In the rapidly transforming global and national economy, the education system in Guyana is undergoing a revolutionary shift—one marked by measurable student achievement, nationwide resource equity, and targeted investment in both infrastructure and human capital.
At the forefront of this transformation is Education Minister, Priya Manickchand, whose leadership has shepherded the sector from a pandemic-induced crisis to commendable resilience and renewal.
Speaking during a recent interview on SOURCES with Svetlana Marshall, Minister Manickchand revealed that Guyana’s students are performing better across the board, particularly in core subjects like Mathematics, English, Social Studies, and Science.
In 2020, just 39.43 per cent of students passed Mathematics. This year, that figure climbed to 55.51 per cent. Similarly, performance in English rose from 61.22 per cent to nearly 70 per cent. Social Studies and Science showed gains of 10 and 20 percentage points respectively.
This improved performance, Minister Manickchand attributed to a comprehensive and systemic approach. Every public school child now receives a full set of textbooks, once a privilege of private school students only.
They also benefit from instructional videos on the Learning Channel, trained teachers (especially in underserved areas), access to past papers, a reinvigorated school feeding programme, and a cash grant to support learning at home.
These efforts are paying off. The latest NGSA (National Grade Six Assessment) results show a more equitable spread of high-performing students across private and public schools. Of the 901 students placed in the nation’s top five secondary schools—Queen’s College, Bishop’s High, St Rose’s, St Stanislaus, and St Joseph’s—492 were from public schools.
“That’s almost 100 more than from private schools,” Manickchand emphasised. “It shows that access to equal resources really does level the playing field.”
Traditionally, placement at national schools has been equated with success. But the minister is keen to reframe that narrative.
“Children who didn’t get into the top schools are still scoring in the 90s and are being placed in high-performing regional schools,” she said.
From Wakenaam Island Secondary to Anna Regina and Diamond Secondary, students are excelling in CSEC and Caribbean-wide assessments. A student from New Amsterdam recently topped the Caribbean in Agricultural Science, while another from Wakenaam led the region in Business.
This decentralisation of academic excellence signals a maturing education system—one where the quality of learning no longer hinges on geography.
Teaching the Teachers
Key to sustaining performance gains is teacher training. COVID-19, though disruptive, presented an opportunity: the transition of the Cyril Potter College of Education (CPCE) to a hybrid online model.
Today, over 9,000 teachers are either trained or in training, including those in remote villages like Aishalton and Monkey Mountain. With 14 satellite centres and over 200 sites, teachers can now upskill without leaving their communities or families.
This has also improved teacher retention. Contrary to public perception, the ministry has seen no significant brain drain from migration.
“We’ve actually had teachers return from The Bahamas and other countries asking to be reconnected to the service,” Manickchand noted.
Still, challenges remain, chief among them being absenteeism. On any given day, about 30 per cent of teachers are absent. The ministry is now working on a systemic substitute teacher programme to maintain instructional continuity.
Beyond Bricks and Mortar
At the heart of access is infrastructure. Over the past five years, the ministry has launched or completed construction of 22 secondary schools in hinterland and underserved regions, significantly reducing reliance on “primary tops”—primary schools delivering secondary education due to lack of infrastructure.
Region Nine alone saw a reduction from 111 first-formers placed in primary tops in 2020 to just five in 2025. In Region Three, the figure dropped from 299 to zero.
This dramatic shift enables more students to access a full secondary education and underscores the Ministry’s commitment to education as a foundation for national development.
The education system is not only about immediate performance but also long-term adaptability. Programmes like the national Grade Five diagnostic exam, special needs integration, and curriculum modernisation—particularly with discussions on incorporating national issues like the Guyana-Venezuela border controversy—are part of a broader vision.
Furthermore, the expansion of TVET (Technical and Vocational Education and Training) and investment in school feeding, sanitation, and teacher monitoring underscore a holistic approach.
The education minister explained that as Guyana’s economy pivots towards oil, gas, and digital transformation, its education system is rising to meet the moment.
She highlighted that by building equity into access, accountability into delivery, and relevance into content, the government is crafting an education model that not only boosts student performance but prepares future citizens for a dynamic, diversified economy.
“We’re not there yet,” Manickchand admitted. “But we are seeing the results. And it’s only going to get better.”
Minister Manickchand interacts with students
