DEFINITION OF TERMS

• Training programme- A training programme

is a planned sequence and combination of
activities
• designed to equip employees with
knowledge and skills to become
professionals
PRE- SERVICE AND IN- SERVICE EDUCATION-

• Pre- Service Education is the education and

training provided to
• student teacher before they have
undertaken teaching while In- Service
teacher education provides
• learning opportunities for practicing
teachers.
THE PROGRAMMES OFFERED AT C.P.C.E ARE

• 1. Associate Degree in Education Programme

(ADE) -2 year programme
• 2. Trained Teacher’s Certificate Programme
(TTC)- 3 year programme
• 3. Teacher’s Upgrading Programme (TUP)- 1
year programme
• 4. Technical Teacher’s Education (TTE)- 1
year programe (cpce.edu.gy)
RECOMMENDATIONS TO IMPROVE THE PROGRAMMES
OFFERED AT THE CYRIL POTTER COLLEGE OF
EDUCATION
• 1. Develop rigid criteria for prospective instructors to possess in order to qualify for the delivery of
• training methods and techniques to trainee teachers. It has been observed that instructors
• especially in the hinterland areas are under qualified to perform their duties. In many instances
• they only possess their Trained Teacher’s Certificate and are often called upon to do the training
• and in the same action, they themselves are being trained in the process.
• 2. The qualificaons required for entry into the college should be increased to a standard that they
• must possess Mathematics and English at the CSEC level with at least grades one to three. This
• criterion MUST be compulsory for entry into the college, especially for nursery and particularly
• primary schools since the foundation of learning for students are of paramount importance.
• Notable observations were made where teacher who were already certified trained, would
• deliver confidently on subjects that they master and place less emphasis on subjects such as
• Mathematics, since it may not be one of their strong areas.
 1. Develop rigid criteria for prospective instructors to
possess in order to qualify for the delivery of
training methods and techniques to trainee teachers. It has
been observed that instructors
RECOMMENDATIONS TO IMPROVE THE
especially in the hinterland areas are under qualified to
PROGRAMMES OFFERED
perform their duties. AT THE
In many CYRIL
instances
POTTER COLLEGE
they only possess OF EDUCATION
their Trained Teacher’s Certificate and are
often called upon to do the training
and in the same action, they themselves are being trained in
the process.
2. The qualifications required for entry into the college should
be increased to a standard that they
must possess Mathematics and English at the CSEC level with at
least grades one to three. This
criterion MUST be compulsory for entry into the college,
especially for nursery and particularly
primary schools since the foundation of learning for students
are of paramount importance.
Notable observations were made where teacher who were
already certified trained, would
deliver confidently on subjects that they master and place less
emphasis on subjects such as
Mathematics, since it may not be one of their strong areas.
 RECOMMENDATIONS TO IMPROVE
THE PROGRAMMES OFFERED AT THE
CYRIL POTTER COLLEGE OF EDUCATION
3. The Associate Degree in Education (ADE) programme offered to teachers after a two
year span needs modification after teachers are placed into school. The mentor
responsible for the newly trained teacher should be knowledgeable of his/ her duties in
order to correctly guide and train the mentee to transition into the system. Additionally,
arrangements should be made for the mentor be given a good remuneration package
which will hold them accountable for the performance of the mentee.
 RECOMMENDATIONS TO IMPROVE THE
PROGRAMMES OFFERED AT THE CYRIL
POTTER COLLEGE OF EDUCATION

4. Online training has been one of the best methods procured by the college to rapidly
execute training on a large scale. However, the challenges meted out by the trainees are
numerous. The college and by extension the Ministry of Education should design a
programme whereby intended trainees are exposed to computers and are familiar with the
various programmes that would be necessary to accomplish their training. This will by no
means save valuable time that can be directed in areas to improve their training.
 MODES OF TRAINING OFFERED AT CPCE
1. Online mode
Online learning is education that takes placeover the internet. It is often referred to as
“e-learning” among other terms. (https://www.wlac.edu)

2. Blended mode
Blended mode is a method of teaching that integrates technology and digital media with
traditional instructor- led classroom activities, giving students more flexibility
to customize their learning experience.
 (panopto.com)

3. Face- to face mode

Face- to face learning refers to teaching a group of teacher trainees through institutional
method using learning materials and course content. (educationalsummary.com)
 RECOMMENDATIONS TO IMPROVE THE MODES OF
DELIVERY OF TRAINING
ONLINE MODE
Issue 
Self- study for most courses .Students are given the course outline with the content and
have to do self- study to pass an assessment since there is no lecture session for the course

Recommendation
 No lectures for some of the courses offered but assignments are posted on moodle to be
done within a short period of time.
 BLENDED LEARNING
Issue 
 Discrepancies in techniques and approach Too often when teachers
return to the system, doubts about the correct way of which records are
prepared and delivered are raised.
Recommendation
 There needs to be uniformity of the  preparation of records and the
delivery
In classroom setting. This information must be communicated to
instructors so that it can be divulged to all trainees and schools across
the country.
 FACE- TO FACE LEARNING
Issue 
 Inadequate teaching practice sessions .Trainee teachers are given two days in
a week to engage in their teaching practice.

Recommendation
 Trainee teachers need to be exposed to more contact hours in the classroom
to gain experience to effectively function in the classroom setting.
 CONCLUSION
From observing the various programmes offered and the variety of modes used to
conduct these training practices, it was observed that the Cyril Potter College of
Education has shortcomings in many areas that need urgent attention. In order to produce
well equipped and professional teacher, a carefully thought -out
plan needs to be implemented to overcome all the barriers that the various mode of
training poses.