Carib Scope

分类： education

  • Creation of an ad hoc committee responsible for launching the Public University of the West, Haiti

    Creation of an ad hoc committee responsible for launching the Public University of the West, Haiti

    In a formal step to expand public higher education access across western Haiti, the country’s Ministry of National Education has officially ordered the creation of a specialized transitional committee to oversee the launch of the new Public University of the West (Université Publique de l’Ouest, UPO), scheduled for rollout in 2026.

    Announced via a ministerial decision issued on June 10, 2026, the move follows a May 15, 2026 ministerial circular that formally established the UPO by merging three existing regional educational institutions: the Training Center for the Fundamental School (CFEF), the National School of Applied Geology (ENGA), and the National Higher School of Technology (ENST). Education Minister Vijonet Déméro emphasized the urgent need for a temporary governing body to manage the administrative, academic, and logistical groundwork required to stand up the new unified university, leading to the formalization of the ad hoc committee under the oversight of the Ministry of National Education and Vocational Training (MENFP).

    The seven-member committee brings together cross-sector representation from existing institutions, regional stakeholders, and ministerial leadership to ensure balanced input during the transition. Carole Berotte Joseph, a consultant in the Minister’s Office, will serve as committee president, while Michelet Clerveau, a member of the Minister’s Cabinet, will act as committee secretary. The directors of the three merging institutions will each lead academic portfolio for their respective fields: Ronald Jacques Jean of CFEF will oversee education academic affairs, Michael Saimbertil of ENGA will lead on earth sciences academic affairs, and Dieudonné Delva of ENST will handle academic affairs for technology and technical sectors. Two regional educator representatives round out the committee: Yvener Desrosiers for the Palmes Region and Edmy Victor for the Island of Gonâve. The committee is also authorized to recruit additional technical experts as needed to fulfill its mandate.

    The committee carries a clear set of core responsibilities spanning four key workstreams to prepare the UPO for full operation. On the administrative side, members will conduct a full audit of all physical assets, equipment, and human resources from the three merging institutions, then draft a set of transitional internal bylaws to govern the new university during its early phase. Academically, the task force will harmonize overlapping curricula from the predecessor institutions and validate teaching frameworks for two new planned Higher and Technical Education Centers (CEST) located on the Island of Gonâve and in the Palmes Region. Financially, the committee will develop a detailed projected budget for the university’s first full fiscal year, covering both initial setup and ongoing operating costs. Logistically, members will assess and map existing physical infrastructure to accommodate the UPO’s new regional campuses.

    The committee’s mandate is scheduled to run for four months, from June 5, 2026, through October 5, 2026, with a one-time extension permitted if the transition requires additional time. The mandate will automatically terminate once the UPO’s permanent Board of Directors and rectorate are officially appointed and installed. To ensure transparency and accountability to the ministry, the committee is required to submit monthly progress reports to the Minister’s Office, followed by a full comprehensive final report at the conclusion of its work. The ministerial decision went into effect immediately upon its publication.

    The creation of the UPO marks a key investment in expanding accessible public higher education across western Haiti, integrating existing regional training institutions into a unified public university structure that will serve both the Palmes Region and the Island of Gonâve.

  • UG earns ACCA accreditation for Bachelor of Accountancy programme

    UG earns ACCA accreditation for Bachelor of Accountancy programme

    In a landmark step for higher education and professional training in Guyana, the University of Guyana’s (UG) School of Entrepreneurship and Business Innovation (SEBI) announced Tuesday that its Bachelor of Accountancy Degree Programme has earned formal accreditation from the Association of Chartered Certified Accountants (ACCA), one of the world’s most prominent global professional accounting bodies.

    The accreditation, which took effect on January 1, 2026, will remain valid through December 31, 2030. It provides official international validation that UG’s accounting education meets rigorous global quality benchmarks, elevating the degree’s standing for graduates seeking employment or professional advancement across international markets.

    While UG accounting graduates have previously been eligible for individual ACCA exam exemptions, this marks the first time the university has secured program-wide institutional accreditation. This milestone aligns UG’s academic curricula with global professional standards and solidifies the institution’s position as Guyana’s top provider of business-focused higher education.

    UG Vice-Chancellor Professor Paloma Mohamed Martin publicly recognized the contributions of Dr. Alfred Aaron, Head of the Department of Accountancy and Finance, SEBI Dean Professor Leyland Lucas, ACCA representatives, and leaders of local accounting firms for their guidance and collaborative work throughout the multi-stage accreditation preparation process. She framed the achievement as a key milestone in UG’s broader push to become a globally competitive world-class university.

    “We are delighted to celebrate another step towards making the University of Guyana into a world-class university,” Professor Mohamed Martin said in a statement. “Dr Aaron and SEBI are working with local partners and ACCA on several other initiatives which will add value to our students and accelerate their certifications for quicker entry into professional practice. This is a big win for our students.”

    Echoing that sentiment, Dr. Aaron described the accreditation as a transformative landmark achievement for the entire institution. “This accreditation confirms that our Bachelor of Accountancy programme meets internationally recognised standards and reflects the quality of teaching, curriculum design, and assessment within the department,” he explained. “It is a significant achievement for the University and a major advantage for our students, who will now have a more direct pathway towards global professional certification.”

    The new accreditation unlocks tangible benefits for all current and future students pursuing careers in accounting, finance, auditing, and related fields. Starting in 2026, all graduates of UG’s Bachelor of Accountancy programme who go on to pursue full ACCA qualification will be eligible to waive four foundational ACCA papers: Business and Technology, Management Accounting, Financial Accounting, and Corporate and Business Law. That leaves graduates with just nine remaining papers to complete before earning the globally respected ACCA professional credential, cutting down the time and cost required to reach full certification.

    Dr. Aaron credited the cross-institutional collaboration between UG faculty, administrators, and international professional partners for the successful outcome, thanking the vice-chancellor and SEBI’s dean for their consistent leadership and support throughout the years-long accreditation process. Dr. Aaron himself led the initiative, coordinating all documentation, submissions, and stakeholder engagement required for ACCA review.

    UG also highlighted the critical support provided by ACCA’s Trinidad-based regional team, specifically singling out Senior Business Relationship Manager Anouska Sammy and Business Relationship Manager Aisha McKenna for their consistent guidance throughout the accreditation journey.

    The new program accreditation reflects UG’s long-term commitment to delivering academically excellent, professionally relevant education that prepares graduates to compete in the global workforce and contribute to Guyana’s fast-growing economy. “As the country continues its unprecedented growth and development, UG remains committed to producing highly skilled accounting and finance professionals equipped with academic knowledge and internationally recognised professional credentials,” the university said in its official announcement.

    This milestone builds on a series of recent expansions to SEBI’s industry-aligned program offerings. Just months prior, the school launched two new specialized credentials focused on the country’s booming energy sector: an Associate Degree in Oil and Gas Accounting, Taxation and Audit, and a Graduate Executive Diploma in the same specialization.

    The ACCA accreditation also comes on the heels of another major milestone for UG: in 2025, the university earned its first-ever institutional accreditation from Guyana’s National Accreditation Council (NAC), 62 years after it was founded in 1963. That institutional accreditation confirmed UG meets consistent high standards across academics, administration, and student support services, boosting confidence in the quality of a UG degree both locally and around the world.

  • Macmillan Education Caribbean opens entries for second ‘New Branches’ Poetry Competition

    Macmillan Education Caribbean opens entries for second ‘New Branches’ Poetry Competition

    Building on the overwhelming success of its 2025 inaugural launch, Macmillan Education Caribbean has officially opened submissions for the second edition of its beloved New Branches Poetry Competition, calling on students and educators across the Caribbean region to put their creative talents on display. Kicking off on June 8, 2026, this year’s iteration has been strategically expanded to remove barriers to broader participation, while upholding the competition’s core mission: boosting literacy, celebrating Caribbean cultural identity, and nurturing a lifelong passion for Language Arts among learners and teaching professionals across the region.

    The most notable update for the 2026 competition is the introduction of a brand-new Upper Secondary division, extending eligibility beyond the three original categories—Primary, Lower Secondary, and Teacher—offered in the first year of the event. This adjustment opens the creative platform to older secondary students who were previously unable to compete, creating space for more diverse voices from across the regional education community.

    All participants are required to submit original poetry centered on Caribbean-focused themes, with organizers curating a flexible list of prompts to spark creativity. The suggested topics include Life by the Sea in the Caribbean, Festivals in My Country, Caribbean Food and Culture, My Island or My Community, Voices of the Caribbean, and Journeys, Roots and Belonging—all designed to encourage creators to draw from their own lived experiences in the region.

    Organizers have also updated submission guidelines to align with the new category structure. Primary school entrants must submit poems between 8 and 20 lines long, while competitors in the Lower Secondary, Upper Secondary, and Teacher divisions face a 10 to 25 line limit for their entries.

    A carefully selected two-person judging panel will evaluate all submissions, bringing together decades of literary and educational experience from across the region. Returning for her second consecutive year as a judge is Julia Sander, a celebrated author and creative writing trainer, who is joined by first-time judge Mansha Hunte-Baptiste, a Saint Lucian author and educator who recently took part in Macmillan Education’s Caribbean Author Academy initiative.

    Beyond the opportunity to showcase their work on a regional stage, top entries will earn a permanent spot in the 2026 New Branches poetry anthology, with all winning creators receiving a complimentary printed copy of the collection to commemorate their achievement.

    In alignment with the competition’s focus on literacy, the submission window will close exactly three months after opening, on September 8, 2026, to coincide with the annual observance of World Literacy Day. Full competition rules, eligibility details, and submission instructions will be accessible via a downloadable blog post on Macmillan Education Caribbean’s official website, as well as through a dedicated SharePoint link distributed directly to schools and education stakeholders across the Caribbean.

    The 2025 inaugural competition saw three standout winners from across the region: Celine Rolle of St. Andrew’s Anglican Primary School in Exuma, The Bahamas, who took top honors in the Primary division; Shakeir Thomas of Antigua Grammar School in Antigua and Barbuda, the winning Lower Secondary participant; and Sasha Maynard, a teacher at Charles E. Mills Secondary School in St. Kitts and Nevis, who claimed first place in the educator category.

    Interested participants and educators can find additional information by visiting the Macmillan Education Caribbean official website, or reach out directly to Dr. Katy Anyasoro, Marketing Manager for Macmillan Caribbean and International Curriculum, via email or telephone for inquiries.

  • Training : List of Accredited Private Vocational Training Centers in Haiti

    Training : List of Accredited Private Vocational Training Centers in Haiti

    Haiti’s National Institute for Vocational Training (INFP) has published an updated official roster of accredited private vocational training centers across the country, fulfilling its core mandate to regulate, supervise and elevate the quality of Haiti’s national vocational education ecosystem.

    The release of the list aligns with all existing Haitian laws and regulatory frameworks governing vocational education provision. The full directory, available as a French-language PDF for public download via HaitiLibre, catalogs every private institution that has met the INFP’s strict quality benchmarks to operate legally.

    This public announcement is designed to bring clarity to a wide range of stakeholders, from prospective students and their families to local employers, international technical and funding partners, and the general public. By making the accreditation information easily accessible, the INFP aims to help learners distinguish between authorized, quality-assured programs and unaccredited providers that do not meet national standards.

    In a key advisory note accompanying the list, the INFP strongly encourages all individuals planning to enroll in vocational training to confirm an institution’s accredited status before committing to a program. This step ensures that the training received adheres to national vocational education standards, and that any certification awarded upon completion will carry the official institutional recognition required for employment or further education in Haiti.

    The INFP also emphasized that only the institutions included in the published list held valid accreditation as of the announcement’s date. The directory will be updated on a regular basis to reflect new accreditation approvals, status renewals, and any changes to existing institutions’ operating status going forward.

  • Wheatley: NEST programme targeting young scientists for all early childhood institutions

    Wheatley: NEST programme targeting young scientists for all early childhood institutions

    KINGSTON, Jamaica — Jamaica’s national government is advancing a transformative early childhood education initiative, with plans to bring the innovative Nurturing Early Scientific Thinking (NEST) programme to every early childhood institution (ECI) across the island by the close of 2025. The groundbreaking programme, which focuses on building scientific reasoning from toddlerhood, completed a successful pilot phase between February and June 2025, with 25 participating ECIs across the Kingston and St Andrew region. According to Dr. Andrew Wheatley, Jamaica’s Minister of Science, Technology and Special Projects, the pilot sites were intentionally selected to represent a diverse cross-section of the country’s early education ecosystem, including institutions located in zones of special operations, low-performing facilities, and fully compliant high-functioning schools. Minister Wheatley made the official announcement during his Tuesday address to the Sectoral Debate in Jamaica’s House of Representatives. The pilot programme incorporated a robust capacity-building framework for educators: 25 participating teachers completed a specialized Training of Trainers course led by officers from Jamaica’s Early Childhood Commission, with ongoing mentorship support provided by the Association of Science Teachers of Jamaica. “The evaluation is positive. The evidence base is built. The scale-up plan is ready. We are now rolling NEST out nationally,” Minister Wheatley confirmed. The phased national expansion will target 500 ECIs across all seven of Jamaica’s education regions and all 14 parishes by the end of 2026, with rollout already underway in Kingston, St Andrew, Portland, St Mary and St Thomas. The next wave of expansion will reach St Ann, Trelawny, St James, Hanover, and Westmoreland, before the final phase brings the programme to St Catherine — home to 107 ECIs — and Clarendon, completing full national coverage by the end of 2025. Minister Wheatley emphasized that universal access to the programme is a core policy priority, arguing that the curiosity and questioning nurtured in early childhood lays the groundwork for the entrepreneurs, innovators, and problem-solvers that Jamaica’s future depends on. “That journey begins not at university, but at age three,” he noted. NEST represents Jamaica’s first structured, systemic effort to embed foundational skills of inquiry, problem-solving, and evidence-based reasoning into the earliest stages of formal education. The programme is centered on upskilling ECI educators to deliver developmentally appropriate, play-focused science learning, paired with custom-created children’s books and hands-on STEM activity kits designed specifically for young learners. Minister Wheatley explained that the focus on early childhood addresses a longstanding gap in Jamaica’s approach to STEM education. For decades, efforts to grow scientific thinking have been concentrated at the secondary and tertiary levels, a strategy he described as fundamentally misaligned with how children develop cognitive skills. “We must start cultivating scientific minds at the basic and primary level,” he stated. Reporting by Lynford Simpson

  • Japan : Call for Applications, MEXT Scholarship Program

    Japan : Call for Applications, MEXT Scholarship Program

    The Embassy of Japan in Haiti has officially announced the opening of applications for the highly anticipated 2027-2028 cohort of the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) Research Scholarship program, offering life-changing academic opportunities for Haitian scholars seeking advanced study in Japan.

    Designed for Haitian students aiming to complete Master’s or Doctoral degrees, or conduct specialized research at accredited Japanese higher education institutions, the scholarship initiative serves as a cornerstone for bilateral academic cooperation. Its core mission is to deepen intellectual and scientific ties between Japan and Haiti, nurture a new generation of highly skilled global professionals, and drive sustainable progress for both nations and the broader international community.

    To qualify for the award, candidates must meet a clear set of eligibility criteria. All applicants must hold Haitian nationality, be under 35 years of age (meaning they must have been born on or after April 2, 1992), and hold an undergraduate degree, master’s qualification, or equivalent credential formally recognized by their intended host university in Japan. A strong working proficiency in English is also required, and candidates without prior Japanese language skills are welcome to apply: their coursework and research can be completed entirely in English, with optional opportunities to study Japanese during their time in Japan.

    Prospective applicants can access full program details, including the official Application Guidelines and all required submission forms, through the Embassy of Japan in Haiti’s official website. The application deadline for the 2027-2028 intake is June 12, 2026, and completed submissions may be sent via email to culture@ht.mofa.go.jp or delivered in person to the embassy’s offices located on the 2nd floor of the Hexagone Building, at the intersection of Clerveaux and Darguin Streets in Pétion-ville.

    The selection process follows a structured, multi-stage timeline. Following the application deadline, a shortlist of qualifying candidates will be compiled and notified in mid-June. Written language assessments in English and Japanese will be administered to shortlisted candidates at the end of June, with in-person interviews held at the Japanese Embassy in early July. Recommended candidates will then begin the process of applying to their selected Japanese universities immediately after interviews, with an August deadline for securing official acceptance letters. Successful scholars are scheduled to begin their academic stays in Japan in either April or September 2027, depending on their program of study.

    The embassy has also issued a key administrative note for all applicants: any application document written in French, with the exception of curriculum vitae, passport copies, and official language proficiency certificates, must be accompanied by a certified, accurate translation into either English or Japanese. The embassy does not provide translation services for applicants, so candidates are advised to arrange for this requirement well in advance of the submission deadline.

  • ‘Commit to lifelong learning’

    ‘Commit to lifelong learning’

    As the Fourth Industrial Revolution, anchored by rapid advances in artificial intelligence, reshapes global labor markets and economic systems, a leading Caribbean academic is urging Jamaica to embrace systemic education reform and a national culture of lifelong learning to secure long-term prosperity.

    Anthony Clayton, a professor of sustainable development at The University of the West Indies, Mona, shared his analysis in an exclusive interview with the Jamaica Observer over the weekend, warning that widespread automation of technical roles is rapidly redefining the core skills required for gainful employment. Going forward, Clayton argues, the most in-demand workers will not rely on routine technical capabilities that can be easily replicated by AI and automated systems. Instead, employers will prioritize candidates with advanced problem-solving acumen, creative thinking, and well-developed emotional intelligence.

    To cultivate these high-value skills and build the digital and institutional infrastructure needed to compete on the global stage of the Fourth Industrial Revolution, Clayton says Jamaica must fundamentally reorient its existing education and training frameworks. This shift, he emphasizes, will require bold new policy thinking and cross-sector collaboration that departs from outdated traditional models.

    Clayton points to shifting trends in the United States, where major technology corporations have already begun to carve out a larger role in workforce development that was once the exclusive domain of traditional higher education institutions. Unlike many traditional universities that prioritize theoretical knowledge, these leading tech firms prioritize practical, hands-on learning focused directly on solving real-world industry challenges.

    Looking to global examples of successful reform, Clayton highlights innovative models adopted by Germany and the United Kingdom. Both nations have implemented hybrid education frameworks centered on deep industry-university partnerships. These models include structured work experience placements embedded in academic programs, and industry-sponsored engineering doctorates where students conduct original research targeted at solving company-specific problems or developing new commercial products.

    According to Clayton, these collaborative, hybrid learning arrangements are set to become the global standard in technology-driven sectors first, as they align educational outcomes directly with the evolving needs of modern labor markets. Early adoption of this approach in Jamaica, he argues, would smooth the country’s transition to an integrated digital economy, where every sector from manufacturing and logistics to finance, governance, and marketing relies on interconnected digital systems.

    In this new economic landscape, nearly all workers will need to operate as knowledge workers, capable of driving value through specialized expertise, critical reasoning, interpersonal collaboration, and an ongoing commitment to updating their skills. Clayton notes that this large-scale transition will also require a reevaluation of the core roles of government and public institutions to support the shift.

    Clayton concludes that if Jamaica makes the targeted adjustments needed now, the country can leverage the opportunities created by the Fourth Industrial Revolution to break free from its long history of stagnant low growth and emerge as a dynamic, competitive economic hub in the digital age.

  • AUB students begin QEH rotations after 13-year wait

    AUB students begin QEH rotations after 13-year wait

    After 13 years of operating in Barbados, the American University of Barbados (AUB) has reached a historic milestone in its medical education program: for the first time, its students are completing required clinical rotations at local medical institutions, led by the island nation’s flagship Queen Elizabeth Hospital (QEH).

    Clinical training is a core, non-negotiable component of modern medical education. Unlike the foundational classroom learning that introduces students to anatomy, pharmacology and disease pathology, clinical rotations place trainees directly in hospital and clinic departments, where they work alongside licensed physicians to engage with real patients, practice diagnostic skills and develop hands-on care experience over dedicated rotation blocks. Prior to this new partnership, AUB students were forced to travel abroad to countries including the United States and Guyana to complete this mandatory training requirement.

    The first cohort of trainees began their local rotations on a historic Friday earlier this year: 10 students started placements at QEH, while an additional three began their training at the island’s Psychiatric Hospital. To mark the occasion and embed core values of service from the start of clinical training, AUB organized its annual community outreach initiative, distributing 500 pre-packed fruit bags to patients across all departments at QEH.

    Dr. Carlos Chase, Director of Medical Services at QEH, confirmed that the hospital has already integrated AUB trainees into its systems, with interns from the university arriving for placements approximately two months before the first rotation cohort of medical students. He framed the new partnership as a confirmation of the hospital’s growing regional role as a leading medical training hub for undergraduate and postgraduate trainees from institutions across the hemisphere.

    “We have upgraded and expanded our training capacity to accommodate students from multiple universities, which will only strengthen our position as a regional center of excellence for medical education,” Chase explained. “There is often negative discourse around this hospital, but we have many outstanding, unrecognized achievements. Our long-standing training program in partnership with the University of the West Indies has long been one of this institution’s greatest beacons of success, and this new partnership expands that legacy.”

    For AUB’s leadership, the launch of local rotations is the realization of a goal the institution has held since it first opened its doors in Barbados 13 years ago. “This was our dream from the day we founded this school,” shared Anita Bhat, Chief Executive Officer of AUB, in an address to media on the launch day. “This is a truly historic moment for all of us, and we could not be more excited.”

    Bhat emphasized that the partnership extends far beyond benefits for AUB and its student body, delivering tangible advantages to the entire Barbadian community. “This is a win for the school, for our students, and for the wider Barbadian public,” she noted. “Our institution brings economic activity to the island, and we already carry out extensive volunteer work across the country through our long-standing partnerships.” She pointed to AUB’s existing free community clinic, and ongoing collaborations with churches, schools, and leading local health organizations including the Heart and Stroke Foundation of Barbados, the Barbados Cancer Society, and the Barbados Diabetes Foundation.

    Meesam Ali Khan, president and director of AUB, joined the announcement remotely from India, where the university’s parent institution is headquartered. Khan explained that AUB’s core mission is to expand accessible, high-quality medical training opportunities for students across global regions, and the QEH partnership directly advances that goal.

    Khan praised QEH as an ideal training environment for medical students, highlighting three key strengths: its high volume of patients, the wide diversity of clinical cases it treats, and the depth of experience among its attending medical faculty. “The quality of clinical training depends on three core things: the number of patients you interact with, the range of conditions you see, and the expertise of the physicians guiding you,” Khan said. “QEH has trained University of the West Indies students for decades, so it is already a well-established, proven teaching hospital, which makes it the perfect fit for our program.”

    Beyond the clinical training itself, Khan explained that the fruit distribution outreach was designed to prioritize a core, often overlooked value of medical practice: empathy. “We do not just teach our students medicine and cutting-edge medical technology. We teach them to care for patients as people, and empathy is the foundation of that,” he said. Bhat echoed this commitment, adding: “This celebration of our new clinical rotations also serves a deeper purpose: to instill a permanent spirit of community service in our students, and nurture the empathy they need to care for vulnerable people experiencing illness.”

    Looking ahead, AUB is planning far-reaching additional collaboration to advance Barbados’ healthcare digital transformation. Khan announced that the institution is preparing to donate 100 digital stethoscopes that can transmit real-time heart and lung sounds remotely via a custom mobile application. The university is also exploring partnerships to expand support through clinical software systems, broader digital health innovation, expanded free clinic services, and larger community outreach initiatives. For all parties, Khan said, the new clinical rotation partnership is a clear win-win: “This arrangement creates shared value for AUB, for Queen Elizabeth Hospital, for our students, and for the entire Barbadian community.”

  • St. Joseph’s Academy Retains CUB Inter-secondary Debate Championship Over Sir Novelle Richards Academy

    St. Joseph’s Academy Retains CUB Inter-secondary Debate Championship Over Sir Novelle Richards Academy

    On Tuesday, the Caribbean Union Bank Inter-secondary School Debate Championship concluded at the University of the West Indies Five Islands Campus, with St. Joseph’s Academy making history by retaining its coveted championship title. The year’s final showdown, organized by the Education Broadcasting Unit under Antigua and Barbuda’s Ministry of Education, drew widespread attention as two top-tier secondary school teams went head-to-head for the regional crown. St. Joseph’s Academy edged out runner-up Sir Novelle Richards Academy in a tightly contested exchange of arguments centered on a timely regional policy question.

    This year’s final debate centered on a provocative moot tailored to spark critical engagement with Caribbean regional integration: “CARICOM offers the best option for Member States to maintain their sovereignty.” Sir Novelle Richards Academy took the stage first to advocate for the proposition, making the case that collective governance and economic coordination through the Caribbean Community provide small island nations with the collective bargaining power and institutional stability to protect their sovereign autonomy in an increasingly polarized global landscape. Opposing the motion, St. Joseph’s Academy put forward a nuanced argument highlighting structural limitations of the current CARICOM framework that can constrain national policy flexibility, ultimately convincing the panel of adjudicators of their position to secure the win.

    In an official statement released shortly after the final results were announced, competition organizers extended formal congratulations to St. Joseph’s Academy for its successful title defense, a rare achievement that underscores the school’s consistent investment in debate and critical thinking education. Organizers also made a point to commend Sir Novelle Richards Academy for what they described as “outstanding performance throughout the season and in today’s finals,” noting that the team’s preparation and rhetorical skill made the final one of the most competitive in recent years. The Ministry of Education echoed this praise, highlighting that both finalist teams displayed the core values of the competition: “excellence, discipline, and the true spirit of debate.”

    Now in its annual cycle, the Inter-secondary School Debate Championship fills a unique niche in Caribbean secondary education. Beyond the thrill of competition, the event was designed to foster core transferable skills that benefit students long after they leave the debate stage: rigorous critical thinking, structured research, confident public speaking, and the ability to engage respectfully with opposing viewpoints. Equally importantly, the competition intentionally centers topical regional and civic issues in its moot selection, encouraging a new generation of young Caribbean people to think deeply about the policy choices that will shape the future of their region.

    This repeat win cements St. Joseph’s Academy’s reputation as a dominant force in regional secondary school debate, and organizers have already signaled that next year’s competition will expand participation to include more schools across the Caribbean, continuing the event’s mission of building capacity for civic engagement among young people.

  • Sir Novelle Richards Academy and St. Joseph’s Academy to Face Off in Inter-secondary Debate Finals

    Sir Novelle Richards Academy and St. Joseph’s Academy to Face Off in Inter-secondary Debate Finals

    One of Antigua and Barbuda’s most anticipated annual academic competitions is set to reach its climax next week, when two top secondary schools go head-to-head in the 2025 Caribbean Union Bank Inter-secondary School Debate Grand Final. Scheduled for Tuesday, May 26 at the University of the West Indies Five Islands Campus, the event will bring together the nation’s most talented young debaters to tackle one of the Caribbean’s most pressing contemporary policy issues: regional sovereignty and integration.

    This year’s final has already drawn widespread interest for its timely topic. The moot up for discussion is: “CARICOM offers the best option for Member States to maintain their sovereignty.” Defending the proposition will be Sir Novelle Richards Academy, one of the country’s leading academic institutions with a long history of strong performance in regional debate competitions. Taking the opposing side will be St. Joseph’s Academy, which has advanced to the final after a series of closely contested preliminary rounds that showcased its students’ sharp analytical and rhetorical skills.

    The in-person event is set to kick off at 4 p.m. local time at the UWI Five Islands Campus, which has hosted multiple major national academic events in recent years. For audiences unable to attend the final in person, the Antigua and Barbuda Ministry of Education’s Education Broadcasting Unit will stream the entire competition live via its official channels, allowing debate enthusiasts and students across the country to follow the showdown in real time.

    Event organizers note that this final represents far more than a simple student competition. Beyond awarding bragging rights and a championship trophy, the contest is designed to nurture core 21st-century skills among young people. Competitors are required to conduct in-depth independent research on regional policy, craft evidence-based arguments, and respond to counterpoints in real time—all of which builds critical thinking, public confidence, and emerging leadership capabilities, according to event backers.

    The Inter-secondary School Debate competition has become a staple of Antigua and Barbuda’s secondary education calendar, anchored in a long-term initiative by local education leaders to boost youth engagement with civic issues. By encouraging structured, evidence-based discourse on public policy topics, the program aims to cultivate a new generation of informed, articulate citizens prepared to contribute to national and regional development. Organizers expect this year’s final to set a new benchmark for the competition, with both finalist teams preparing extensively for what many are calling one of the most competitive championship rounds in the event’s recent history.