For Tamesh Mohabir, teaching Industrial Technology is about more than lessons in a classroom—it is about giving students the confidence to turn ideas into something they can build with their own hands. After 18 years in the field, the 34-year-old teacher has now joined the CXC CSEC Industrial Technology Subject Panel.

Speaking with Ignite News, Mohabir described the appointment as a milestone in his professional development and an opportunity to contribute to the advancement of Industrial Technology at the regional level.

His decision to pursue the subject was driven by a belief that children learn differently and that the traditional academic environment does not always capture the abilities of every student.

A strong supporter of psychologist Howard Gardner’s theory of multiple intelligences, Mohabir explained that some students excel when given opportunities to learn through practical activities.

“Children have different levels of intelligence. Some would be more inclined to the traditional areas, the Maths, the science, and so on, while you have others who are kinaesthetic learners. That is, they learn strictly by doing things, hands-on activities. And as such, it became my passion to help guide children within this area,” he said.

Mohabir highlighted the strong performance of students at New Amsterdam Secondary School, noting that they have consistently achieved a 100 per cent pass rate across the Industrial Technology subject areas at both CSEC and CAPE levels.

“I've been functioning in this area for about 18 years, and it's been a wonderful journey. The pass rate every year, we turn out 100 per cent pass rate across the four subject areas, the mechanical, the building, the electrical, and the technical drawing as well, at both CSEC and the CAPE level,” he said.

For Mohabir, however, the greatest reward extends beyond examination results.

“The children love it. I have never seen them so passionate about something as when it's time for coming down to the workshop to do these practical areas. Every morning, by the time I reach in school, the kids are already here,” he recalled.

He explained that the process of conceptualising a design and transforming it into a functional model helps students build confidence while allowing them to see the results of their own work.

The Industrial Technology programme at New Amsterdam Secondary School exposes students to a range of practical skills. Students engage in welding and produce items such as swings, stools and grill work, while the furniture component involves constructing cupboards, tables and chairs.

The programme also gives students experience in electrical work, including basic installations and logic circuits. Technical drawing, meanwhile, allows them to develop designs for mechanical components, buildings and architectural projects.

Mohabir attributed the increase in enrolment to growing interest in technical skills, fuelled in part by Guyana’s expanding economy.

The department previously averaged about 15 students per academic year but now accommodates approximately 25 to 30 students annually, a trend he believes reflects rising interest in practical and technical education.

Despite the satisfaction he derives from teaching, Mohabir stressed the importance of educators continuing to challenge themselves and pursue professional growth.

“As much as you love the job, simply coming, teaching the kids, going home, coming back, repeating the cycle, eventually it becomes routine, so you always want a new challenge,” he remarked.

His appointment to the CXC panel, he added, provides that challenge.

Mohabir hopes to work with other educators and subject specialists to review, refine and revise the Industrial Technology syllabus, while bringing his classroom experience to the regional examination process.

Tamesh Mohabir