作者： admin

A group of young tint-testing officers in Barbados has raised concerns over significant delays in their wage payments, with some reporting they have not been paid for over two months. The Barbados Licensing Authority (BLA) has been criticized for poor communication, leaving the officers without clear answers. An investigation by Barbados TODAY revealed that several payments were mistakenly deposited into the wrong bank account, prompting the BLA to request reversals from the financial institution. The officers, stationed at the National Cultural Foundation’s car park, were contracted from September to December and are supposed to be paid fortnightly. However, seven out of nine officers have received only three payments instead of five, while two others have faced even greater delays, with one officer receiving only one payment and another, a 24-year-old mother of two, not receiving any payment since starting the job. The mother expressed her frustration, stating that she has bills to pay and children to support. She received a letter from the BLA confirming the error and requesting the bank to return the funds, but questioned why she was assured weeks ago that the issue was being resolved. The workers, mostly in their early 20s, feel they are being taken advantage of due to their age. They have called for better communication and clarity on when they will be paid. The BLA has acknowledged the error in a letter to CIBC FirstCaribbean International Bank, requesting urgent assistance to reverse the payments. The workers continue to seek answers and progress in resolving the issue.

In the aftermath of Hurricane Melissa’s catastrophic impact on Jamaica, CIBC Caribbean has swiftly mobilized its resources and partners to provide critical relief to the affected communities. Through its ComTrust Foundation and in collaboration with the CIBC Foundation, the bank has committed substantial funds to support multiple initiatives aimed at alleviating the suffering caused by the disaster. Key efforts include providing immediate relief supplies to its 670 employees in Jamaica via Food for the Poor and funding the deployment of a Field Hospital Unit by the Barbados Defence Force to Savanna-La-Mar, one of the hardest-hit regions. Mark St Hill, CEO of CIBC Caribbean and chair of its charitable foundation, expressed deep empathy for the Jamaican people, emphasizing the shared vulnerability of Caribbean nations during hurricane season. The bank’s relief strategy began with ensuring the safety of its employees and repairing damaged homes, while also extending support to the broader community through cash donations. Annique Dawkins, Head of Country, commended her Kingston team for their rapid response, which included distributing essential supplies and restoring banking services, such as reactivating the ATM in Savanna-La-Mar. Donna Wellington, Chief Country Management Officer, highlighted the bank’s long-term commitment to Jamaica’s recovery, detailing a comprehensive relief package. This includes a $100,000 donation to Food for the Poor for sanitation equipment, tarpaulins, and other necessities, as well as a $250,000 contribution to outfit the Barbados Defence Force’s Field Hospital Unit. Additionally, the bank is offering $150,000 in pre-paid cards for essential purchases, redirecting unused scholarship funds to the University of the West Indies’ Student Hardship Fund, and providing financial assistance to clients through payment moratoriums, temporary financing options, and special credit relief. St Hill reiterated the bank’s dedication to the Caribbean region, stating, ‘We must be our brother’s keeper.’

Education has always been a fundamental human endeavor, rooted in curiosity and connection. Long before the advent of classrooms, syllabi, and standardized tests, people learned directly from the world around them. They observed natural phenomena, experimented with resources, and passed down knowledge through stories, songs, and lived experiences. However, over time, learning became confined within walls—both literal and symbolic—separating education from life itself. Today, there is a growing movement to reclaim the original spirit of learning by breaking down these barriers and integrating the world into the curriculum. This approach, often referred to as ‘education without walls,’ emphasizes nature, community, and lived experience as the true foundations of knowledge. It is not about dismantling schools but rather making them more permeable, allowing students to engage with the world directly. Imagine students testing water quality in local streams, designing solutions for community waste problems, or learning agriculture in actual gardens. These experiences intertwine science, social studies, language, art, and ethics in meaningful ways. When students connect with their environment and community, learning becomes relevant, relational, and rooted. This method fosters empathy, responsibility, and agency—qualities that traditional exams cannot measure but are essential for shaping engaged citizens. In regions like the Caribbean, where natural laboratories abound, this approach is particularly vital. It represents not just a teaching method but a cultural reclamation, affirming the value of local knowledge and history. Implementing such a shift requires courage from teachers, ministries, and parents alike. It demands a move from content delivery to experience design, trust in educators to create localized curricula, and an acceptance of the messiness of real-world learning. The skills needed for the future—collaboration, adaptability, innovation, and ethical decision-making—are best cultivated through hands-on experiences. Moreover, this model reconnects students with nature, fostering humility and environmental stewardship. Schools worldwide, from forest schools in Europe to place-based education models in Africa, have demonstrated the benefits of this approach. The Caribbean can develop its own version, rooted in its unique context and relationship with land and sea. Simple steps, such as connecting classes to community projects or partnering with local artisans, can make a significant impact. Assessment methods also evolve, with portfolios, reflection journals, and community presentations replacing traditional exams. At its core, education without walls is an act of trust—in students’ curiosity, teachers’ guidance, and the world’s capacity to teach. It is a call to prepare young people not just to pass exams but to navigate, heal, and innovate within the world they inhabit. If transformation is the goal, we must unbolt the doors, step outside, and learn anew from the soil, the sea, and the stories that shape us. The world is ready to teach, and we must be brave enough to listen.