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Guyana - Improving Teacher Education Project (Inglês)

The objective of the Improving Teacher Education Project for Guyana is to assist the recipient to improve the effectiveness and efficiency in the delivery of quality teacher education. There are three components to the project, the first component being improving the quality and efficiency of teacher education delivery. This component will focus on the delivery of the newly established associate's degree in education and the Bachelor's of Education (the 'two plus two model') through: (a) the development of appropriate courses and terms of reference for administrators, faculty, lecturers and tutors at the Cyril Potter College of Education and the University of Guyana's School of Education and Humanities, and their subsequent evaluation based on terms of reference acceptable to the recipient and the association; and (b) the integration of information and communication technology in the teaching and learning process, and in support of the transition to a dual mode delivery of the initial teacher training programs. The second component is the building human resources and capacity for more effective teaching and learning. Finally, the third component is the communications, project management, and monitoring and evaluation. Strengthening of the Ministry of Education capacity to administer and oversee project implementation (including its procurement and financial management capacity), as well as to monitor and evaluate the project objectives and outcomes, through the provision of technical assistance and training and the acquisition and utilization of goods required therefore.


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    América Latina e Caribe,

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    Guyana - Improving Teacher Education Project

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    Student to Trained Teacher Ratio;Teachers;access to good quality education;quality of teacher training;conditions of service for teacher;bachelor of education degree;center for education resource development;information and communication technology;economic and financial analysis;world development indicator;learning resource centers;Migration and Remittances;implementation of education policy;quality improvement in education;Science and Technology;Technical and Vocational Education;multilateral debt relief initiative;heavily indebted poor country;high quality education system;teacher training for teacher;quality of health services;provision of teacher;social and economic development;Primary and Secondary Education;quality of education;teacher education program;degree in education;untrained teacher;distance education program;quality teacher education;teacher training program;Objectives and Outcomes;public education system;effective teacher;resistance to change;distance education teacher;financial management capacity;condition of effectiveness;public communication campaign;quality and efficiency;quality primary education;teacher education institution;managing natural resources;course of study;standard of living;adult education association;years of schooling;primary school teacher;impact on migration;skilled health personnel;efficiency and quality;basic education access;secondary school student;literacy and numeracy;international development agency;recruitment of teacher;incentives for teacher;foreign direct investment;minimum entry requirement;value added tax;housing for teacher;tertiary education system;distance education center;internal audit department;secondary school graduate;minimum academic requirement;quality of learning;school feeding program;sea level rise;education of teacher;readiness for implementation;gross national income;teacher training institution;Social Safety Nets;children start school;years of service;improve Education Quality;teacher education curriculum;improving learning achievement;effective teacher education;global financial crisis;secondary school level;educated work force;Access to Education;quality of delivery;human resource capacity;professional development;teaching profession;remote area;academic achievement;minimum qualification;teacher quality;mentor teacher;Safeguard Policies;safeguard policy;academic qualification;education delivery;learning process;independent learning;dual mode;local stakeholder;partnership arrangement;learning material;qualified teacher;university level;distance mode;degree program;human capital;secondary level;performance assessment;school child;library access;evaluation component;work year;fiduciary responsibility;stakeholder ownership;investment cost;research experience;ongoing support;unqualified teacher;governing body;institutional mechanism;education modality;computer equipment;computer lab;regional examination;professional training;remote community;national budget;government's commitment;online delivery;education budget;bachelor degree;comparative study;communications campaign;industrialized country;Industrialized countries;high achievement;career option;teacher qualification;everyday work;teaching staff;practical training;classroom teaching;college graduate;unnecessary duplication;teaching responsibility;operational authority;empirical evidence;management structure;teaching experience;research capacity;limited resources;level of support;strategic areas;economic crisis;effective teaching;remote region;qualified candidates;high school;special leave;postgraduate study;teaching method;put pressure;teaching job;skill mix;passing score;social studies;school year;student learning;diagnostic instrument;pass rate;education disparities;coastal region;drop-out rate;secondary student;social study;primary teacher;educational inequality;targeted incentive;college level;modular approach;professional growth;government strategy;government's vision;entry qualification



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