Teacher Still Not Paid for Summer Mathematics Programme

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The views expressed herein are solely those of the writer, who prefers to remain anonymous.

I am writing to respectfully appeal for the payment of the outstanding sum of $1,000 owed to teachers for their participation as Mathematics teachers in the Summer Mathematics Programme conducted during July-August 2025.

We fulfilled our responsibilities under the programme in good faith, based on the contract that was duly signed, which clearly stated the agreed compensation of $1,000. After the programme concluded and payment was delayed, I made several enquiries regarding the status of my stipend. I enquired with the Education Officer responsible for Mathematics and the Treasury Department.

During one such enquiry this year, I was informed by a ministry official that deals with payments, that due to the change in government, the contract that had been signed would no longer be honored. I will deliberately not mention the name of the official who conveyed this information to me, in order to protect this person from any possible backlash. However, the substance of what was communicated to me remains deeply troubling.

With the greatest respect, this situation is unfair and disheartening. A change in government should not invalidate legally signed agreements, especially when the work has already been completed. Mathematics teachers entered this programme trusting the Ministry of Education and believing that our professional commitment would be respected.

It is particularly painful that the same mathematics teachers who are now being denied their agreed compensation are the very individuals the Ministry continues to rely on to champion and implement mathematics improvement initiatives nationwide. It is difficult to motivate and retain committed educators when trust is undermined in this manner.

I am therefore earnestly and humbly requesting that this matter be reconsidered and that the promised payment of $1,000 be released. This is not merely about money, but about fairness, integrity, and maintaining the confidence of educators who are willing to support the Ministry’s vision for improving mathematics education.

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