Teachers' Perception: Implementing Competency-Based Education for Grade Ten Students in East Berbice Corentyne, Guyana

Abstract

This study delves into the burgeoning realm of Competency-based Education and Training (CBET), a pedagogical framework characterised by students' demonstration of mastery of specific topics. Focused on the educational landscape of Guyana, where CBET adoption is on the rise, the research investigates educators' perceptions of implementing CBET methodologies in classrooms. The study comprises 31 participants selected through purposive sampling, employing a convergent, interpretive approach within a quantitative, non-experimental design framework. Comprehensive literature reviews on CBET methodology, its historical evolution, a juxtaposition with traditional educational approaches, implementation strategies, and the inherent challenges are central to the investigation. Findings reveal a consensus among teachers, irrespective of status or gender, regarding the efficacy of CBET techniques in instructional practices. However, a generational divide emerges, with younger educators exhibiting greater receptivity towards transitioning to CBET methodologies, contrasting with their more seasoned counterparts' reluctance to embrace the requisite changes. In essence, this study illuminates the dynamic landscape of educational methodologies in Guyana, shedding light on the evolving role of CBET and the divergent perspectives shaping its integration within classroom settings