The Caribbean Examiner Vol. 20 Issue 2, 2021

THE CARIBBEAN
A PUBLICATION OF THE CARIBBEAN EXAMINATIONS COUNCIL
Volume 20 • Issue No. 2 • 2021
CXC® Regional
Top Performer
Awards Ceremony
Antigua & Barbuda
PAGE
12
EXAMINER
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4 VOLUME 20 • ISSUE NO. 2 • 2021 www.cxc.org
THE CARIBBEAN EXAMINER
THE CARIBBEAN EXAMINER IS A PUBLICATION OF THE CARIBBEAN EXAMINATIONS COUNCIL©
(CXC®)
EDITOR-IN-CHIEF DR WAYNE WESLEY • EDITOR MR RICHARD ROSE
EDITORIAL SUPPORT: MR MATTHEW TULL, MS FOLAYAN TAITT AND MRS KIANA BECKFORD
PLEASE SEND YOUR COMMENTS TO: THE CARIBBEAN EXAMINER CXC, PRINCE ROAD AND PINE PLANTATION ROAD, ST MICHAEL, BARBADOS
E: CXCezo@CXC.org • W: www.CXC.org • ISSN 2071-9019
IN THIS ISSUE
ABOUT THIS ISSUE In this issue of the
Caribbean Examiner, we feature keynote
remarks from Dr Wayne Wesley, Registrar and
CEO, titled: “The Challenges and Lessons of
COVID-19 for Caribbean Educators: A CXC®
Perspective” from the CAPSS 28th
Biennial
Conference; senior appointments at CXC®
including the new Registrar and Deputy CEO, Dr
Eduardo Ali, the Director of Corporate Services,
Mrs Sheree Deslandes; highlights from the “Top
Performer Awards Ceremony 2020” hosted by
Antigua and Barbuda; partnerships, and the
signing of MOUs, which will benefit Caribbean
students; CXC’s CAPE® Environmental Science
Digital Toolkit, the I AM CARICOM Did You Know
(DYK) social media campaign and much more.
6 Caribbean Association of
Principals of Secondary Schools
28th
Biennial Conference
THEME
Breaking Barriers:
Transitioning Beyond the Norm
KEYNOTE ADDRESS
The Challenges and Lessons of
COVID-19 for Caribbean Educators:
A CXC® Perspective
Dr Wayne Wesley
10 Dr Eduardo Ali is the
New Pro-Registrar and Deputy CEO
11 CXC® Appoints Director
of Corporate Services
12 Antigua and Barbuda
host the Virtual 2020 CXC®
Top Performer Awards Ceremony
16 Tre’ Sparks-St. Bernard
of Grenada Wins Top Prize
in the 2020/2021 CPEA™
Story Writing Competition
17 CXC® meets CHEA
18 CXC® updates AACRAO members
on the administration of the
2021 CSEC® and CAPE® examinations
19 CXC® Signs MOU with
The Mico University College, Jamaica
20 CXC® Signs MOU with MSU Texas
21 CXC® expands
partnership with
The University of Guyana
22 Carlong Publishers
makes its way to the
CXC® Learning Hub
24 Caribbean Students to
Benefit from CXC® MOU
with Western Illinois University
25 CXC® Partners with GIZ to
Strengthen Capacity on
Greening Concepts
26 CDB Continues its Support
for CXC’s Environmental
Science Initiatives
28 CXC® Digital Toolkit Empowers
Future Environmentalists
12
16
10
30 Upskilling
32 New Appointments
33 CXC® Celebrates
The Caribbean
Community
(CARICOM) Week
33 CXC® takes part
in I AM CARICOM
DYK Social Media
Campaign

KEYNOTE ADDRESS
Dr Wayne Wesley, PhD, CMgr
Registrar and Chief Executive Officer
Caribbean Examinations Council (CXC®)
Breaking Barriers:
Transitioning Beyond the Norm
The Challenges and Lessons
of COVID-19 for Caribbean
Educators: A CXC®
Perspective
Thank you, Moderator. Mrs Sherra
Carrington-James, President, Caribbean
Association of Principals of Secondary
Schools (CAPSS), other executives of
CAPSS, other distinguished ladies and
gentlemen, Good Afternoon.
Let me first express my gratitude to
be invited to participate in the 28th
Biennial
flagship CAPSS Conference, under the
theme Breaking Barriers: Transitioning
Beyond the Norm. My address will focus
specifically on The Challenges and Lessons
of COVID-19 for Caribbean Educators: A
CXC® Perspective.
A historical perspective of the
challenges facing the region since the
declaration of independence for most, if not
all member states of CARICOM, will confirm
that collectively, as a region, we have
not all simultaneously experienced such
socio-economic disruption as we have now
experienced with the COVID-19 pandemic.
Indeed, an unprecedented time not just
for the region but globally. The capability
and capacity of all normative systems
were, and continue to be tested, revealing
inadequacies and vulnerabilities (resulting
from the years of neglect to adequately
resource the timely modernisation of the
education system which is crucial to the
socio-economic well-being of any country.
Understanding that investment in
education is not only economical, in terms
of human capacity development (and
business development) but is also social in
terms of a coping mechanism supporting
family existence. In respect of the latter,
the disruption of this coping mechanism
disproportionately affected homes
depending on the type of employment
whether formal or informal, especially
since the home has become the centre of
learning activities. The education system
now has a greater reliance on parents or
guardians to maintain the teaching-learning
process. Therefore, an imperative for
member states is the development of a
greater level of socio-economic resilience.
This, at the very least, requires a robust
and sustainable transformation of our
development infrastructure and operational
systems to become responsive and agile.
The complexity of challenges at the level
of each member state was exponentially
transferred to regional entities, that must
operate across member states. An added
dimension to the complexity is that each
member state has its own unique education
system with varying levels of resources and
approaches to its curriculum delivery.
Each national education system
becomes a subsystem within a regional
Caribbean Association of Principals of
Secondary Schools 28th
Biennial Conference 2021
26-31 JULY 2021
The education
system now
has a greater
reliance on
parents or
guardians
to maintain
the teaching-
learning
process.
* Keynote Address delivered on Wednesday 28 July 2021

www.cxc.org VOLUME 20 • ISSUE NO. 2 • 2021 7
KEYNOTE ADDRESS
construct to create an ecosystem with
interdependencies requiring consensus.
Given the diversity that exists across the
region’s education systems, achieving the
best outcome necessitates negotiated
comprise(s) as articulated national positions
are reconciled and resolved.
Accordingly, a systems-thinking
approach must be adopted in a meaningful
response strategy to reorient the education
system to be agile and responsive to any
disruption (pandemic, epidemic, natural
disasters or civil unrest). Adopting a systems-
thinking perspective to the education system
provides a simple contextual framework for
analysing the complexity of the challenges
in terms of its components as follows:
1. Inputs (Institutions and Resources -
Finance, Infrastructure and People);
2. Processes (Governance - Policy,
Accountability, Regulations
Standards);
3. Outputs (Products and Services);
4. Outcomes (Results and Impact); and
5. Monitoring (Risk and Sustainability).
In recent times the important issue of
governance (and accountability) have
become critical markers of integrity and
transparency. The challenge in this regard is
balancing the expectations for transparency
in building trust and confidence while not
compromising on integrity in preserving
credibility, recognition (quality, value) and
independence. The resulting imperative is
the need to strengthen the system of
governance to become more inclusive and
accountable.
Accountability is required for the
achievement of organisational performance
objectives. Accountability means being
answerable for managing quality, risks and
compliance with policies and procedures. In
the absence of a well-defined performance
management framework, disorder and
uncertainty will foster and legitimise low
levels of accountability.
It is important to understand that
accountability systems should not be at the
expense of innovation and creativity. In
its basic structure, accountability involves
setting performance standards/objectives
and holding individuals responsible for
the achievement of the agreed objectives
having provided them with the requisite
information and resources. Consequently,
accountability requires a well-defined
performance management framework
providing structure, order and clarity as
follows:
1. Clearly defined area of responsibility
(Job Description - role and function);
2. Clearly defined performance targets;
3. Provision of requisite information and
resources;
4. Maintaining technical competencies
(Professional development);
5. Clearly defined reporting requirements
- Monitoring performance achievement;
and
6. Rationale/Motivation - Reward for good
performance and consequences for
poor performance.
An accountability framework obligates
both management and staff.
Within the regional construct, the
transformation processes of teaching,
learning and assessment have emerged as
the common platform for regional discourse
in terms of cooperation and collaboration.
Accordingly, the establishment of regional
institutions such as The UWI (JBTE), CXC®,
CAPSS and CUT, COSHOD-Education would
have emerged. Central to the establishment
of these institutions is the development and
preservation of standards.
The Caribbean Examinations Council
is by no means immune to the impact of
the COVID-19 pandemic. CXC’s strategy
from as far back as 2015 sets out a vision of
transformation and change to reposition its
operation and assessment in the region on
an e-platform for greater levels of efficiency,
quality and security. However, while some
progress would have been made, the full
realisation of the outcomes is yet to be
achieved. In recognition of this, CXC® is
now implementing a new five-year strategic
plan for the period 2021–2025. The vision is
to create a digitally transformed enterprise
providing quality, relevant and globally
recognised educational services. To this
end, the strategic plan presents a structured
system of transformation to include research
and development, artificial intelligence,
digitalisation of systems and an inclusive
decision-making framework.
Thethreedimensionsoftheeducational
system critical to CXC’s examinations are
teaching, learning and assessment, with
the latter being most pertinent. From a
standards perspective, the syllabuses are
used as the content (scope and sequence)
for teaching, the objectives for subject
matter learning and the performance
criteria for assessment.
The specific challenges faced by CXC®
during COVID-19 are as follows:
1. Adjusting for learning loss;
2. Standardisation across territories;
3. Maintaining the integrity of the
examinations;
4. Facilitating Regional Consensus; and
5. Administration Logistics and
scheduling.
The three
dimensions of
the educational
system critical
to CXC’s
examinations
are teaching,
learning and
assessment, with
the latter being
most pertinent.

1. Adjusting for learning loss
Across the region, there were
different levels of preparedness,
which made it difficult to determine
what aspect of the syllabus were to
be assessed.
2. Standardisation across territories
Different assessment standards
within and across territories made
it difficult to quality assure. The
SBA was a common standardisation
measure across the region.
3. Maintaining the integrity of the
examination
Implementation of an approach that
reflects the best arrangement and
adequate safeguards for quality
assurance.
4. Facilitating Regional Consensus
Territories having different demands
and concerns that must be
rationalised and resolved towards
a consensus. Striking a delicate
balance knowing that not all will be
completely satisfied.
5. Administration logistics
and scheduling
Determination of the most convenient
period for examinations. The factors
to balance were safety protocols,
matriculation concerns, hurricane season
and the start of the new academic/school
term.
Other Lessons/Challenges
1. Custody Management of
Examinations
a. Exposure of Multiple-Choice
items/ inadequate item bank
b. Invigilator selection and
deployment
2. Inability to exercise innovative
operational flexibility for
assessment modification and
development.
a. Low take-up/inability to
administer e-Testing
b. Perception of the Modified
Approach
3. Maintaining examinations integrity
a. Learning Disruption
b. Varying levels of Syllabus
coverage
c. Varying standard of SBA
submissions
d. Varying standard of assessment
(Across the Region, within
member states and across and
within schools of member states)
4. Release of results
a. Matriculation requirements and
admission deadlines
b. Examinations’ schedule and
Natural disasters (Pandemic/
Epidemic, Earthquake, Storm and
Hurricane)
5. Psycho-Social impact on
stakeholders especially the students
6. High Stakes Examinations
7. Communication
a. Lack of understanding of the
grading system
b. The consultation process in
achieving consensus is difficult
within a regional context with
global implications.
9. Lack of resources/finances
REIMAGINING ASSESSMENT/
EXAMINATIONS AND CERTIFICATION
The World Economic Forum, in its
March 2016 report on New Vision for
Education: Fostering Social and Emotional
Learning through Technology, highlighted
16 skills for the 21st
Century which students
should achieve. These skills cover three
categories to include: Foundational
Literacies, Competencies and Character
Qualities. Of particular relevance are
Competencies – how students approach
complex challenges. The Competencies
highlighted are Critical thinking/Problem-
solving, Creativity, Communication and
Collaboration.
The current thinking around the
development of examinations, is a greater
focus on the appropriate balance between
critical competencies and content coverage.
With the rapid expansion in information and
communication technologies, access to
content and a wider range of information
is more attainable. Consequently, the
emerging approach is to consider the critical
competencies required for individuals to
function effectively in society. These core
competencies would develop the capability
and capacity within students to learn and
master any relevant content. These schools
of thought have implications not only for
the development of our syllabuses but
also for the construct of the examinations
and certifications awarded. As it relates
to assessment, focus will be on the core
competencies to be examined rather than
the content coverage.
How will this be facilitated?
1. Research and Development
CXC® is currently establishing a
research and development department
that will work collaboratively with
Universities across the region. This
strategic intervention is to:
(a) Drive innovation for new
assessment products consistent
with emerging demands for
greater use of digital technology;
(b) Lead educational transformation
through data obtained by
longitudinal and comparative
s t u d i e s t o i n f o r m p o l i c y
development and decision making
both at the regional and national
levels; and
(c) Creation of a regional performance
evaluation system for secondary
education through enhanced
performance data intelligence.
At the beginning of 2021, CXC®
launched the five-year strategic plan with
a commitment to responsibly reshape the
human capital of the region. To this end,
CXC® is rethinking our regional certification
framework to establish the development of
a progressive certification framework aimed
at minimising the number of students leaving
the secondary school system without
certification. Accordingly, CXC® has been
deliberate in the re-design of the award of
certification framework. Even though this
change is timely and necessary, CXC® will
retain features of the existing framework
and continue to issue individual Caribbean
Certificate of Secondary Level Competence®
(CCSLC®), Caribbean Secondary Education
KEYNOTE ADDRESS

Certificate (CSEC®) and Caribbean Advanced
Proficiency Examination® CAPE® certificates
to candidates who obtain acceptable grades
for the respective subjects. However, the re-
imagined structure for the CXC® awards would
have three exit awards of certification: the
CXC® Associate Degree, the CXC® Diploma
and the CXC® Certificate. This re-imagined
configuration of CXC® Awards:
1. Post-Secondary Award – CXC®
Associate Degree or CAPE® Certificate;
2. Upper Secondary Awards – CXC®
Diploma or CSEC®/CVQ Certificate; and
3. Lower Secondary Awards – CXC®
Certificate or CCSLC® Certificate
The CXC® Certificate would represent
the minimum competencies for an individual
to perform in society and while still providing
opportunities for students to pursue the CXC®
Diploma and CXC® Associate Degree. This
we believe, will create alternative pathways
for all candidates as we seek to promote
equity with all qualifications issued by CXC®,
ensuring that value and parity of esteem is
placed on all qualifications.
2. e-Transition Strategy
Digitally transformed end-to-end core
business processes of the Council
through the use of technologies.
The transformation will enable new
value and innovation by re-imagining
and creating an end-to-end integrated
system for syllabus and examinations
d e v e l o p m e n t , e x a m i n a t i o n s
administration, marking, grading and
certifying registered candidates.
This integrated system is expected to
provide increased access and flexibility,
standardised levels of service at a lower
cost, yielding greater efficiency and
effectiveness for the increased satisfaction
of all stakeholders.
The implementation of a new e-Testing
system to facilitate electronic assessments
across the suite of its examinations and the
execution of CXC’s:
(a) e-QBank – Fully resourced and
robust item bank;
(b) e-Proctoring – Universally
available assessment delivery; and
(c) On Demand Tests – Ability for
candidates to write examinations
at any time.
3. Technology Deployment in the
Education System
Data Analytics:
(a) Current deployments are embracing
the use of Data Portals with live
filtered data sets by Territory and
Centres where interrogation may
be a Subject, Gender and Age
Cohorts. This gives policymakers
ready access to data which they may
use to examine specific trends at the
national level.
(b) Future considerations include
the overlay of the geographical
information and incorporation of
some of the newer technologies
including Data Lakes and ‘Machine
Learning’ that will facilitate greater
Business Intelligence and policy
support.
Digital Platforms:
(a) Provision of the e-Testing platform in
schools across the region equipping
them with the capability for the
Schools’ teachers to build their own
question bank for internal testing.
(b) The promotion of remote class
rooms via the CXC® Learning
Hub, where teachers can support
via both synchronous (live) and
asynchronous, recorded-sessions
and webinars.
(c) Release of the Digitised Syllabuses
with interactive content and live
linkages to supporting material (free
and paid).
4. An Inclusive Decision-making
Framework
This will facilitate the implementation of
a structured engagement strategy that
enhances the mechanisms for critical
stakeholder engagement, collaboration
and cooperation on strategic initiatives
for the development of the region’s
human capital. This regional endeavour
is to create value for all stakeholders as
we establish the regional enterprise.
CONCLUSION
The COVID-19 experience has served
to highlight several weaknesses in the
regional education system and points to the
urgent need to reorient our approach for its
sustainable development.
It has been widely posited that digital
transformation is an educational imperative
for access to be universal, quality to be
standardised, equity to be fair and relevance
to be applicable. It is important to note
that digital transformation of our education
system is only an enabler for operational
flexibility and not a panacea. Other
interventions dealing with psychosocial
interventions are also critical.
The overall lesson learnt from COVID-19 is
the awakening of the collective consciousness
(at the governance, leadership, operational
and functional levels) of the inadequacies of
our normative systems and the awareness
of the need to collectively reimagine and
develop a more inclusive and resilient socio-
economic system of development. It is
more than just “building back stronger” it is
“building back sustainably”.
Ladies and gentlemen, I thank you.
KEYNOTE ADDRESS

NEWS
The Council of the Caribbean Examinations Council (CXC®), at
its 54th
Meeting on 14 April 2021, appointed Dr Eduardo R. Ali, an
experienced education policy and development leader, to the role
of Pro-Registrar and Deputy Chief Executive Officer.
Dr Ali joined the organisation with effect from 1 August 2021. The
Pro-Registrar and Deputy CEO leads and strategically manages the
Western Zone Office in Jamaica, and is responsible for the Research
and Educational Services Division, several Council committees,
educational transformation, innovative learning products and
regional and international alliances and partnerships.
Dr Ali’s career of nearly three decades has positioned him in
various roles in the Caribbean, North America, the United Kingdom
and the Middle East, within the field of education and international
development. These include CEO of a private Caribbean education
consulting firm, Executive Director of The Accreditation Council of
Trinidad and Tobago, director for planning, research, development,
accreditation and effectiveness at two universities in the United Arab
Emirates and Programme Manager, Human Resource Development
(Education and Labour) at the CARICOM Secretariat, Guyana. In
addition, Dr Ali has held leadership and technical roles within The
University of the West Indies at the Cave Hill and St Augustine
campuses, the Council of Legal Education and public sector and
private institutions and agencies.
Dr Ali is a thought leader in education policy, strategy,
accreditation and educational excellence. He has developed,
led and managed national, regional and international policy,
strategy and capacity building projects in several areas such as
tertiary education, seamless education, teacher education, TVET,
qualifications frameworks, accreditation systems and open and
distance learning. Dr Ali’s experience in these areas has been
garnered through his work within, or engaging the public sector,
research and education networks, higher education and TVET
institutions, private corporations and the CARICOM, United Nations
and Commonwealth systems.
A national, Commonwealth and Fulbright Scholar, Dr Ali holds
a Doctor of Education degree in Education Policy Studies and a
Master of Science in Educational Leadership, having studied at
the Universities of the West Indies, British Columbia, Sheffield and
Leicester. He is certified in strategic planning, public policy, learning
outcomes design, change management, project management,
quality assurance, results-based management and international
development. He has supervised and taught graduate students as
well as published over 30 academic peer reviewed and professional
papers in the fields of educational policy, reform, quality assurance
and leadership.
Dr Ali’s experience will be pivotal as CXC® embarks on its
transformational agenda within the context of the 2021–2025
Strategic Plan.
Dr Eduardo Ali
is the New Pro-Registrar and Deputy CEO
Dr Ali’s
experience
will be pivotal
as CXC®
embarks on its
transformational
agenda within
the context of
the 2021-2025
Strategic Plan
Dr Wayne Wesley, Registrar and
CEO, CXC® with Dr Eduardo Ali,
Pro-Registrar and Deputy CEO

NEWS
(CXC®) has appointed Mrs Sheree Deslandes
to the role of Director of Corporate Services
effective 1 September 2021. Mrs Deslandes
was previously appointed to act in the role
in August 2020.
During her career of over two decades,
Mrs Deslandes has led and managed
regional organisations at the Executive,
Senior Management and Managerial levels
within the service industry, with a focus on
driving organisational transformation and
excellence.
Mrs Deslandes joined the staff of CXC®
in 2002 as an Accounting Officer after
working with Sandals Resorts for several
years. She was promoted to the role of
Finance Manager at CXC’s Western Zone
Office in Jamaica in 2011, a role she acted
in from 2009. For her commitment to the
organisation, she was awarded Employee
of the Year, Western Zone, in 2004 and 2017.
Mrs Deslandes, a Chartered Director
and a member of the Association of Certified
Chartered Accountants and the Institute
of Chartered Accountants of Jamaica,
has oversight of the Corporate Planning
and Strategy Management, Finance and
Office Management and Human Resource
departments. Her objective is to continue to
effectively drive the strategic and operational
goals, transformational agenda and initiatives
through prudent financial administration and
effective team management.
Mrs Deslandes has over 20 years’
experience in Accounting and Management
and holds a Master of Science in Business
Administration - Finance and Banking
(Distinction) and a Bachelor of Science,
Accounting and Management Studies
(Hons.) from the University of the West
Indies, Mona. In addition, Mrs Deslandes
is certified in Forensic Accounting and
Fraud Prevention, International Financial
Reporting Standards, Balanced Scorecard,
Strategic Execution, Project Management,
Monitoring and Evaluation and she has
gained “Distinction” in Enterprise Risk
Management certification. She is also the
Results-Based Management Executive
Coordinator for the CARICOM Results
Based Management Phase II Pilot Project
and a representative for CARICOM Virtual
Pillar Group (VPG).
During her career of
over two decades,
Mrs Deslandes
has led and
managed regional
organisations at the
Executive, Senior
Management and
Managerial levels
within the service
industry, with a
focus on driving
organisational
transformation and
excellence.
Mrs Sheree Deslandes
Director of
Corporate Services
CXC®
Appoints
Director of
CORPORATE
SERVICES

host the Virtual 2020 CXC®
Top Performer Awards Ceremony
VIRTUAL 2020 TOP PERFORMER AWARDS CEREMONY

One of the highlights
on the annual
CXC® calendar is
the celebration of
the outstanding
performances of
Regional students
who completed
examinations during
the year. Much like
the Olympics, CXC’s
participating territories
take great pride in
hosting the event and
relish the opportunity
to showcase the
unique experiences
that each nation has
to offer.
However, with the impacts of COVID-19
being experienced throughout the Region in
varying intensities, the Council was forced
to curtail much of the typical activities in
the interest of the health and wellbeing of
candidates, staff and other stakeholders.
In this era of remote work, online
classes, and virtual meetings, CXC® decided
to leverage the available technology, and
in collaboration with the government of
Antigua and Barbuda, took the bold decision
to host the first-ever virtual ceremony for
the Region’s top performers. The event was
held at the St John’s Pentecostal House
of Restoration Ministries in Antigua and
Barbuda, while the 16 regional awardees
participated virtually from locations in their
respective countries. Although the top
performers had to forgo the customary
island tours and activities, Antigua and
Barbuda spared no resource to make the
candidates feel special and offered a virtual
taste of what the twin-island Nation had to
offer, via informative video presentations
Zane Ramotar – Guyana
Most Outstanding CAPE® Candidate Overall
Bhedesh Persaud – Guyana
Most Outstanding CSEC® Candidate Overall
Leoneal Mark – Grenada
Most Outstanding Female CCSLC®
Mya Lake – Anguilla
Most Outstanding Female CCSLC®

by the Ministry of Tourism and Investment.
At 2:30pm in the afternoon on 3 June
2021, the candidates, dressed in their
respective school uniforms as is customary,
were logged onto the Zoom online meeting
platform, at their residence or respective
Ministry of Education, as they anxiously
awaited the presentation of their awards
for outstanding performances in the July/
August 2020 examination session. Shortly
after the arrival of the Honourable Gaston
Browne, Prime Minister of Antigua and
Barbuda & Minister of Finance, Corporate
Governance & Public Private Partnerships,
and the arrival of Their Excellencies: Sir
Rodney Williams, Governor General of
Antigua and Barbuda & Lady Williams, the
ceremony was underway with the Parade
of National Flags by the Antigua & Barbuda
National Cadet Corps.
The keynote address for the ceremony
was presented by Prime Minister Gaston
Browne who during his remarks made
the astute observation that “the days of
chalk and talk are long gone. The use of
computer technology and integration of
machine learning must become the raison
d’etre.” Prime Minister Browne instructed
the awardees, “The Caribbean Region is
depending on you to take the baton to take
our Region to heights we never dreamed
of.” In full recognition of the pioneering
nature of the event and his Nation’s role in
its execution, the Prime Minister highlighted
the importance of embracing technology as
the driver of success in the Region’s future.
Also delivering remarks at the
ceremony were CXC® Chairman, Sir Hilary
Beckles and Registrar and CEO, Dr Wayne
Wesley. During the virtual ceremony, the 16
candidates from five Caribbean countries
– Anguilla, Grenada, Guyana, St Vincent
and the Grenadines, and Trinidad and
Tobago – received awards for outstanding
performances in the Caribbean Advanced
Proficiency Examination (CAPE®), Caribbean
Secondary Education Certificate (CSEC®)
and the Caribbean Certificate of Secondary
Level Competence® (CCSLC®).
ThewinneroftheCXC®CSEC®Regional
Top Award for 2020 was Bhedesh Persaud
of Queen’s College, Guyana. Bhedesh won
the Overall Outstanding Achievement award
with 22 subjects at Grade I and one subject
at Grade II. In addition, received the top
award for sciences.
The Professor Wilma Bailey Award
for Outstanding Performance in CSEC®
Geography was won by Kenezia Baynes, St
Joseph’s Convent (Marriaqua), St. Vincent
and The Grenadines. Kenezia achieved
Grade I in 3 subjects and achieved Grade
II in 4 subjects.
The Association of Chartered Certified
Accountants (ACCA) award for the top
performer in CSEC® Principles of Accounts
was shared by Joe Wootten, a Private
Candidate from Trinidad and Tobago and
Shania Sattaur of Brickdam Secondary
School, Guyana. Nyron Seoukienandan
of St Rose’s High School, Guyana was
the recipient of the award for the Most
Outstanding Candidate in Business
Education. Nyron achieved Grade I in 5
Business-based subjects. The award for the
Most Outstanding Candidate in Humanities
was awarded to Shai-an Lee Wen of St
Joseph’s Convent - San Fernando, Trinidad
and Tobago. Shai-an achieved Grade I in 5
Humanities-based CSEC® subjects.
The award for the Most Outstanding
Candidate in CSEC® Caribbean History
(Menezes-Rodney Award) was awarded to
Keziah Sealey-Liverpool of St Augustine
Girls’ High School in Trinidad and Tobago.
Keziah achieved Grade I in 7 subjects.
Anthony Sukra of New Amsterdam
Secondary School, Guyana, won the award
for Outstanding Performance in Technical
and Vocational studies, achieving Grade
I in a variety of technical and vocational
subjects. Mya Lake, Omololu International
School, Anguilla, won the award for Most
“the days of
chalk and talk are
long gone. The
use of computer
technology and
integration of
machine learning
must become the
raison d’etre.”
The Honourable Gaston Browne,
Prime Minister of Antigua and Barbuda

Outstanding Female Performer in the
Caribbean Certificate of Secondary Level
Competence® (CCSLC®). Mya achieved
grades of Master in English, Mathematics,
Integrated Science and Social Studies
and a Grade II in CSEC® Visual Arts.
Her counterpart, Most Outstanding Male
Performer, Leoneal Mark of Presentation
Brothers’ College, Grenada achieved grades
of Master in English and Mathematics, a
Grade I in CSEC® Agricultural Science,
CSEC® Information Technology and CSEC®
Principles of Business.
The most outstanding CAPE® candidate
Overall was Zane Ramotar of Queen’s
College, Guyana who achieved Grade I in
14 Units and Grade II in one Unit. Zane was
also the Most Outstanding Candidate in
Natural Science, achieving this award with
his outstanding performance in 13 science-
based Units.
Anjali Maharaj received the award for
the Most Outstanding Candidate in Business
Studies. Hailing from the Naparima Girls’
High School in Trinidad and Tobago, Anjali
achieved Grade I in a variety of CAPE®
business subjects leading to the ACCA
Award. The award for the Most Outstanding
Candidate in CAPE® Environmental
Science was awarded to Xavier Joseph of
Presentation College in Chaguanas, Trinidad
and Tobago. Xavier achieved Grade I in 6
Environmental-Science based Units.
Rhianna Ragoonanan of Lakshmi Girls’
Hindu College in Trinidad and Tobago,
received the award for the Most Outstanding
Candidate in CAPE® Humanities (Hodder
Education Award). Rhianna achieved this
award for her outstanding performance in
6 Humanities-Related Units. The award for
the Most Outstanding CAPE® Candidate in
Language Studies was awarded to Kimberly
Seerattan of Lakshmi Girls’ Hindu College
in Trinidad and Tobago. Kimberly achieved
Grade I in 6 Language-based Units.
Abdur-Rahman Mohammed of
Naparima College, Trinidad and Tobago
was the recipient of the award for the
Most Outstanding CAPE® Candidate in
Mathematics (RM Results Award). Abdur-
Rahman achieved Grade I in 6 Mathematics-
based Units.
The ceremony consisted of a well-
executed blend of thought-provoking
remarks interspersed with memorable
entertainment, including a dance piece
entitled “Wake up and Dance!”, by CAPE®
Students, as well as a Steel Pan Ensemble
performance by the CAPE® and CSEC®
Students’ Musical Ensemble entitled
“Imagine...When!” To conclude the evening,
Zane Ramotar, the Most Outstanding
Candidate Overall CAPE® student offered
brief remarks where he praised the students
and other stakeholders for having achieved
success despite the COVID-19 pandemic
and encouraged the regional institutions to
continue improving their systems to cope
with the changing environment.
After the completion of a successful
inaugural virtual event in Antigua and
Barbuda, CXC® is setting its sights on the
next award ceremony, which will be hosted
by the British Virgin Islands! Who will be
this year’s group of candidates? Stay tuned
to find out!
CONGRATULATIONS
TOP PERFORMING CXC® CANDIDATES 2020

Tre’ Sparks-St. Bernard
NEWS
The first-place winner of the 2020/2021
Caribbean Primary Exit Assessment (CPEA™)
story writing competition is Tre’ Sparks-
St. Bernard of the Alpha Junior School in
Grenada, for his story Legend of Grenada’s
Blue Donkey. This story follows the main
character, Phillip, as he prepares for an
adventure in search of the mystical Blue
Donkey and is set against the backdrop
of the picturesque island of Grenada. As
the winner of the competition, Tre’ will be
awarded a 12-inch Samsung tablet.
Upon receiving the news of the success
of her son, Tre’s mother, Ms Abigail Sparks,
offered her perspective on the competition:
“As a parent, I would like to take this
opportunity to also commend CXC® for
taking the initiative to encourage and
reward our young Caribbean students to
write and be creative! This competition is
opening a path to publishing that many
children may never ordinarily consider as
a possibility.”
Since 2014, students from across the
region have vied for the top prize in the
CPEA™ Story Writing Competition. This short
story competition for primary-level students
showcases writing skills which are enhanced
by their preparations for the assessment
of the language literacy component of the
CPEA™, CXC’s primary level exit examination.
Other core literacies assessed include
mathematical, civic and scientific literacies.
The series of e-books from each year’s
competition are available as free resources on
the CXC® website, cxc.org and on the CXC®
Learning Hub, learninghub.cxc.org.
To date, the CPEA™ has been implemented in
seven territories across the Caribbean. Most
recently, St Lucia implemented this assessment
for their primary school leavers, with the first
cohort scheduled to take the CPEA™ in 2022.
The language literacy component involves
the use of Projects, Writing Portfolios,
Journals and Book Reports to develop
students’ language literacy skills. As part of
their writing tasks, students are required to
complete various writing pieces including
narrative pieces.
The 2020/2021 Story Writing
Competition judging panel, consisting of
English Language experts from across
the region, chose the top 20 stories from
a field of 50 well-written entries. The top
20 stories will be published as illustrated
e-books. Students were invited to submit
stories that would capture the imagination
of the readers and feature the rich, diverse
cultures and lifestyles of the region. Entrants
were challenged to set their stories in
the Caribbean and include aspects of
Caribbean life. The judging criteria included
characterisation, plot, setting, theme,
grammar and mechanics and the length
of the story, which was required to be a
maximum of 1,000 words.
Winners from previous years’
competitions include students from St
Vincent and the Grenadines, Jamaica,
Grenada and Montserrat. The past winners
produced titles such as The Circle of Life,
Peter’s Special Soup, The Survivor of the
New Orleans Plague, and A Trip to the
Wild.
of Grenada Wins Top Prize
in the 2020/2021 CPEA™
Story Writing Competition
Tre’ Sparks-St. Bernard
The 2020/2021 Story Writing Competition
judging panel, consisting of English Language
experts from across the region, chose the top 20
stories from a field of 50 well-written entries.

PHOTO: The CEO Magazine 2021
Dr Nicole Manning, Director of Operations, CXC® and Mr
Richard Rose, Corporate Communications Manager hosted a
virtual meeting with Dr Cynthia Jackson-Hammond, President of
the Council for Higher Education Accreditation (CHEA) based in
Washington DC on Wednesday, 21 July 2021.
The introductory meeting, to discuss partnerships
and collaborative working, focused on sharing information
about CXC’s 2021–2025 Strategic Plan, Caribbean students
matriculating to Higher Education Institutions in the United
States, Distance Education Platforms globally, proctoring
online examinations, CHEA’s work with Accrediting Bodies, its
International Quality Group and its advocacy work on behalf of
its 1,600 Higher Education Institutions.
CHEA, a national advocate and institutional voice for
academic quality through accreditation, is a United States
association of degree-granting colleges and universities
and recognizes institutional and programmatic accrediting
organisations.
In September, CXC® updated CHEA on the timing for
release of results for the June/July 2021 regional examinations
for sharing with its member Institutions.
CXC®
meets
CHEA
NEWS
CHEA, a national advocate and
institutional voice for academic quality
through accreditation, is a United States
association of degree-granting colleges and
universities and recognizes institutional and
programmatic accrediting organisations.
Dr Cynthia Jackson-Hammond
President of the Council for
Higher Education Accreditation (CHEA)

On Wednesday, 7 July 2021, the
American Association of Collegiate
Registrars and Admissions Officers
(AACRAO) hosted a webinar presentation by
Dr Nicole Manning, Director of Operations
of the Caribbean Examinations Council
(CXC®). During her presentation, Dr Manning
provided an overview of the regional
examinations strategy for the administration
of the 2021 Caribbean Secondary Education
Certificate(CSEC®)andCaribbeanAdvanced
Proficiency Examination (CAPE®).
The webinar, organised by CXC’s
Corporate Communications team, was
moderated by Dr Julia Funaki, Associate
Director of AACRAO, and attended by
CXC®
updates AACRAO members
on the administration of the
2021 CSEC®
and CAPE®
examinations
over 40 participants representing higher
education institutions, admission officers
and credential assessment agencies from
across the United States. Dr Wayne Wesley,
Registrar and CEO brought greetings on
behalf of CXC®
Dr Manning also spoke about the facility
implemented for the direct transfer of grades
to universities and colleges once approved
by the matriculating candidate. She also
affirmed that the examinations remain robust
with the grades being comparable with
previous years.
The resources provided by CXC®
to assist in the teaching, learning and
assessment were also presented to the
participants. These include the CXC®
Learning Hub and the Student Central
portal housed on cxc.org which features
Demo e-Test, timetables, Frequently Asked
Questions, Guidelines for Candidates
Writing Examinations, “Understanding Your
Grades” video and other resources.
The participants were then engaged in
a fruitful question and answer session, which
provided further clarity on the presentation.
CXC® looks forward to its continued
collaboration with AACRAO and the fostering
of relationships that provide Caribbean
students with the best possible opportunities
for quality tertiary-level education, both
regionally and internationally.
To help students prepare for their
examinations, the Caribbean
Examinations Council developed
the CXC® Student Central – a
dedicated web portal, which seeks
to help students quickly find the
latest news and information about
CXC® examinations, along with other
helpful resources. There students
can find a central repository of items
such as broad-topics, timetables,
SBA handbooks, demo e-tests, news
and FAQs!
Visit CXC® Student Central today!
https://www.cxc.org/student-central/
NEWS

NEWS
(CXC®) has formalised an articulation
agreement with The Mico University
College in Jamaica, as part of a five-year
Memorandum of Understanding (MOU)
that focuses on course equivalencies and
the development of its syllabuses, learning
resources and assessments.
The Mico University College will
recognise students’ CXC® Associate
Degree (CXC®-AD) qualification for the
purpose of matriculation and collaborate on
initiatives for capacity building within each
organisation.
The MOU, which was signed on 9
September 2021, will provide opportunities
for:
i. The Mico faculty to act as CXC®
Moderators, sit on CXC® Subject
Panels, Review Committees,
Examining Committees and
Research Advisory Group, as
well as serving as resource
persons in the development of
learning support resources;
ii. Collaboration on Caribbean-
wide pedagogical research as
well as research for the digital
transformation of the regional
education system; and
iii. Collaboration on teacher
development to advance
teaching, learning and
assessment in the Caribbean.
CXC®
Signs MOU with
The Mico University College, Jamaica
In his remarks to attendees of the virtual
ceremony, Dr Wayne Wesley, Registrar and
CEO of CXC® explained, “When we say in
our Mission that our focus is on developing
the human capital of our Caribbean
people through partnerships for global
competitiveness, we are not only focused
on those obtaining our qualifications but
also those involved in the instruction of
our syllabuses. We are therefore pleased
to collaborate with a prestigious institution
such as The Mico University College whose
vision and mission align with those of CXC®.
The Mico University College has established
itself as a leader in teacher training in
the region and we are confident that the
results of this partnership will advance the
development of regional education and by
extension our economies and societies.”
Dr Asburn Pinnock, President of The
Mico University College, remarked that he
regarded the relationship as beneficial to the
organisations and the region. “We believe
that this initiative is very timely and can only
strengthen our relationship with CXC® and
will ensure that both organisations work to
benefit the advancement of the Caribbean
region. For our part, this MOU will be led by
our research arm, the Institute of Technology
and Educational Research (ITER) which
carries with it a formidable research team
who will certainly be able to access staff to
play their role in advancing new educational
thrust in the region. This year our institution
is celebrating its 185th anniversary and
this collaboration is a fitting addition to our
theme of ‘Leadership, Innovation and Nation
Building’.”
The Mico University College,
established in 1836, is the oldest
teacher training institution in the
Western Hemisphere.
Dr Wayne Wesley, Registrar and CEO of CXC®
Dr Asburn Pinnock, President of The Mico University College

NEWS
(CXC®) continues to support examination
candidates and build capacity through
collaborative partnerships with international,
higher education institutions. During a virtual
ceremony on 8 September 2021, CXC®
inked a Memorandum of Understanding with
Midwestern State University (MSU Texas),
to establish a formal basis of cooperation
between the organisations in the field of
education.
The MOU establishes an articulation
agreement through which CXC® candidates
can earn partial credit requirements toward
a course of study at MSU Texas, as a result
of course equivalencies with the CXC®
Associate Degree and/or relevant CAPE®
Units.
The partnership will also focus on
the areas of curriculum and assessment
development and processing, training,
research as well as other possible areas of
technical collaboration.
CXC® and MSU Texas will:
• Collaborate on research for the
digital transformation of the
education system;
• Collaborate on faculty and
staff development to advance
teaching, learning and
assessment in the Caribbean;
and
• Facilitate the sharing of
examination results for the
purpose of matriculation, as
authorised by candidates.
CXC®
Signs MOU with MSU Texas
During the ceremony, Dr Eduardo Ali, Pro-
Registrar and Deputy CEO of CXC® explained,
“Expanding the reach of the Caribbean
Examinations Council through agreements
with international institutions not only serves to
develop and strengthen the organisation but it
enables us to fulfil our Mission “to develop the
human capital of our Caribbean people through
partnerships for global competitiveness.” As
one of the institutions within the Caribbean
Community (CARICOM), any growth and
success for CXC® redounds to the benefit
of the region as well. As we continue to
implement our 2021–2025 Strategic plan, our
focus is on becoming a digitally transformed
enterprise providing quality, relevant and
globally recognised educational services. We
are therefore grateful for the insights which MSU
Texas can impart, as a result of its illustrious,
almost century long journey in education.”
Dr James Johnston, Interim President
of Midwestern State University shared his
perspective on the agreement, “We are very
sensitive to the cost of attendance and the
time to degree, . . . I see the value in counting
all the work students may have or bring with
them to Midwestern State University. With this
agreement we also recognise and appreciate
the Caribbean Examinations Council for its
exceptional quality and credentials. I say all
of this to characterise the importance of this
articulation agreement to improve transferability
of coursework to Midwestern State University
and thereby better serve all of our students.”
The MOU between the two organisations
will be in place for five years.
Dr James Johnston, Interim President of Midwestern State University (L) and Dr Eduardo Ali, Pro-Registrar and Deputy CEO of CXC® (R), hold their copies of the MOU aloft, after signing.

NEWS
(CXC®) has formalised yet another aspect
of its long-established relationship with the
University of Guyana with the virtual signing
of a Memorandum of Understanding (MOU)
on Tuesday, 14 July 2021.
Dr Wayne Wesley, Registrar and CEO of
CXC®, remarked that the signing of this MOU
will “advance human capacity development
with the highest level of education possible,
ensuring that the competencies students
acquire are the competencies that will help
to advance the region.”
Under this MOU, the University of
Guyana will formally recognise the CXC®
Associate Degree (CXC®-AD) and its use for
the purpose of matriculation by candidates.
CXC® will also facilitate the sharing of
CXC®
expands partnership with
The University of Guyana
candidates’ examination results, allowing
for a smoother matriculation process for
students seeking to access the high-quality,
tertiary-level education available at the
University of Guyana.
The University of Guyana and CXC®
will also collaborate on Caribbean-wide
pedagogical research, as well as research
for the digital transformation of the education
system. Additionally, the organisations will
collaborate on teacher development to
advance teaching, learning and assessment
in the Caribbean.
As part of the MOU, the University of
Guyana will provide CXC® with access to its
faculty to serve on Subject Panels, Review
Committees, Examining Committees,
CXC’s Research Advisory Group, and to
From left to right: Dr Wayne Wesley, Registrar and CEO of CXC®, Professor Paloma Mohamed Martin, Vice Chancellor of the University of Guyana and Dr Emanuel Cummings,
Deputy Vice Chancellor, Academic Engagement, University of Guyana after the virtual signing of the MOU.
function as moderators and other resource
persons in the development of learning
support resources.
Professor Paloma Mohamed Martin,
Vice Chancellor XI of the University of
Guyana, in her remarks given at the
virtual signing event, noted that “this
MOU, and the constellation of MOUs it
finds itself part of, will not only support
cross-matriculation of students from one
university to the next, but the formal
extension of credentials of CXC® and
the degree-granting institutions who are
its affiliates, thereby opening a world of
possibilities in higher education, training,
research, exchange, curriculum and
human and social systems development
in Guyana and the Caribbean”.

The Caribbean Examinations
Council (CXC®) has expanded the
content available to its users on the
CXC® Learning Hub by adding yet
another Publisher to the online learning
platform. On 9 August 2021, CXC® and
Carlong Publishers Caribbean Limited
formalised an Online Store Agreement
(Memorandum of Understanding) that
facilitates the distribution and sale of
its e-Books on the CXC® Learning Hub.
For more than 20 years, Carlong
has produced textbooks, which provide
Carlong Publishers
makes its way to the
CXC®
Learning Hub
essential teaching aids and learning
support for the region’s early childhood,
primary, secondary, and post-secondary
level students. These books have been
widely adopted and recommended by
Ministries of Education and schools across
the Caribbean and are well represented
on CXC’s official reading lists.
Through the Online Store Agreement
with the CXC® Learning Hub, customers will
now have a wider selection of titles available
for download for an unlimited period for
use on up to five e-Book Readers or their
smart devices (including tablets, personal
computers and smartphones).
One key feature of the agreement
allows prospective customers to preview
free sample chapters of e-Books and
gives them the opportunity to download
complimentary extracts before they make
their purchases.
CXC® is excited to welcome Carlong
aboard the CXC® Learning Hub as we
partner to offer the Caribbean’s learners
the resources they need to succeed in their
academic pursuits.

NEWS
(CXC®) has welcomed another partner into
the fold with the Thursday, 17 June 2021
signing of a Memorandum of Understanding
with the Western Illinois University (WIU).
Due to the COVID-19 travel restrictions, this
signing was held virtually and broadcast
online on CXC® TV.
Under this agreement, Caribbean
students seeking to take advantage of
degree programmes at WIU will benefit from
the matching of coursework requirements at
WIU against the CXC® syllabus, which will
allow for more seamless matriculation. The
CXC® Associate Degree and the Caribbean
Advanced Proficiency Examination® (CAPE®)
qualifications will also be recognised
by WIU. As such, students can use their
Caribbean Students to Benefit
from CXC®
MOU with
Western Illinois University
CAPE® qualifications to fulfil partial credit
requirements towards their bachelor’s
degree, allowing them to complete their
degree in less than four years. This has
significant cost-saving implications for
students at the undergraduate level and
means that the prospect of further studies
for these students will be more easily within
their reach.
Dr Wayne Wesley, Registrar and CEO
of CXC®, noted that “the signing of this
MOU is in line with CXC’s transformational
agenda and its commitment to the people
of the Caribbean, and opens another
pathway for students to receive quality
tertiary-level education.”
In his remarks at the signing ceremony,
Dr Martin Abraham, Provost and Academic
Vice President of WIU noted that he and
his team are “delighted to partner with
CXC® in recognition of the CAPE® subjects
and the CAPE® Associate Degree. We
recognize the quality and rigor of the
curriculum, and we are delighted to ensure
that the outstanding students from the
Caribbean receive full credit for their hard
work when they enrol at Western Illinois
University.”
In addition to the opportunities
provided for students, another key feature
of the MOU is the collaboration between
CXC® and WIU on research for the digital
transformation of the education system as
well as the collaboration on faculty and
staff development, to advance teaching,
learning and assessment in the Caribbean.
Dr Martin Abraham, Provost and Academic Vice President of WIU and Dr Wayne Wesley Registrar and CEO, CXC® after signing the MOU

NEWS
CXC®
Partners with GIZ
© GIZ/Volker Lannert
From July to August 2021, the
Caribbean Examinations Council (CXC®)
hosted over 400 teachers across the region
in a series of two-day virtual workshops in
association with Deutsche Gesellschaft für
Internationale Zusammenarbeit (GIZ) GmbH.
These workshops focused primarily on
strengthening the proficiency of teachers to
deliver new greening concepts inherent in
the revised Caribbean Advanced Proficiency
Examination (CAPE®) Agricultural Science,
Building and Mechanical Engineering
Drawing and Tourism and the Caribbean
Secondary Education Certificate (CSEC®)
Integrated Science, Social Studies and
TO STRENGTHEN CAPACITY
ON GREENING
CONCEPTS
Technical Drawing syllabuses.
This series of workshops, built on the
success achieved under the Renewable
Energy and Energy Efficiency Technical
Assistance (REETA) Programme, was
facilitated by Dr Paulette Bynoe, Senior
Lecturer and Dean of the Faculty of Earth
and Environmental Sciences, University of
Guyana, Mrs Sandra Britton, Sustainable
Energy Expert and Mrs Alsian Perry,
Instructional Design Expert.
The workshop participants shared
that they were impressed with the wealth
of information shared as well as the
effective collaboration among teachers and
facilitators, integrative break-out sessions
and the measures used to make lesson
plans. The average overall satisfaction rating
based on a survey carried out at the end of
each workshop was 98 per cent.
CXC® continues to engage its
stakeholders to ensure that they receive
the necessary tools to effectively deliver its
syllabuses.

The Caribbean Development Bank
(CDB) has continued its support of the
Caribbean Examinations Council’s (CXC®)
efforts to strengthen the capacity of
teachers across the region in the delivery
of the Caribbean Advanced Proficiency
Examination (CAPE®) Environmental Science
syllabus. Over 200 teachers from CXC’s
participating territories joined facilitators
Dr Paulette Bynoe, Dr Denise Beckles, Dr
Leighton Naraine and Dr Samantha Chadee,
experts in the field of Environmental
Science, for a series of two-day workshops
held via the Zoom platform.
CDB Continues its Support
for CXC’s Environmental Science Initiatives
NEWS
The topics discussed in the workshops,
which were held from July to August
2021, mirrored the format of the CAPE®
Environmental Science syllabus and
incorporated the use of the recently
developed CAPE® Environmental Science
Digital Toolkit.
This latest series of workshops aimed
to develop and strengthen teachers’
understanding of the structure and design
of CAPE® Environmental Science as an
interdisciplinary/multidisciplinary subject.
Additionally, the workshop aimed to build
the capacity of teachers through content-
specific training targeting the principles
and constructs which were reported as
challenging to teach and assess. The
workshops also armed teachers with
tools to develop strategies to support the
effective implementation of the School-
Based Assessment.
Teachers who attended the workshops
expressed a high level of satisfaction. The
teachers were appreciative of the richness
and usefulness of the information shared by
the facilitators and with the new ideas and
concepts developed through collaboration
with their peers in break-out sessions.
CXC® looks forward to the continued support of the CDB as both
organisations work towards the shared goal of advancing sustainable
practices while developing the human capital of the region.

CXC®
Digital Toolkit
Empowers Future
Environmentalists
NEWS

Caribbean Examinations Council (CXC®) candidates pursuing their
Caribbean Advanced Proficiency Examination® (CAPE®) certification in
Environmental Science now have an arsenal of high-quality, multimedia
resources to help them gain further insights into the module topics of
the syllabus. Under the guidance of CXC’s Office of the Pro-Registrar,
the Syllabus and Curriculum Development Division has collaborated with
the Caribbean Development Bank (CDB) to develop a Caribbean-centric
Digital Toolkit specifically for this subject. A Digital Toolkit is a collection
of immersive, multimedia resources to support teaching, learning and
assessment of subjects offered by CXC®. Digital Toolkits may include
infographics, animations, interviews, explainer videos, presentations,
webinars or documents.
The catalyst for this project was an emerging trend in the performance
of CAPE® Environmental Science, where for both Units 1 and 2, more than
a third of the candidates who received acceptable grades (Grades I – V),
were awarded Grades IV and V. In addition, although more females enrolled
for Environmental Science and the rates for passes were marginally higher
than the males, females tended not to have a clear idea of careers in the
field. Despite these factors, since its introduction in 2004, over 25,000
candidates have been entered to write the examination.
CXC® has sought to address this issue by partnering with the CDB
through the Facilitating Environmental Change Through Accessible
Learning Resources Project. This partnership and funding have assisted
in the operationalisation of CXC’s e-learning strategy, in this instance, the
development of the gender-sensitive Digital Toolkit, as well as training
workshops to expand the pool of teachers with the requisite competencies
to teach, examine and assess the syllabus. The CDB’s funding provided
for the development, validation and implementation activities surrounding
the Digital Toolkit.
The development of the CAPE® Environmental Science digital
toolkit is a demonstration of CXC’s commitment to ensuring that learners
are informed about the areas on which they will be assessed and that
they are provided with high-quality resources to support teaching and
learning. The content of the Digital Toolkit is free of biases (including
gender, territory and race) and sensitive to the issues of diversity present
in territories served by CXC®. The Toolkit’s content is also aligned to the
CDB’s Education Training Policy and Strategy, which caters to learners with
special educational needs.
CXC’s Syllabus and Curriculum Development Division worked to
identify problem areas of the syllabus and then worked with developers,
A-Z Information Jamaica Limited, to select Open Educational Resources and
develop unique content. The Toolkit prototype was reviewed and tested by
industry professionals, including teachers of CAPE® Environmental Science.
The Review Panel commended the organisation of materials in the Digital
Toolkit as well as its age-appropriateness and variety and quality of the
multimedia. Overall, the Digital Toolkit was assessed as invaluable to the
teaching and learning process for both teachers and students, respectively.
The Digital Toolkit focuses on topics such as aquaculture, conservation,
sustainable development, population, ecology, natural resources,
agriculture, energy, environmental pollution and more. It also outlines ideas
for School-Based Assessment (SBA) projects and provides guidelines for
SBAs. Although developed for CAPE® Environmental Science, the Digital
Toolkit is interdisciplinary as the subject areas covered can be applied
to the study of CAPE® sciences, Agricultural Science and Geography.
Shortly, when the Digital Toolkit is officially launched it will be available to
Candidates via the CXC® Learning Hub (learninghub.cxc.org).
The Digital Toolkit
focuses on topics
such as aquaculture,
conservation, sustainable
development, population,
ecology, natural
resources, agriculture,
energy, environmental
pollution and more.

NEWS
The COVID-19 pandemic has
resulted in the retrenchment of
workers across the globe and the
shuttering of many businesses.
As countries begin to look for
solutions to cope with the effects of
the resulting economic disruption,
individuals are also seeking ways
to rebound. This can mean seeking
first-time employment, pivoting in
their careers from industries that
were hardest hit or climbing the
ladder in their chosen field.
CXC’s suite of regionally and internationally
recognised qualifications provides learners
with the opportunity to Get the Extra Edge by
achieving certification in a variety of academic
and vocational subjects. Learners may pursue
new subject areas or further their education
with qualifications at a higher level. The CXC®
suite of Qualifications includes the Caribbean
Certificate of Secondary Level Competence®
(CCSLC®), the Caribbean Secondary Education
Certificate® (CSEC®), the Caribbean Advanced
Proficiency Examination® (CAPE®) and the
CXC® Associate Degree (CXC®-AD).
Adults can pursue CXC® qualifications
after secondary school, as Private Candidates,
through local continuing education programmes
and training institutions. Further information
about Private Candidate programmes can be
obtained from the Ministry of Education in each
territory.
Adults can pursue
CXC® qualifications
after secondary
school, as Private
Candidates,
through local
continuing education
programmes and
training institutions.

New Appointments
NEWS
Mr Jonathan Small
Application Developer,
Enterprise Solutions and Application Development Department (ESAD)
Mr Jonathan Small joined the staff of CXC® in the Enterprise Solutions and
Application Development department, effective 4 August 2021. Mr Small holds
a Double Major in Computer Science (BSc) from the University of the West
Indies, Cave Hill Campus. He is a Software Engineer by profession and has over
seven years’ experience in this field. Mr Small is passionate about Information
Technology and is driven by creativity and innovation.
Ms Katrina Alkins
Manager, Measurement and Evaluation,
Examinations Development and Production Department (EDPD)
Ms Katrina Alkins joined the staff of CXC® in the Examinations Development and
Production Department, effective 19 July 2021. Ms Alkins is a well-rounded, dynamic
educator with over 11 years’ regional teaching experience. She holds a Bachelor
of Science in Mathematics and Economics and a Master of Education in Testing,
Measurement and Evaluation, both from the University of the West Indies, Cave Hill
Campus. Ms Alkins also holds a Diploma in Education (Teaching of Mathematics -
Secondary) with double distinction from Erdiston Teachers’ Training College, Barbados.
Mrs Denise Holden-Pierre
Internal Auditor, Office of the Registrar
Mrs Denise Holden-Pierre joined the staff of CXC® in the Office of the Registrar,
effective 1 July 2021. Mrs Holden-Pierre is a qualified Accountant (FCCA), the
holder of a Bachelor of Science in Mathematics and Planning and Administration
with over 12 years’ experience in Internal Audit. She has held several positions
managing Analyst Teams responsible for implementing and monitoring annual
Audit Plans, successfully achieving improved efficiencies.
Mrs Denise Swaratsingh
Administrative Assistant, Finance and Office Management Division
Mrs Denise Swaratsingh joined the staff of CXC® in the Finance and Office
Management Division, effective 1 July 2021. Mrs Swaratsingh is a qualified
accountant (FCCA) with 15 years’ experience in various business sectors and
jurisdictions. She has a highly developed business acumen, which supports the
crafting, implementation and realisation of successful business strategies.

CXC® Celebrates The
Caribbean Community
(CARICOM) Week
Employees at the Caribbean Examinations Council
supported CARICOM Week in July by the decorating offices
and workspaces in Barbados and Jamaica depicting the
CARICOM colours and other representations of CARICOM.
Flags from the member states of CARICOM were flown
during the period 28 June–9 July 2021 at CXC’s Headquarters
in Barbados and information about CARICOM was displayed
on public screens in reception areas and departments.
The week of activities concluded with a quiz and games
evening after work where employees were tested on their
knowledge of areas related to CARICOM activities. Employees
also proudly displayed their “I AM CARICOM” T-shirts on the
final day of the celebrations.
CXC® takes part in I AM
CARICOM DYK Social
Media Campaign
The Caribbean Examinations Council is working closely
with CARICOM as it rolls out its I AM CARICOM ‘Did-you-know’
(DYK) social media campaign. The initiative forms part of the
‘I AM CARICOM” Communications campaign, and is aimed
at promoting, educating, and increasing participation and
ownership of citizens of the Community in the work of the
Caribbean Community, and Regional Development Agenda.
The I AM CARICOM ‘Did-you-know’ (DYK) social media
campaign recently featured the CXC® Learning Hub and
Articulation Agreements, and will include other CXC® initiatives
in the coming weeks.
To learn more about the history of the Caribbean
Community (CARICOM) click here.
NEWS

The Caribbean Examiner Vol. 20 Issue 2, 2021

The Caribbean Examiner Vol. 20 Issue 2, 2021

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The Caribbean Examiner Vol. 20 Issue 2, 2021