分类： education

Jamaica’s prestigious Norman Manley Law School (NMLS) has kicked off an ambitious five-year J$55 million (equivalent to roughly US$348,834) alumni giving campaign, marking a major milestone in the institution’s strategy to deepen graduate engagement and expand student support systems. On the night of the campaign’s official launch, the initiative already locked in more than J$3 million (US$19,027) in pledged donations, demonstrating early enthusiasm among NMLS graduates for the effort.

Unlike traditional institutional fundraising campaigns, this effort is being piloted exclusively through the NMLS Class of 1997, with prominent alumnus Christopher Townsend stepping into the role of Cohort Ambassador to lead the pilot phase. The eight-week pilot campaign sets multiple interconnected goals, centered on expanding access to scholarships, growing student success programs, building out formal mentorship frameworks, boosting student and graduate professional development opportunities, and driving long-term institutional growth.

Organizers note that the campaign is not limited to financial contributions alone: NMLS is actively encouraging all participating alumni to contribute non-monetary support as well, including sharing professional expertise, opening access to their industry networks, and volunteering time to mentor current students and support school programming.

In a statement at the launch, NMLS Principal Dr. Christopher Malcolm emphasized that the campaign is far more than a fundraising drive: it is a core component of the institution’s broader strategy to rebuild and strengthen the bond between the law school and its thousands of graduates across the globe. “This campaign, which forms part of a broader strategic approach to alumni engagement, provides an important opportunity to strengthen the School’s relationship with its graduates while creating new avenues of support for our students and the continued development of our institution,” Malcolm said.

Townsend framed the Class of 1997’s role as a trailblazing one for future cohorts to follow. “The Class of 1997 is proud to serve as the arrowhead for this campaign,” he said. “We are excited to set a precedent that other graduating classes can build on for years to come.”

For current students relying on institutional aid, the expanded support made possible by the campaign fills a critical gap. Emily Williams, a current NMLS student and existing scholarship recipient, shared how targeted alumni support transforms the student experience. “Scholarships ease more than financial pressure. They create space for students to focus on their studies, participate more fully in the life of the School and pursue opportunities that contribute to their growth and development,” Williams explained.

Moving forward, NMLS leadership plans to use data and insights from this Class of 1997 pilot to refine the model, with the long-term goal of rolling out cohort-based alumni engagement campaigns across all graduating classes. The pilot is designed to test what structures encourage graduates to reconnect with their alma mater and contribute to the next generation of Jamaican legal professionals, laying the groundwork for a sustainable culture of giving at the institution.

Barbados’ Technical Vocational Education and Training (TVET) Council has announced a major upgrade to the long-running Preparing Today for Tomorrow’s Challenges, Transforming Children’s Lives (PTFTC-TCL) initiative, announcing that all new participants enrolling in the programme starting this September will earn formal certification recognized under Caribbean Vocational Qualification (CVQ) regional standards. The announcement was made by Akil Thompson, the TVET Council’s technical officer for programme development, during the programme’s 10th anniversary recognition ceremony held at Sandals Royal Barbados, where Thompson addressed more than 300 attending students.

Prior to this policy shift, programme completers only received a general certificate of participation. Under the updated framework, all new enrollees will complete formal competency assessments aligned with both national and regional occupational and employability standards, in addition to building structured professional portfolios to document their learning, skill growth and ongoing professional development. Thompson emphasized that this alignment transforms the soft skills students gain in the programme — including personal branding, business etiquette and interpersonal communication — into a tangible, resume-ready credential that holds formal recognition across the Caribbean region.

CVQs are standardized credentials validated by the CARICOM regional bloc, designed to confirm that candidates demonstrate the skills and knowledge required to meet established regional occupational standards. One of the key benefits of regional CVQ recognition is its role in facilitating the free movement of skilled labor across CARICOM member states. Thompson explained that workers holding a valid CVQ can cut through much of the bureaucratic red tape and regulatory barriers that often slow professional relocation when pursuing job opportunities in other Caribbean countries.

The new certification falls under the TVET Council’s Core Skills qualification framework, which outlines six foundational competencies split into core and wider skill categories. The three core competencies include communication, application of numerical concepts, and information and communication technology (ICT) literacy. The three wider, transferable competencies are problem-solving, collaborative teamwork, and ongoing self-directed knowledge and skill development. Under the new framework, PTFTC-TCL participants will earn certification for specific competency levels: working with others at Levels 2 and 3, communication at Levels 1 and 2, and problem-solving at Levels 1 and 2.

Thompson noted that while the TVET sector commonly labels these foundational competencies as “employability skills,” their value extends far beyond helping graduates secure jobs. “These are skills for life,” he stated, underlining that the updated programme will not only boost participants’ employment prospects but also equip them with long-term tools for personal and professional success across all areas of life. The TVET Council has collaborated closely with PTFTC-TCL programme coordinators throughout the upgrade process to bring the initiative in line with regional standards, marking a significant milestone in the programme’s 10-year history of transforming children’s and young people’s outcomes in Barbados.

Barbados is making a landmark push to integrate creative arts into its national secondary education framework, launching an ambitious new initiative that aims to carve out formal, globally connected career pathways for young people in the international entertainment industry. The programme was officially unveiled this week by Minister of Education Transformation Chad Blackman alongside beloved soca legend Alison Hinds, who brought together local creative communities to back the effort. The initiative marks a radical reimagining of the island nation’s education system, aligned with its bold goal to become a global leader in academic innovation within the next six years.

Barbados is facing a growing crisis in primary education, after newly released results from the national Secondary Schools’ Entrance Examination revealed a dramatic drop in English performance alongside persistent gaps in literacy and numeracy skills. Leading literacy specialist Shawntelle Morgan, founder of the educational consultancy I-Teach Transformative Knowledge Solutions Ltd, is sounding the alarm that the current state of young learners’ grammar and reading comprehension falls far short of acceptable standards, with long-term consequences for students moving into secondary education.

Official data shows the national average English score tumbled from 72.5 in 2025 to 64.2 in this year’s examination. While Acting Chief Education Officer Julia Beckles framed overall results as broadly aligned with trends from recent years, she did confirm longstanding concerns around students’ core competencies: mastery of grammar and vocabulary, reading comprehension, and the ability to apply learned mathematical concepts to new problems.

Morgan pushed back against framing the results as a status quo that can be accepted, telling local outlet Barbados TODAY that the declining scores demand far more aggressive action to close persistent learning gaps. She singled out deficits in expository text comprehension as a particularly pressing threat to secondary school success, noting that this type of informational writing forms the backbone of the secondary curriculum across all subjects. Students who struggle to parse expository text will face steep, avoidable barriers to learning as they advance, she explained.

The literacy expert emphasized that gaps in foundational literacy identified at the primary level do not disappear when students transition to higher grades — they follow learners into secondary school and undermine their ability to engage with new, more advanced content. Instead of students shifting from “learning to read” to “reading to learn” as expected, many arrive at secondary school still needing to fill gaps in core foundational skills. Even high-performing overall students are not immune, Morgan added: while they may have solid general literacy skills, they often lack the disciplinary literacy specific to individual high school subjects, which demands more complex analytical reading skills.

Morgan argues that the 2025 exam results should push educators and national policymakers to conduct a root-cause review of existing literacy initiatives. She questioned whether current programs are actually delivering meaningful improvements, or merely covering up deeper systemic flaws in the education system. “If we look at the data and see that we are regressing somewhat, then we have to ask ourselves why, and how do we pivot from where we currently are,” she said.

While Morgan acknowledged that significant public and private investment has already gone into expanding literacy programs across Barbados, she said a one-size-fits-all approach is not working. Instead, the education system needs a more individualized model that assesses each learner’s unique gaps and adjusts instruction to meet those needs, she argued, noting that “you cannot build on a weak foundation.” She also called for a shift away from social promotion — moving students to the next grade simply based on age, rather than mastery of core skills — to ensure all learners have a solid foundational base before advancing.

To address the crisis before the next academic year begins, Morgan is calling for a coordinated national response that brings together Ministry of Education officials, primary and secondary school teachers, and school administrators for targeted consultation. She stressed that incremental, short-term fixes such as summer intervention programs followed by a return to traditional outdated teaching methods are not enough to reverse current trends. “It cannot be business as usual,” she said.

Among the key changes Morgan is pushing for: universal comprehensive diagnostic assessments to map learning gaps early, increased targeted funding for schools serving vulnerable student populations, and expanded learning resources to support students as the education system shifts toward more project-based learning models. Morgan emphasized that all preparations and resourcing must be completed before the new school year opens, saying meaningful change requires intentional pre-term planning to set students up for success.

The 2026 annual graduation ceremony of Cuthbert Moore Primary School, held at Massiah House in St John, Barbados, closed out a transformative academic year defined by standout academic performance, intentional character growth, and a packed schedule of enriching co-curricular activities. New principal Andrew Haynes, who took over leadership mid-transition this year, used his address to the graduating class, families, and staff to highlight both the school’s impressive Common Entrance Examination results and its unwavering commitment to nurturing well-rounded, morally grounded young people. The 2025-2026 academic year launched on September 8, 2025, with a total enrollment of 159 students – 95 boys and 64 girls – supported by a team of 22 certified academic educators and 11 ancillary staff members. The year brought a key leadership shift, as former administrator Karen Sealy-Cox transferred to Ellerton Primary School, clearing the way for Haynes to step into the principal role.

Speaking to the core mission of the St George-based school, Haynes emphasized that while academic excellence across all disciplines is a point of institutional pride, the school’s ultimate priority lies in character development. “The greatest value is developing each student into a human who can face the world and overcome obstacles with moral force,” Haynes told the gathering. “Thus, we aim to develop integrated, functional, contributing boys and girls imbued with tough moral fibre.”

This commitment to academic growth, aligned with the Ministry of Education’s national Transformation programme, yielded strong outcomes in this year’s Barbados Secondary Schools’ Entrance Examination (BSSEE), the nation’s common entrance test for secondary school placement. All 22 graduating students sat the exam, posting a mean score of 63.6 per cent in language arts and 67.6 per cent in mathematics. Two students stood out for exceptional individual performance: La’Wayne Arthur earned a 95 per cent score to claim the school’s top mathematics mark, while Najahri Neblett secured an 82 per cent in English alongside a Grade A distinction for the essay component. All graduating students earned placements at leading secondary schools across Barbados, including Alleyne School, St George Secondary, Combermere School, and Alexandra School.

“These placements are a testament to the hard work and perseverance demonstrated by our students,” Haynes said, extending warm congratulations to graduates and their families, and thanking the teaching staff for their constant guidance and dedication. Beyond the classroom, the school prioritized holistic development through a full calendar of co-curricular, cultural, and community-focused initiatives throughout the year. Students took part in national Republic and Independence Month celebrations centered on the theme “All Things Bajan”, completed financial literacy training through the national FLITE programme, and engaged in cultural programming for African Awareness Month, Valentine’s Day, and Easter. A school-wide recycling competition also drove student engagement in environmental stewardship, helping instill lifelong habits of sustainability.

One of the most memorable milestones of the year was an official visit from Barbadian President Jeffrey Bostic in May, an experience Haynes called deeply inspiring for every member of the school community. Athletic programs also saw major success: the school’s Purple Panthers house reclaimed the coveted inter-house track and field championship title, while the boys’ cricket team pulled off a dramatic last-ball victory over Shirley Chisholm Primary School. Haynes also highlighted the ongoing professional growth of his teaching team, noting that educators completed specialized training across key areas, from advanced reading comprehension instruction to integrating tablet technologies into daily lesson planning.

Looking ahead, the principal expressed sincere gratitude to the school’s many supporters, including corporate benefactors, local community organizations, and political representatives – including Toni Moore, Member of Parliament for St George North – for their generous donations and ongoing backing for campus infrastructure upgrades and school events. Reaffirming the institution’s longstanding commitment to Barbados’ youth, Haynes closed his address with a clear vision for the future. “At Cuthbert Moore Primary, we will continue to strive to improve educational outcomes for all students,” he said. “May every one of us continue to strive for excellence as we work to build the nation’s greatest resource – its children.”

As one of the last cohorts of students prepare to transition to secondary school under Barbados’ existing placement system, a small private all-boys Anglican primary school is marking an exceptional year of academic and extracurricular achievement. St Cyprian’s Boys’ Primary School is celebrating extraordinary outcomes from the 2024 Barbados Secondary Schools’ Entrance Examination (BSSEE), headlined by 11-year-old student Kaden Ward who earned joint second place across the entire island. The standout student scored a perfect 100 in Mathematics and 94 in English, for a total combined score of 244.8. He will enroll at his top-choice institution, Harrison College, when the new academic term begins in September.

Principal Dave Layne broke down the school’s impressive collective performance, noting that 30 boys from the school sat this year’s examination. Across the cohort, students posted an average score of 80% in English and 86.6% in Mathematics. Eighteen of the 30 test-takers earned scores above 80% in English, while 17 hit the 90% threshold in Mathematics. Eleven boys scored between 95 and 100 in Mathematics, including three students who achieved perfect marks of 100.

Beyond individual and collective scores, the school saw overwhelming success in matching students to their preferred top secondary institutions. Ten students will move on to Harrison College, one of the island’s most elite secondary schools, and seven will attend The St Michael School, another top-performing Barbadian institution. Overall, 22 of the 30 graduating boys earned placement in one of their top two choice schools, six gained admission to their third-choice school, and only two were placed at their fourth option.

Ward, who described his feeling about the result as simply “I feel great”, attributes his success to consistent discipline and intentional sacrifice. When asked what sacrifices he made to earn his top ranking, the 11-year-old explained he gave up recreational device use on weekends to prioritize his studies. He also emphasized that he could not have achieved the result without consistent support and extra guidance from his teachers throughout the exam preparation period, noting that educators pushed him with challenging practice work and stood by him every step of the way. Ward added that he selected Harrison College as his first choice after visiting the campus on a school tour and immediately connected with the institution’s environment.

Principal Layne noted that the exceptional BSSEE results are just one highlight of what has been an all-around outstanding year for the school. Beyond academics, students have notched major achievements in inter-school sports, visual and performing arts, and a wide range of other extracurricular programs. Layne says the school’s core philosophy centers on the idea that meaningful achievement only comes through consistent, intentional hard work – a value he hopes graduating students will carry with them through the rest of their lives.

As students prepare to make the transition to secondary education, Layne urged the graduating cohort to hold onto the core values they learned during their time at St Cyprian’s: discipline, respect for others and institutions, and a commitment to hard work. These foundational principles, he noted, serve people well across every stage of life. He also encouraged parents to remain actively engaged in their sons’ ongoing educational development, reminding them that consistent involvement and reinforcement of expectations helps students grow into responsible, successful adults.

This year’s BSSEE cohort is among the final groups of students to sit the long-running Common Entrance Examination before Barbados transitions to a new secondary school placement system. When asked about the upcoming changes to the national education structure, Layne expressed confidence that St Cyprian’s and other primary institutions across the island will adapt successfully to the new framework. He noted that all schools are starting the transition on an equal playing field, and that institutions will adjust their approaches to meet the requirements of the new system.

For the moment, however, the entire St Cyprian’s community is focused on celebrating the hard work and success of this year’s graduating class. Layne summed up the school’s core mission, saying that at St Cyprian’s, the goal is always to nurture every student, give them the strongest possible foundational skills, and send them on to secondary school confident that they have the tools they need to thrive at the next stage of their educational journey.

Barbados’ private St Gabriel’s School has made history this examination cycle, becoming the first institution in the island’s education system to claim both the top male and top female positions in the annual Common Entrance Examination. This unprecedented double triumph has cemented the school’s long-standing reputation for academic excellence, while opening new conversations around ongoing national education reform efforts.

Benjamin Enzo Luciene earned the title of the nation’s highest-scoring male candidate, and Xiomara Alexis Lascaris secured the top position for female students. In a further milestone for the two high achievers, both have already been accepted to study at Harrison College, one of the country’s most prestigious secondary institutions, where they will begin their post-primary education this coming September. At the time of the official results announcement, no public data was released on how government-funded public schools performed in terms of overall placement rates or distribution of top scores across institutions.

Chad Blackman, Barbados’ Minister of Education Transformation, officially announced the results and extended warm congratulations to all participating students across the country, highlighting the extraordinary achievement of Luciene and Lascaris in particular. Blackman reaffirmed the government’s unwavering commitment to advancing comprehensive systemic reform in the national education sector, while framing the current results within the context of a planned long-term shift away from the high-stakes standardized testing model that the Common Entrance Examination represents.

Blackman acknowledged that the examination has occupied a central role in the island’s education culture and national identity for decades. “This examination throughout the years has been an important part of our national psyche in terms of education,” he said. “That’s why I’m so excited about the future of that transition: it is going to be one that is based on equity and is one that is based on ensuring that we tap into the broad skill sets that our children have, and therefore not focused on a one-shot exam.”

Celebrations erupted across the St Gabriel’s campus immediately after the results were made public, with jubilant cheers from students, faculty and parents echoing through school corridors. St Gabriel’s Principal Alexina Chandler shared in an interview that the school placed a total of four students in the national top 10, an achievement she called deeply rewarding for the entire school community.

“We are so proud of them, over the moon,” Chandler said. “I mean, it’s not a total surprise because they’ve all worked very hard, but we’re very pleased, very pleased. We’ve had top students before, but not both. I’m not sure how many schools have had both, so that would be interesting to look into. I know they’ve worked extremely hard, and they’re focused children, lovely children. We also have two others in the top ten as well. I’m very proud of all of them.”

Chandler explained that the school’s consistent strong performance stems from a deliberate approach to building academic and personal foundations starting in early childhood education, rather than cramming focused preparation only in a student’s final primary year. She noted that the modern teaching frameworks the Ministry of Education Transformation currently promotes nationwide have already been core to St Gabriel’s curriculum for decades.

“The students work very hard, obviously the teachers as well, but it doesn’t just start in Class 4. It starts in the foundation years from nursery and reception onwards. We build that foundation. The ministry is talking about play-based learning; we already have that in place for many, many years, and then the children build on that,” she explained. “Even in Class 4, they continue with the other subject areas, so we will have well-rounded, confident students. So a lot of hard work from the students, the teachers, and the parents, their support as well.”

Addressing the ministry’s push for systemic education reform that prioritizes holistic development over rote testing, Chandler added that St Gabriel’s has long balanced targeted exam preparation with investment in soft skills and well-rounded growth. For example, the school introduces test-taking strategies, time management and problem-solving skills as early as Class 3, helping students build confidence without sacrificing broader learning. Project-based learning, another reform priority, is already a core component of the school’s infant department, with plans to expand the model further to align with the ministry’s new guidelines.

“It’s not just about mathematics and English for us; it is well-rounded students who, you know, [have] those soft skills … as well, project-based. We already have that going in our infant department. It’s now to extend more to the juniors in terms of what the ministry is looking at,” she said.

As Luciene and Lascaris prepare for their move to Harrison College, Chandler expressed full confidence that the foundational, holistic education they received at St Gabriel’s will support them through the next stage of their academic journeys. She emphasized that the historic double win is not a one-off anomaly, but a reflection of the school’s long-held institutional culture and educational philosophy.

“It sums up what we try to do at St Gabriel’s in a lovely way. It is not a surprise, as I said, everyone worked really hard and was focused. And so this is not an anomaly. This is not by accident. This is part of what we do at St Gabriel’s,” Chandler noted.

Founded in 1947 at the request of the then Anglican Bishop of Barbados, William James Hughes, St Gabriel’s originally opened with just 28 students between the ages of four and eight, and was initially run primarily by teaching sisters from the Convent of Jesus the Good Shepherd based in England. The school later expanded to offer primary through O-level secondary education, before closing its secondary section in 1975 to consolidate as an Anglican denominational primary school under the Diocese of Barbados. Today, it operates with a Christian foundational ethos while serving a multi-faith student body.