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分类： education

  • Smart Dominican Republic: who can participate, what they will learn and how to register

    Smart Dominican Republic: who can participate, what they will learn and how to register

    The Dominican Republic is embarking on an ambitious national digital upskilling project: RD Inteligente, an initiative that has set the bold target of delivering free artificial intelligence training to 1 million Dominican citizens to close the country’s digital skills gap. Designed to be accessible to people from all walks of life regardless of their prior technical background, this groundbreaking program opens its doors to a remarkably broad cross-section of the population, opening new opportunities for workforce development and digital inclusion. This guide breaks down everything prospective participants need to know to join the program.

    ### Eligibility: Open to Nearly All Members of the Public
    One of the core goals of RD Inteligente is to remove barriers to AI education, making the program available to a far wider range of participants than most specialized tech training schemes. Eligible enrollees span every demographic and professional group: secondary and post-secondary students, active members of the Armed Forces and National Police, private sector employees, public servants, out-of-school and unemployed youth, single mothers and homemakers, teachers and educational support staff, entrepreneurs and small and medium-sized enterprise owners, free trade zone employees, tourism sector workers, Dominicans living overseas, people with disabilities, healthcare professionals, agricultural producers and rural residents, older adults, workers in the informal economy, and any other member of the general Dominican population.

    ### Registration: Simple, Streamlined, and No Phone Number Required
    Signing up for the program is designed to be straightforward for all participants. To complete registration, applicants only need three documents and pieces of information: a national identity card, a voter registration card, and an active email address. During the sign-up process, applicants will also be asked to share their date of birth, province of residence, local sector, and which training track they wish to pursue. Unlike many government programs, a contact phone number is not mandatory to register.
    To start the registration process, prospective participants simply navigate to the official RD Inteligente website at RDinteligente.do, select the registration portal, and input their national ID number, email address, and full legal first and last name.

    ### No Prior Tech Experience Required
    The program is intentionally designed for complete beginners, with no prerequisite technical knowledge or specialized professional experience required to enroll. All course content is built starting from the absolute basics, and tailored specifically to the lived experience of Dominicans, with everyday examples and plain-language explanations that make complex AI concepts accessible to people with no background in technology.

    ### A Three-Stage Modular Curriculum Built for Flexible Learning
    RD Inteligente’s curriculum is structured in three progressive, modular stages that allow participants to learn at their own pace and pursue training aligned with their personal and professional goals.

    The first stage is a mandatory common foundational section that all participants complete. This 10-hour introductory course does not need to be finished in a single session: all progress is automatically saved, allowing learners to pause their training and resume it at any time, even from a different device. There is no fixed class schedule, giving enrollees full flexibility to fit learning around work, family, or other commitments. Core topics covered in the foundational stage include: distinguishing what artificial intelligence is (and what it is not), an introduction to generative AI, how to craft effective prompts for AI tools, understanding when a simple query is sufficient versus when detailed specificity improves outputs, best practices to enhance AI-generated results, and how to identify potential misinformation or hallucinations in AI responses. A key takeaway emphasized throughout the foundational course is that the first output an AI generates is rarely the final, best result a user can achieve.

    After completing the common foundation, participants move on to the second stage: a 25-hour productivity-focused module centered on applying AI tools to boost performance in the workplace. This module is built around the principle that different workers in different industries have different AI needs, so content is tailored to match varied professional contexts.

    The third and final stage is a specialized deep dive into specific AI-related fields. This stage offers focused training in high-demand areas including data science, process automation, software development, cybersecurity, and AI for public management. The specialization stage takes between 60 and 120 hours to complete, and participants who finish the program receive an official industry-recognized manufacturer certification.

  • Reconstructed St Dominic’s RC School Block #5 handed over

    Reconstructed St Dominic’s RC School Block #5 handed over

    On September 10, 2026, the Government of Grenada marked a major milestone in national educational infrastructure development with an official ceremony to celebrate the handover of the fully reconstructed St Dominic’s RC School Block #5. More than just an upgraded learning space, the new facility is purpose-built as a climate-resilient structure that doubles as a certified emergency shelter for the surrounding St David community, delivering dual benefits for education and public safety.

    The EC$1.436 million reconstruction project was financed through the Caribbean Development Bank (CDB) via its Basic Needs Trust Fund Programme, with local contractor H Lewis Construction Limited tapped to complete the works. Construction kicked off on June 3, 2024, and wrapped up on August 28, 2026, two weeks ahead of the official handover ceremony. The upgraded block includes a suite of modern improvements: four fully updated classrooms, dedicated administrative office space for teaching staff, new compliant washroom facilities, fully replaced electrical and plumbing systems, integrated fire detection and alarm infrastructure, upgraded telecommunications connectivity, improved on-site drainage, reinforced concrete walkways, and a range of supporting external site works.

    Addressing attendees at the handover event, Dr. Solomon Isaac, CDB Vice President of Operations, underlined that sustained investment in educational infrastructure remains a core pillar of inclusive national development and community empowerment across the Caribbean. “The Caribbean Development Bank is proud to have partnered with the Government of Grenada on this transformative project, which advances three critical priorities: quality education, climate resilience, and community-led development,” Dr. Isaac said. “We are honored to help create safe, modern learning environments for Grenada’s young people, and we remain committed to supporting ongoing educational and social development programs that lift up communities and expand opportunity across the country.”

    Grenada Prime Minister Dickon Mitchell, who also serves as the Member of Parliament for the St David constituency, emphasized that the new facility represents far more than concrete and steel—it is a tangible investment in Grenada’s future. “This new block sends a clear message to our young people: we believe in you, which is why we choose to invest in you,” Prime Minister Mitchell stated. “Education is one of the most impactful investments a government can make for its nation. When we invest in our children’s education, we invest in Grenada’s future, our workforce, our communities, and our long-term, sustainable development.”

    The Prime Minister went on to note that every child in Grenada deserves a safe, modern, and comfortable space to learn, grow, and pursue their personal and academic goals. “With the completion of this reconstructed block, our students now have an environment that is intentionally designed to support quality education, encourage academic excellence, and help every student reach their full potential,” he explained. “As a climate-resilient structure and officially designated emergency shelter, it will also serve as a secure refuge for local community members when disaster strikes. This is an investment in both education and national resilience.”

    Beyond its core role as a school facility, the upgraded block significantly enhances the school’s ability to operate as an emergency shelter, offering improved safety and reliable accommodation for St David residents during hurricanes, flooding, or other national emergencies—an increasingly critical function as small island developing states across the Caribbean face growing climate-related risks.

    The Government of Grenada formally extended its gratitude to all stakeholders who contributed to the project’s successful completion, including the CDB through the Basic Needs Trust Fund Programme, the Roman Catholic Church, St Dominic’s RC School administration, H Lewis Construction Limited, and all partner groups that supported the initiative.

    The completion of Block #5 marks another key milestone in the steady development of the St David region, embodying the government’s ongoing commitment to upgrading educational infrastructure that boosts student learning outcomes, strengthens community cohesion, and expands opportunity for current and future generations. As students prepare to move into their new classrooms this academic term, the reconstructed facility stands as a lasting symbol of collaborative progress, climate resilience, cross-sector partnership, and a shared national commitment to investing in Grenada’s most valuable asset: its people.

    This report was issued by the Office of the Prime Minister of Grenada. NOW Grenada holds no responsibility for the content contributed by third-party contributors and invites users to report any abusive content via official channels.

  • Project Dawn expands skills training for vulnerable youth

    Project Dawn expands skills training for vulnerable youth

    Two years after its 2022 launch, Barbados’ flagship youth skilling program Project Dawn has already delivered life-changing opportunities to more than 500 young people across the island, and this week it welcomed a fresh cohort of 115 participants set to gain hands-on vocational training tailored to boost employment, entrepreneurship, and long-term personal growth.

    The official orientation for the 2024 cohort took place Thursday at the Jean and Norma Holder Hospitality Institute in Marine Gardens, Hastings, where government officials and institute leaders outlined the program’s proactive, community-centered mission to address youth disengagement and expand economic inclusion. Senator Shane Archer, Minister of State in the Prime Minister’s Office with responsibility for Youth and Culture, emphasized that Project Dawn was intentionally designed to intervene early, rather than respond to crisis after the fact.

    “Through Project Dawn, over 500 young people are being upskilled through different forms of training, delivered across leading Barbadian educational institutions including the Samuel Jackman Prescod Institute, Barbados Community College, and the Vocational Training Board, as part of a broader national youth strategy,” Archer told the assembled participants. “The idea is simple. We do not want to wait until a young person has fallen through the cracks and then say we should have done something. We are trying to be proactive. We want to reach you early, expose you to the opportunity to build confidence and give you something productive that you can turn into a realistic future.”

    Archer added that the initiative forms a core pillar of the government’s broader work to steer young people away from disillusionment and idleness by providing tangible, hopeful alternatives. “We are working to prevent young people from going astray by giving them alternatives — alternatives to idleness, alternatives to hopelessness and alternatives to believing that Barbados has no place for us,” he said.

    The new cohort will undertake structured practical training across seven focused classes, covering in-demand hospitality sector skills including professional cookery, bartending, hotel housekeeping, and international cuisine. According to Archer, this industry-aligned training opens doors to opportunities that extend far beyond local borders, with pathways to full-time employment, small business ownership, and long-term careers available locally, across the Caribbean region, and globally.

    “Today is not simply about an orientation. Today is the beginning of an opportunity,” Archer said. “These are skills that can lead you into employment, entrepreneurship and for some of you, careers that can take you across Barbados, across the region, and potentially across the world.”

    He urged participants to approach the training with intentionality, noting that current life circumstances do not predetermine future success. “Your circumstances today do not have to determine your destination tomorrow,” Archer said. “You have been given an opportunity through the Division of Youth Affairs. Take it seriously. Build the skill, build the discipline, build a network and build something for yourself, your family and by extension, your nation, Barbados.”

    Roderick Prescod, Director of the Jean and Norma Holder Hospitality Institute — which runs the on-site training facility at PomMarine Hotel — echoed Archer’s enthusiasm, noting that the government-backed initiative delivers far-reaching benefits for the entire Barbadian economy. “The opportunity being provided through the government is critical for our development, not only as the industry, not only for tourism and hospitality, but for the economy of Barbados as a whole,” Prescod said.

    To ensure trainees receive training that matches modern global hospitality standards, Prescod announced the institute is currently undertaking a major upgrade of its core training facilities, including front-of-house operations spaces, conference areas, and reception zones. “The purpose of these upgrades is to make sure that we are presenting an environment that is aligned with current industry standards, which would allow you, the students, to have the best possible environment for training,” he added.

  • Foreign Students Face Three-Year Wait for Public Schools

    Foreign Students Face Three-Year Wait for Public Schools

    The Cabinet of Antigua and Barbuda has given formal approval to a landmark new policy regulating foreign student enrollment in the nation’s public education system, acting on a formal proposal tabled by Minister of Education, Science and Technology, the Honourable Daryll Matthew. Developed in response to growing strains on the country’s public schooling infrastructure, the policy establishes a structured, transparent and long-term sustainable framework to manage admission requests, while tackling mounting pressures ranging from limited classroom space and understaffing to overstretched educational resources, student support services and public school infrastructure.

    In announcing the approval, Cabinet reaffirmed the government’s longstanding commitment to delivering accessible, equitable and high-quality education for all, while underlining the state’s core responsibility to ensure the public education system remains properly resourced and fiscally and operationally sustainable. Under the new regulations, most foreign students will be required to complete three consecutive academic years at a ministry-registered private school in Antigua and Barbuda before they become eligible to apply for public school placement. The only exception to this three-year requirement applies to eligible students from member states of the Organisation of Eastern Caribbean States (OECS), a carve-out approved to reflect the deep legal, social and educational ties that bind the OECS regional bloc.

    Notably, completion of the three-year qualifying period does not guarantee automatic acceptance into a public school. All applications will still be assessed based on available classroom capacity, the applicant’s age and grade level, valid lawful immigration status, complete required documentation, and adherence to formal procedures set out by the Ministry of Education. All private school attendance completed during the qualifying period must be verified through official records issued by a private institution formally registered with the ministry.

    In a key provision designed to avoid disruption for current enrollees, Cabinet confirmed that the policy will only apply prospectively. Any foreign student already enrolled in a public school when the policy enters into force will be allowed to continue their studies in the public system, provided they maintain valid immigration status and meet standard school attendance requirements. The Ministry of Education will announce the policy’s official effective date in the coming weeks, alongside releasing detailed administrative guidance to support smooth implementation.

    Cabinet also approved the creation of a narrow, targeted review mechanism to evaluate exceptional cases involving humanitarian needs, child protection concerns or overriding public interest. This provision is designed to uphold the policy’s fairness, ensuring that vulnerable children’s welfare is given appropriate consideration in extraordinary circumstances.

    The policy was developed after ministry officials presented data to Cabinet showing that rising numbers of foreign student applications have contributed to growing systemic strains, including overcrowded classrooms, increased demand for additional teaching staff and learning resources, stretched student support services, and greater wear on aging public school infrastructure. Cabinet also noted that while the existing Education Levy generates revenue to fund education initiatives, it does not cover the full cost of operating and expanding the public school system, and payment of the levy does not create an automatic legal entitlement to a public school placement.

    By implementing the new framework, the government aims to gain better control over enrollment volumes, rein in unplanned public spending, and enable more strategic long-term planning for teachers, classroom space, learning materials and other critical educational resources. Throughout the three-year qualifying period, foreign students subject to the requirement retain full access to education through the country’s network of registered private schools.

    Before the policy can be rolled out, the Attorney General’s Chambers will conduct a full legal review to confirm that the new regulations align with Antigua and Barbuda’s Constitution, Education Act, immigration legislation, binding OECS regional agreements, and the country’s international obligations. A broader impact review will also be conducted three years after implementation (or earlier if needed) to assess the policy’s effects on enrollment levels, public education expenditure, school capacity and equitable access to education.

    Cabinet emphasized that the new rules are not designed to block access to education for foreign children. Instead, the policy’s core goal is to build an orderly, sustainable system for managing access to publicly funded school placements, while preserving the overall quality of education delivered to all students across Antigua and Barbuda. The government closed by reaffirming its unwavering commitment to maintaining an education system that is accessible, well-governed, adequately resourced, and able to deliver high-quality learning outcomes for all students across the nation.

  • Antigua and Barbuda Women Researchers Invited to Apply for US$10,000 UNESCO Fellowships

    Antigua and Barbuda Women Researchers Invited to Apply for US$10,000 UNESCO Fellowships

    On September 3, 2026, at Kingston, Jamaica, UNESCO’s Regional Office for the Caribbean has officially introduced WINGS Caribbean – Women Inspiring New Generations in Science – a landmark fellowship program crafted to uplift exceptional women researchers and innovators tackling the Caribbean’s most urgent development hurdles.

    Aligned with the program’s core mission, “Advancing Science. Advancing Women. Transforming the Caribbean,” two $10,000 fellowships will be awarded: one dedicated to projects in science, technology, engineering and mathematics (STEM), and a second focused on social impact work. Unlike many early-career support programs, WINGS Caribbean targets mid-career and senior-career women scientists, a demographic that often faces gaps in targeted funding and advancement opportunities. Eligible projects must align with key regional priorities, ranging from climate and environmental resilience and disaster risk reduction to digital innovation, applied scientific research, social development, governance, social entrepreneurship and community-led research. Selected fellows will have 12 months to execute their projects, which are required to deliver measurable, practical benefits for Caribbean communities.

    Eric Falt, Regional Director of UNESCO for the Caribbean, emphasized the transformative logic behind the new initiative during the launch. “The Caribbean needs the full power of its scientific talent to meet the challenges ahead, and women must be at the center of that effort,” Falt explained. “WINGS Caribbean is not simply about supporting women in science. It is about advancing science itself by ensuring that some of the Caribbean’s most talented women researchers and innovators have the opportunity, resources and visibility to develop solutions that can make a tangible difference to our societies.”

    WINGS Caribbean is the latest addition to UNESCO’s expanding regional portfolio of programs designed to support women and girls in science. For years, the organization has run initiatives supporting women across every stage of the scientific career pathway, from outreach to inspire young girls to pursue STEM careers to grant opportunities for early-career researchers. This new fellowship fills a critical gap, extending support to mid-career and senior women looking to scale their work, deepen its alignment with regional needs, and convert scientific progress into community impact and leadership roles.

    The program is being rolled out by the UNESCO Regional Office for the Caribbean, with technical partnership from The University of the West Indies Mona Campus’ Faculty of Science and Technology and the Caribbean Academy of Sciences. Beyond direct funding for individual projects, the collaboration aims to strengthen regional scientific capacity, boost the visibility and leadership representation of women in research and innovation, and grow a connected regional network of women scientists working to build a more resilient, innovative and sustainable Caribbean.

    Applications are now open to eligible women who are nationals of UNESCO Member States or Associate Members in the English-speaking and Dutch-speaking Caribbean. The submission deadline is set for September 30, 2026, at 11:59 p.m. Jamaica time (UTC−5), with application materials available via the official WINGS Caribbean Call for Applications and online application portal.

  • The OECS Advanced Digital Skills Scholarship Opens on September 10

    The OECS Advanced Digital Skills Scholarship Opens on September 10

    The Organisation of Eastern Caribbean States (OECS) Commission has officially opened the announcement for the 2026 application round of its transformative Advanced Digital Skills Scholarship Programme, an initiative designed to tackle pressing regional workforce gaps in the digital economy. This fully funded scholarship opportunity is made possible through the Caribbean Digital Transformation Project (CARDTP), a multi-year initiative supported by World Bank financing, and will be delivered entirely by The University of the West Indies (UWI) Global Campus, a respected regional leader in accessible, flexible higher education.

    CARDTP’s core mission is to build robust advanced digital capabilities across the 11 member states of the OECS, responding to a longstanding challenge that regional employers have repeatedly highlighted: despite the OECS’s strong legacy of academic achievement, there remains a critical shortage of workers with specialized, industry-relevant digital skills. By investing in targeted training and certification, the project aims to bridge this gap, strengthen overall workforce readiness, and cultivate a local talent pool that can drive innovation, support new entrepreneurship ventures, and fuel inclusive economic growth across the Eastern Caribbean.

    For the programme’s second cohort, applications will be accepted exclusively between September 10 and September 20, 2026. Eligible citizens across the OECS region are urged to submit their applications before the closing deadline to take advantage of the opportunity, which not only builds in-demand digital competencies but also grants participants industry-recognized certifications that can significantly boost long-term career prospects in an increasingly global, digital-first economy.

    The scholarship covers an extensive range of high-demand digital fields, tailored to align with current global labor market needs. Eligible subject areas include Application Development, Artificial Intelligence and Machine Learning, Cloud Computing, Cybersecurity, Data Analytics, Database Management and Administration, E-Learning Instructional Skills, Financial Technology and Blockchain, Graphics and Animation, Mobile App Development, Project Management, UX/UI Design, Web Development, Business Analysis, Data Security, Enterprise Resource Management (ERP), Internet of Things (IoT), Networking, Robotics, System Administration, Virtualization, and E-Commerce. This diverse selection of fields ensures that prospective students can pursue training aligned with their specific career interests and the region’s growing demand for digital services across sectors.

    Individuals interested in applying can access the official application form, review full details on programme offerings, confirm eligibility criteria, and learn step-by-step guidance for the application process through the official portal linked in the original announcement.

  • OECS opens applications for advanced digital skills scholarships

    OECS opens applications for advanced digital skills scholarships

    Residents of eight member territories across the Organisation of Eastern Caribbean States (OECS) now have the chance to gain industry-aligned advanced digital training through a new round of fully supported scholarships, launched to close regional digital skill gaps and boost participation in the global tech economy.

    Application windows for the 2026 cohort of the OECS Advanced Digital Skills Scholarship Programme opened September 10 and will remain open through September 20, 2026, the OECS Commission announced in an official press statement. The initiative is funded as part of the World Bank-backed Caribbean Digital Transformation Project (CARDTP), and all training will be delivered by The University of the West Indies (UWI) Global Campus. CARDTP’s core mission is to expand access to high-level digital capability building across the Eastern Caribbean subregion.

    This second intake of scholars, called Cohort II, comes after the successful completion of the programme’s inaugural cohort earlier in 2026, which saw more than 200 participants earn industry-recognized certifications. Eligible applicants hold citizenship in any of the following OECS territories: Antigua and Barbuda, the Commonwealth of Dominica, Grenada, Montserrat, Saint Kitts and Nevis, Saint Lucia, Saint Vincent and the Grenadines, and Anguilla.

    The scholarship programme covers an extensive list of in-demand technology and business-aligned specializations. Core technical fields include full-stack web development, mobile and native application development, artificial intelligence, machine learning, cloud infrastructure, cybersecurity, data analytics, database administration, UX/UI design, fintech, blockchain, graphics design and digital animation, robotics, the Internet of Things (IoT), enterprise network administration, system architecture and virtualization, and data security. For professionals seeking to transition to digital-focused business roles, the programme also offers training in digital marketing, e-learning instructional design, project management, business analysis, enterprise resource planning (ERP), and e-commerce strategy.

    Regional officials note that the programme is designed to address two pressing challenges facing the OECS: a widespread shortage of workers with specialized advanced digital skills, and low workforce readiness for digital-first roles. By upskilling local workers, the initiative aims to foster a new generation of tech-focused innovators and entrepreneurs that can drive inclusive, long-term economic growth across the subregion.

    All training focuses on practical, hands-on skill building aligned with current international industry demand, meaning participants graduate with competencies that open doors to regional employment, cross-border remote work opportunities, and global career advancement. Beyond individual career outcomes, the programme feeds directly into a larger regional strategy to build the OECS Digital Skills Bank, a searchable, centralized talent pool of certified advanced digital professionals. Regional leaders expect this formal talent pool will help attract new technology-focused foreign direct investment, strengthen the overall capacity of the regional workforce, and improve the Eastern Caribbean’s overall competitiveness in the fast-growing global digital economy.

    Both the OECS Commission and the UWI Global Campus have reaffirmed their shared commitment to expanding access to digital skills training that equips local citizens to participate fully in the global digital economy, and to support ongoing digital transformation efforts across every participating OECS member territory.

    Eligible candidates can access full programme details, official eligibility criteria, application instructions, and the official application form via the scholarship programme’s dedicated online application portal.

  • COMMENTARY: Literacy for the people, the planet and prosperity

    COMMENTARY: Literacy for the people, the planet and prosperity

    Against the backdrop of International Literacy Day’s 60th anniversary in 2026, new global data lays bare a stark, ongoing crisis that undermines one of humanity’s most fundamental rights: the right to read and write. As former UN Secretary-General Kofi Annan once put it, gaining literacy is an empowering journey that unlocks access to knowledge, broadens worldviews, opens new opportunities and builds pathways to better lives. Yet even in 2024, at least 739 million young people and adults across the globe still lack basic literacy skills – and more than half of that group, 475 million people, are women.

    This literacy gap extends beyond adult populations to the world’s schoolchildren. UN data shows that four out of 10 children fail to reach minimum reading proficiency, and 272 million children and adolescents remained out of school in 2023. For educators and policymakers, one of the greatest ongoing challenges is that there is no universal solution to closing literacy gaps. Too often, struggling readers are treated as test subjects for unproven intervention strategies, caught between competing school policies and left waiting for the support they desperately need right now. This trial-and-error approach has contributed to a widespread negative perception of reading: for many students, reading feels like a punishment, shaped by harmful socialization patterns at both home and school.

    This negative view of reading has only worsened in the digital era, where physical books have been pushed to the margins by omnipresent smartphones and tablets. A key overlooked barrier to effective literacy support is the underdiagnosis of Language-Based Learning Disabilities (LBLD), a group of neurological differences that impact how a person processes, understands and uses spoken and written language. LBLD arises from a mix of neurobiological variations in brain function and environmental factors, including learning environments and instructional approaches. There are several specific conditions that fall under the LBLD umbrella: dyslexia, which affects accuracy in reading, writing and spelling; dysgraphia, which impairs age-appropriate writing skills, from physical pen control to translating thoughts into text; and combined expressive and receptive language disorders, which leave people struggling to both share their own ideas and understand what others communicate.

    The core of effective support for students with LBLD is adapting curricula and instruction to their needs, providing specialized, explicit, structured and multisensory learning paired with ongoing guided practice targeted at their specific weaknesses. Yet even as awareness of LBLD grows, systemic gaps leave millions of students without this critical support.

    Held every September 8 since 1966 to draw global attention to literacy’s transformative power, International Literacy Day (ILD) 2026 marks the 60th anniversary of the annual observance, with a new theme: “Literacy for people, the planet and prosperity”. The theme frames literacy as a unifying force that drives social inclusion, builds sustainable futures, and expands livelihood opportunities and economic growth. This year’s anniversary offers a critical moment to reflect on decades of progress, confront long-standing and newly emerging challenges, and set a clear global agenda for expanding literacy access for all. Celebrations will highlight gains made since the 2015 adoption of the UN Sustainable Development Goals, while elevating effective policies, community practices and cross-sector partnerships that deliver results.

    Regional data from Latin America and the Caribbean illustrates how uneven progress remains across the globe. While the region boasts an average adult literacy rate of roughly 94%, that average masks massive gaps between nations. Top performers including Barbados, Trinidad and Tobago, Antigua and Barbuda, and Cuba have near-universal literacy rates, ranging from 99.8% to 99.9%. Jamaica sits at 88%, Dominica at 94%, and Haiti has an estimated adult literacy rate of just 62%. Even in nations with high overall school enrollment, functional literacy and reading proficiency remain a critical crisis, particularly at the primary school level.

    Experts emphasize that literacy is first and foremost a fundamental human right, one that acts as a gateway to accessing all other human rights, greater personal freedom and active global citizenship. It is the foundation for building broader knowledge, values and attitudes that foster lasting peace, equality, non-discrimination, and harmonious relationships between people and the planet. Contrary to common framing, literacy is more than just the basic ability to sign a name or read a sentence: it is the tool that enables people to participate fully and inclusively in their societies. People who lack literacy are far more likely to face systemic marginalization and social exclusion, and struggling student readers often develop harmful maladaptive behaviors as a result of their unmet needs.

    Systemic shortcomings deepen the crisis. There is a critical global shortage of qualified, creative literacy specialists in schools, and many educators currently working in literacy roles lack the training and innovative approaches needed to make meaningful progress in addressing student reading deficits. This points to a broader leadership gap at both the school and ministry of education levels across many nations.

    The literacy crisis is also deeply intertwined with global inequality and poverty. Students from affluent households can access private tutoring and targeted support to address reading gaps, while low-income students are too often stuck in overcrowded, under-resourced classrooms where high-quality teaching and learning are impossible. For these marginalized students, the fundamental human right to literacy is routinely violated. Yet the transformative power of reading cannot be overstated: its impacts stretch across generations, and true literacy goes far beyond basic word recognition to build comprehension, fluency and automatic understanding of written text.

    With literacy under growing threat from systemic underinvestment and shifting digital habits, educator and commentator Wayne Campbell, author of this analysis, argues that governments must step up with urgent, targeted action. As a global community, he says, we must reimagine education to dismantle the harmful “dunce culture” that shames struggling readers. This toxic culture did not develop overnight, and undoing it will require coordinated effort and sustained investment. It also calls on education systems to once again act as a vehicle for transmitting positive values about learning across society.

    The personal and societal benefits of widespread literacy are well-documented. For individuals, reading builds knowledge, exposes people to new ideas, and boosts imagination by encouraging readers to build worlds and perspectives in their own minds. Reading diverse stories also helps readers understand experiences and lives different from their own. It improves writing skills by exposing learners to a wide range of writing styles, sentence structures and vocabulary, regardless of whether a person is writing short social media content or long-form fiction. Multiple studies confirm that reading is a powerful stress reducer: just six minutes of focused reading can cut stress levels by up to 68% by easing muscle tension and calming the mind. It also expands vocabulary for learners of all ages, improving communication skills and general comprehension.

    As the world marks the 60th anniversary of International Literacy Day, the 2026 theme frames literacy not just as an individual skill, but as a core driver of broad social, environmental and economic progress. The anniversary celebration is designed to take stock of six decades of progress, name the challenges that remain, and shape the next generation of literacy policies and programs to deliver equitable access for all. As former U.S. President Barack Obama once noted, reading is the gateway skill that makes all other learning possible.

  • BUT warns Alma Parris teacher contracts could set precedent

    BUT warns Alma Parris teacher contracts could set precedent

    A major controversy over non-standard teacher employment is roiling the recently reopened Alma Parris Academy in Barbados, with the island’s main teachers’ union warning that a proposed independent contracting model could reshape the entire public education system if allowed to stand. The conflict, which centers on three affected teaching staff at the St Peter-based institution, has broader implications for job security and working standards across the country’s public schools, according to leaders of the Barbados Union of Teachers (BUT).

    The dispute comes less than two years after the Government of Barbados completed a $1.2 million first-phase renovation project and reopened the shuttered campus, which had been closed for seven years. Rebranded as a specialized academy serving students requiring additional learning support when it welcomed its first cohort of 24 students and hand-picked teaching staff in January 2025, the institution was framed as a fresh, innovative approach to meeting underserved student needs. Then-Education Minister Kay McConney confirmed at the time that all teaching and leadership roles had been finalized and selected.

    But the BUT now says school leaders and education officials have moved to hire teachers under a contractor model never before used in the country’s public education system. Speaking on behalf of the union, General Secretary Gilbert Carmichael laid out the core of the union’s objection: the fundamental nature of teaching is fundamentally incompatible with independent contractor classification. Under standard independent contracting agreements, workers set their own hours, negotiate their own pay rates, and provide their own work resources, Carmichael explained. None of these conditions apply to public education in Barbados, where the Education Act requires teachers to follow the direction of school principals and adhere to clearly defined, pre-set job duties that remove all control over the scope of work from the individual teacher.

    Beyond the classification mismatch, the union has raised urgent alarms about the loss of worker protections. Independent contractors are responsible for covering their own statutory contributions, and do not qualify for the pension benefits, job security, and employment rights that come with public service employment in Barbados. Carmichael emphasized that the union’s fight extends far beyond the three teachers currently impacted by the policy. If the independent contracting model is allowed to take root at Alma Parris, it will set a dangerous precedent that could erode tenure security and standardized working conditions for teachers across the entire public system in coming years, he argued.

    According to a BUT statement released Thursday, the union has already exhausted all internal negotiation channels with the academy’s Board of Management and the Ministry of Education Transformation. Original plans released ahead of the school’s reopening confirmed that approved posts were created for the principal, deputy principal, guidance counsellor and social worker, with all teaching staff to be redeployed from other secondary schools while retaining their existing permanent positions. There was never any public indication that part-time or contracted teaching staff would be needed to meet the academy’s staffing requirements, the union said.

    Carmichael noted that the union has corresponded with all relevant stakeholders, and even requested intervention from the trade union representative sitting on the academy’s board. While the union initially believed progress was being made toward a resolution, officials later discovered that only contractual terminology had been altered — the core independent contractor structure remained unchanged. Despite ongoing unresolved negotiations over the employment model, the school board moved forward with advertising open positions at the academy, a move that has escalated tensions.

    The union’s position is clear: all teachers at Alma Parris Academy should be hired under the long-established, standardized employment framework that governs public education in Barbados. “BUT would want that teachers are afforded the respect that they deserve and that the laws of the country would be followed in the sense that there is temporary teacher, there is full-time teacher, et cetera,” Carmichael said. “So an independent contractor is new. And we are questioning where it has come from because it’s not part of the educational landscape as it relates to the hiring of teachers.” The union has pledged to protect its members and their established employment rights “at all costs”. Barbados TODAY has reached out to the Ministry of Education Transformation to request a comment on the dispute, and is awaiting a response.

  • Turio launches specialized tourism academy in Dominican Republic

    Turio launches specialized tourism academy in Dominican Republic

    On Wednesday, Santo Domingo welcomed a groundbreaking new addition to its professional education landscape with the official launch of Turio, an academy purpose-built to advance specialized training and professionalization for the Dominican Republic’s critical tourism sector.

    Unlike traditional tourism education models that center almost exclusively on hotel operations, Turio has been designed to cast a wider net, addressing the full spectrum of diverse segments, specialized roles, and growing activities that make up the modern Dominican tourism ecosystem. Its curriculum is built to fill critical gaps in existing training offerings, adapting to the sector’s rapid evolution in recent years.

    All of Turio’s training programs are structured to be practical, up-to-date, and tailored to the specific needs of three core groups: existing industry companies, active tourism professionals, and emerging entrepreneurs entering the space. The academy’s course catalog covers a wide range of high-demand areas, including tourism strategy and management, daily sector operations, hospitality services, commercial management and distribution channel development, tourism technology, industry innovation, and sustainable tourism practices. It will also roll out flexible, role-specific modules targeted to individual tourism segments, ensuring learners gain skills directly applicable to their specific career paths.

    The launch ceremony was hosted at the JW Marriott Santo Domingo, drawing a cross-section of key tourism stakeholders in attendance. Turio’s co-directors Yahir Asjana, José Cedeño, and Sarah María joined industry representatives, academic leaders, tourism association members, working professionals, and students for the day’s events. The agenda included an official institutional presentation of the academy’s mission and structure, a public panel discussion exploring the future of tourism workforce development, and a networking session that connected industry firms, educational institutions, potential partners, and aspiring learners.

    Speaking at the launch, co-director Yahir Asjana emphasized that Turio represents a fresh, forward-thinking proposal for Dominican tourism training. The academy’s core mission, he noted, is to make targeted professional development accessible and aligned with the needs of an industry that is growing increasingly diverse, technology-driven, and specialized every year. Ultimately, Turio aims to cultivate a new generation of tourism professionals whose skills directly match the evolving demands of one of the Dominican Republic’s most economically important industries.