分类: education

  • Classes at the Dominica State College have resumed after dispute resolution, says president Trudy Christian

    Classes at the Dominica State College have resumed after dispute resolution, says president Trudy Christian

    Days of work stoppage by faculty and staff at Dominica State College (DSC) have ended, and the higher education institution has officially resumed normal academic operations, according to the college’s interim leadership.

    Trudy Christian, DSC’s Officer in Charge and Interim President, confirmed the return to regular classes during a live broadcast interview on state-owned Dominica Broadcasting Service (DBS) radio this Tuesday.

    The industrial action that disrupted academic activities last week was not rooted solely in salary disputes, as a college staff member previously told local outlet Dominica News Online (DNO). For years, employees have raised a series of unaddressed concerns, many dating back to the destruction caused by Hurricane Maria. These include lingering infrastructure damage, years-long delays in confirming permanent appointments for long-serving lecturers, the absence of regular salary reviews, and extended vacancies for critical administrative roles such as Bursar and Human Resource Manager. This backlog of unmet demands first led to faculty and staff industrial action back in 2021.

    “We are now anticipating a full return to all regular academic programs,” Christian stated in the interview. “Over the past week, industrial action by our faculty and staff interrupted the delivery of classes to our student body.”

    However, Christian outlined that productive negotiations held between the DSC Board of Governors, college management, and the staff union on Monday resolved many of the sticking points, formalizing preliminary agreements reached the prior week that address core union demands. With the work stoppage now fully suspended, Christian is calling on all students to re-engage with their studies.

    “The industrial action has come to a halt, and we urge all students to seize this opportunity to continue pursuing their educational goals,” she said. She extended particular encouragement to first-semester new students, who faced disappointment when their college experience began amid last week’s disruption. “We want new students to settle into campus this week and commit to their academic journey working alongside DSC’s lecturers,” she added.

    This year’s incoming freshman cohort numbers 616, and Christian confirmed that all new and returning second-year students are expected to attend their regularly scheduled classes immediately.

    Breaking down the key issues that prompted the work stoppage, Christian explained that one major point of contention was the unimplemented 3% salary increase owed to faculty and staff under a national public sector agreement. The three-year triennium agreement between the Dominica Public Service Union (DPSU) and the government, running from 2023 to 2026, outlined staggered salary increases of 3%, 2%, and 3% for all public officers, including DSC employees. DSC was able to roll out the first two increments, but financial constraints blocked the final 3% raise.

    A second outstanding issue was the completion of a long-delayed staff reclassification exercise. Third, the college still has unfinished infrastructure repairs, most notably the campus auditorium, which sustained damage years ago. Christian also noted that additional concerns around faculty appointment confirmations and a government consultancy project for the college were also raised during negotiations.

    Christian stressed that all core demands have now been formally addressed, with the Government of Dominica stepping in to meet the funding gap. The government has committed to increasing its annual subvention to DSC to cover the extra payroll cost of the outstanding 3% salary increase and fully implement the staff reclassification process, a pledge it first made last week.

    For the long-delayed auditorium renovation, the Ministry of Education has committed to finalizing the public tendering process for the project, as funding for the work has already been allocated in this year’s national budget. “These are the major substantive issues that were raised, and this is how each has been resolved moving forward,” Christian confirmed.

  • Internet Expansion Reaches Seventy-Eight Thousand Students

    Internet Expansion Reaches Seventy-Eight Thousand Students

    In a landmark year for Belize’s education sector, the government is rolling out sweeping investments aimed at supporting the country’s largest ever generation of learners and aligning education outcomes with national workforce demands. By September 2026, Belize has recorded a historic high enrollment of 101,506 students across pre-primary through university levels, taught by 6,044 educators across 646 educational institutions. This unprecedented growth in student numbers has prompted targeted investments across multiple key areas of education, starting with critical digital infrastructure.

  • School Bus Strike Hits Valley of Peace SDA

    School Bus Strike Hits Valley of Peace SDA

    A scheduled work stoppage by school bus operators across parts of Belize has spilled over to disrupt academic activities at Valley of Peace S.D.A. Academy, leaving multiple educators stranded and unable to reach their campus for classes on Monday. The industrial action, launched by frustrated bus providers over unpaid dues from the national Ministry of Education, has created cascading transportation gaps that have impacted more than just student travel, according to top education officials.

    Chief Education Officer Yolanda Garcia clarified in a recent statement that the absence of teachers at the affected academy was not a result of coordinated teacher industrial action, but rather a direct side effect of the ongoing bus strike. The transport shutdown left many educators who rely on the ministry-organized transit routes with no way to travel to the Cayo District campus, Garcia explained.

    The Ministry of Education has pre-arranged transportation services for both students and staff across many public and assisted private campuses in the region, so the suspension of service by striking bus operators has directly cut off this key transit link. To mitigate widespread disruption, the ministry has already issued guidance to all campus leaders in affected areas: when enough teachers are unable to travel to school, administrators should adjust daily operations, including releasing students early for the day if the staffing shortage becomes unmanageable.

    As of the first day of disruption at Valley of Peace S.D.A. Academy, Garcia confirmed that neither she personally nor the Ministry of Education has received an official situation report from the school’s administration detailing the full scale of the disruption. Local media outlet News 5 has also attempted to contact school leadership to request comment on the disruption, though no statement has been released from the academy as of publication.

    The bus strike itself stems from longstanding payment disputes between bus operators and the Ministry of Education. Multiple providers have already suspended services or issued formal warnings that they will halt operations until outstanding payments owed to them by the government are fulfilled. Ahead of the strike’s escalation, the Ministry had already issued advance warnings to schools along affected routes, advising administrators to prepare for potential disruptions and put support systems in place for students who may face barriers to attending class.

  • “No Change At All”: Officials Defend $20M Energy Reallocation

    “No Change At All”: Officials Defend $20M Energy Reallocation

    In a public appearance on the popular morning current affairs program *Open Your Eyes*, top Belizean and American officials have pushed back against concerns surrounding a controversial reallocation of $20 million in development grant funds, moving the sum from the education component of Belize’s $125 million Millennium Challenge Corporation (MCC) Compact to the country’s energy sector.

    The budget adjustment was first announced to the public this past April, and has drawn questions over whether it would leave critical education initiatives underfunded. Officials emphasized that the reshuffling of resources was not an arbitrary change, but the outcome of a comprehensive program review conducted in Washington D.C. to assess the continuation of Belize’s compact package.

    Joseph Waight, Financial Secretary of Belize and chairman of the MCA-Belize Board, explained that during the review process, energy was flagged as a sector facing unmet critical demand that required urgent targeted investment. Of all the MCA programs approved for continuation across the region, Belize’s education component was the only education-focused project to advance. Even so, Washington reviewers suggested redirecting a portion of funds to address pressing gaps in the country’s power infrastructure.

    Waight moved to dispel the common misconception that education has lost $20 million in total allocated funding. He confirmed that the Government of Belize has pledged to increase its own counterpart contribution to the education portion of the compact to fully offset the gap created by the reallocation, ensuring no programming will be left unfunded. “And so there wouldn’t be a void,” Waight stated.

    Jenner Edelman, MCC Country Director for Belize, corroborated that the overall total value of the compact agreement from the MCC remains unchanged at $125 million. “There’s no change at all in the value of the compact agreement coming from MCC, so it’s still 125 million,” Edelman said. “It’s just a reallocation between the two projects so that we can make a more meaningful investment in the energy sector.”

    Edelman noted that the budget shift reflects a shared priority between the U.S. government and Belizean government: both parties recognize that upgrading critical power infrastructure is a foundational step to unlocking sustained economic growth across Belize. Importantly, the core overarching objectives of the entire five-year compact remain unaltered. Those goals are twofold: cutting household and commercial electricity costs for all Belizeans, and expanding the number of secondary school and Technical and Vocational Education and Training (TVET) graduates who possess skills aligned with current labor market demands.

    The full compact pairs the $125 million MCC grant with nearly $55 million in counterpart funding contributed by the Government of Belize, spread across the five-year implementation period.

  • UNESCO WINGS Caribbean: Call for fellowship applications

    UNESCO WINGS Caribbean: Call for fellowship applications

    Against a backdrop of persistent gender gaps in scientific leadership and growing regional demand for context-specific solutions to urgent development challenges, UNESCO has launched a groundbreaking new fellowship initiative tailored for women researchers across the Caribbean. Named WINGS Caribbean, the program targets mid-career and advanced women innovators whose work directly addresses the Caribbean’s most pressing development priorities, with the dual goal of advancing impactful local solutions and closing the gender gap in STEM and social science research leadership.

    The Caribbean region currently faces a cascade of interconnected challenges, from building climate resilience and reducing disaster risk to advancing inclusive, sustainable socioeconomic growth. Local researchers and innovators are uniquely positioned to develop solutions that are rooted in regional culture, aligned with national needs, and capable of delivering long-term tangible benefits to Caribbean communities. Yet despite their substantial contributions to scientific and social progress, women remain drastically underrepresented in senior and leadership roles across research and innovation sectors across the region.

    To address this gap, the UNESCO Regional Office for the Caribbean developed WINGS Caribbean in technical partnership with The University of the West Indies, Mona, Faculty of Science and Technology and the Caribbean Academy of Sciences (CAS). The initiative will award two $10,000 USD fellowships, with a 12-month implementation timeline for selected projects. The program is structured around two distinct fellowship streams, designed to cover the full spectrum of development-focused work in the region.

    The first stream, the WINGS STEM Fellowship, supports projects focused on advancing scientific knowledge, technical innovation, and evidence-based solutions in priority areas including core STEM fields, climate and environmental resilience, disaster risk reduction, digital innovation, and emerging technologies, and applied scientific research. The second track, the WINGS Social Impact Fellowship, funds work focused on driving social transformation, inclusive development, and broad societal wellbeing, with eligible areas including social sciences, social entrepreneurship and innovation, governance and public policy, social development, and community-embedded research.

    Beyond direct financial support, selected fellows also gain access to technical and scientific mentorship from partner institutions, as well as expanded regional and global visibility through UNESCO’s global communications and outreach channels. Fellows also join a growing regional network of women leaders committed to advancing scientific excellence, innovation, and sustainable development across the Caribbean.

    To be eligible for the fellowship, applicants must identify as women, hold nationality of a UNESCO Member or Associate Member in the English- or Dutch-speaking Caribbean, hold an affiliation with a recognized academic institution, research center, public body, or accredited innovation or social enterprise, be currently working in a mid- or advanced-career role with demonstrated relevant experience, and propose an original, nationally relevant project that can be completed within 12 months with a clear path to measurable societal benefit. Each applicant may only submit one application, which must be filed under the stream that most closely aligns with the proposed project.

    Selected fellows are required to deliver a set of tangible outputs by the end of the 12-month term, including a research, policy, or innovation product with practical application and potential societal benefit, two dissemination activities targeted at relevant stakeholders, beneficiaries, or decision-makers, a concise policy brief, technical guidance note, or applied knowledge product designed for wide regional uptake, and both interim and final narrative and financial reports aligned with UNESCO’s standard reporting requirements.

    Applications are evaluated based on a weighted selection framework, with 20 percent of the score allocated to scientific or technical quality and rigor, 20 percent to innovation and originality, 20 percent to relevance to Caribbean development priorities, 10 percent to feasibility of completion within the 12-month timeline, 20 percent to practical societal benefit and impact (including scalability and replication potential), and 10 percent to the project’s contribution to advancing gender equality and women’s empowerment. Eligible submissions will undergo a technical review coordinated by UNESCO alongside its partner institutions, with UNESCO making the final final award decisions based on assessment results and the program’s core objectives.

    All application materials must be submitted in English through the official online portal no later than midnight Jamaica time (UTC−5) on September 30, 2026. Submissions sent via email will not be accepted, and late or incomplete applications will be deemed ineligible. Selected fellows will enter into a formal agreement with UNESCO and are required to comply with all applicable ethical, regulatory, reporting, visibility, and financial requirements. UNESCO retains the right to decline awarding the fellowship if no submissions meet the program’s required quality standards.

    This initiative marks a key step forward in UNESCO’s ongoing commitment to advancing gender equality in science and supporting locally led development solutions across the Caribbean, with the long-term goal of inspiring the next generation of Caribbean women and girls to pursue careers in science, research, and innovation.

  • 2 Grenadians awarded prestigious UK Government scholarships

    2 Grenadians awarded prestigious UK Government scholarships

    The United Kingdom’s Foreign, Commonwealth and Development Office (FCDO) has long upheld a core mission of investing in global talent development through its two flagship scholarship programs: the Chevening Scholarship and the Commonwealth Scholarship. As part of this ongoing commitment, two exceptional students from Grenada have been selected to receive full funding for postgraduate study at top-tier UK universities for the 2026 academic intake, joining hundreds of emerging leaders from across the Caribbean and the world in this opportunity.

    The official announcement of 2026 Chevening Scholars for Barbados and the Eastern Caribbean region was finalized in late August, alongside the recent naming of recipients for the 2026 Commonwealth Scholarship Programme. From Grenada, Ravon Charles earned the Chevening Scholarship, which will enable him to pursue a Master of Science degree in Sport Rehabilitation at Loughborough University — a UK institution consistently ranked as a global leader in sports-related academic research and training. Separately, Akeyshur Bartholomew was selected for the competitive Commonwealth Scholarship, and will enroll in an MSc program in Medical Ultrasound with a specialization in Echocardiography at Imperial College London, one of the world’s top medical research universities.

    Victor Clark, the Resident British Commissioner to Grenada, expressed his enthusiasm for the new cohort of Grenadian scholars in an official statement following the announcement. “I am delighted that the UK continues to support outstanding Grenadians through the Chevening and Commonwealth Scholarship programmes,” Clark said. “These scholarships invest in individuals who have demonstrated exceptional potential and are pursuing studies in areas that are important to Grenada’s future development and shared global challenges. I am proud and inspired by their dedication, ambition and commitment to making a positive impact on their return to Grenada.”

    Beyond recognizing the 2026 cohort, the FCDO has also opened applications for the 2027–2028 academic year Chevening Scholarships. Prospective candidates from eligible regions can submit their applications through the official Chevening website at www.chevening.org/apply, with a final application deadline set for 6 October 2026. For students seeking more details about the Commonwealth Scholarship programme, additional information is available on the official UK Commonwealth Scholarship Commission website at https://cscuk.fcdo.gov.uk/, or applicants can reach out directly to the Human Resource Development Division of Grenada’s Ministry of Education via email at [email protected].

    Since their launch, the Chevening and Commonwealth Scholarship programmes have supported thousands of emerging leaders from low- and middle-income countries to access world-class higher education, with a core focus on equipping scholars with skills that they can use to drive social and economic progress in their home countries after graduation.

  • Secondary Schools Join Model Safe School Programme in New Pilot

    Secondary Schools Join Model Safe School Programme in New Pilot

    Nearly six years after its initial launch, the Ministry of Education is taking a major step forward for its flagship school safety initiative, expanding the Model Safe School Programme into secondary education with a pilot program launching this month at two selected institutions.

    First introduced in 2018, the program has concentrated its efforts on primary school campuses up to this point. Currently, 15 specially trained safety agents are deployed across nine participating primary schools, bringing targeted safety support to younger student populations.

    Rolston Nickeo, Education Officer for Schools Administration and the national focal point for the Safe Schools initiative, outlined the core mission of the program in an interview with Observer Radio. Unlike reactive safety frameworks that only address crises after they occur, the Model Safe School Programme is built around proactive risk mitigation, working with school communities to spot and reduce hazards before they escalate into full-blown emergencies.

    The initiative is structured around four foundational pillars that shape all of its work: systematic risk identification across school grounds, comprehensive emergency preparedness planning, dedicated protection protocols for both students and staff, and targeted upgrades to create safer built infrastructure.

    A key goal of the expansion, Nickeo explained, is to help shift the overall culture of school safety across the education system. Rather than only responding to critical incidents after they happen, the program empowers schools to build long-term prevention capacity and community resilience that can address emerging threats before they impact learning or student well-being.

    Unlike traditional school staff roles, the safety agents deployed through the program are neither classroom teachers nor standard security guards. Their core responsibilities include conducting regular walkthroughs of school campuses to identify environmental hazards, building positive rapport with students to understand emerging safety concerns, and intervening early to de-escalate minor conflicts before they grow into more serious incidents.

    To prepare them for these unique duties, all participating safety agents complete an intensive two-week induction training program. The curriculum covers critical practical skills including targeted conflict resolution strategies, trauma-informed child protection protocols, standardized incident reporting procedures, and foundational first aid training to respond to medical emergencies.

    The upcoming pilot at two secondary schools is designed as a deliberate testing phase for the national expansion. Ministry officials will use data and feedback from the pilot to evaluate how the program’s existing framework, which was built for primary school settings, can be adapted to meet the unique safety needs of older adolescent students. Only after this assessment and any necessary adjustments will the Ministry roll out the program to secondary schools on a broader national scale.

  • OECS graduates celebrated at recognition ceremony in Morocco

    OECS graduates celebrated at recognition ceremony in Morocco

    On Saturday, September 12, the Organisation of Eastern Caribbean States (OECS) hosted a meaningful graduate recognition ceremony at the Rabat Marriott Hotel in Morocco, to honor hundreds of OECS students who successfully completed their academic programs in the North African nation. Aligning with this year’s theme “Through Perseverance Comes Triumph”, the event welcomed in-person attendees including graduates, diplomatic representatives and senior education officials, while also allowing graduates unable to travel to the venue to participate virtually via a public YouTube livestream.

    Beyond simply marking the end of each graduate’s academic journey, the ceremony centered on celebrating the extraordinary resilience of these young scholars, who left their small home islands in the Eastern Caribbean to pursue higher education thousands of kilometers from their families and communities. Navigating a new cultural landscape, unfamiliar social norms, and a vastly different higher education system, these students overcame significant geographic and personal hurdles to reach this milestone. The ceremony opened with remarks from OECS Ambassador Ian Queeley, who framed graduates’ academic success as both an achievement and a calling. He urged the newly minted degree holders to translate their hard-won knowledge, specialized skills and cross-cultural experiences into tangible positive action for their home communities. Echoing the event’s core theme, Queeley reminded attendees that every triumph traces back to a deliberate choice to persist, highlighting the relentless determination that carried each student through their studies.

    The keynote address was delivered by OECS Director General Dr. Didacus Jules, who offered graduates a thoughtful perspective on what their accomplishment truly means. Dr. Jules emphasized that the most meaningful outcome of their time in Morocco is the personal transformation they underwent, rather than the diplomas they received. He issued a clear and heartfelt call to action: “Come home and build,” urging graduates to return to their Eastern Caribbean nations and contribute their expertise across high-impact sectors, including medicine, engineering, scientific research, architecture, and agronomy. Dr. Jules also framed the cohort of graduates as a permanent, people-to-people connection between the Eastern Caribbean and Morocco, calling them a lasting “bridge between two peoples of the Atlantic.” He acknowledged the quiet hardships of studying far from home, noting that every graduate achieved this milestone thousands of kilometers away, while loved ones on their small home islands offered constant prayers and support along the way.

    Badr Alaoui, representing Morocco’s Department of Bilateral Co-operation (AMCI), reaffirmed the North African nation’s longstanding commitment to investing in global human capital. He noted that Morocco has opened its doors to generation after generation of Caribbean students, offering access to world-class academic, technical, and professional training programs. Alaoui added that through their years of study and lived experience in Morocco, the OECS graduates have already become informal ambassadors of friendship, strengthening people-to-people ties between Morocco and Caribbean nations.

    During the ceremony, three exceptional graduates from Saint Lucia received special recognition for their standout achievements. Bryonnie Mathurin earned the Ambassador’s Award for the highest overall academic achievement, following her completion of a Bachelor of Science in Radiology. Kendlee Enrique Charlemagne was honored with the Organisation of Eastern Caribbean Students in Morocco President’s Award for his outstanding contributions to the student community outside of formal executive leadership roles. Janique Raymond received the Spirit of OECSM Award for her consistent energy and encouragement that lifted up her fellow classmates throughout their studies.

    Closing out the celebratory event, Dr. Jules extended formal gratitude to the students’ family back home for their unwavering support, and to the government and people of Morocco for hosting the cohort and supporting their academic journeys. He welcomed the graduates back to the OECS community with a fitting final message that echoed the event’s theme: “Tonight, you triumph.”

  • NOTICE : Doctoral School of Nursing Sciences, Registration Open (2026-2027)

    NOTICE : Doctoral School of Nursing Sciences, Registration Open (2026-2027)

    Haiti’s flagship higher education institution, the State University of Haiti (UEH), has officially opened admissions for its 2026-2027 cohort of the Doctoral School of Nursing Sciences (EDSI), launching a terminal doctoral degree focused on nursing practice that addresses growing demand for advanced clinical and academic leadership in the country’s healthcare sector.

    The academic affairs office of UEH announced that the application window will run from September 15 to October 2, 2026, giving prospective candidates just over two weeks to complete all required steps to be considered for the selective program. Only six candidates will be selected for this incoming cohort, making the competitive program one of the most specialized advanced nursing offerings in Haiti.

    To be eligible for consideration, applicants must first hold a master’s degree in Nursing Sciences or a Nurse Practitioner degree from a recognized institution, and hold an active nursing practice license issued by Haiti’s Ministry of Public Health and Population (MSPP). Additional eligibility requirements include meeting all document submission deadlines, paying the non-refundable application fee, and completing the university’s formal selection process, which includes a structured admissions interview organized by UEH’s Postgraduate Studies Directorate.

    Candidates also need to demonstrate sufficient English language proficiency to complete the program’s coursework, and prior teaching experience as a professor or assistant professor within UEH’s existing postgraduate nursing programs is counted as a favorable advantage during the selection process.

    The application process follows three core steps that all candidates must complete to be considered. First, applicants are required to pay the 25,000 Haitian Gourdes application fee at any branch of SOGEBANK, deposited to the official UEH admissions account numbered 706054558. Second, candidates must fill out the official online application form through UEH’s admissions portal at https://admission.ueh.edu.ht, and explicitly select the Doctor of Nursing Practice (EDSI) program on their submission. Third, applicants must print a copy of their completed online registration form and submit it alongside all required supporting documentation in person at the Lycée National de Pétion-Ville location, where applications are received between 10 a.m. and 4 p.m. from Monday to Friday during the application window.

    The full list of required supporting documents includes a cover letter outlining the candidate’s professional and academic goals, an up-to-date curriculum vitae, two recent passport-sized photos, a copy of a valid national ID card or passport, original and copy of a bachelor’s degree in nursing, original and copy of a master’s degree in nursing with corresponding academic transcripts, original and copy of a valid MSPP nursing practice license, an official copy of a birth certificate or birth record extract, one academic letter of recommendation from a former professor or academic supervisor, and one professional letter of recommendation from the applicant’s current direct supervisor.

    UEH has emphasized that only fully completed applications submitted within the official application deadline will be reviewed by the admissions committee. The institution also reminded applicants that the application fee is non-refundable under any circumstances, including late submissions, failure to meet eligibility requirements, incorrect payments to non-official accounts or other banks, or incomplete applications. Online registration through the official portal is mandatory for all candidates, and no offline-only applications will be accepted.

    Prospective applicants with questions about the application process or program requirements can contact the admissions office via email at admission@ueh.edu.ht or ppsi@ueh.edu.ht, or reach program coordinators by phone at +509 4609 4067, +509 4404 5257, or +509 3704 1522. More information about UEH and its academic programs can be found on the university’s official website at www.ueh.edu.ht.

  • Achievement Learning Center begins new school term with focus on individual student needs

    Achievement Learning Center begins new school term with focus on individual student needs

    After weeks of targeted pre-term preparation designed to meet the needs of both continuing and first-time enrollees, the Achievement Learning Center (ALC) has officially launched its new academic year.

    ALC principal Rhonda Celaire shared that organizational and instructional planning got underway as early as the end of August, with teaching staff focusing heavily on tailoring learning experiences to align with the unique educational goals each student brings to the center. “Every child enters with a different set of aspirations, so we structured our preparations around those individual needs to make the start of the term as seamless as possible,” Celaire explained, emphasizing that personalized planning is a core pillar of the center’s approach to a successful academic kickoff.

    Many education stakeholders had raised concerns that students would face significant challenges readjusting to structured classroom life following the lengthy summer break, but early data from the term has defied those expectations. “We prepared for widespread disruption to routine after months of unstructured summer time, but that simply did not materialize,” Celaire said. Returning students slipped back into their daily academic schedules with little difficulty, and new enrollees rapidly acclimated by following the established routines modeled by their more experienced peers.

    That is not to say the term began without minor adjustments, Celaire acknowledged. The center’s higher academic classrooms serve a multi-grade cohort of lower secondary and upper primary students, requiring targeted timetable modifications to guarantee every learner gets the one-on-one attention they need, while avoiding any perception of unequal treatment across grade groups.

    In addition to core classroom preparations, the center’s programs department has seen a notable surge in activity this term, as parents and guardians flood the office with inquiries about late registration and available after-school extracurricular activities. According to Celaire, the center’s programs officer has worked tirelessly to manage the high volume of requests that typically accompany the start of a new academic semester.

    Even with the added administrative strain of processing these requests and implementing last-minute timetable changes, Celaire confirmed that the center’s core academic programming is progressing on track. “We are juggling a few moving parts as any new term brings, but academically we are moving forward steadily,” the principal stated, adding that she remains confident in the entire institution’s ability to deliver high-quality, personalized support to every student throughout the year.

    The ALC is a specialized educational institution that offers a broad range of services, including specialized special education support, general academic tutoring, vocational skills training, professional development training, and adult education programming.