A Partnership for National Unity (APNU) is calling on the Ministry of Education to revisit and revise its recently implemented teacher promotion points system.
During the APNU press conference today, it was disclosed that teachers with over a decade of experience are now overpowered by those who have less experience but more qualifications when promotion is being presented. The coalition explained that while it is commendable for teachers to enhance their academic qualifications, the new system has sparked concerns over its fairness and its impact on experienced educators, especially those nearing retirement.
APNU expressed disappointment that the new promotion framework appears to devalue decades of classroom experience, placing many seasoned teachers at a significant disadvantage.
Several sitting Members of Parliament, Ganesh Mahipaul, Sherod Duncan and Juretha Fernandes spoke to the issue today. They argued that good public policy produce fair outcomes for all, particularly those who have dedicated their lives to education under previous rules.
As they highlighted the role of the Guyana Teachers’ Union (GTU), the coalition outlined that the MOE excluded the union from being part of the crafting of the new functioning policy that is affecting many teachers within the school systems. The MP’s added that engaging teachers and their representative organizations in meaningful dialogue is essential for crafting a system that strengthens the education sector, respects educators’ contributions, and ultimately benefits students.
The previous promotion system, which was developed through collaboration between the GTU and the MOE, recognized both years of service and academic qualifications. Teachers earned two points per year of service, with additional points awarded for higher education. This system rewarded long-term dedication and experience alongside academic advancement.
However, the new policy, introduced unilaterally by the Ministry, has fundamentally altered this approach. Teachers now receive only one point for every five years of service, while academic qualifications are heavily weighted. For instance, a Bachelor’s degree now carries 14 points, a Master’s degree 15 points, and a PhD up to 18 points, values that significantly outweigh the recognition of classroom experience.
The Members of Parliament argued that this shift sends a troubling message; experience, which fosters leadership, judgment, and classroom management skills, is being sidelined in favor of formal qualifications.
“A Bachelor’s degree is now worth more than 70 years of classroom service. A PhD is worth more than 90 years of service.”
The impact is particularly severe for teachers approaching retirement, who rely on promotions for financial security and recognition of their service. Many have dedicated decades to the profession, often with limited educational opportunities in earlier years. The sudden change in policy threatens their retirement benefits and undermines their years of hard work.
While emphasizing that this call is not an opposition to higher qualifications or the development of new leaders, the coalition said it is a plea for balance. “Qualifications should complement experience, not replace it. The best school leaders are those who combine both.”
APNU warned that that the new policy could harm the broader education system. Experienced teachers serve as mentors, leaders, and custodians of institutional knowledge. Weakening their role risks destabilizing school leadership and undermining educational quality.
The coalition is advocating for a more gradual and inclusive approach to reform. Teachers who have spent years under the old system should be grandfathered in or given the option to choose between the old and new systems, especially those near retirement. Such measures the said would protect their expected benefits and provide a fair transition.
