quality of learning and teaching in their classrooms. We will all accept that a good learning environment is paramount in providing the appropriate atmosphere in which children will learn.

The Opening was reported on NCN news and other channels and a full report is on the GINA website. You will find extracts below, courtesy of GINA. You will note that the a new Primary Resource Room was set up in NCERD alongside the existing one for Nursery Schools. This work was done by Ms Florence Sukhdeo (BEAMS Nursery Adsviser) in conjunction with VSO.

"A four- day exhibition on learning resources was declared opened today by Minister of Education Shaik Baksh at the National Centre for Education and Resource Development (NCERD), Kingston as part of the activities for the observance of Education Month under the theme ‘Education of the child: a parent and teacher obligation’.Minister Baksh noted that the Ministry of Education is aiming towards a special programme for continuous professional development of teachers throughout the school system which will be commencing during the latter part of 2009 as it would require preparation and designing.He said that the programme will be in collaboration with the Ministry’s Fast Track Initiative(FTI) programme.

Minister Baksh pointed out that a second new policy decision of the Ministry deals with the setting up of a National Committee for open and distance learning. A consultant has already been identified to develop that policy which will straddle all the sectors of the education system.

The Minister reiterated that government has spent $2.5 billion over the past three years in providing learning resources to the educational sector.He said under the five years of the strategic education plan, there is an aim to have Information Technology taught in 50 percent of the Primary Schools and also in the Secondary and Post- Secondary institutions of Guyana.

Minister Baksh urged that literature should be a compulsory subject for the Science and Business streams at schools to enhance students’ reading ability. He also urged that reading tents should be set up at least once every month in areas across Georgetown and once a month in each Region to encourage reading and learning throughout Guyana.Head of the Learning Resource Development Unit of NCERD, Rajwantie Permaul said that “learning resources are information represented and stored in a variety of medium and format can assist students’ learning as defined by the curricula.” Permaul said that “learning resources are intended for use by teachers, students and parents to foster learning both at school and at home.

Chief Education Officer (ag), Genevieve Whyte-Nedd said that the collaboration of stakeholders is often encouraged but that this year the main focus is on parents. Whyte-Nedd pointed out that the learning resources cut across various subjects but it is important that they are multi-centered.

“This is very important for our teachers and parents since many children do not learn from a single mould. Some learn fast from audio, some from video and others from a combination”, she said.

The exhibition is scheduled to run from today September 9 to September 12 starting from 9:00 am daily at NCERD. It aims to sensitize the public on the type of learning materials available for the teachers and parents to help their children in their pursuit of knowledge towards a career, to expose teachers to the best practices in the classroom, to help teachers and parents to improve their teaching skills at school and home, and to expose teachers to innovative technology that can be used in the classroom to create opportunities."

An example of a classroom display used as a learming tool for story writing

Modules 1 - 4 available online

2008-09-10T08:20:00.003-04:00

We are pleased to report that Modules 1 - 4 and the Programme Handbook are now available online both in text and PDF format. Please see the sidebar on the right.

News for July and August 2008

2008-08-31T06:21:00.002-04:00

August 27th 2008 - The Education Management Programme modules are going online. You will find links to the new handbook and Module One in the sidebar above. Others will follow soon.
August 18th - 22nd 2008 Around 60 educational leaders from the Ministry of Education and the Regions in Guyana gathered to take part in a week long conference on every aspect of the Guyananese Educational System. Topic included "The Educational Strategic Plan" "The Principles of Leadership" "School Improvement Planning" "The Budget" "FTI Literacy Initiative". Any trainee who wishes any further information on this important conference should contact the officers of their Regional Department of Education
August 2008 - 4th - 8th August 2008 - NCERD - Workshop for Master Trainers of the Education Management Programme. We are aiming for 100% attendance. See article on left for details.
July 2008 - There will be two workshops at NCERD relating to Special Education for HMs and staff of all of the Special Schools. The facilitator will be Hans Neienhuijsen.

Graduations

2008-08-28T09:01:00.009-04:00

A reminder to all Master Trainers that they should arrange with their REDO when the Graduations will take place. The Graduation should be used to "showcase" the Programme.

Online Modules

2008-08-28T09:01:00.007-04:00

We are pleased to report that the Education Management Programme Modules are going online. To date the Handbook and Modules One and Two are available in text format and the Handbook and Modules 1, 2, 3, & 4 can be downloaded in PDF Format (Portable Display Format). You will find links to them in the sidebar on the right as well as a link to download Adobe Reader so that you can access them.

Warm-Up Activities for Teaching sessions

2008-08-22T14:42:00.019-04:00

The following warm-up activities, sometimes called energizers are often used at the beginning of a session or when you feel that things need livening up because there is not much enthusiasm. They are meant to be enjoyed and fun rather than educative.

Long lost relative
As a group,
1) Ask each person to turn to the person on their right and greet him/her as if they really didn't want to be there. Yeah, you know what I mean - you can't wait to get out of there!
2) Then everyone (simultaneously to create lots of fun and excitement) turn to the same person and greet him/her as if (s)he is a long lost, deeply loved relative who has just returned home and you're about to see the person for the first time in years! In fact, you thought you may never see this person again until this very moment.
3) Now ask everyone (again simultaneously) to turn to the same person and greet him/her as if this person just told you that you won the state lottery for 50 million dollars and you have the ONLY winning ticket!

Ball toss
Have everyone stand up and form a resemblance of a circle. It does not have to be perfect, but they should all be facing in, looking at each other. Toss a ball to a person and have them tell what they thought was “the most important learning concept” was relating to the Module on Self development for Educational Leaders. They then toss the ball to someone and that person explains what they thought was the most important concept. Continue the exercise until quite a few caught the ball at least once and explained an important concept of the material just covered.

Change after a while to “The most difficult concept”

Circle of Friends
Form two large circles (or simply form two lines side by side), one inside the other and have the people in the inside circle face the people in the outside circle. Ask the circles to take one step in the opposite directions, allowing them to meet each new person as the circle continues to move very slowly. If lines are formed, they simply keep the line moving very slowly, as they introduce themselves and tell each other the following:
o The best thing that happened to me professionally
o The worst thing that happened to me professionally

Point, Nod, and Walk Have participants stand in a circle so they can make eye contact with everyone. Do not talk during this warm-up. Point to someone. When they acknowledge you with a nod, you may walk to their place. The individual that nodded to you must point to someone else and receive a nod before they can move. Adjust your pace so you get to the place after it has been vacated rather than while the individual that nodded to you is still there. After the group feels comfortable, you can speed up the pace or give them the option of shaking their heads instead of nodding. Explain to them that they are working as an ensemble. The object is to accomplish tasks together regardless of difficulty.

Magic Wand
¨ If you had a magic wand, what would you change? This is an icebreaker that opens minds, considers possibilities, and energizes the group.
¨ Participants are given 5 minutes to think of three things they would like to change about education in Guyana.
¨ First person takes the wand and waves it and tells the rest what they would change
¨ This person gives the wand to another of their choice who does the same thing.
¨ This is repeated about fifteen times

2 Truths & a Lie
¨ People write down two truths about themselves and a lie. Then introduce the three "facts" to the rest of the group who tries to guess which one is a lie.
¨ Facilitator gives an example
¨ People are encouraged to be sensible and funny or even outrageous
¨ The rest of the group votes on the one they think is a lie
¨ If the group gets it wrong, the liar is the winner.

Have You Ever?
¨ The facilitator explains that he/she will call out different things that may or may not apply to each person. If the item does apply to you, then run into the middle, jump in the air, and do a high 5 with anyone else who runs in.
¨ List of Possible "Have Your Ever?" Items:
¨ Have you ever climbed to the highest point in your country of birth?
¨ Have you ever lived overseas for more than 1 year?
¨ Have you ever had a trainee who didn’t hand in his / her work on time?
¨ Have you ever sung karaoke?
¨ Have you ever been without a shower for more than 1 week?
¨ Do you have both a brother and a sister?
¨ Have you ever ridden a horse?
¨ Have you ever gone to work in a canoe?
¨ Have you ever eaten frogs' legs?
¨ Can you speak 2 or more languages?
¨ Have you ever been in love with someone who was vegetarian?
¨ Have you swum in 2 or more different oceans?
¨ Have you ever flown an airplane?
¨ Have you broken 3 or more bones in your body?
¨ Have you ever put more hot pepper sauce on your meal than you wanted?
¨ Have you done volunteer work sometime in the last month?
¨ Have you ever free-climbed a tree or rock face more than 10 meters vertically?
¨ Have you ever had a close relative who lived to over 90?
¨ Have you ever had a trainee who asked you a question you couldn’t answer?
¨ Have you ever cooked a meal by yourself for more than 10 people?
¨ Have you ever kept a parrot as a pet?
¨ Have you ever been parachuting or done a bungee jump?
¨ Can you click your fingers on your non-dominant hand?
¨ Have you ever seen a live polar bear?
¨ Have you ever attended a workshop in NCERD?

Evaluation Bus-stopping
¨ An A4 sheet of each activity that was done throughout the week is posted on the wall in front of the auditorium
¨ Each person has 4 different colours of sticky
o Colour 1 = Learnt the Most
o Colour 2 = Learnt the least
o Colour 3 = Liked the most
o Colour 4 = Disliked the most
¨ All stick their stickies on the sheets that apply to the categories above
¨ Facilitator comments on what has happened

Human Knot
In a circle, people put their arms in and hold someone else's hand, then try to unravel the knot without letting go of hands. Involves getting physically close to others, stretching, laughing and problem solving.

Teaching Quotations

2008-08-22T14:42:00.016-04:00

The job of an educator is to teach students to see the vitality in themselves. Joseph Campbell

I am not a teacher, but an awakener.

Robert Frost

Where there is an open mind there will always be a frontier.

Charles F. Kettering

Teachers open the door. You enter by yourself.

Chinese Proverb

Awaken people's curiosity. It is enough to open minds, do not overload them. Put there just a spark.

Anatole France

Life is amazing: and the teacher had better prepare himself to be a medium for that amazement. Edward Blishen

It is the supreme art of the teacher to awaken joy in creative expression and knowledge.

Albert Einstein

An understanding heart is everything in a teacher, and cannot be esteemed highly enough. One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feeling. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child.

Carl Jung

I cannot teach anybody anything, I can only make them think.

Socrates

The art of teaching is the art of assisting discovery.

Van Doren

Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young.

Henry Ford

The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.

William Arthur Ward

What the teacher is, is more important than what he teaches.

Soren Kierkegaard

Good teaching is more a giving of right questions than a giving of right answers.

Josef Albers

We think of the effective teachers we have had over the years with a sense of recognition, but those who have touched our humanity we remember with a deep sense of gratitude

Anonymous Student

Whatever you teach, be brief; what is quickly said the mind readily receives and faithfully retains, while everything superfluous runs over as from a full container. Who knows much says least.

Author Unknown

Be not angry that you cannot make others as you wish them to be, since you cannot make yourself as you wish to be.

Thomas A. Kempis

Who dares to teach must never cease to learn.

John C. Dana

If a doctor, lawyer, or dentist had 40 people in his office at one time, all of whom had different needs, and some of whom didn't want to be there and were causing trouble, and the doctor, lawyer, or dentist, without assistance, had to treat them all with professional excellence for nine months, then he might have some conception of the classroom teacher's job.

Donald D. Quinn

Teachers who inspire know that teaching is like cultivating a garden, and those who would have nothing to do with thorns must never attempt to gather flowers.

Author Unknown

Teachers who inspire realize there will always be rocks in the road ahead of us. They will be stumbling blocks or stepping stones; it all depends on how we use them.

Author Unknown

One must learn by doing the thing; for though you think you know it, you have no certainty, until you try.

Sophocles

The aim of education should be to teach us rather how to think, than what to think--rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with thoughts of other men.

Bill Beattie

He who asks a question may be a fool for five minutes. But he who never asks a question remains a fool forever.

Tom J. Connelly

Success Quotes

2008-08-22T14:42:00.012-04:00

Nothing can stop the man with the right mental attitude from achieving his goal; nothing on earth can help the man with the wrong mental attitude.

Keep steadily before you the fact that all true success depends at last upon yourself.

Success is the sum of small efforts, repeated day in and day out.

The thing always happens that you really believe in; and the belief in a thing makes it happen.

A failure is a man who has blundered, but is not able to cash in on the experience.

The greatest results in life are usually attained by simple means and the exercise of ordinary qualities. These may for the most part be summed in these two: common-sense and perseverance.

Failures do what is tension relieving, while winners do what is goal achieving.

The difference between a successful person and others is not a lack of strength, not a lack of knowledge, but rather a lack in will.

I cannot give you the formula for success, but I can give you the formula for failure--which is:Try to please everybody.

Success does not consist in never making blunders, but in never making the same one a second time.

The secret of success in life is for a man to be ready for his opportunity when it comes.

Success is the good fortune that comes from aspiration, desperation, perspiration and inspiration.

If you wish success in life, make perseverance your bosom friend, experience your wise counselor, caution your elder brother, and hope your guardian genius.

Impatience never commanded success.

The talent of success is nothing more than doing what you can do, well.

To climb steep hills requires a slow pace at first.

Try not to become a man of success but a man of value.

The man who makes a success of an important venture never wails for the crowd. He strikes out for himself. It takes nerve, it takes a great lot of grit; but the man that succeeds has both. Anyone can fail. The public admires the man who has enough confidence in himself to take a chance. These chances are the main things after all. The man who tries to succeed must expect to be criticized. Nothing important was ever done but the greater number consulted previously doubted the possibility. Success is the accomplishment of that which most people think can't be done.

And one quote just for fun.....

If at first you don't succeed, try, try again. Then quit. There's no use being a fool about it.

Leadership Quotations

2008-08-22T14:42:00.008-04:00

Leaders must be tough enough to fight, tender enough to cry, human enough to make mistakes, humble enough to admit them, strong enough to absorb the pain, and resilient enough to bounce back and keep on moving.

Do the hard jobs first. The easy jobs will take care of themselves.

The secret of a leader lies in the tests he has faced over the whole course of his life and the habit of action he develops in meeting those tests.

The quality of a leader is reflected in the standards they set for themselves.
It is not fair to ask of others what you are unwilling to do yourself.

A leader takes people where they want to go. A great leader takes people where they don't necessarily want to go, but ought to be.

Do not wait for leaders. Do it alone, person to person.

Leadership should be more participative than directive, more enabling than performing.

My grandfather once told me that there were two kinds of people: those who do the work and those who take the credit. He told me to try to be in the first group. There is much less competition.

Until all of us have made it, none of us have made it.

Life shrinks or expands in proportion to one’s courage.

One never notices what has been done; one can only see what remains to be done.

Leadership is practiced not so much in words as in attitude and in actions.

A good leader takes a little more than his share of the blame,

a little less than his share of the credit.

Management works in the system; leadership works on the system.

Leadership is a combination of strategy and character.

If you must be without one, be without the strategy.

The great leaders are like the best conductors - they reach

beyond the notes to reach the magic in the players.

One of the tests of leadership is the ability to recognize a problem

before it becomes an emergency.

Effective leadership is putting first things first.

Effective management is discipline, carrying it out.

GOOD TEACHING: THE TOP TEN REQUIREMENTS

2008-08-22T14:42:00.003-04:00

The following article was written by By Richard Leblanc, York University, Ontario. It is an interesting view on the requirements of the classroom teacher. We thank him for his insight.

One

Good teaching is as much about passion as it is about reason. It's about not only motivating students to learn, but teaching them how to learn, and doing so in a manner that is relevant, meaningful, and memorable. It's about caring for your craft, having a passion for it, and conveying that passion to everyone, most importantly to your students.

Two

Good teaching is about substance and treating students as consumers of knowledge. It's about doing your best to keep on top of your field, reading sources, inside and outside of your areas of expertise, and being at the leading edge as often as possible. But knowledge is not confined to scholarly journals. Good teaching is also about bridging the gap between theory and practice. It's about leaving the ivory tower and immersing oneself in the field, talking to, consulting with, and assisting practitioners, and liaisoning with their communities.

Three

Good teaching is about listening, questioning, being responsive, and remembering that each student and class is different. It's about eliciting responses and developing the oral communication skills of the quiet students. It's about pushing students to excel; at the same time, it's about being human, respecting others, and being professional at all times.

Four

Good teaching is about not always having a fixed agenda and being rigid, but being flexible, fluid, experimenting, and having the confidence to react and adjust to changing circumstances. It's about getting only 10 percent of what you wanted to do in a class done and still feeling good. It's about deviating from the course syllabus or lecture schedule easily when there is more and better learning elsewhere. Good teaching is about the creative balance between being an authoritarian dictator on the one hand and a pushover on the other.

Five

Good teaching is also about style. Should good teaching be entertaining? You bet! Does this mean that it lacks in substance? Not a chance! Effective teaching is not about being locked with both hands glued to a podium or having your eyes fixated on a slide projector while you drone on. Good teachers work the room and every student in it. They realize that they are the conductors and the class is the orchestra. All students play different instruments and at varying proficiencies.

Six

This is very important -- good teaching is about humor. It's about being self-deprecating and not taking yourself too seriously. It's often about making innocuous jokes, mostly at your own expense, so that the ice breaks and students learn in a more relaxed atmosphere where you, like them, are human with your own share of faults and shortcomings.

Seven

Good teaching is about caring, nurturing, and developing minds and talents. It's about devoting time, often invisible, to every student. It's also about the thankless hours of grading, designing or redesigning courses, and preparing materials to still further enhance instruction.

Eight

Good teaching is supported by strong and visionary leadership, and very tangible institutional support -- resources, personnel, and funds. Good teaching is continually reinforced by an overarching vision that transcends the entire organization -- from full professors to part-time instructors -- and is reflected in what is said, but more importantly by what is done.

Nine

Good teaching is about mentoring between senior and junior faculty, teamwork, and being recognized and promoted by one's peers. Effective teaching should also be rewarded, and poor teaching needs to be remediated through training and development programmes.

Ten

At the end of the day, good teaching is about having fun, experiencing pleasure and intrinsic rewards ... like locking eyes with a student in the back row and seeing the synapses and neurons connecting, thoughts being formed, the person becoming better, and a smile cracking across a face as learning all of a sudden happens. Good teachers practice their craft not for the money or because they have to, but because they truly enjoy it and because they want to. Good teachers couldn't imagine doing anything else.

Education Management Programme Master Trainers' Workshop Report 2008

2008-08-22T14:18:00.005-04:00

To prepare assignments for the new cohort of trainees
To introduce proposals and guidelines for measuring the impact of the Education Management Programme.
To develop plans for effective tutorial sessions
To consider developments for the future
To explore the use of the Internet for Education Management purposes

Rationale
The basis of the workshop was two-fold. Firstly, a wide range of issues relating to the Management Programme was dealt with throughout the five days. Secondly, all of the above was presented through a variety of participative, presentational styles to demonstrate different ways of motivating the trainees. By the end, the Master Trainers were well equipped to try many of them for themselves. They were provided with handouts and materials which they would be able to use in future sessions with their trainees.

Programme
See separate sheet with the pack included with this report. The workshop was designed to be highly practical and motivating for the Master Trainers. It covered a range of issues, all of which were pertinent to their role as Master Trainers. Theory was limited to support the practical nature of their work. In all cases, current practice was identified and evaluated and suggestions for future development were made.

The key areas covered were:-

Theme for the week Aims and introduction to “Proactive Leadership”
School Effectiveness The Role of the Headteacher and the Regional Departments of Education
The New Modules An Introduction & The Programme Handbook
Module One Self Development for Educational Leaders
Module Two Principles of Education Management
EMC on the NET The role of the Internet in the EMC
Module 3 Personnel Management
Module 4 Managing the Curriculum and Resources & New SEN Unit
Running a Tutorial Session Practical Advice
Running a Tutorial Session Activity And Practice
“Making it happen” A model of support for trainees
Looking forward Planning for Graduation, Workshop visits, Future of EMC
Preparation of Assignments Modules 1 – 4 Part One
The Process of Assessment Review of procedures
How well are we doing? Monitoring the Impact of the EMC
Monitoring Activity

Facilitators
Stephen Harding - Education Management Specialist VSO
Mary Harding - Curriculum Specialist VSO
Meg Caton – SEN Specialist VSO
The workshop was opened and closed by Mr M Goolsarran, Director of NCERD

Some issues raised by Master Trainers
The new materials need to be more widely used. They could perhaps be part of a non-assessed programme for Headteachers and used during their professional development sessions both with other Headteachers and in schools
It would be useful to have a set of the materials in all schools in the country.
Regional Officers should be encouraged to take part in the Programme.
All Headteachers should be encouraged to take part in the Programme
There needs to be a much greater interest in the Programme and its development from both the Officers of the Ministry of Education and Regional Departments of Education
In some cases, Regional Departments of Education need to play a much greater part in the management and administration of the Programme
The failure to perform to an acceptable standard once trainees have completed the Programme is not necessarily a reflection on the quality of the Programme, as has often been stated, but the inability of the system to insist that teachers perform to an acceptable level.
It would be very helpful if there were a set of standards for Teachers, Middle Leaders and Senior Leaders on which their performance could be judged.
There needs to be someone to take over from the Education Management Specialist VSO when he leaves in February 2009.

Evaluation
The workshop was evaluated both verbally and in writing. The latter reflected the former.
The results of the evaluation are shown below:-

5 – Very Good, 4 = Good, 3 = Satisfactory, 2 = Unsatisfactory, 1 = poor.
(Satisfaction rates are the sum of the responses as a percentage}

Content of the Workshop
1. Selection of topics discussed 99% satisfaction
2. Relevance of content to your work 99% satisfaction
3. Variety of presentation 98% satisfaction
4. Quality of the handouts provide 97% satisfaction

Overall Satisfaction of the Content of the Workshop was 97%

Comments Made:-
So much learning took place at the workshop and I do hope that we would be able to meet for the two days in January to look at modules five to nine.
Content was correctly chosen. It helped to sharpen my knowledge.
This aspect was very well planned.
Handouts on the EMC on the sheet are a little faded to be recognized with the naked eyes.
Time is a factor that at times becomes a constraint.
Content was relevant and very informative.
Content is very good but the work load was very heavy because of the limited time. I would like to suggest that the writing of the questions etc be done earlier in the day to ensure the task is completed.
The content satisfied all the relevant areas of the management course.
I have gained new insights about the content and a variety of ways to present the same quality of handouts concise and informative.
The content was loaded and well balanced.
Content presented has empowered me to become a more efficient ant effective master trainer and also leader of my school.
Workshop objectives were met due to well done presentation.
Content of workshop was excellent, timely and relevant to everyday issues. With this knowledge gathered a big difference will be seen. As a master trainer, I am now more conversant with what has to be done.
Such a workshop in terms of content is very relevant to our education system which is declining in some aspects.

Facilitators
1. Knowledge and skills 99% satisfaction
2. Approach and presentational style 99% satisfaction
3. Organization of the Workshop 98% satisfaction
Overall Satisfaction of Facilitators was 99%

Comments Made:
All of the presenters / facilitators are very good. They deserve more than a loud round of applause. There is probably no way in which we can thank them enough.
Just excellent or even more excellent. Facilitators need the highest commendation. Non-pariel effort.
Facilitators shared vast knowledge and skill to hold the interest of participants.
Were excellent in every aspect of the workshop. Has inspired me to strive for excellence.
The facilitators did their best throughout the workshop. I know it took a lot out of them.
The facilitators are knowledgeable of all aspects of the workshop. V-good.
Very knowledgeable and skillful facilitators. The sessions were very interactive and participatory.
The facilitators have tremendous knowledge of matters discussed.
Very inspiring. I will do my best to emulate them.
Facilitators had through knowledge of what was presented.
Facilitators were prepared and organized.
Need to convince REDOs and other officers of the importance of this course and encourage others to give full support to master trainers and trainees. So that other courses can contribute to live up to its expectations.
The facilitators were very vibrant and very clear
Facilitators were very knowledgeable. Hats off to Mr. Stephen Harding. You are GREAT!!
Had a through knowledge. Warm up exercise/ice breakers were very appropriate.
If only I could return to my trainees and be even half as good as Mary and Stephen, I will indeed be happy. I do hope that I will be able to motivate my trainees so that our children will grow from strength to strength.

Venue and Resources
1. Auditorium - NCERD 97% satisfaction
2. Quality of Resources received 98% satisfaction
Overall Satisfaction of Venue and Resources 98%

Other comments made:
· Auditorium was very spacious but AC is always a problem for me it makes me cold. Thanks so much to both Mary and Stephen for the wonderful job you have done to help the delivery of education in Guyana. I just wish there were officers in the highest level – (ministry) who could have been just as motivating and supporting.
· Meals for the last three days were the best and the caterer (s) should be retained for future session.
· This training was very timely. It helps in cleaning up issues with regards to the training programme.
· These were very good.
· An excellent workshop.
· The 5 day workshop was extremely important to me.
· All master trainers to be provided with a laptop computer.
· Lots of thoughts and hard work has been put into this workshop by the facilitators and the master trainers to make it a success it was. Frankly it was great being at this workshop. Thank you Mr. and Mrs. Harding
· More time for active activity by individuals and as regional groups.
· Could not have been better.
· Congratulations to the team. ‘Job well done’
· I felt engaged and refreshed and more knowledgeable than when I came.
· The workshop was timely and rewarding. I have been empowered and enthusiastic to encourage trainees to improve the standard of the education system.
· I like the conference room.
· Venue was comfortable and resources adequate, timely and informative.
· I wish to express my sincere gratitude to the director and all staff members.
· There should have been more including management test and laptop computers.

General Report
I am pleased to report that the Workshop for Master Trainers for the Education Management Programme held in NCERD from 4th to 8th August 2008, according to the participants’ evaluations above, was a great success. The overall satisfaction rate was 98%

Although there was some educational theory, the activities were mainly of a practical nature relating to schools. The principle theme was one of “Proactive Leadership” and how Headteachers, through their own practice can influence the direction of a school in a positive way. Great emphasis was placed on the “expectations” of Headteachers and the “accountability of all in the system

We were able to have frank and open discussions about the current situation relating to the education system in Guyana and have focused on solutions and overall principles. These principles have been embraced by the participants

The attendance and participation was excellent and the Master Trainers have displayed a passionate and informed desire for improvement of the system through the provision of support for all staff at every level. It is clear that they have welcomed and embraced many of the changes and suggestions given in the last training session.

In the results of the last cohort of trainees, there was a pass rate in excess of 94% - the best ever. The average score was higher than any other previous year. The examination focused much more on skills and evaluation rather than simply recall of information. The best performers were in regions away from Georgetown in Regions 6, 10 & 3

We all now feel that there is a need for all officers of the Ministry of Education and Regional Departments of Education to take a greater ownership of the course, its management and organization and support of its participants.

On the final day, we were pleased to have received the Honourable Minister of Education, Mr Shaik Baksh who gave us his views on the programme and the educational provision in Guyana as a whole. This was reported on NCN News and in several newspapers. Below is the text of the report in the Chronicle Newspaper on Saturday 9th August 2008:

A further report and photographs can be found on the Guyana Government Information Agency website http://www.gina.gov.gy/ and the EMC NCERD website http://www.ncerdleaders.com/ which also has a link to the workshop photographs.

Resources
A variety of resources were used including PowerPoint, demonstration charts, flipcharts and a wide range of handouts. A copy of all handouts in a pack was provided for all Master Trainers who could not attend. A Document CD containing all resources and photographs has been provided for each of the regions. All resources, photographs and the programme will be available on the http://www.ncerdleaders.com/ website.

Copies of the resources or further information on this workshop are available from Stephen Harding, Education Management Specialist at NCERD on 227 2865 or 667 5798 cell

Certificate of Participation
All participants were provided with a certificate of participation, which was awarded in the last session.

Thanks
A sincere thanks is offered to the following for their help in preparing the workshop
Mr M. Goolsarran, Director of NCERD, for his guidance and support.
Mr A Kartick, Assessment Officer, for help in delivering the workshop
Miss L Griffith, NCERD Administrator for all of her help behind the scenes as well as printing and resources.
Mr A Sookdeo, Head of MPU NCERD for printing of all of the revised modules and providing printed materials throughout the workshop.
Meg Caton and Mary Harding (Curriculum and SEN Specialists) who assisted in the facilitation of the workshop.
Natitia Elliot (Central High School) and Sachi Devibushram (St Winifride’s School ) Work Study Students for assistance at every stage of the workshop.
Other NCERD staff who worked so hard to set up and dismantle the auditorium.

Stephen Harding
Education Management Specialist
22 August 2008

Educational Leadership Training

2008-08-22T13:37:00.007-04:00

The Education Management Specialist, Stephen Harding from NCERD will be available for Leadsership Training for Eduaction Professionals in Guyana from Septemeber to December 2008.

If you are part of the Eduaction system in Guyana and wish to avail yourself of this service, do not hesitate to contact him on the email address below:-

stephenharding@ncerdleaders.com

or at NCERD on 227 2865

Please provide details of the training you would like, the dates, you had in mind, your region and the intended audience.

Using the Blog

2008-08-22T13:37:00.003-04:00

Unfortunately, due to technical difficulties, the previous site is no longer available. This was due to circumstances beyond the control of NCERD and the Ministry of Education. However, much of the same information will appear here and you will also have the opportunity to comment as well. So, please do look here from time to time for updated information.

The website is in the form of a blog and therefore the articles are listed according to when they are published. You can either simply scroll through the articles using the sidebar slider or you can go to the contents which are organised into months and years and click on the one you want to read and it will take you straight there. The articles are listed chronologically so you should have the latest at the top and the earliest in previous months. We hope you enjoy reading. You can comment if you wish by clicking on the comments at the bottom of each article.

Please see this side bar for information on how to contact us, see the contents of the site, find useful links and readthe latest NCERD news.

If you want a quick tour of the blog, seeing how to contact us, register, see pictures and navigate through the articles, please see the pictures below:-

Ncerdleaders website

Master Trainers' Workshop

2008-08-10T14:32:00.006-04:00

We are pleased to report that the Workshop for Master Trainers for the Education Management Programme held in NCERD from 4th to 8th August 2008 was a great success.

28 Master Trainers from all over the country attended the 5 day workshop facilitated by Stephen Harding (Education Managemner Specialist) and his wife Mary Harding (Curriculum Specialist) Both are VSOs working in NCERD.

Although there was some educational theory, the activities were mainly of a practical nature relating to schools. The principle theme was one of “Proactive Leadership” and how Headteachers, through their own practice can influence the direction of a school in a positive way. Great emphasis was placed on the “expectations” of Headteachers and the “accountability of all in the system.

We were able to have frank and open discussions about the current situation relating to the education system in Guyana and have focused on solutions and overall principles. These principles have been embraced by the participants

The attendance and participation was excellent and the Master Trainers have displayed a passionate and informed desire for improvement of the system through the provision of support for all staff at every level. It is clear that they have welcomed and embraced many of the changes and suggestions given in the last training session.

In the results of the last cohort of trainees, there was a pass rate in excess of 94% - the best ever. The average score was higher than any other previous year The examination focused much more on skills and evaluation rather than simply recall of information. The best performers were in regions away from Georgetown in Regions 6, 10 & 3

We all now feel that there is a need for all officers of the Ministry of Education and Regional Departments of Education to take a greater ownership of the course, its management and organization and support of its participants.

On the final day, we were please to have received the Honourable Minister of education, Mr Shaik Baksh who gave us his views on the programme and the educational provision in Guyana as a whole. This was reported on NCN News and in several newspapers.

The text of the article published in the Guyana Chronicle on Saturday 9th August is given below:-

Aiming for higher standards…Baksh warns education non-performers will be fired

By Tajeram Mohabir (EDUCATION)

Minister Shaik Baksh yesterday announced that measures are being put in place to fire all non-performers at the different levels in his ministry.

He made the announcement at the conclusion of a five-day master trainers workshop in the National Centre for Educational Resource Development (NCERD) in Kingston, Georgetown.
Taking a touch line, he told the group of senior teachers that, while there are few effective managers in the education system, too many have a lackadaisical approach to work. He said headteachers and regional education officers need to adjust their attitude to create the change necessary for propelling the sector to a higher plain or leave their jobs.

Baksh emphasised that the majority of headteachers are reactive rather than proactive and seminars like the one just concluded are a salient effort to reverse their behaviour. He exhorted the trainers to be aggressive change agents and said they would not be working alone because a newly established team of education inspectors will assist them to address the many deficiencies in the schools.

Baksh encouraged the trainers to be self-motivated and channel their energies to alter the mindset of teachers, so they give of their best and produce the desired results. He said, for the education system to succeed, teachers will have to demonstrate a sense of commitment and dedication. The minister said the argument about work according to pay is grossly ridiculous and declared that teachers engaged in the practice lack the slightest idea of the danger they are causing to children’s lives.

Baksh said his ministry recognises the need to upgrade salaries and has been doing all within its means to ensure proper remuneration and appealed for a sense of patriotism and a passion for change in return. Those values should be enforced by the Guyana Teachers' Union (GTU) but, apparently, the latter is only is clamouring for increases in pay, Baksh stated.

He indicated that the teachers who were trained in the education management programme will also have to fill a similar role and his ministry will be looking forward to the feedback on the strides made. Baksh said the Central Ministry has already been reformed and emphasis is now being placed on the regional and school systems to ensure operational efficiency. He pledged to do all within his limit to make sure his ministry functions and delivers effectively at every level before he demits office. Baksh underscored the importance of the capacity building workshop, pointing out that it will significantly aid teachers to positively reform their schools and impart their knowledge to colleagues through similar workshops and seminars. He expressed optimism that the trained teachers will produce quality results that would serve as a catalyst to instill values of high standards in headteachers and teachers who are incapable of effecting positive changes.

Baksh commended the facilitators of the workshop, Mr. Stephen Harding and his wife, Mrs. Mary Harding, for their sterling contributions towards updating the Education Management Programme which is designed to meet the needs of the system.

Mr. Harding said those trained were acting headteachers and senior teachers drawn from the 10 Administrative Regions.The Voluntary Services Overseas (VSO) volunteer said the teachers were engaged in mostly practical work, intended to make them adopt a proactive stance in problem solving, planning and implementation. Harding said the focus was on the expectation of headteachers and accountability to all in the school system. He proposed that the programme be prolonged for another few years, so that all headteachers will benefit.

Harding disclosed that 350 of them graduated from it this year.

To view all of the photographs of the workshop, click on the photograph below:

Education Management Programme Master Trainers' Workshop 2008

Rewrite of Education Management Modules

2008-07-23T07:39:00.006-04:00

We are pleased to report that Modules 1, 2, 3, 4 and the programme handbook are now completed and are with the MPU NCERD printers. This has been a big task carried out in conjunction with VSO. Thanks must go to all of the master trainers so far who have assisted in giving advice to the Education Management Specialist and who proof-read the draft copies.

The modules have been reviewed, revised and in many parts completely rewritten. They are now completely Guyanese and reflect the context of the Guyanese education system. The presentation has been improved, the assessment activities have been rationalised and "reflections" which are not assessed added.

The modules 5, 6, 7, 8 and 9 will be revised from September to December ready for the part 2 of the programme which should start around May / June 2009. It is hoped that you will be able to gain access to the modules on the internet in the very near future.

If you want to see what the modules look like, click on the link below:-

Education Management Programme Modules

Education Management Programme Master Trainers' Workshop

2008-07-20T08:19:00.000-04:00

Advance Notice
Please find details of the Education
Management Programme Master Trainers’ Workshop to be held in NCERD.

All Master Trainers will receive personal
invitations. They should inform Stephen Harding (details below)

of their intention to come or to offer apologies.

Overview

The Education Management Certificate Programme is going from strength to strength. In the latest Part Two Examinations, 97% of our trainees gained a pass grade.

You will probably be aware that the course itself, is currently under review and all of the Modules are being revised to provide up-to-date training which is totally consistent with the Guyanese Education System and Culture.

The Assessment system is being developed to reduce the number of activities within the modules whilst at the same time providing opportunities for non-assessed reflection on the issues that are raised within the units. A greater emphasis will be placed on the practical aspects of the job which are also reflected in the assignments and the examination.

Master Trainers are crucial to this development. This 5-day workshop will not only help them to develop some of the skills to be an effective trainer but will also keep them fully abreast of the developments. It will also give them an opportunity to be a part of the future growth, improvement and probable expansion of the programme.

So, we hope they will be able to attend as their contribution will be valuable.

OBJECTIVES

· To introduce the revised Education Management Programme
· To review assessment procedures - assignments and examinations
· To prepare assignments for the new cohort of trainees
· To introduce proposals and guidelines for monitoring the impact of the Education Management Programme.
· To develop plans for effective tutorial sessions
· To consider developments for the future
· To explore the use of the Internet for Education Management purposes

Venue: NCERD
Dates: 4th - 8th August 2008

Time: 9.00 a.m.
Contact: Stephen Harding (Education Management Specialist) at NCERD for further information or to inform of attendance
Telephone: 227 - 2865

Email: stephenharding@ncerdleaders.com

Education Management Photographs 2007

2008-07-01T15:00:00.003-04:00

This article will give you links to groups of photographs taken at various events around the country. To see them, simply click on the cover photograph for each group.

Region Three Trainees

Stephen Harding holds a tutorial session with the trainees of Region Three at the Vreed - en - Hoop Education Office Resource Centre.

Master Trainers' Workshop August 2007

Photographs from the five day Master Trainers' workshop held in NCERD in August 2007

Region 2

Trainee session with Education Management Trainees in Region 2 Anna Regina 2007

For more photographs go to the page

"Education Management Photographs" 2008

News for June 2008

2008-06-30T06:17:00.000-04:00

27th June 2008 - The Education Management Specialist is currently in the process of revising the EMC modules. The first three have been completed and Module Four has been started. It is hoped to complete these four modules ready for print in time for the Master Trainers' Workshop from 4th - 8th August 2008.

26th June 2008 - Wasting no time, the new http://www.ncerdleaders.blogspot.com/ website is launched. Technical staff are working on linking it to the old name. The email addresses stephenharding@ncerdleaders.com and info@ncerdleaders.com remain the same.

25th June 2008 - The old NCERDLEADERS website is taken off the web for technical reasons. There is still a link via the http://www.ncerdleaders.com/ name which will help you to navigate to us.

June 2008 - Congratulations to the Trainees and Master Trainers who achieved a 97% pass rate in the Part Two examinations. Results for the Supplemental exam are still to be published.

June, July and August 2008 The Mass Literacy Fast Track Initiative is well underway with training from the National Literacy Coordinator, Murray Grenidge (Adult Literacy) and Mary Harding and Meg Caton (Child literacy). The FTI is a nationwide programme to train Literacy Educators to teach reading after school to groups of around 15. It is done in conjunction with Wings on Words.

How to study the modules

2008-06-26T08:19:00.006-04:00

Managers in education can undertake a wide variety of activities to develop experience and expertise in their work. They can read literature relevant to their profession and work context; they can exchange experiences with colleagues and fellow managers; or they can take part in local, regional or international programmes and activities, which may come their way through affiliation to various bodies such as staff associations, professional associations or wider international associations. One such international programme, which has reached several countries in the sub-region, is the Commonwealth Secretariat Education Programme designed to help Ministries of Education in Guyana improve their management and support systems for teachers. In 1990, the Commonwealth Secretariat Education Programmme initiated the development of a series of modules that built on past experience and were specifically designed to improve the management skills of heads and other, such as deputy heads and trainers interested in the management of education in Guyana. The modules also catered for educationists interested in self-development, particularly those who would like to upgrade their professional skills and qualifications.

Learning outcomes
By the end of this unit you should be able to:
· state the context in which the Education Management Programme was created
· explain the meaning of self-development and give example of self-development activities

You will perceive, as you undertake the programme and read the materials, that one of the prime objectives was to create an environment for the school and the child that taps all the available resources for maximum effectiveness.

Structure, design and content of modules
The materials are arranged in a modular form in order to facilities self-directed learning, the principal technique through which the modules are to be used.

Each modules has:
· A standard general introduction
· An introduction specific to each unit.

Thereafter each unit follows a standard form, which features:
· introduction
· statement of individual study time for each unit
· learning outcomes
· activities
· comments
· summary
· reference materials
· reading

The modules cover a wealth of topics , as you can from a glance at the Contents. In the context of self-directed learning, each unit is designed to introduce the topic and get you thinking about your work. Once your interest has captured, the activities and other stimulus materials will get you looking beyond the immediate pages. You are likely to find yourself reconsidering standard practices and seeking solutions to situations and questions, which they raise. It is the firm belief of the writers that if this modules is to serve its purpose, your study of the materials will not be complete until you have taken steps to introduce beneficial changes into your school.

Using the modules
SELF-DIRECTED STUDY

One of the most effective ways in which these materials may be used is through self-directed study or open learning. As heads your backgrounds differ. You have varying experiences and your schools are different. Your learning needs, therefore, very considerably. We are certain that within the seen modules you will find something new and relevant to your needs. You may study the modules in any order. Many units may actually be studied on their own. You need to bear in mind that there is a suggested length of study-time for each unit.

The modules may be studied by individuals working on their own or in formal or informal study groups. They can also be used in a distance-learning situation. Please read the general introduction closely.

Supplementary materials
We stated earlier that your study of the modules would not be complete without active steps being taken to address issues in your own school or in your neighbourhood. There should be no mere reading of the materials.

Similarly a study of the modules will only be complete for you in your particular context, when the materials are related to important publications in Guyana.

Your list may have included some of these:
· the constitution of the country
· education acts
· civil service rules and regulations
· executive instruments on education
· policy papers, guidelines and circulars from your ministry
· ministry or school mission statements
· various handbooks for heads where these exist
· pupils’ exercise books.

The list is endless and may include published books and media. You should also have a good dictionary.

Summary
In this unit you have had an overview of self-development and some of the activities in which you engage in your efforts to develop yourself in your work. You have also had an overview of the study materials that you will be handling in this programme. We hope that you are now in a position to say how they came about, how they are structured, designed and presented and how they can be used. We also hope that you have seen how they relate to your particular context.

Educational Leadership in Great Britain

2007-12-27T10:57:00.000-04:00

National Professional Qualification for Headteachers

This is self explanatory from the title. It has been in operation in Great Britain for about 10 years. In the first instance it was intended that all Headteachers would have this qualification prior to their appointment. In reality, particularly due to recruitment difficulties, many Headteachers are appointed with the qualification incomplete. There is usually a commitment to doing it whilst in post.

For those who were already in post when the qualification was introduced, there were two forms of provision:-

• The Leadership Programme for Serving Headteachers (LPSH) focuses on leadership skills and characteristics. This involves considerable personal assessment of the HT’s skills through peer assessment and senior and junior colleagues. It includes self evaluation and two extended residential courses.
• The Headlamp Programme is mainly skills based and caters for the individual needs of the Headteacher. Self evaluation is carried out by the HTs themselves with help from trained specialists. Training is geared to these needs and is conducted at intervals throughout the first year of being in post. There is considerable funding attached to this form of training.

The NPQH is a two year post graduate diploma. It is externally assessed on a continuous basis with final examinations. The candidates are assigned a serving Headteacher mentor who will guide them through the process.

Modules

• Strategic direction and development of schools - IEP / SDP / strategic and developmental planning.
• Teaching and Learning - Curriculum planning, assessment and monitoring and evaluation.
• Leading and managing staff – leadership styles and characteristics, personnel, motivation.
• Efficient and effective deployment of staff and resources – buildings, personnel, recruitment, budget.
• Accountability – self, governors, parents, children, staff

Characteristics of Leaders

• Teamwork and developing others
• Drive and confidence
• Vision and accountability
• Influencing and politics
• Thinking styles (the big picture)
National Standards for Headteachers

There are standards required of all in the teaching profession at the different levels of responsibility, including and especially headteachers. HTs are evaluated during the OFSTED process on these standards.

These are to be found at www.dfes.gov.uk

Shared leadership

There is a considerable move to sharing the leadership role in schools. Leadership teams are common with HTs, DHTs and senior staff. Leadership is often spread across different levels of teachers e.g. Heads of Department and Years. Accountability is important and especially ……..

“Shared leadership needs shared vision”

Emotional Intelligence

Control and awareness of emotions is a big issue in development of leadership skills.

• Self Awareness – recognising own emotions, strengths and weaknesses
• Self Regulation – control of own emotions
• Motivation – meeting goals and continuous self improvement
• Empathy – ability to put oneself in the shoes of others
• Social Skills
• Negative emotions – level of ability to deal with these e.g. isolation and pressure.

Styles of Leadership

• Instructional – focus on the learning of students and improving the effectiveness of teachers in the classroom.
• Transformational – capacity building, formal, continuous improvement.
• Moral – Values, aims, democracy.
• Participative – sharing the decision making and overlaps with democratic leadership.
• Managerial – efficient achievement of goals.
• Contingent – responds well to the demands for change.

Proposals for Management of Education at the level of the school

2007-11-26T09:19:00.000-04:00

Senior Leadership Team
• Every school will have a Senior Leadership Team (SLT) which will be appointed by the Headteacher and approved by the REdO.
• The size of the SLT will be according to the size of the school and will consist of a minimum of 2 members in a small school.
o The Headteacher will lead the SLT and the Deputy Headteacher will automatically be a member.
o In Grade A and B schools, there will be a minimum of three members and a maximum of 5 according to the number of pupils on roll. In Grade C & E schools, there will be a minimum of two members and a maximum of 3.
o The third member of the Team in Grade A and B schools will be chosen from the Senior Middle Managers (SMs, HODs, Divisional Heads). The second member in Grade C school will selected from any SMs, HODs or Division Heads. The second member in a Grade E school will be chosen from the remaining staff.
o The selection will be based on a combination of competence (proven professional ability) and years of service. However the former will be the deciding factor.

Responsibility of the Senior Leadership Team
• To develop and maintain, through their commitment, the ethos of the school so that staff and pupils may actively develop fully in personal, professional and educational terms.
• To be a member of the Senior Leadership Team, initiating procedures and policies and carrying out those agreed by the SLT.
• To take a prominent role in the day to day running of the school.
• To monitor the work of the staff and pupils of the school in all aspects of their work.
• To evaluate the work of the staff and pupils of the school and, in the light of this evaluation, take a leading role in the school’s future development.
• To ensure the maintenance of good order and discipline amongst pupils at all times.
• To promote good relationships with parents, the local community, the Department of Education and the RDC and Ministry of Education
• To promote the aims and objectives of the school.
• Creating an environment which is conducive to effective learning and which meets the physical, emotional and educational needs of pupils.
• Maintaining a partnership between the school, parents and Board Members and ensuring that the school is a meaningful aspect of the local community.
• Defining the educational goals and vision of the school and setting these out in the School Improvement Plan in consultation with the staff, parents, the Department of Education so that it meets both the national statutory requirements and policies.
• Developing a curriculum which meets the requirements of the most recent and former Education Acts and successive Education Acts and which responds to the needs of each pupil in accordance with the stated policy of the Ministry of Education.
• To advise Department / Division members on the acquiring / procurment of resources.
• Reviewing the curriculum so that the quality of pupil learning can be improved and educational disadvantages minimised.
• Ensuring that an effective system for assessing and recording the progress of each child exists in accordance with statutory national responsibilities and ensuring that the aims related to each child’s learning are achieved.
• Ensuring a supportive system of pastoral care for all pupils which contribute to their effective learning.
• Developing a coherent and accountable management, administrative and organisational structure within the school which ensures that the curricular and learning needs of pupils are met.
• To ensure the creation of budgets and accounting for financial and material resources of the school.
• Establishing an effective professional development programme for teachers which includes individual, whole staff development and school focused training.
• Monitoring and evaluating all aspects of the work of the school in collaboration with staff and the Department of Education.
• Working in close collaboration with the Department of Education and liaising appropriately with officers on relevant matters.
• Establishing an effective communications system within the school, with pupils, staff, parents, the community and the Department of Education.

Middle Management
• The middle management of the school will be made up those who hold positions of responsibility.
• In general terms, the responsibilities of middle managers will be as follows:-
o To contribute to the well-being and development of the school by supervision of pupils, guidance of teachers, and advice to the SLT.
o Induction, guidance and advice;
o Oversight and monitoring of work of members of department / division, including assessment and evaluation
o Assisting in the professional development of the teachers, including in-service work as may be appropriate, and career development;
o Responsible for leading the Department / Division curriculum planning, incorporating the whole-school policies.
o Develop an assessment scheme in line with whole school policy
o Advising on learning and teaching methods and classroom management appropriate to the relevant subject matter.
o Oversight of usage, storage of and security of all equipment and teaching resources
o To devise and maintain departmental / division records and reports according to the school and Ministry policy.
o To make arrangements for the implementation of the contingency timetable for absent colleagues.
o To implement school policies in encouraging the raising of achievement
o To monitor the work of all pupils within the department / division and keep appropriate records.
o To accept responsibility for conduct and behaviour of all pupils within the department / division and to be available to help members of department / division as problems arise.
Monitoring and Evaluation will be carried out using a standard instrument and guidance on the above responsibilities will be provided by the Ministry of Education

Teacher Self Evaluation
o All teachers will be expected to carry out a regular self evaluation of their work as a teacher and, if appropriate, a manager according to a standard instrument provided by the Ministry of Education.
o The evaluation will be validated by the line manager and will form part of the Appraisal process and be used to identify continuous professional development.

Records and Reporting Mechanisms
o All staff, including teachers and managers, will be expected to complete appropriate records and reports according to the school, Department and Ministry of Education policies. Refer to current guidance.

Appraisal System
o It is the right of every teacher to expect to be appraised by the Appraisal Team in accordance with the Ministry of Education procedures.
o Appraisals will be used to identify staff development needs and assess competence.

Systems of Rewards and Sanctions
o The school will seek to encourage and motivate staff at all levels to ensure the highest quality of education possible.
o The school will operate systems of appropriate sanctions when staff do not fulfil the requirements of their contract.

Training, Development and Support
o It is the right of every teacher to expect appropriate staff development through identified training needs according to the availability of resources
o Schools should operate a system of support for all staff at all levels
o It is the right of the school to expect support from the Department and Ministry of Education

What makes a good school? - Article in the Chronicle Newspaper 2007

2007-09-26T08:19:00.001-04:00

7 Trainees in Region 2 attend a Management Workshop with the Education management Specialist

Anyone involved in education has pondered over this important question from time to time. Is it the children? Is it the teachers? Is it the Senior Staff? Is it the building? Maybe it’s the resources. We could all conclude that it will be a combination of all of these. Without cooperative children, well trained and motivated teachers, resources which meet the needs of the children and a pleasant learning environment, day to day life for our children in school could be quite banal.

For some years now, staff at the National Centre for Educational Resource Development (NCERD) in Kingston, Georgetown have been convinced that, amongst all of these features of a good school, the dominant factor is the quality of the leadership. For a number of years, NCERD has offered management training to, not only Headteachers, but also to those in senior positions in education who aspire to lead a school. The Education Management Programme is a distance learning course which seeks to provide teachers with the skills and experiences necessary to become a Headteacher, whilst still working in a school.

The 18 month programme was developed to enhance the management capacity of Guyanese schools through the essential training of senior staff. It is divided into nine modules which deal with such issues as the school curriculum, governance, personnel, financial management and other related topics. The progress of the trainees is measured through continuous assessment using regular assignments, management activities, a practicum and two formal examinations. The main emphasis of the course is on leadership – the ability of the trainees to formulate a vision for their school, identify its strengths and weaknesses and formulate plans for improvement. Key elements of a good leader are the ability to work in teams and develop others, drive and enthusiasm, confidence to do the job, vision for the school and the aptitude to influence others and also to consider “the big picture”.

The current cohort of trainees are from all over the country and every region is represented. Over 550 are presently involved and are well on the way to completing the programme. Both graduate and non graduate teachers are involved. A group of almost 50 Master Trainers are responsible for ensuring that the trainees are on the right track and providing advice and guidance where it is needed. They maintain contact with NCERD for regular training and a five day Leadership Conference in Georgetown in August.

Since March 2007, the Programme has been overseen by the new Management Specialist and VSO volunteer (Voluntary Service Overseas) at NCERD – Stephen Harding. Mr Harding has been a teacher in England for over 35 years and has worked in the field of Management for the last 20 years. He is no stranger to school leadership. Under his guidance, it is hoped the programme will go from strength to strength. He has spent almost a year immersing himself in all things educational in Guyana and is now ready to undertake a complete re-write of the programme, tailoring it much more to the needs of Guyanese schools in the 21st Century. At the last Master Trainers’ Conference, Mr Harding said “It is very important that the future of Guyanese education lies in the hands of people who know what they are doing and are visionaries and leaders in their own field.”

It is with this in mind that the Ministry of Education is allocating considerable resources to the training and development of Guyana’s future educational leaders. NCERD is currently developing a website www.ncerdleaders.com which will contain full details about the programme, additional resources and links to other educational websites both at home and internationally. The programme also provides financial reward for those who complete it and extra consideration when applying for promotion. In region 2, where the programme was piloted, almost all Headteachers have completed the programme. Now they are finding that the new Headteachers in their schools are much more readily able to meet the challenge of Headship after a thorough programme of preparation. The course has developed considerably since its inception and many more teachers are feeling the need to be trained to take on the challenges of meeting the needs of a new generation of Guyanese children.

Trainee Opinions Education Management Programme

2007-09-26T08:19:00.000-04:00

Introduction
During 2007, the Education Management Specialist from NCERD visited the following regions – Georgetown and Regions 2,3,4,5,6,7 and 10. He spoke to Trainees from the Programme, Master Trainers, REdOs, DEOs, Headteachers and teachers. This document outlines the general consensus of the trainees and Master Trainers in terms of how they see the course currently and the changes they would like to see to improve it for future cohorts.

Trainee opinions of the Education Management Programme
In all, the opinions of over 400 trainees were sought. This represents an excellent sample out of the 550 Trainees. Although there was a little dissent, the vast majority would concur with the following opinions. Below are the main comments made by the participants in the course.

General
 Provides the knowledge and experience for the HT to operate effectively
 Builds self confidence, competence and serves as a motivator
 Provides a thorough understanding of the role of a leader.
 Helps to establish a good interpersonal relationship with the HT and other staff members.
 Helps to improve shortcomings and weaknesses as a teacher
 Provides a better understanding of record keeping
 Encourages teamwork with the staff.
 Helps to correct past mistakes
 Provides a sense of direction
 Helps us to deal with everyday situations
 Helps leaders to better guide the teachers in the school
 Better able to deal with conflict
 The concept of distance learning allows learners to set their own pace
 Information is also applicable to other parts of life e.g. home and church
 Improves decision making
 It is not costly
 Opportunities available in school to put into action what has been learnt

Modules
 Modules should be relevant to all levels of the education system – Nursery, Primary and Secondary
 A significant part of the Modules do not match the Guyanese context.
 Modules often do not provide sufficient information
 Good guidance on the principles of designing a curriculum.
 More child related activities needed
 Modules can be too verbose

Assessment
 Marks allotment not fairly spread
 There are too many activities and trainees find it difficult to complete on time.
 There are not enough marks for activities which can be very lengthy
 Some felt the grading system needs to be revised
 Assignments are generally at the right level although some find them challenging
 More materials and guidance needed to do the assignments
 Assignments are more about recall than understanding and evaluation
 Assignments and examination questions often asks for lists which restrict candidates
 Coursework grades should be given before the examination
 There should be certification for each part – Modules 1 – 4, Modules 5 – 8 and Practicum
 More time is needed to complete assignments
 Marked assignments should be returned to the teacher more promptly

Tutorials and Trainers
 Many tutorial sessions had been very beneficial
 There are not enough tutorial sessions for trainees
 Trainees should be encouraged to set up study groups with others
 Some felt feedback from Master Trainers was inadequate
 Provides activities to do in the school for practice
 Some time should be provided on a monthly basis for course participants
 Trainers are not always easily available on the phone.
 Tutors are flexible and understanding

Resources
 Additional resource materials are needed to supplement the modules
 Would like to receive, handouts, newsletters and DVDs
 Welcome the development of www.ncerdleaders,com website
 There needs to be a functioning resource centre in every region which contain management materials

Practical
 Print and compilation of modules is poor
 Modules are often late arriving for trainees
 Headteachers should be of more assistance to those who are doing the course
 There should be more practical work
 Recognition should be made of the fact that not all trainees are HTs and want to be HTs

Outcomes
 There needs to be monetary incentive to do the programme.

This opinions have been included in a report to the Ministry of Education and Recommendations have been made in some areas.

Master Trainers' Workshop Report 2007

2007-08-26T08:19:00.000-04:00

Education Management Programme
Master Trainers’ Workshop
6th – 10th August 2007
NCERD
Final Report

The Education Management Programme is a distance-learning course run by NCERD and the Ministry of Education for Headteachers and aspiring Headteachers throughout all of the regions in Guyana. 49 Master Trainers, mainly Headteachers and officers from the Departments of Education, currently deliver it. They operate with groups of trainees, providing support for them as well as preparing and marking assignments. The Director of NCERD, a Management Group and the Education Management Specialist (VSO) at NCERD oversee all of this.

A 5-day workshop for Master Trainers is arranged on an annual basis. This year the aims of the workshop were as follows:-

Education Management Specialist Goals
§ To enhance the Leadership and Management capacity of schools.
§ To strengthen the Leadership and Management capabilities of the education sector.

Overall Aims
§ To enhance the capacity of regional Master Trainers towards effective delivery of the Education Management Programme

Workshop Objectives
§ To analyse the current situation of the Education Management Programme
§ To make recommendations for the future of the Education Management Programme
§ To explore the concept of Leadership in schools
§ To review and plan the modules for the second half of the programme
§ To explore ways of providing support for the trainees
§ To create a model for planning a trainees’ tutorial session
§ To develop skills in preparing and marking assignments, portfolios and examinations
§ To prepare sample assignments and examination questions
§ To investigate ways of enhancing the use of additional resources

Rationale
The basis of the workshop was two-fold. Firstly, a wide range of issues relating to the Management Programme was dealt with throughout the five days. Secondly, all of the above was taught through a variety of presentational styles to demonstrate different ways of motivating the trainees. By the end, the Master Trainers were well equipped to try many of them for themselves.

Programme
See separate sheet attached to this report. The workshop was designed to be highly practical and motivating for the Master Trainers. It covered a range of issues, all of which were pertinent to their role as Master Trainers. Theory was limited to support the practical nature of their work. In all cases, current practice was identified and evaluated and suggestions for future development were made.

The key issues covered were:-
§ Principles of Leadership
§ Monitoring School Effectiveness
§ Financial Management
§ School Records and Documents
§ Governance of Schools
§ Special Educational Needs
§ Providing Support for Trainees
§ Planning a Trainee Session
§ Advice on Writing and Marking Assignments and examinations
§ Preparing Assignments
§ Preparing Examinations
§ Managing the Resources
§ Communication
§ Presentation techniques and styles of delivery

Facilitators
Stephen Harding Education Management Specialist VSO
Mary Harding Curriculum Specialist VSO
Andrew Cartick Assessment Officer Region 4
The workshop was opened and closed by Mr M Goolsarran, Director of NCERD

Some issues raised
§ Some Master Trainers can feel isolated because of their geographical position
§ There are limited resources to go beyond the programme itself. There is a strong feeling that the programme should initially be compulsory for all HMs and aspiring HMs and then follow on through senior staff in schools,
§ Training for Master Trainers is essential
§ Communication needs to be improved – MTs welcomed the introduction of the website and the proposed newsletter.
§ A 5-year development plan needs to be drawn up for the course.
§ Headteachers who have trainees working in their schools should be more involved
§ Education Management Specialist to speak to groups of Headteachers in the regions.
§ Master Trainers need regular training on training techniques to motivate trainees.
§ The stipend does not reflect in any way the commitment that is required to carry out this work effectively.
§ There needs to be someone to take over from the Education Management Specialist VSO when he leaves in February 2009.

Evaluation
The workshop was evaluated both verbally and in writing. The latter reflected the former.
A copy of the evaluation sheet is attached. The results of the evaluation are shown below:-

5 – Very Good, 4 = Good, 3 = Satisfactory, 2 = Unsatisfactory, 1 = poor.
(satisfaction rates are the sum of the responses as a percentage}

Content of the Workshop
1. Selection of topics discussed
98.7% satisfaction
2. Relevance of content to your work
100% satisfaction
3. Variety of presentations
98% satisfaction
4. Quality of the handouts provided
87.7% satisfaction
Comments Made:-
Handouts:
Print not always clear and font too small
Sometimes required more detail
Content was excellent and appropriate
The handouts are clear

Facilitators
1. Knowledge and skills
98% satisfaction
2. Approach and presentational style
99.3% satisfaction
3. Organization of the Workshop
97.4% satisfaction
Comments Made:
The knowledge and skills deployed will indeed strengthen the leadership and management capabilities of the Master Trainers and the Education sector
This workshop was the first one where I did not want to sleep even after travelling
This is my third time at these workshops and although learning always took place this was way beyond the expectations I arrived with. You have both inspired me to become a better facilitator and I do hope you will be able to attend at least one tutorial in my region
A good working team
Those who missed this workshop will be sorry that they did
Workshop achieved its objectives due to facilitators experience in an education system. Facilitators were willing to adapt and not impose.
It is no doubt that the facilitators have changed the picture – paints a different picture of what leadership in schools should be. Facilitators have tremendous knowledge, experience and skills that were shared. Very good. It would impact the system.
Excellent – other facilitators who operate from this level should be encouraged to employ similar approaches and presentational styles.
Facilitators were sagacious and know exactly what they want to impart. They are very enthusiastic and certainly have enthused me to emulate, The variety of techniques used kept away boredom. Presentations were like rainbows – certainly superlative and profound presentations.
Were very friendly, approachable and willing to help in all aspects of this worthwhile workshop.
Facilitators have full authority over their presentations
I was amazed at the wide range of styles the facilitators used in their presentations. I certainly gained a lot in this respect. Good organization.
A welcome and refreshing change

Venue and Resources
1. Auditorium - NCERD
98.7% satisfaction
2. Quality of Resources received
95.5% satisfaction

Other comments made:
§ All SMTs in schools should be exposed to this.
§ I was happy for the SEN sessions as well as the practicum as many trainers do not place enough emphasis on this.
§ Effective delivery of education will improve after sensitizing Master Trainers to sensitize trainees.
§ With VAT inclusive $1,500 is definitely too small an amount for subsistence.
§ Timely. Not a dull moment.
§ Resources were relevant.
§ The venue is the best. There is need for a better subsistence package. We need additional backup reading resources that are not available to us.
§ Invitation notices should be sent out early enough for people to attend – avoid late notices and prevent absenteeism and wastage of the training with less participants,
§ Late delay of snacks and lunch caused some discomfort. Organizers must cater fully for vegetarians.
§ This workshop was very very informative and one with a tremendous difference. Participants interest aroused and maintained throughout the workshop.
§ AC was too cold on occasions.
§ Workshop has exceeded my expectations. It was a workshop in which the facilitators showed exceedingly good leadership qualities. There is every evidence of good planning catering for every eventuality.

Resources
A variety of resources were used including PowerPoint, demonstration charts, flipcharts and a wide range of handouts. A copy of all handouts in a pack was provided for all Master Trainers who could not attend. A Document CD containing all resources and photographs will be provided for each of the regions. All resources and the programme will be available on the www.ncerdleaders.com website.

Copies of the resources or further information on this workshop are available from Stephen Harding, Education Management Specialist at NCERD (667 5798 cell)

Certificate of Participation
All participants were provided with a certificate of participation, which was awarded in the last session.

Media
The Minister of Education attended the workshop on the fourth day. The speeches of the Minister and the Facilitator were shown on national television and appeared in the press.

Thanks
A sincere thanks is offered to the following for their help in preparing the workshop
§ Mr M. Goolsarran, Director of NCERD, for his guidance and support.
§ Mr A Cartick, Region 4 Assessment Officer for help in delivering the workshop
§ Miss L Griffith, NCERD Administrator for all of her help behind the scenes as well as printing and resources.
§ Kalawattie (Queen’s College) and Sonya (St Mary’s High) Work Study Students for assistance at every stage of the workshop.
§ Other NCERD staff who worked so hard to set up and dismantle the auditorium.

Stephen Harding
Education Management Specialist
26 June 2008