Carib Scope

分类： education

  • Rethink student assessment as AI transforms classrooms, teachers told

    Rethink student assessment as AI transforms classrooms, teachers told

    Educators across the Eastern Caribbean are leading a pedagogical revolution, fundamentally reimagining student evaluation methods in response to artificial intelligence’s transformative impact on classrooms. The pressing need to transition from rote memorization toward innovation, practical application, and ethical technology use dominated discussions as the Eastern Caribbean Joint Board of Teacher Education (ECJBTE) convened its annual meeting at the Sagicor Cave Hill School of Business and Management.

    Dr. Roderick Rudder, Director of Tertiary Education in the Ministry of Training and Tertiary Education, delivered a compelling address to assembled educators, asserting that conventional assessment frameworks have become obsolete in an era where students demonstrate increasing proficiency with educational technology and AI tools. “We are witnessing the rapid global evolution of artificial intelligence,” Dr. Rudder observed, emphasizing that AI “has a significant role to play in addressing the learning requirements of both educators and students.”

    The education director presented AI as an inevitable force that must be strategically integrated into teaching methodologies, though this integration necessitates substantial modifications to evaluation protocols. “Artificial intelligence is unavoidable. It serves as a crucial instrument supporting both learning and instruction,” he stated, clarifying that educators must now prioritize assessing how students implement knowledge rather than merely measuring their capacity to replicate information.

    Dr. Rudder highlighted how students already employ AI technology to conduct research for School-Based Assessments (SBAs) and academic assignments, creating an urgent need for “more authentic assessments” and “higher-order questioning techniques” that evaluate problem-solving capabilities and innovative thinking within local environments and communities.

    The address placed particular responsibility on teacher training institutions to modernize their curricular approaches. Dr. Rudder emphasized the imperative for these institutions to reexamine how they prepare emerging educators for contemporary classrooms, advocating for a robust synthesis of theoretical knowledge, practical application, and strategic implementation of modern tools—especially artificial intelligence.

    This educational transformation, he argued, directly contributes to national development objectives. By enhancing the certification standards for graduating teachers, the education system can better equip individuals to make meaningful contributions to both economic advancement and social progress. Dr. Rudder identified technology as a powerful vehicle for optimizing educational outcomes within school environments, noting that many young people who might not be considered “book smart” frequently demonstrate impressive problem-solving abilities in their natural habitats through gaming and internet navigation. The critical challenge, he concluded, lies in channeling this technological engagement into productive learning experiences.

  • Students get hands-on with future tech at new sci-tech roadshow

    Students get hands-on with future tech at new sci-tech roadshow

    Barbados has officially launched a groundbreaking national STEM initiative with the debut of the ‘Innovating the Future’ roadshow at Grantley Adams Memorial Secondary School. This ambitious educational program, jointly organized by the Ministry of Innovation, Industry, Science and Technology (MIST) and the Ministry of Educational Transformation, represents the culmination of a 15-year vision to transform science education across the island nation.

    The interactive exhibition features cutting-edge technological demonstrations designed to engage students through hands-on learning experiences rather than theoretical instruction. According to Arlene Weekes, Acting Director of the Science, Market Research and Innovation Unit at MIST, the mobile science unit concept originated in 2009 under the working title ‘Driving into the Future’ before evolving into its current form.

    Students explored multiple scientific disciplines through various interactive stations, including live DNA extraction experiments using bananas, electrical circuit demonstrations, flight simulation technology, robotics workshops, and virtual reality experiences. The flight simulator component specifically targeted students with aeronautical interests, while the robotics section encouraged participants to both operate and construct robotic systems.

    Minister of Educational Transformation Chad Blackman emphasized the strategic importance of this initiative within Barbados’s broader national development framework. He connected the STEM roadshow to the country’s transition toward a knowledge-based economy and the need to develop future innovators capable of addressing global challenges. With Barbados approaching significant milestones including 60 years of independence and five years as a republic, Blackman stressed the imperative to equip the next generation with both technical skills and creative confidence to drive national progress through technological innovation.

  • CXC charts a digital future for Caribbean learners

    CXC charts a digital future for Caribbean learners

    The Caribbean Examinations Council (CXC) has unveiled an ambitious digital transformation roadmap, targeting complete digitization of all examinations within the next three to five years. This strategic shift will commence with a partial digital rollout during the January 2026 sitting, marking a significant milestone in the region’s educational assessment evolution.

    Registrar and CEO Dr. Wayne Wesley confirmed that over 10,000 candidates will participate in the January 2026 Caribbean Secondary Education Certificate (CSEC) examinations through digital and hybrid assessment formats. Immediate preparations are underway for the May-June 2026 examinations, which will involve more than 100,000 candidates and exceed 600,000 subject entries as the organization accelerates toward full digital implementation.

    Concurrently, the Council’s Board of Governors has endorsed comprehensive disaster-response protocols to ensure educational continuity during crises. The six-step business recovery framework, currently activated in Jamaica following Hurricane Melissa, enables coordinated responses to hurricanes, floods, volcanic eruptions, or civil unrest. The protocol includes modified examination arrangements for severely affected schools, adjusted school-based assessments, waived late registration penalties, and extended submission deadlines until June 15, 2026.

    CXC has also introduced updated regional literacy and numeracy benchmarks alongside revised standards for the Caribbean Primary Exit Assessment (CPEA). These publicly available resources, benchmarked against international measures, define competency requirements for proficiency and aim to enhance learning outcomes across primary and secondary education levels.

    In a significant inclusion initiative, the Council is advocating for the adoption of the WIPO Marrakesh Treaty through regional ministries of education. This effort aims to guarantee accessible learning materials for visually impaired and print-disabled students. For the 2025 examinations, special arrangements were provided for more than 3,400 candidates with visual impairments and other special needs, reaffirming CXC’s commitment to equitable participation for all learners regardless of ability.

    Dr. Wesley emphasized CXC’s renewed vision to ‘ignite the potential and shape the future of our Caribbean people,’ highlighting the organization’s five-decade legacy as a CARICOM treaty body dedicated to advancing educational opportunities across the region.

  • The 2026 MOFA Taiwan Scholarship Program Now Open for Applications

    The 2026 MOFA Taiwan Scholarship Program Now Open for Applications

    The Ministry of Foreign Affairs (MOFA) of Taiwan has officially announced the opening of applications for its prestigious 2026 Taiwan Scholarship Program. This initiative provides exceptional educational opportunities for international students seeking to pursue undergraduate, graduate, or doctoral degrees at Taiwanese institutions, with instruction available in both Mandarin Chinese and English.

    The comprehensive scholarship program offers varying durations of support depending on academic level: up to one year for Mandarin Language Enrichment Programs, four years for undergraduate studies, two years for master’s programs, and four years for doctoral candidates. The maximum combined duration across any program combination is five years.

    A significant development for the 2026 cycle is the introduction of a specialized sub-program focusing on public health-related English programs. This track caters specifically to applicants interested in advanced public health education, though it notably excludes the pre-degree language program component.

    Eligibility requires applicants to possess at least a high school diploma. Prospective candidates from St. Kitts and Nevis must submit their applications through the Ministry of Education of St. Kitts and Nevis for preliminary review before onward transmission to Taiwanese authorities.

    The application package necessitates several critical documents: a completed application form, photocopied proof of identity and nationality, authenticated educational certificates and transcripts, evidence of institution application, language proficiency documentation for Chinese-taught programs, two letters of recommendation, and any additional materials requested by the Taiwanese Embassy.

    The Embassy of the Republic of China (Taiwan) emphasizes that incomplete submissions or late applications will not be processed. Final scholarship decisions will be made by a joint committee in Taiwan. Interested parties are directed to contact the Embassy at 465-2421 for further clarification and to ascertain specific application deadlines.

  • Inside the Collapse of American Northwest University

    Inside the Collapse of American Northwest University

    A promising medical education pathway has disintegrated into chaos as American Northwest University (ANU) in Belmopan, Belize, has abruptly ceased operations, leaving dozens of aspiring physicians in academic and financial limbo. The institution, which aggressively marketed itself as an accredited international medical school offering U.S. clinical rotations, now stands abandoned with its campus chained shut and devoid of staff or academic activities.

    The crisis deepened when Belize’s Ministry of Education confirmed that ANU’s operating charter expired in June 2024 and was never renewed. This revelation came amid emerging legal complications involving a senior figure associated with the institution. According to Becker’s ASC Review, an Illinois physician faces charges exceeding $1 million in alleged Medicaid and Medicare fraud, including permitting an unlicensed individual described as a medical student from a non-certified institution to treat patients during his absence from the country.

    Education Minister Francis Fonseca acknowledged the severity of the situation, stating: “We believe this matter will be resolved very quickly. The reality is that the university’s charter expired and was not renewed because they failed to meet the terms and conditions.” The ministry is now collaborating with the University of Belize, which recently established its own medical school, to facilitate potential student transfers.

    Despite these efforts, affected students report losing thousands of dollars in tuition and years of academic investment without refunds or formal notification. Compounding their distress, many fear speaking publicly after receiving legal threats from university representatives warning of defamation action. The institution’s director allegedly claimed to possess evidence of legitimacy despite operating without valid authorization for over eighteen months.

    The complete absence of transparency, coupled with the ministry’s delayed response, has created an environment of uncertainty and apprehension among international medical students whose career aspirations now hang in precarious balance as investigations continue.

  • ANU Medical School Closes After Charter Not Renewed, Ministry Confirms

    ANU Medical School Closes After Charter Not Renewed, Ministry Confirms

    The Ministry of Education, Culture, Science and Technology (MoECST) has officially confirmed the termination of American Northwest University School of Medicine’s operational charter, which expired in June 2024 without renewal. This administrative decision effectively forces the closure of the institution, leaving approximately 25 Belizean students in academic limbo after years of financial investment and dedicated study.

    Affected students express profound frustration over the abrupt disruption to their medical education, with many describing complete financial backing from families covering both tuition and living expenses throughout their enrollment. The lack of transparent communication regarding the institution’s status and accountability mechanisms has compounded their distress, with one student noting: ‘I’m being instructed to completely restart my education without a coherent explanation of what transpired or who bears responsibility.’

    Education Minister Francis Fonseca clarified that the charter non-renewal followed extended consultations with the university administration, stating: ‘The institution’s charter lapsed in June 2024 and has remained unrenewed since that time.’ The Ministry is currently facilitating transition discussions with the recently established University of Belize medical school to potentially absorb displaced students.

    In contrast, ANU leadership has vigorously defended its operational legitimacy through group communications, asserting possession of documentation demonstrating legal compliance and ongoing dialogue with educational authorities. The institution has cautioned against allegations of unlawful operation, emphasizing that unsubstantiated claims could constitute defamation under applicable laws.

  • Educators welcome PEP changes

    Educators welcome PEP changes

    Jamaican education authorities have implemented significant modifications to the Primary Exit Profile (PEP) assessment system in response to the extensive learning disruptions caused by Hurricane Melissa. The revised framework, which has garnered widespread support from school administrators, aims to create more equitable testing conditions for students across the island.

    Karlene Bisnott-Hemmings, Principal of Vaz Preparatory School, emphasized that the adjustments acknowledge the substantial instructional time lost by students in western parishes, where many communities remain without reliable electricity. Unlike previous disruptions such as the COVID-19 pandemic, the hurricane’s aftermath presents unique challenges as students lack basic infrastructure necessary for digital learning alternatives.

    The restructured assessment approach eliminates science and social studies from external evaluations this academic year. Grade six students will now complete only three assessments: an Ability Test, Mathematics Curriculum-Based Test with numeracy components, and Language Arts Curriculum-Based Test with literacy elements. Similarly, grade five students will undertake just two performance tasks in mathematics and language arts, while grade four pupils will sit literacy and numeracy examinations.

    Education professionals have praised these modifications as both pragmatic and necessary. Principal Bisnott-Hemmings noted that the reduced subject load makes academic preparation more manageable within the compressed timeline leading to April examinations. However, she highlighted that persistent electricity shortages continue to disadvantage western parish students, potentially requiring creative solutions such as extended on-campus study sessions.

    Alia Harris, Vice-Principal of McAuley Primary School, characterized the changes as responsive to longstanding educator advocacy. She emphasized that the streamlined assessment approach recognizes the developmental stage of primary students while maintaining academic integrity during recovery efforts. The consensus among educational institutions indicates broad approval for measures that balance accountability with compassion during this challenging period.

  • Frustration Mounts at UB over Credit Transfer Between Schools

    Frustration Mounts at UB over Credit Transfer Between Schools

    A significant academic pathway agreement between Sacred Heart Junior College and the University of Belize is facing operational challenges, creating substantial obstacles for students attempting to transfer credits. Despite a Memorandum of Understanding established in 2023 that was designed to streamline academic transitions, numerous graduates report encountering unexpected bureaucratic barriers and academic redundancies.

    The agreement, which enabled UB to offer bachelor’s programs on SHJC’s Cayo campus, has failed to deliver the seamless credit recognition that students anticipated. Hazel Tut, a Business Management major who recently transitioned from SHJC to UB, exemplifies the difficulties. She reports being required to retake over ten courses despite having completed equivalent coursework at the associate level, creating both financial strain and academic frustration.

    “I genuinely expected a smooth transition, but reality has proven otherwise,” Tut explained. “While I appreciate UB’s educational quality, the implementation of this agreement has created unnecessary complications. The fundamental purpose of the MOU was to establish course equivalency, yet I cannot secure proper credit transfer.”

    The situation has created cascading effects for students from economically disadvantaged backgrounds who specifically selected Sacred Heart Junior College to minimize transportation costs and financial burdens. Tut emphasizes that many families remain unaware of these transfer complications when enrolling at SHJC.

    Both institutions acknowledge the ongoing challenges, with advisors and administrative staff reportedly working to resolve the credit evaluation process. However, students like Tut continue to face delayed graduation timelines and duplicated educational expenses, calling into question the practical implementation of the inter-institutional agreement.

  • Students Question Credit Transfers Despite UB Agreement

    Students Question Credit Transfers Despite UB Agreement

    A significant misunderstanding regarding credit transfers continues to affect students at Sacred Heart Junior College seeking to advance their education at the University of Belize. This confusion stems from a 2023 agreement that many students misinterpreted as guaranteeing seamless credit transfers between the institutions.

    University officials have clarified that the memorandum of agreement signed in 2023 was specifically designed to facilitate the University of Belize offering bachelor’s degree programs on the Sacred Heart campus, particularly focusing on business administration programs for students in western regions. The agreement did not establish any automatic credit transfer system between the two institutions.

    Dr. Bernard Watler, Dean of the Faculty of Management & Social Sciences at the University of Belize, explained the current evaluation process: “When students have completed courses or earned associate degrees at Sacred Heart Junior College, their credits undergo rigorous individual assessment on a course-by-course basis. This evaluation is conducted by qualified faculty members to ensure students possess the necessary prerequisites for bachelor-level studies.”

    The current framework requires Sacred Heart graduates to have each course individually evaluated, with only those meeting UB’s academic standards being accepted for transfer. Courses deemed insufficient in preparation require retaking at the University of Belize before students can advance to higher-level coursework.

    University representatives emphasize that this selective transfer process maintains academic standards and ensures student readiness for advanced studies. Meanwhile, both institutions continue developing a more comprehensive transfer framework to address the ongoing concerns of students facing educational pathway uncertainties.

  • CXC January exams introduce online and paper-based formats

    CXC January exams introduce online and paper-based formats

    Saint Lucia has embarked on a transformative journey in educational assessment as the January sitting of the Caribbean Secondary Education Certificate (CSEC) examinations introduced a groundbreaking digital approach starting Monday, January 5th. This significant departure from traditional examination methods marks a pivotal moment in the Caribbean Examinations Council’s (CXC) digital evolution.

    The new examination framework implements a sophisticated hybrid model where all Paper One assignments are conducted exclusively online, while Papers Two and Three utilize a blended format combining digital question delivery with handwritten responses. This innovative structure represents the Ministry of Education’s strategic embrace of technological advancement in academic evaluation.

    Patterson Abraham, Acting Registrar of Examinations in the Ministry of Education, elaborated on the new process: “Candidates will receive their question papers digitally on laptops or approved devices, while simultaneously being provided with physical question-and-answer booklets for handwritten responses. This integrated approach maintains the integrity of written expression while leveraging digital efficiency.”

    The transition to digital assessment has presented logistical challenges, particularly regarding device availability at examination centers. Abraham acknowledged the disparity between registered candidate numbers and functional devices, necessitating a session-based examination schedule for high-demand subjects including English A and Mathematics.

    “With 135 students registered for English A at Castries Private and 45 in Vieux Fort, and Mathematics attracting 165 registrations at Castries Private alone, we’ve implemented a session system due to the limited availability of approximately 75 functional laptops per center,” Abraham explained. “This requires strategic grouping of candidates across multiple examination sessions.”

    The new session-based approach means candidates will write examinations at staggered times, requiring some students to wait before their scheduled sessions. Abraham advised practical preparation for these intervals: “Students should come equipped with lunch and study materials to ensure their waiting time is spent constructively through revision or quiet study.”

    This digital transformation represents both the opportunities and challenges of integrating technology into traditional examination systems, setting a precedent for future educational assessment methodologies across the Caribbean region.