The Caribbean Examiner Vol. 17 No. 1 May-2018

4 MAY 2018 www.cxc.org
IN THIS ISSUE
THE CARIBBEAN EXAMINER is a publication of the CARIBBEAN EXAMINATIONS COUNCIL © (CXC)
EDITOR-IN-CHIEF: Mr Glenroy Cumberbatch • EDITOR: Mr Cleveland Sam
LINE EDITORS: Dr Sandra Robinson, Dr Victor Simpson and Dr Jason Siegel
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
ABOUT THIS ISSUE As the regional
institution charged with
offering examinations to
Caribbean candidates,
CXC has contributed
more than examinations
certificate. This issue
looks at some of CXC’s
contribution to the
Caribbean. As is customary
with the May issue, it
chronicles the experience of
the Regional Top Awardees,
this time in St Kitts and Nevis.
Former CAPE double-awardee,
Mandela Patrick graces the cover
as he is the 2018 Commonwealth
Caribbean Rhodes Scholar.
CXC’S CONTRIBUTION TO THE REGION
5 CXC’s Contribution to Caribbean
Economic Development
Ronald James
8 CXC’s Contribution to Teacher Development
Linda Stewart-Doman
12 VOX POP
CXC NEWS
14 Revitalize History - Task Force Recommends
Professor Allan Cobley
16 Meet Multifarious Mandela
2018 Caribbean Rhodes Scholar
19 ACCA and CXC Sign MOU
20 8 Accountancy Myths
22 Absenteeism a Cause for Concern
CXC NEWS
24 St Kitts and Nevis
“Honoured” to Host Council
28 Sir Hilary to Top Awardees’ –
“Fulfil Your Potential”
Cleveland Sam
31 Top Awardees’ St Kitts
and Nevis Experience
36 Vote of Thanks
Michael Bhopaul
38 Leadership Potential
Recognition Programme
Roslyn Harewood-Blackman
40 New Staff Looking Forward
to their CXC Journey
31
12

THE CARIBBEAN EXAMINER
www.cxc.org MAY 2018 5
Human capital – the total stock of
knowledge, skills, competencies, and
innovative abilities possessed by the
population – has been empirically proven
to be a significant determinant of economic
output. The best method of developing
human capital is formal education, starting
with an initial level of education, continuing
with various forms of post-primary education
and–secondary and post-secondary
education.
A better-educated labour force
has a positive and significant impact on
economic growth. While empirical research
has determined that investment in early
childhood development has the largest
impact on long-term economic growth,
primary and secondary education outcomes
have been identified to be most important
for short to medium term productivity
growth. Educated workers raise national
income directly because schooling raises
their marginal productivity. They have been
known to positively impact national income
indirectly as well, by increasing the marginal
productivity of physical capital and of other
workers.
Changing economic circumstances
through education is even more relevant in
a region where poverty levels are in some
instances still uncomfortably high; average
unemployment rate lingers in double-digits
and youth unemployment, in particular, are
relatively high. Therefore, the mantra that
education is the key to success takes on
added relevance within the Caribbean area,
considering that wealth and opportunities
are not abundant. Education was and
remains a critical means of social mobility for
the vast majority of Caribbean citizens, with
parents seeking to get a better education for
their children so that they would be eligible
for respectable jobs.
With its positive impact on economic
output, education increases employment
opportunities, and earnings, especially in
modern knowledge-based economies. As
CXC’s Contribution to
CARIBBEAN ECONOMIC DEVELOPMENT
By Ronald James
such, with improved levels of educational
attainment raises the potential for economic
prosperity. An educated workforce is crucial
to the development of the region in an era
when a vibrant knowledge economy is the
success indicator for countries worldwide.
CXC’s Role
CXC is the leading institution which
provides region-wide assessments of
standardized educational attainment
levels at the primary, secondary and
post-secondary levels. By virtue of this
responsibility, the institution’s role in the
development of the region’s human capital
has been significant and by extension it’s
contribution to economic development is
considerable.
The CXC exam replaced the British-
administered GCE O’ Levels in the early
1980s, and the Council has so far proven
that exams are of sufficiently high quality.
CXC offered its first examinations for the
Caribbean Secondary Education Certificate
(CSEC)in1979infivesubjects.Subsequentto
CSEC, CXC has introduced a comprehensive
suiteofqualificationstomeettheneedsofthe
region: Caribbean Primary Exit Assessment™
(CPEA™), Caribbean Certificate of Secondary
Level Competence® (CCSLC®), Caribbean
Vocational Qualification (CVQ), Caribbean
Advanced Proficiency Examination® (CAPE®)
and the CXC® Associate Degree (CXC®-
AD). As such, purely from a supply-side
perspective, CXC has added to the region’s
human capital stock. It is worth bearing in
mind that though educational outcomes
based on these examinations have at
times been below expectations, practically
every member of the Caribbean active
labour force, whether public or private, has
benefited from some form of assessment
from CXC.
Available data for the decade up to 2016
shows that 603,967 Caribbean students
registered for five or more Caribbean
Secondary Examination Certificate (CSEC),
the terminal examination for secondary
education and the basic requirement for
entry into the job market or for the pursuit
of tertiary education. Of that number,
315,729, or 52 per cent gained acceptable
passes in five or more subjects. When
the criteria are narrowed further to those
passing five or more subjects, including
Mathematics and English, the rate falls to
roughly 32 per cent. This outturn reveals
weaknesses in the average Caribbean
student’s performance in these two subjects
(major prerequisites for entry to almost
all tertiary institutions), which would likely
increase their productive capacity. Failure
to achieve success at this level thus denies
students the opportunity to graduate from
an institution of tertiary education. In fact,
data shows that on average only roughly
2.8 per cent of students who register for
five or more subjects ultimately move on to
tertiary-level education.
The productivity of these students
as workers in the labour force in their
respective countries, which must strive to be
competitive with the rest of the world, is often
impaired. Not only are their productivity and
competitiveness levels compromised, but
their mobility is also affected. Within the
context of the Caribbean Single Market
and Economy (CSME), free movement of
labour provisions are available, applicable
to university graduates. But for students
who do not make it through to tertiary levels,
there is thus limited pathways for them to
exploit the opportunities presented by these
provisions.
But the story is not all dire. Efforts
made by CXC and regional governments
to improve the performance of students
in these critical subject areas have begun
to pay dividend quality outcomes are
on the rise. For example, in 2007 the
region averaged 40 per cent pass rate in
Mathematics and 62 per cent in English
Language; however, by 2016, the pass rate
in those two same subjects had improved
CXC’s Contribution to the Region

Ronald James is
currently an Economist
at the Caribbean
Development Bank
(CDB), Barbados;
where his core duties
include monitoring
and reporting on
macroeconomic
performances and
prospects for the
Bank’s Borrowing
Member Countries. Prior to joining CDB,
Ronald worked for the International
Monetary Fund (IMF) and the Eastern
Caribbean Central Bank (ECCB).
considerably, rising to 53 per cent and 74
per cent respectively.
Also on the quality side, the situation
with educational achievement at the post-
secondary level looks more positive.
Performance in the 2016 Caribbean
Advanced Proficiency Examination (CAPE)
remained consistent with that of the past
five years. Approximately 90 per cent of
the entries achieved Grades I–V, which are
the acceptable grades at CAPE. A much
higher proportion of students with CAPE
passes goes on to tertiary level education;
potentially increasing their productivity
over time.
The global economic environment is
highly competitive and depends critically
on knowledge, learning and innovation.
The numerous advances underway both
globally and regionally have demanded a
differently educated and trained workforce.
In the Caribbean, CXC has responded to
these demands by introducing new learning
and training courses consistent with such
demands, thus ensuring that the Caribbean
students benefit from some exposure to
the knowledge-base for participation in the
21st century economy. The addition of “New
Generation Subjects” such as Information
Technology, Entrepreneurship, Tourism,
Green Engineering and Financial Services
Studies is indicative of the institution’s
responsiveness to current trends and
ensuring that the region’s human capital
stock is ready for the global economic
paradigm shift.
One important criticism often levelled
at the region’s education system is that the
secondary education syllabus was biased to
the requirements for matriculation in higher
education rather than on employability of
graduates and productivity. This lead to
considerable skills gaps and a protraction
of structural and youth unemployment
situations. CXC has attempted to address
this concern in several ways. For example,
in 2017, CXC revamped the CSEC business
subjects’ syllabuses to bring these subjects’
content, skills, activities and assessment
strategies closer to those of the globally
recognized Association of Certified
Chartered Accountants (ACCA) certification.
Moreover,asfarbackas1990,CARICOM
Governments recognized the need to train
and certify their national workforce to
global standards and signed a CARICOM
Technical and Vocational Education and
Training (TVET) Strategy in support of this.
Empirical research also indicated that the
demand for certain skill sets, particularly
technical workers, in the Caribbean were
not matched by the available supply or of the
appropriate quality. The introduction of the
Caribbean Vocational Qualification (CVQ)
back in 2017 was intended to help bridge the
skills gap, increase productivity and reduce
unemployment especially among the youth.
CXC itself is moving in the direction of
embracing modern technology in its delivery
of examinations. In the 2017 January sitting
of the CSEC, CXC rolled out its live e-tests
which were taken by 500 candidates from
seven territories. The use of this platform
could have positive impact on productivity
in a demonstrable way.
But beyond the role it plays in
matriculating, accrediting and certifying
students at the levels outlined hitherto,
CXC has made other contributions to
developing the region’s human capital
stock. The institution provides expert
consultation in critical areas of the education
value chain, for example, syllabus and
curriculum development, measurement
and evaluation, and teacher training. All of
these represent considerable value added
to the region’s education output. CXC also
makes a valuable contribution to the stock of
Caribbean literature through its publication
of Caribbean related materials in a range of
subject areas.
Arguably, therefore, through its
contribution to the critical element of
human capital development, to developing
the region’s workforce, CXC’s value added
to the Caribbean economic output has
been significant. Despite the challenges
of unemployment, many youngsters
matriculated by CXC with passes in CSEC
subjects have become productive members
of our society. They are the teachers, police
officers, public servants and private sector
workers making positive contributions
to the region’s economies. And while a
quantification of their contribution would
require deeper analysis, the argument that
anecdotally their collective value added is
indeed compelling.
In spite of the measurable successes
that CXC has achieved in its over 40 years
of existence, the nature of global evolution
dictates that the institution will have to
continue to be sufficiently nimble and
flexible to adapt to a changing world. Efforts
to align the secondary and post-secondary
outcomes with the labour market’s demand
for skills need to be stepped up to ensure
that school leavers with CSEC certification
can integrate well into the workforce.
Innovations in the offerings of subject
matters, both in terms of new additions and
modernizing old offerings, consistent with
the growing and evolving demand of the
regional and global market would have to
continue. These continue to be necessary
if the institution is to remain relevant
and continue to make its contribution to
developing productive Caribbean citizens.
Education was and remains a critical means of social mobility for the vast
majority of Caribbean citizens, with parents seeking to get a better education
for their children so that they would be eligible for respectable jobs.

By Linda Stewart-Doman
CXC’s
Contribution to
TEACHER
DEVELOPMENT

CXC’s Contribution to Teacher Development
From its inception, the Caribbean
Examinations Council has demonstrated
an unshakeable commitment to teacher
training and teacher development in the
region. The Right Excellent Errol Barrow,
Prime Minister of Barbados in his address
to the inaugural meeting of the Council in
January 1973, confirmed the need for this
focus when he explicitly stated that:
“The success of the Caribbean
Examinations Council will depend largely on
the professional skills and the industry and
the integrity of the teaching profession of
the area.” (The Caribbean Examiner, 2013).
The Council has employed a number
of programme implementation support
and quality assurance mechanisms and
strategies that are convergent with its
suite of products and services. Some of
the strategies employed include but are
not limited to teacher training workshops,
teacher orientation workshops, syllabus
development and maintenance, online tutor
-led sessions and provision of teaching/
learning resources on free online platforms.
TEACHER DEVELOPMENT STRATEGIES
Teacher Orientation and
Teacher Training Workshops
CXC convenes Teacher Orientation
and Teacher Training workshops using a
blended modality to apprise teachers of
revisions, amendments or introduction of
new products and services. This is to ensure
that there is a common understanding of the
requirements of the syllabuses, especially
as it relates to the teaching, learning and
assessment processes. These workshops
are usually held in six host territories, namely
Jamaica, Barbados, Trinidad and Tobago,
Antigua and Barbuda, Belize and Guyana.
The methodology applied for these two
workshop models is one of a cascading
approach in teachers who are trained are
expected to act as lead trainers/facilitators in
their respective territories. The Council has
also played a pivotal role in teacher training
support in other aspects of its work, either
at the request of participating territories or
in response to particular needs identified
by the Council.

CXC® e-LEARNING STRATEGIES
Digital Content/E-Learning Resources
and Webinars
Given the advancements in technology
and the projections regarding the direction
in which, region and the world are trending
in this digital age, the Council has responded
to the accompanying need to engage our
stakeholders using several modalities. CXC®
has collaborated with Notesmaster®, an
Open Education Resource (OER) platform
supporting the successful integration of
technology in instruction, by providing
learning resources and digital toolkits for
its teachers and other stakeholders. Since
2012, over 11,000 teachers have benefitted
from membership in Virtual Subject
Associations (VSA) on the Notesmaster
platform with CXC®’s syllabus toolkits being
some of the most sought after learning
resources on the Internet. It has contributed
to increased flexibility and accessibility as
well as personalization of learning for all
students. Furthermore it has provided equal
and equitable access to high quality learning
support resources and has supported the
implementation of CXC®’s products, and
networked learning, it has enabled the
organization to remain relevant and current
through, among other things, providing
access to high quality resource support
for delivery of the products of the Council,
while creating learning communities and
facilitating collaborative knowledge creation
and knowledge sharing across the region.
Since 2016, webinars have been
introduced to the category of implemented
strategies for teacher development and
teacher training. Through this medium, the
Council has facilitated interactivity in real
time and the sharing of audio documents
and files relating to its catalogue of products
and services. Webinars have increased the
productive value of facilitation to teachers
across the territories, and have significantly
leveraged the capability and resources of
the Council through the provision of greater
access and reach to its stakeholders.
Linda Stewart-Doman is
Manager, Syllabus and
Curriculum Division at
CXC’s Western
Zone Office, Jamaica.
Value and Impact
Data for the last five-year period
(2012–2017) revealed that in excess of
26,000 teachers across 19 territories
have participated in teacher training
and orientation workshops and other
developmental activities. The infusion of
technology has significantly provided an
even greater accessible and interactive
platform, an exploration of best and next
practices and has validated the synthesis
of learning for our educational practitioners.
Survey data has indicated that teachers
have demonstrated improved competence
in their pedagogical strategies and the
associated principles of assessment. The
workshops have provided the platform
for regional teacher engagement and
networking, collaborative pursuits and
most importantly a reflective community of
practice. The Council has reaped significant
gains in quality learner outcomes and
standards of academic achievement.
This has also been evident in certification
outcomes and the growth and continuous
improvement in the performance of students
within the region.
The following statements are
indicative of the positive impact the teacher
development strategies have had on our
participants.
“The workshop has helped me to
better understand what is required of
me.”
“The facilitators make an effort to
ensure that we understand and
willingly answered our questions.”
“I think it was very good.”
“The attitude of the facilitator was
very professional and encouraged
me to participate in the various
activities.”
“The webinars were meaningful and
provided greater insights into the
syllabus requirements and my role as
a teacher.”
“We found the workshop to be
encouraging and we are grateful for
the exposure.”
“We are grateful for the provision of
resources on Notesmaster.” (CXC®
workshop evaluation)
Futuristic Directions
As the Council embarks on its futuristic
endeavours, there is a gravitational pull
towardsthesustainedefficacyandincreased
productive value of teacher development
across the Caribbean. Consequently, the
Council is in the process of developing a
Learning Hub, a web-based facility that
will provide stakeholders with a single
access point to teaching, learning and
assessment resources. The Learning
Hub will allow access to social spaces for
sharing resources, communication and
collaboration. The Council will also be
focusing its efforts on the virtual facilitation
of teacher orientation and training to
enable greater participation and exposure
of teachers to varying content knowledge,
practice and methodologies. These two
imperatives are a part of the Council’s
strategic thrust to institutionalize virtual
learning communities for teachers and the
consistency of purpose towards greater
achievement in student outcomes.
The Caribbean Examinations Council
through its innovative and progressive
pedagogical influences has played a crucial
role in the systematic and transformative
development of teachers within the
Caribbean. The council has continued its
inimitable quest to define teacher training
and development as an enabling force in
the region’s social architecture for sustained
economic growth, competitiveness and
harnessing of formidable human resource
competence.

STAN BISHOP
Journalist, St Lucia
For more than
four decades, CXC has
demonstrated an almost
limitless ability to provide
the region with a comprehensive system
of curricula and examinations. This has
resulted in Caribbean students being able
to become qualified in various academic
and vocational subjects that are accepted
and in the region but elsewhere. With
the advent of increased emphasis on
information technology, CXC has adapted
by offering online examinations as well as
creating the avenue whereby examination
papers can be graded online. This speaks
to the growth of an organization that is
not only focused on organizational and
developmental change, but actually
makes it practical. These are some of the
hallmarks of a regional institution that has
even attracted the envy of international
educational institutions that have adopted/
adapted the CXC model.
LOIS OLIVER
Factory Manager,
Barbados
The role the
CXC has played within
the Caribbean region
should not and cannot be restricted to
strictly an academic achievement. The
implementation of an integrated and
standardized curriculum and academic
assessment, which have relevance to
the Region is in itself remarkable. The
extra-regional recognition of the robust
nature of the CXC curricula speaks well
to the abilities of those students who
undertake and are successful at achieving
passes in the various subject areas. That
there is scope for review and innovative
adjustments is extremely positive. This
feedback mechanism ensures that
students are being adequately prepared
to meet the needs and emerging
requirements of a constantly evolving
work space, both intra and extra
regionally.
The benefits derived from this body
go beyond the immediately obvious.
The evolution of important and lasting
networks of teachers and instructors
throughout the Region has blossomed
since its creation, where best practices
can be shared, challenges addressed and
adjustments to teaching styles be made as
needed. Several teachers have expanded
their scope by sharing their expertise
in subject texts, study guides and other
instruction materials, which are reflective
of our Caribbean experience, and are of
more relevance to the students. Students
are equipped to undertake further courses
of study to expand their eventual earning
potential and to transform themselves
and the Region. While it would be
easy to classify the CXC’s role as one-
dimensional, economic, cultural, social,
innovative dynamics are all contributing
factors to its impact on the Region.
VOX POP
CXC asked fans on its
Facebook page to comment
on what they view as the
institution’s contribution
to the region. Here are
some responses:

CXC FACEBOOK VOX POP
After seeing the Facebook post,
former CXC resource person from St
Vincent and the Grenadines, Flavia
Howard went about soliciting views
from persons she knew were connected
to CXC and sent them to us. Thank you
Flavia. The Caribbean Examiner shares
those views with you here;
FLAVIA HOWARD
Former Examiner –
French; Education
Officer, Modern
Languages - Ministry of
Education- St Vincent
and the Grenadines
“The annual marking exercise in
different territories afforded interaction
with examiners/teachers, mainly those
who were currently teaching or were
past teachers of the relevant subjects
marked. Examiners were able to discuss
pertinent issues with exchanges, which
presented a common assessment of
the teaching- learning environment, on
aspects that may be deemed as best
practices. Teachers were thus better
equipped to conduct training sessions
in schools, in their home territories. The
different levels of examinations- CSEC,
CAPE, TVET and recently, CPEA have
all positively impacted on the region’s
educational system.”
JOYE BROWNE
former table leader
French (1990’s) and
former Headmistress,
Girls’ High School
“The SBA component
was a trendsetter, as other Examination
Boards adopted this component. There
was a move to home-grown curriculum,
adapted to regional and local needs.
The marking exercise allowed for face-
to-face interaction with many teachers.
One gained an insight into requirements
of CXC’s examinations. Teachers
were better able to guide students/
prospective candidates on their weak
and strong points, based on feedback
from the annual reports.”
LOUANNE GILCHRIST
former Examiner;
Chief Education
Officer, Ministry of
Education, SVG; current
Ambassador to the USA /
Permanent Representative
to the OAS
“CXC has had a positive impact in
the following areas: curriculum responsive
to students’ needs, personal, national,
regional, and international relevance.
Teachers have been involved in all
stages of the processes, from syllabus
development, examinations, marking and
analysis, and this has benefited students.”
ANDREA BOWMAN
former Examiner-English;
former Headmistress,
Girls’ High School,
and former member of
Council
“Having had the privilege of serving
on CSEC’s English Panel for a number of
years, I was able to contribute to CXC’s
vision of promoting Literatures which
empower, enlighten and validate our
Caribbean heritage. In addition to this, my
stint on the Council allows me to vouch
for its dedication to presenting all our
students with stimulus material which
promotes analysis and critical thinking
that would ultimately lead to an authentic
Caribbean creativity.”
DENISE WESTFIELD
former Regional Top
Awardee - Best Short
Story, 2008
“I believe that the
CXC/CSEC Board provides
students of the Caribbean with invaluable
opportunities for self-improvement. The
CXC/CSEC scholarships are especially
necessary because they give young
people a chance to further their education,
when they otherwise might not have
been able to do so. I was lucky enough
to obtain such a scholarship. Without that
gift, I have no idea where I might have
been at this point in my life. For that I am
eternally grateful, and pray that many
more persons can benefit from the CXC/
CSEC scholarships.”
PAULINE STANFORD
Ministry of Education,
Guyana
What the CXC
has done, perhaps
above everything else, is to
contextualize Caribbean education, to set
it within a framework that lends a socio-
cultural relevance to Caribbean education.
CXC challenged and is in the process of
removing, what, hitherto had been the
embedded notion among Caribbean
people that the critical reference points
in our education system – our text books,
our teaching methods, the references and
examples that we used, the stories that
we told and the heroes that we idolized
– were the sum total of what mattered
insofar as our education was concerned.
Once CXC took centre stage it was not so
much that that historical framework that
had shaped the teaching and learning
experience was now been left behind. The
new reality was, however, that what had
gone before was now compelled to share
our education space with those other,
more relevant socio-cultural realities that
had been overlooked, and, ignored, for all
those years. What that meant was that our
education system was now being shaped
more realistically by who we are, where
we had come from and the goals to which
we aspire.
“What the CXC has done,
perhaps above everything
else, is to contextualize
Caribbean education, to set it
within a framework that lends
a socio-cultural relevance to
Caribbean education.”
PAULINE STANFORD
Ministry of Education, Guyana

NEWS
At the annual meeting of the Caribbean
Examinations Council in December 2016
it was decided to establish a Task Force
to consider the reasons for the decline in
entries in Caribbean History at CSEC and
CAPE levels, and to make recommendations
on how the decline might be reversed. The
concern of the Council was that a decline
in historical literacy among the youth of
our region is having a negative effect on
the fabric of our societies, and could – if
allowed to continue – undermine more
than forty years of effort by CXC to produce
empowered citizens and promote nation
building in the Caribbean.
The Task Force established under my
chairmanship held its first meeting in June
2017. The ten-strong membership included
experienced history teachers at secondary
and tertiary level, persons with extensive
experience as history curriculum developers
and Examiners with CXC, as well as
representatives drawn from the Caribbean
Association of Principals of Secondary
Schools, the Caribbean Union of Teachers,
Tertiary Institutions and a Permanent
Secretary from an Education Ministry. The
team encompassed representation from
eight different member countries of CXC.
Our first task was to collect data on the
current situation to provide some context
for our report. We examined statistical
data provided by CXC on subject entries
for Caribbean History at CSEC level for
the last five years. This showed a decline
from over 12,000 in 2013 to under 10,000
in 2017, or a drop of over 17 per cent. Over
the same period the entries for History
CAPE Units 1 and 2 fell from over 3,000 to
under 2,000 – a decline of over 41 per cent.
While reliable data is not available for earlier
years, anecdotal evidence suggests that on
average, entries for History have been in
decline since the 1990s.
Another worrying trend to emerge
from the data provided by CXC concerns
the grades achieved in CAPE History. Over
the past five years only 0.69 per cent of
students sitting CAPE Unit 1 had achieved
a Grade 1. The ratio of Grade 1’s was better
for Unit 2, at 1.92 per cent, but for both
Units combined the ratio stood at just 1.21
per cent. Analysis of student performance
for the entire cohort over the last three
years (2015–2017) indicated that students
with failing grades at CAPE History Unit 1
(grades VI and VII) ranged from a high of
28.51 per cent of the total in 2015 to a low of
18.18 per cent in 2016, while the comparable
percentages for failing grades at CAPE Unit
2 were a high of 17.17 in 2015 and a low of
11.52 in 2017. The analysis indicated that
the grade profile for both CAPE History
Units showed a preponderance of students
in the lower grade bands and compared
unfavourably with student performance in
most other CAPE subjects offered by CXC.
At CSEC level, the performance in History
during the period under review was broadly
comparable with other subjects for the
passing grades (I –III) at about 65 per cent of
the total, although the proportion achieving
Grade I passes (5–10 per cent) appeared
lower than for most other subjects.
To augment the statistical data, and to
gather views on CSEC and CAPE History, the
Task Force developed two questionnaires
– one for students and one for teachers
In a world and era in which lies are proclaimed as though they
are the truth by the rich and powerful, how can we remain true to
ourselves in this region if we do not know who we are?
Revitalize History -
Task Force Recommends
By Professor Allan Cobley
– which were sent out with the help
of CXC to schools across the region.
We received responses from over 40
schools in eleven countries, including
almost two hundred from students and
70 from teachers. Together they provided
fascinating insights into the state of History
and attitudes towards the subject in
Caribbean schools, highlighting some of the
challenges and providing many suggestions
for improvement. We have made extensive
use of these insights in preparing our report.
TheTaskForcealsosoughtinternational
perspectives on the teaching of History by
reviewing articles and websites available on
the internet. This revealed that many of the
challenges being faced by the subject in the
Caribbean, including declining enrolments,
can be seen in other parts of the world.
It also identified a number of effective
strategies that have been used elsewhere
to combat these challenges. Some of our
recommendations for action draw on these
international perspectives.
Although the final draft of the report is
still in preparation, we consider the evidence
to be incontrovertible that the subject of
History is in crisis across our Caribbean
region. Low and falling enrolments at CSEC
and CAPE are merely the most obvious
indicator of this. They are symptomatic of
a widely held view in our societies that the
subject is no longer ‘relevant’ for young
people seeking employment in a globalised,
dynamic and technologically driven market
place; or more generally for the development
of our post-colonial Caribbean societies,
which are in many cases two or three
generations beyond independence.

Webelievetheseviewstobeprofoundly
mistaken. If we allow them to be propagated
unchallenged, more and more of our young
people will miss out on the opportunity to
acquire the range of skills that the study of
History can provide, and which could be
used to greatly enhance their employability
in the 21st Century. This point can be
illustrated easily. The top ten skills and
attributes of future employees identified in
a recent survey of major employers by the
World Economic Forum include: Complex
problem solving; critical thinking; creativity;
people management; coordinating with
others; emotional intelligence; judgment
and decision making; service orientation;
negotiation; and cognitive flexibility. History,
properly taught, can contribute to the
development of all these skills.
Perhaps even more critical than the
issue of employability, is that of identity.
Professor Allan Cobley
is the Pro Vice-Chancellor
– Undergraduate Studies
at The University of the
West Indies and chaired
the CXC History Taskforce.
Without a renewed commitment to the study
of History as an integral part of our education
system at every level, our societies, and our
sense of ourselves as Caribbean people, will
become socially, culturally, and spiritually
impoverished. In a world and era in which
lies are proclaimed as though they are the
truth by the rich and powerful, how can we
remain true to ourselves in this region if we
do not know who we are?
It would not be appropriate in advance
of the submission of the report to CXC to
go into detail in this short article on the
recommendations from the Task Force. I
hope to have the opportunity to go into
these at a later date. However, they flow
from our understanding of the urgent
need to revitalise the study of History in
the Caribbean in light of our observations
on the current situation. They will include
recommendations for CXC, for History
Teachers, for TLIs, and for Ministries of
Education across the region. They will
address matters of administration and policy,
curriculum design and content, assessment
strategies, pedagogical approaches, the
provision of teaching resources, and
the need for a region-wide campaign to
challenge and change negative attitudes
towards History as a subject. Once the
report has been submitted to CXC we hope
to report back especially to teachers on the
findings and to engage in a dialogue with all
stakeholders on the key recommendations.
CXC Task Force On History

NEWS
Meet
Multifarious
MANDELA
2018 Caribbean Rhodes Scholar
At first glance, you can be mistaken for thinking
Mandela Patrick is just another young man, but
there is nothing ordinary about this 22-year-old
Trinidadian. With a dazzling Caribbean smile
and jovial personality, Mandela is grasping
opportunities with both hands and living his
passions. The Caribbean Examiner magazine
recently spoke with him about his journey since
winning two CAPE Regional Top Awards in 2014.

Since winning the CAPE
top award, what have you
been doing?
AfterwinningtheCAPEtopMathematics
and ICT student awards, I enrolled as an
undergraduate student at Harvard University
in August 2014. While at Harvard, I was able
to pursue my two main passions, squash
and computer science, at the highest level.
Having represented my country,
Trinidad and Tobago, in squash at both the
junior and senior level, since I was nine-
years old, the opportunity to play college
squash at Harvard, the #1 nationally ranked
college squash programme in the United
States, was an incredible opportunity for
me. I walked on to the Harvard varsity
squash team my freshman year and I
have represented Harvard in each of my
four years in college. As a member of the
squash team, I have had the opportunity to
train with and learn from the best squash
players my age. Furthermore, while a squash
member, I have been a two-time Ivy League
Champion and two-time National College
Squash Finalist.
Academically and professionally,
Harvard has also opened up a lot of
doors for me. Harvard has one of the top
computer science departments in the
world, producing the likes of Bill Gates
and Mark Zuckerberg. I have always
been interested in programming and
computer science and therefore I relished
the opportunity to learn from the excellent
computer science faculty and students
at Harvard. My coursework provided me
with the prerequisite background to excel
at my software engineering internships at
Facebook, Goldman Sachs and Instagram.
What are you studying now?
I graduate this May (2018) from Harvard
University with a Bachelor’s Degree in
Computer Science. I will then be pursuing a
DPhilinEngineeringScienceattheUniversity
of Oxford, on the Rhodes Scholarship,
starting in October 2018.
What will you be
studying at Oxford and why?
My DPhil in Engineering Science will be
focused on how to build intelligent systems,
using artificial intelligence and machine
learning, to personalize educational
experiences for students. I will be pursuing
my research under Mihaela van der Schaar,
the Man Professor of Quantitative Finance
in the Oxford–Man Institute of Quantitative
Finance (OMI) and one of the world’s leading
researchers in the fields of personalized
medicine and education.
Education has given me so much;
that I want to provide the same for others.
However, my experiences have shown that
not everyone has the opportunity to excel
academically. I believe that everyone can
learn if given the right resources, personal
attention and mentorship. It’s my goal
that no kid feels left behind. My dream
is that everyone can succeed or excel
academically. Most importantly, I don’t
want the quality of teaching instruction, the
student’s socio-economic background or a
lack of communal support, either at school or
home, be the reason why a child can’t obtain
a good education. Personalized education
systems can mitigate these problems. I
would like to design an education system
that understands where one is and can
take the person to that next level. I believe
personalized education can be really
transformative, intuitive and fun; thus, once
engaging, we can get kids excited to learn
and motivated to further their education.
How did you hear
about the scholarship?
While interning at Facebook my
freshman year, Maxine Williams, fellow
Trini and Global Director of Diversity
at Facebook, told me how winning the
Rhodes Scholarship changed her life. She
mentioned how intellectually stimulating her
experience was at Oxford and how special it
is to be part of the Rhodes community. She
told me to consider applying when I was a
college senior and I am thankful I did.
What inspired you to apply
for the Rhodes scholarship?
I was inspired to apply due to the
fact that so many members of the Rhodes
community are global leaders who have
impacted positively on this world. I therefore
felt that to be a Rhodes Scholar would
enable me to one day follow in their
footsteps.
Other Rhodes scholars I have been
inspired by include Maxine Williams,
former US President Bill Clinton and former
Jamaican Premier Norman Manley.
What was the journey like
applying for the scholarship?
It was a long and challenging process.

NEWS
A lot of preparation went into applying,
between interview practice, securing
recommendations, and finalizing my
application. It’s really about a six-month
process.
The written application requires
you to submit a personal statement, six
recommendation letters, your college
transcript and resume. This part of the
process is extremely important because the
information submitted in this written part is
all that the panel has to decide whether or
not to invite you to an interview. Therefore, I
spent the entire summer writing, editing and
re-writing my personal statement to ensure
that my statement effectively communicated
my story and background.
On submitting the written application,
I had to wait for just over a month to get
word on whether I made the final round.
The Commonwealth Caribbean invites
eight to ten students to the final round to be
interviewed in Barbados and I was fortunate
to be selected as a finalist. I spent the month
before my interview doing mock interviews
with my friends and house tutors at Harvard.
Although a long and grueling process,
it was extremely rewarding because by
practising interviews and preparing personal
statements, I was able to figure out what
exactly I am passionate about and what
impact I hope to one day make on this world.
What was your reaction
when you learnt that you
were successful?
It was a mix of shock, great joy and
relief.
I dreamt of winning this scholarship
ever since I had the conversation with
Maxine, and though I prepared well for the
interview, I didn’t think that I would actually
win. Therefore, I was shocked that I won, but
relieved that my hard work paid off.
There were eight other finalists from all
over the Caribbean, who were just amazing
and inspiring and I was extremely humbled
that the interview panel selected me as
the winner. I can’t imagine how difficult
a decision it was for the panel to make,
because there is only one scholarship for the
entire Caribbean and to pick just one among
us must have been incredibly difficult. I am
confident that each of the finalists is one
day going to make a profound impact on
the Caribbean and the world at large and
I am proud to say that the Caribbean is in
good hands.
Was there anyone who
assisted you along your
journey?
First and foremost, my parents
(Raymond and Hyacinth) have played the
biggest role in my success. From since I
was a child, they have instilled extremely
good values that have helped me on my
success journey. The values of honesty,
integrity, hardwork, and discipline stand out;
however, the power of the daily prayer to
the Almighty is the cornerstone. They have
also supported me with all my goals and
ambitions and have provided the time and
resources to ensure that I am successful in
whatever endeavors I am pursuing. I couldn’t
be here without them.
Maxine Williams is another person who
has helped me a lot. She reached out to
me to apply to a Facebook internship after
she heard about my story on the Trinidad
Guardian. If it wasn’t for her, I would not have
heard about such an amazing opportunity,
an opportunity that changed my life. She
also prompted me to apply for the Rhodes
Scholarship, and helped me throughout the
process. She has been such an amazing
mentor to me and I am extremely thankful!
In addition, mentors such as Edwin
Amonoo, Geoff Seyon, Chadwick Mitchell
and Nicholas Fuller have played an integral
role in offering advice and support enrolling
at Harvard.
I also can’t forget my professors who
readily agreed to recommend me for the
scholarship: Harry Lewis, Margo Seltzer, Ofra
Amir and Natalie Ramirez.
Apart from winning the
Rhodes Scholarship, what are
some of the other interesting
things you have done in 2017?
2017 was a really special year for me.
I was able to travel to three of the seven
continents over the last 12 months: Africa
(South Africa), Asia (Mainland China, Hong
Kong and South Korea), Central and South
America (Mexico).
In the summer, I got the amazing
opportunity to intern as a software engineer
at Instagram in NYC.
At the end of 2017, I was selected to
represent Trinidad and Tobago in squash
at the 2018 Commonwealth Games in Gold
Coast, Australia.
What are your
career ambitions?
I have always seen myself as an
entrepreneur. Therefore, upon completing
my PhD, I hope to start leveraging the skills
I would have gained in my PhD to build
an intelligent platform, Edify, that would
provide the infrastructure for personalized
education in the Caribbean and the world.
My aspiration is to tailor and make education
accessible to everyone.
What extracurricular activities
are you involved in at school?
My main extra-curricular activity at
Harvard is playing on the varsity squash
team. I also started the Harvard Caribbean
Club, which I served as president for 3 years.
I’ve strived to help my wider community
in areas I’m particularly passionate about:
education and sport. One of my main
extracurricular activities on campus has
been volunteering through the Digital
Literacy Project (DLP). In this programme, I
teach middle school kids, usually from more
economically disadvantaged communities,
the fundamentals of computer science
and programming. This has been a really
rewarding experience for me because I
get to inspire and educate these kids in
a subject area I am passionate about. I
see it as my prerogative to get involved in
activities like this because I hope through
my taking the time to help these kids at
such a young age, they’ll be inspired to
pursue a degree or even better a career
in computer science. In a similar vein, I
have volunteered at SquashBusters and
StreetSquash, two sports-based youth
development programmes that combine
the sport of squash with academic support,
community service, and college mentoring.
CXC wishes Mandela great success in
his future endeavours.
https://www.facebook.com/MyCXC/
videos/10155786770653150/
Learn more
about
Mandela by
viewing this
Let’s Talk
interview
using this link.

The Association of Chartered Certified
Accountants (ACCA) and the Caribbean
Examinations Council (CXC) signed a
Memorandum of Understanding (MOU)
on 18 September 2017, providing for the
establishment of mutual co-operation between
the two institutions. Several months in the
making, the MOU is for an initial period of three
years and focuses on the areas of education
and human capital development in the region.
Lauding the MOU signing as a significant
stepforACCAintheregion,PaulaMarcelle-Irish,
head of business development said, “ACCA is
pleased to partner with CXC, the Caribbean’s
premier examinations body, to improve
education and learning methods established
for accounting, finance and management
qualifications as the global environment
requires a high level of professional skills,
technical knowledge and professional ethics.
ACCA continues to grow in its influence across
the region, and partnering with CXC will speak
directly to our objectives of providing unlimited
possibilities to those persons possessing the
aptitude and attitude for success in finance
and accounting.” She added, “CXC provides
quality assurance in education, administration
of exams and other forms of assessment and
the meeting of these two bodies can only
enhance education on so many levels across
the Caribbean.”
Mr Glenroy Cumberbatch, Registrar,
said, “CXC, a premier provider of globally
competitive curriculum development services,
examinations, certification and education
services is delighted to partner with a global
brand such as ACCA to provide incentives
for Caribbean students and learning and
development opportunities for Caribbean
teachers.”
“The MOU leverages a natural synergy
between ACCA and CXC, and is a significant
milestone in regional and international
cooperation,” the CXC Registrar added.
The MOU has already borne fruit. During
the Regional Top Awards ceremony held in
St Kitts and Nevis on Thursday 14 December
2017, the first ACCA Regional Top Award was
presented – the ACCA CAPE Business Studies
Award. Guyanese Shawn Shewram, a student
of St Rose’s High School, became the first
recipient of the award. Mrs Paula Marcelle-
Irish, head of business development at ACCA
Caribbean, presented the award to Shawn.
“The regional top awards in St Kitts was
well executed and of an extremely high calibre.
It was great to be part of the ceremony for
the very first time to witness presentations of
awards to the region’s best and brightest in
2017,” Mrs Marcelle-Irish said of the ceremony.
“I was also happy to engage and network with
other members of staff from CXC, educators,
representatives from the various Ministries
of Education, parents and well-wishers from
across the region.”
She had high praise for the St Kitts and
Nevis host committee, “We were treated to, and
thoroughly enjoyed live entertainment from
local groups, which was of an exceptionally
high standard. Congratulations again to the
planning committee for the high level of
professionalism in executing this event.”
In reference to the awardees, the ACCA
official commented, “I felt a great sense of
pride when I was interacting with some of the
awardees. They seemed well rounded, exuded
a high level of confidence, were focussed on
their career pathways to realize their goals
and ambitions, yet were very much involved in
extracurricular activities in and out of school.”
The ACCA Business Development
Head is convinced that ACCA has made
the right decision to partner with CXC. “We
have already started enjoying the fruits of
our collaboration. Both organizations are
committed to working together to ensure that
global standards are met, that human capital
development is achieved and that education
and learning methods for students and
teachers of accounting, business, finance and
management are improved.”
In addition to the CAPE Business
Studies Award, which carries a cash prize
of US$1000.00, ACCA will also present
national awards to the best performer in CAPE
Accounting in each territory where the subject
is offered, and to the best performer in CSEC
Principles of Accounts in each territory. The
top CSEC POA performer in a given year will
also receive a monetary prize of US$500.00.
The next phase of the awards programme
will include an on-the-job attachment
component which students will be offered
attachments with companies in their respective
countries for a period during the school
vacation.
In addition to the top awards, ACCA will
work in conjunction with the Syllabus and
Curriculum Division to deliver teacher training
in the business subjects as well as to provide
industry feedback on the syllabuses in the
business cluster.
“We have already collaborated on a
few initiatives outlined in the MOU including
attendance at teacher orientation workshops,
formal syllabus development and reviews,
the completion of gap analysis reports for the
Accounting syllabuses and the recognition
of the region’s top Business Studies and
Accounting awardees,” Mrs Marcelle-Irish
explained.
To cement the collaboration, Ms Julie
Hotchkiss, ACCA’s Market Director for Europe
and Americas paid a courtesy call on Registrar
of CXC, Mr Glenroy Cumberbatch in November
2017. Ms Hotchkiss and Mr Cumberbatch
reaffirmed the commitment of both institutions
to the long-term sustainability of the Caribbean.
ACCA and CXC Sign MOU
Registrar of CXC, Mr Glenroy Cumberbatch presenting Ms Julie Hotchkiss, ACCA’s Market Director for Europe and Americas
with a copy of the MOU. Looking on are Anouska Sammy (L) - Member Manager, ACCA Caribbean and Mrs Sharon Armstrong-
Mullah (R), Financial Controller, CXC

1 Accountants
are boring
What do Janet Jackson
(music recording artiste),
Mick Jagger (Rolling
Stones singer) and
Robert Plant (a legendary musician) have
in common? Answer: They all trained to
become accountants before stepping
into the spotlight. Hardly fitting the
stereotypical image of an accountant,
Jagger studied accounting and finance at
the London School of Economics, going on
to form the Rolling Stones in 1962.
2 Accountants do the same
thing day in, day out
There’s more to
accounting than preparing
and interpreting financial
statements. Accountants
can work on projects
for all kinds of clients, from retailers to
A-listers. This, and the global nature of the
industry, means that accountants can travel
widely and are needed in every industry.
3 You need to be
good at maths
Accountants need to be
numerate and have a
head for figures; but they
don't need to have studied
maths to a high level or
starred at the International
Mathematical Olympiad. Much of the
big number-crunching is now done by
accounting software, while the ‘Big Four’
accountancy firms look for candidates with
strong commercial awareness.
4 I can just use an
accountancy app
There’s a thriving market
of accountancy software
that can help to simplify
routine bookkeeping actions
for small businesses - but
they can’t replace the
effectiveness of a human’s understanding
of accountancy principles, which can
provide vital insights into a business.
Accountancy
Myths
There are plenty of
misconceptions about
accountants out there - if
you’ve watched popular
sitcoms like The Office
or Parks and Recreation,
you’ve probably seen
them portrayed as a little
bit dull! Fact is much
more interesting than
fiction in this case. Read
on as we debunk the
top eight myths about
accountancy...
6 It’s a male-dominated
profession
Accountancy is generally
seen as a profession that’s
dominated by men. In 2015,
however, two of the Big Four
accountancy firms appointed
women as CEO, with Lynne Doughtie taking
the reins at KPMG and Cathy Engelbert at
Deloitte. In the Caribbean, ACCA member
Julie Reifer-Jones is the current CEO of Liat,
and Stacy-Ann Golding is not only president
of the Institute of Chartered Accountants
of Trinidad and Tobago (ICATT), but also
a partner, (Audit) at KPMG, Trinidad and
Tobago.
7 Automation will make
accountants redundant
Stories like the Wall Street
Journal’s ‘The New Bookkeeper
Is a Robot’ paint a picture of a
future in which large parts of
the accountant’s role will be
taken over by robotic process
automation – computer
software that’s capable of
controlling a range of applications. But
technical and financial expertise is always
going to be required for higher level analysis,
strategy and compliance issues.
8 You need an
accountancy degree
Accountancy is a
diverse profession
and firms are always
looking for ways of
recruiting the best
talent, regardless of
candidates’ education
and background. Many firms have special
apprenticeships designed to attract school
leavers, and some have removed academic
qualifications from their entry criteria to
create more opportunities for bright students
and broaden access. In a similar vein, Deloitte
recently changed its selection process to
stop recruiters knowing where candidates
went to university in an attempt to remove
any potential bias.
Want to learn more about a career in accountancy? Visit www.yourfuture.accaglobal.com
5 Accountants
only do taxes
Accountants perform a
wide variety of roles in
the public and private
sectors. They can work
in-house, advising
companies on auditing, financial
management and regulatory matters, and
thinking strategically about the business.
Alternatively, accountants also play a
vital role in delivering public services and
helping not-for-profit organizations. And
because accountancy firms are global
organizations, it’s a career that opens up
international opportunities.
NEWS

The number of candidates who
are absent for the January sitting of the
(CSEC) is now a cause for concern according
to Dr Marcia Potter, Deputy Chair of the
Caribbean Examinations Council (CXC).
Dr Potter, also the Permanent Secretary
in the Ministry of Education and Culture in
the British Virgin Islands, was speaking as
she chaired the 70th Meeting of the Final
Awards Committee (FAC) of CXC on Friday
16 February 2018 at CXC Headquarters
in Barbados. During the meeting, it was
revealed that in a number of subjects,
many candidates did not show up for their
examinations, which were paid for by either
the candidates or their governments.
“I am a concerned about the number
of absentees. It is cause for concern that
taxpayers money is being used to pay [for
examinations fees] and candidates are not
showing up to write the examinations,” Dr
Potter lamented.
Absenteeism has always been an issue
in the January sitting. However, this year it
was significantly higher in some subjects:
Office Administration (41%); English B (37%);
Principles of Accounts (31%); Information
Technology (30%); and Social Studies (28%).
CXC Response
In noting the issue, Registrar of CXC,
Mr Glenroy Cumberbatch said CXC is
responding to help candidates better
prepare for the January sitting. The
Registrar said CXC plans to provide more
detailed feedback to candidates on their
performance so that they know exactly their
areas of strength and weakness. In addition,
he said the CXC Learning Hub would
provide additional resources to candidates
to aid their examinations preparation. The
Learning Hub is expected to be ready by
the end of September 2018.
Mixed performance
The overall performance in the January
sitting was mixed, with some subjects in
the Natural Science cognate cluster seeing
marked improvements while there was
declining performance on other subjects.
Performance in Biology saw the most
significant improvement with 71 per cent
of entries achieving acceptable grades –
Grades I-III. This improvement, was a result
of better performance on all three profiles:
Knowledge and Comprehension, Use of
Knowledge and Experimental Skills.
There was a 26 per cent improvement in
performance on Human and Social Biology;
some 70 per cent of entries achieved Grades
I-III. For Chemistry, 47 per cent of entries
achieved acceptable grades this year,
while for Physics, the level of performance
remained the same over the two-year period
at 65 per cent.
Improved performance on all three
profiles for Information Technology resulted
in an overall improvement. This year, 72 per
cent of entries achieved acceptable grades.
Performance in the Theory profile moved
from 76 to 85 per cent; Productivity Tools
from 63 to 73 per cent and Problem Solving
and Programming from 50 to 58 per cent.
Performance on English A remained the
same as in 2017 with 56 per cent of entries
achieving the acceptable grades, while for
English B, 27 per cent of entries achieved
acceptable grades this year. The Subject
Awards Committee reported that in several
cases, candidates scored zero on a number
of questions on Paper 02. Some candidates
wrote no answers and others simply wrote
back the question.
Mathematics continued its downward
trend that started three years ago. This year,
30 per cent of entries achieved acceptable
grades.
In the Business Studies cognate,
performance on Principles of Business was
at 55 per cent of acceptable grades. This
performance was a result of a decline on
all three profiles: Organizational Principles,
Production, Marketing and Finance and
Business Environment. Performance on
Principles of Accounts was at 39 per cent
this year. Performance on the three profiles
– Knowledge, Application and Interpretation
– also declined.
Office Administration registered a two
per cent improvement in performance with
64 per cent of entries achieving acceptable
grades this year.
Increased entries
Thirteen subjects were offered in
the January 2018 sitting and there were
increases in both subject and candidate
entries. A total of 40,654 subject entries
were received compared with 34,560 in
2017. There was an increase in the number of
candidate entries also with 20,149 entries this
year compared with 16,568 entries in 2017.
Mathematics is the largest subject with
13,099 entries, followed by English A with
11,050, and Social Studies with 3,517 entries.
Candidates 19 years old and over
dominate the January sitting with just
under 8,000 candidates in that age group.
Candidates 17 years old occupied the second
spot, with 4,302, followed by candidates 16
years old with 3,926 entries.
Candidates in the January sitting
are mainly private candidates and school
candidates who wish to improve their grades
in a subject taken in the May/June sitting.
NEWS
ABSENTEEISM
a Cause for Concern

Minister with responsibility for Education in
St Kitts and Nevis, Honourable Shawn Richards’
words that St Kitts and Nevis felt honoured to
host the 49th Council Meeting of CXC rang true
throughout the entire Federation. From the VIP
treatment on arrival at the airport, welcome
party at the Marriot Resort, to the farewell
cocktail party the last night, St Kitts and Nevis
once again punched above its weight.
The Caribbean Examinations Council (CXC)
held its 49th meeting at the St Kitts Marriott
Resort, St Kitts and Nevis on Friday 15 December
and the meeting of the School Examinations
Committee (SEC) on Thursday 14 December
2017. The SEC and Council meeting was held
under the Chairmanship of Professor Sir Hilary
Beckles, Chairman of CXC and Vice-Chancellor
of The University of the West Indies.
St Kitts and Nevis
“Honoured” to Host Council
Opening of Council and
Presentation of Top Awards
T h e o p e n i n g c e r e m o n y f o r
Council and presentation of awards for
outstanding performances in the May/
June 2017 Caribbean Advanced Proficiency
Examination (CAPE), the Caribbean
Secondary Education Certificate (CSEC),
and the Caribbean Certificate of Secondary
Level Competence (CCSLC) examinations
was hosted at the St Kitts Marriott Hotel on
Thursday 14 December at 7:00 pm.
Honourable Shawn Richards, Minister
of Education, Youth, Sports and Culture in
St Kitts and Nevis graced the ceremony
with his presence and delivered the feature
address at the ceremony. Minister Richards
said St Kitts and Nevis hosting of the CXC
governance meetings was an indication
the country’s commitment to the region
generally and to CXC in particular.
The Premier of Nevis, Honourable
Vance Amory was also in attendance and
gave the welcome remarks. Premier Amory’s
message to the awardees was that they
needed to see themselves as the furture of
the Caribbean.
Leader of the Opposition and former
Prime Minister, Honourable Dr Denzil Douglas
was a guest at the ceremony and assisted in
presenting awards.
Professor Sir Hilary Beckles, gave
remarks at the ceremony. Professor Beckles
urged the awardees to become advocates
of causes and stand up and speak up for
something.
NEWS
CAPE, CSEC and CCSLC Regional Top Awardees posing with their prizes

Sir Hilary noted that the CSEC awardees
are provided with a full scholarship by The
University of the West Indies once they
complete their CAPE or an associate degree.
He explained that the scholarship is meant
to attract the region’s brightest and best
minds to the region’s top university.
Regional Top Awards
During the ceremony held on the night
of Thursday 14 December, students from six
Caribbean countries – Barbados, Grenada,
Guyana, Jamaica, St Kitts and Nevis and
Trinidad and Tobago – received awards for
outstanding performances in the Caribbean
Advanced Proficiency Examination (CAPE),
(CSEC) and the Caribbean Certificate of
Secondary Level Competence (CCSLC).
Tareque Raeburn of Presentation Boys’
College, Grenada received the award for the
Most Outstanding Male Student in CCSLC,
while Kedeema Blanchette of Basseterre
High School, St Kitts and Nevis, received
the award for Most Outstanding Female
Student in CCSLC.
Tareque achieved Master in CCSLC
English and Mathematics and Grade I in
CSEC Information Technology, Physical
Education and Sport and Grade II in Industrial
Technology (Electrical). Kadeema achieved
Master in CCSLC English, French and
Mathematics and Grade I in CSEC Theatre
Arts and Physical Education and Sport.
High School was presented with the first
ACCA/CXC Business Studies Award by
Mrs Paula Marcelle-Irish Head of Business
Development at ACCA Caribbean.
ShannonWoodroffeofQueen’sCollege,
a former CSEC awardee, received the first
RM Results-sponsored CAPE Mathematics
Award. Shannon also received the award
for Natural Science. She achieved Grade I in
13 Units, all with “As” in the Module grades.
Jared Johnson of Campion College,
Jamaica received the Hodder Education
CAPE Humanities Award. He achieved
Grade I in nine Units and Grade II in one Unit.
St Kitts and Nevis “Honoured” to Host Council
Opposition Leader in St Kitts and Nevis, Dr Denzil Douglas (centre) posing for a photograph with
Regional Top Awardees, CXC officials and Ministry of Education officials
Awardees and delegation from CXC and Ministry of Education posing with
Governor General of St Kitts and Nevis His Excellency Sir Tapley Seaton (centre)
CXC Registrar, Mr Glenroy Cumberbatch presenting
Governor General Sir Tapley Seaton with a piece of artwork.
Deputy Chair, Dr Marcia Potter looks on
CAPE
Joel Kissoon of Presentation College,
San Fernando, Trinidad and Tobago,
received the Dennis Irvine Award. He is the
third student from Presentation College,
San Fernando to receive the award. Joel
achieved Grade in 14 Units and Grade II in
two Units.
Chela Aufderheide of Naparima Girls’
High School, Trinidad and Tobago received
the Language Studies award with Grade I
in 12 Units.
Students from Guyana received three
awards. Shawn Shewram of St Rose’s

CSEC Awardees
Michael Bhopaul, a student of Queen’s
College, Guyana, received the most awards
on the night. Michael received the awards
for the Most Outstanding Candidate Overall,
Most Outstanding Candidate in Sciences,
Most Outstanding Candidate in Business
Studies and Most Outstanding Candidate
in Technical Vocational Education.
Another student from Queen’s College,
Rawletta Barrow won the award for Most
Outstanding Candidate in Humanities.
Rawletta achieved Grade I in 19 subjects.
Aasim Baksh of St Stanislaus College,
Guyana, was presented with the award
for the Best Short Story. Aasim’s story was
entitled “The Tremor.”
The award for Best 3-Dimensional
Visual Art pieces went to Nerissa Niles of
Grantley Adams Memorial School, Barbados,
while Kerron John of San Juan South
Secondary School, Trinidad and Tobago
received prize for the Best 2-Dimensional
Visual Art work.
Courtesy Calls
The VIPs in the federation also
welcomed the awardees and a CXC
delegation during courtesy calls. His
Excellency Sir Taplet Seaton, Governor
General of St Kitts and Nevis; Honourable
Shawn Richards, Acting Prime Minister
and Minister of Education, Youth, Sport
and Culture; and Leader of Opposition the
Right Honourable Dr Denzil Douglas, all
welcomed the delegation to their respective
offices. During the courtesy calls, the
awardees introduced themselves and spoke
about their accomplishments. They also
took the opportunity to quiz the VIPs about
various issues affecting the Caribbean. Each
visit ended with the presentation of a gift of
a student’s painting to the host.
The awardees were encouraged by all
dignitaries to continue to excel in their fields
of endeavour. They were also advised to
view their accomplishments not as the end
of the road, but as the beginning of a journey
that has started.
The awardees visited the sister isle of
Nevis on Tuesday afternoon and interacted
with educators, students and a former top
awardee from the island Kamala Swanston.
They also toured the island and was treated
to a sumptuous lunch at the world-famous
Four Seasons Hotel.
Tours were also arranged for the
regional top awardees, members of the
School Examinations Committee (SEC) and
members of Council, to see St Kitts. Including
the historic Brimestone Hill Fortress, the Eco
Park and the St Kitts Scenic Railway.
Registrar’s Report
C o u n c i l r e c e i v e d t h e 2 0 1 7
Registrar’s Report presented by Mr
Glenroy Cumberbatch, CXC Registrar. Mr
Cumberbatch highlighted the Council’s
accomplishments in 2017.
These included increased candidates
by over 2000, addition of one CAPE subject,
Design and Technology, ground work for
expansion into the non-English-speaking
Caribbean territories, increased marketing
of CCSLC, CVQ and CSEC; completion of
CXC Service Charter, and achievement of
97 per cent Information Systems reliability.
The Registrar also reported that all
subjects will be made available via electronic
testing in 2018 for territories that are
interested in offering it to their candidates.
He also noted that all subjects will be marked
electronically by 2019.
Payment structure for e-markers
The School Examinations Committee
(SEC) discussed the revised payment
structure for e-markers. The meeting heard
that CXC recruited a consultant to review the
payment structure for e-marking and a revised
payment structure was recommended and
approved. The revised structure will result in
a $455, 000 increase in CXC marking budget.
CAPE History Taskforce
Chairman of the History Task force,
Professor Alan Cobley, presented the report
to SEC. He noted that both the enrollment and
performance in history had declined over the
years. So far, the task force had conducted
two surveys and gathered significant entry
and performance data on CSEC and CAPE
History.
CXC Learning Hub
SEC also received an update on the
development of the CXC Learning Hub and
noted that a number of Digital Toolkits had
been developed for CCSLC, CSEC, CVQ and
CAPE. It was reported that more toolkits
would be developed in 2017 and would
be housed in NotesMaster platform. SEC
also noted that CPEA resources in the form
of e-books had been published and that
the books were written by pupils who had
entered a story-writing competition mounted
by CXC in 2014. Members were informed that
another competition would be launched in
2017 and CXC would also invite short stories
from professional authors.
NEWS
Deputy Chair, Dr Marcia Potter presenting award to Jared Johnson of JamaicaPremier of Nevis, Honourable Vance Amory presenting award to Tereque Raeburn of Grenada

Syllabus Development
SEC received the summary of major
decisions from the meetings of SUBSEC
held during 2017. Members were presented
with the major decisions taken at those
meetings including:
Approval of the revisions to six CAPE
syllabuses: History and Literatures in
English to be distributed in 2017 and for first
examination in 2018; Biology, Chemistry,
Physics, and Law to be distributed in 2018
and first examination in 2019.
Approval of revisions to five CSEC
syllabuses: Music to be distributed in 2018
and for examination in 2020. Theatre Arts
to be distributed in 2018 and examination
in 2020. Economics, Principles of Accounts
and Principles of Business to be distributed
in 2017 and for examinations in 2019.
SEC also heard that at the request of
stakeholders, SUBSEC agreed to defer the
use of CAD software for Technical Drawing
to 2018 in an effort to allow schools to effect
the necessary upgrades to their technology
and for training in the use of the software
to take place.
St Vincent and the Grenadines has
offered to host the 2018 CXC governance
meetings. St Vincent and the Grenadines
last hosted the meetings in 2006.
Sir Hilary noted that the CSEC awardees are
provided with a full scholarship by The University of
the West Indies once they complete their CAPE or
an associated degree. Sir Hilary explained that the
scholarship is meant to attract the region’s brightest
and best minds to the region’s top university.
St Kitts and Nevis “Honoured” to Host Council
Minister of Education in St Kitts and Nevis, Honourable Shawn Richards
presenting award to Rawletta Barrow
Mrs Paula Marcelle-Irish, Head of Business Development, ACCA Caribbean,
presenting Shawn Shewram with his award
Chairman of CXC, Sir Hilary presenting plaque to Michael Bhopaul, Overall Top performer for CSEC

NEWS
The crème de la crème of students in
the 2017 Caribbean Certificate of Secondary
Level Competence (CCSLC), Caribbean
Secondary Education Certificate (CSEC)
and Caribbean Advanced Proficiency
Examination (CAPE) have been given a
challenge – “Fulfil your potential!”
That was the charge to the twelve
students who gathered at the St Kitts
Marriot Hotel last December 14 to receive
awards for outstanding performance in the
respective examinations. And it came from
Chairman of CXC and Vice Chancellor of The
University of the West Indies, Professor Sir
Hilary Beckles.
“You must fulfil your potential,” Sir
Hilary told the awardees, who were smartly
attired in their respective school uniforms.
“You must go on to tertiary education
because the Caribbean has the lowest
enrolment in tertiary education in the
Western Hemisphere.”
Delivering the Chairman’s Remarks at
the annual awards event, Sir Hilary added,
“this [low enrolment] is a threat to the
advancement of our society and culture and
you must also persuade your colleagues to
go on,” he stressed.
The outstanding academic also urged
governments and the private sector to
modernise and diversify the region so that
the young people would want to take it
over. He described the regional awardees
as “young giants” and said the region was
proud of their accomplishments.
An economic historian, Professor
Beckles told the young people to speak
up on issues affecting them. "Each of you
have to be an advocate of your views,” he
charged as the awardees paid rapt attention
as he spoke.
During the press conference held
following the Council meeting, Sir Hilary
told members of the media that the 2017
awards ceremony would be remembered
for its celebration of the brilliance of the
awardees who have excelled and broke
records of achievement and academic
performance. The apparent reference to
the accomplishments of Michael Bhopaul,
the Queen’s College, Guyana student who
Sir Hilary to Top Awardees –
“Fulfil Your Potential”By Cleveland Sam
achieved 25 Grade I’s at CSEC, the first time
any student has achieved such a feat.
Premier of Nevis, Honourable Vance
Amory, who gave remarks at the awards
function, told the awardees they had a great
responsibility, “As the young people of the
region you are the future.”
New Awards
Two new awards were presented for
the first time at the awards ceremony in
St Kitts/Nevis: the ACCA CAPE Business
Studies Award and the RM Results CAPE
Mathematics Award.
ShawnShewramofStRose’sHighSchool
in Guyana became the first recipient of the
CXC/ACCA Business Studies Award. Shawn
received the award from Mrs Paula Marcelle-
Irish, Head of Business Development at
Trinidad-based ACCA Caribbean.
Shawn achieved Grade I in 12 Units:
Accounting Units 1 and 2, Caribbean Studies,
Communication Studies, Economics Units 1
and 2, Entrepreneurship Units 1 and 2, Law
Units 1 and 2, Management of Business
Units 1 and 2; and Grade III in two Units:
Integrated Mathematics and Literatures in
English Unit 1.
The ACCA award forms part of the
landmark MOU signed between CXC
and ACCA in 2017, which will focus on
education and human capital development
in the region. As part of the agreement
ACCA will present awards annually to the
top performing accounting students in the
and the Caribbean Advanced Proficiency
Examination (CAPE) in all CXC territories
offering these subjects.
Shannon Woodroffe, another student
from Guyana and no stranger to regional
top awards, received the first RM Results-
sponsored CAPE Mathematics Award. The
award was presented to Shannon by Mr
Glenroy Cumberbatch, Registrar of CXC on
behalf of RM Results.
Shannon of Queen’s College and a
former CSEC awardee, also received the
award for Most Outstanding Candidate in
Natural Sciences. She achieved Grade I in
13 Units, all with “A’s” in the Module grades:
Applied Mathematics Units 1 and 2, Biology
Units 1 and 2, Caribbean Studies, Chemistry
Units 1 and 2, Communications Studies,
Integrated Mathematics, Physics Units 1 and
2 and Pure Mathematics Units 1 and 2.
Professor Sir Hilary Beckles

Both Shawn and Shannon will be
involved in some work study experience as
part of their prize with the two companies. Mr
Jonathan Hale, RM’s Head of International
Customers, stated, “Shannon has shown
that she is an exemplary student within the
field of Mathematics and has a bright future
ahead of her. We look forward to playing a
part in it.”
Hodder Humanities Award
Jared Johnson of Campion College,
Jamaica, became the fifth recipient of the
Hodder CAPE Humanities Award. Jared
was presented with the Hodder CAPE
Humanities Award by Sir Hilary Beckles,
Chairman of CXC. He achieved Grade I in
nine CAPE Units and Grade II in one Unit.
Chela Aufderheide of Naparima Girls’
High School, Trinidad and Tobago, received
the award for Language Studies with Grade
I in 12 Units.
A student from Presentation College,
San Fernando, Trinidad and Tobago, was
once again the winner of the Dennis Irvine
Award, the symbol of academic excellence
for CAPE. Joel Kissoon followed in the
footsteps of two previous Presentation
College students Nicolas Sammy and Kerry
Singh. Joel achieved Grade I in 14 CAPE
Units and Grade II in two Units to cop the
top CAPE prize on the night.
Record-breaking
Michael Bhopaul, a student of Queen’s
College, Guyana walked away with most
of the CSEC top award prizes and needed
assistance collecting the prizes as his hands
were not big enough to hold all at the
same time. Michael copped the award for
Most Outstanding Candidate Overall with
25 Grade I’s. He also won the awards for
Most Outstanding Candidate in Sciences,
Most Outstanding Candidate in Business
Education and Most Outstanding Candidate
in Technical Vocational Education.
Another Queen’s College student,
Rawletta Barrow, took home the award
for the Most Outstanding Candidate in
Humanities with Grade I in 19 subjects.
Another Guyanese student, Aasim
Bajsk of St Stanislaus College, took
home the award for the Best Short Story
in the English A examination. Aasim’s
story was entitled “The Tremor.”
The two awards for Visual Arts
went to students from Barbados and
Trinidad and Tobago. Kerron John of
San Juan South Secondary School,
Trinidad received the award for Best
2-Dimensional Work. His piece was
entitled “Leaves, roots and branches;”
while Nerissa Niles of Grantley Adams
Memorial School, Barbados received
the award for Best 3-Dimensional Work.
Nerissa’s piece was entitled “The Mask.”
As part of their prize package, all
CSEC awardees received an offer of a
full scholarship from The University of
the West Indies, a monetary prize from
CXC and all-expenses paid trip to the
awards.
Sir Hilary to Top Awardees – “Fulfil Your Potential”

PHOTO:MARINAS.COM
St Kitts
and Nevis
EXPERIENCE

My St Kitts and Nevis experience was one filled
with exciting excursions, freshly forged friendships
and unforgettable encounters. I was truly blessed and
fortunate to have been deemed worthy because of
my CCSLC performance and to represent my school,
family and country at the 49th Annual CXC
Governance Meeting and Awards
ceremony in St. Kitts and Nevis.
The awards ceremony
brought together some of
the region’s brightest minds
and scholars to honour and
commend them for their
performances in various
subject groups at the
different examination levels
of CXC. I was proud to have
been named the “Top Male
Performer in the Region for
the CCSLC Examination” and
was ecstatic to find out what the
country had in store for us.
We, the awardees,
paid courtesy calls to various high-ranking
Government officials in the state of St Kitts and Nevis.
Courtesy calls were made with the Governor General,
His Excellency Sir Samuel Tapley Seaton; Deputy Prime
Minister and Minister of Education, Honourable Shawn
Richards; and the Leader of the Opposition, the Right
Honourable Dr Denzil Douglas. They opened their
doors and welcomed us to their beautiful country, while
imparting advice on ways in which we can be the winds
of change in our region.
The words of Honourable Shawn Richards spoke
to me the most. He urged us to not only use our
education for our own advancement, but also for the
upliftment of our communities and the people around
us. This resonated with me because it reaffirmed some
of my own beliefs, in that I see it [using education] as a
way to give back to one’s community.
“All work and no play makes Jack a dull boy”, or
so the saying goes when we are confronted with many
responsibilities and not much time to enjoy ourselves.
This was not the case during our visit. We engaged in
a small shopping spree in Basseterre at Port Zante and
bought trinkets to commemorate our visit to the island.
Excursions to the St Kitts Scenic Railway and the St Kitts
Eco Park were thoroughly enjoyed as the most pictures
were most likely taken at these locations.
Tereque RaeburnPRESENTATION BOYS’ COLLEGE, GRENADA
I can’t help but marvel at the striking
resemblance between St Kitts and Grenada.
Visiting the picturesque Brimstone Hill
Fortress was a personal highlight as it
provided the perfect blend of history and
feats of human architecture. Our Kittitian
experience would not have been complete
without a trip to the twin isle, Nevis. On Nevis,
we were given an island tour and had lunch at
the prestigious Four Seasons Hotel.
This experience was truly humbling as I was one of the
privileged few who was honoured with the opportunity to travel for
the awards ceremony. On that auspicious night, I was filled with a
sense of euphoria as I received my award.
This trip was something extraordinarily special and the
experience forever etched in my mind. I established new
friendships and I am happy to have met my fellow awardees. I
would like to sincerely thank Mr Cleveland Sam and the entire
CXC team for making this come to fruition.
This experience was truly
humbling as I was one of
the privileged few who was
honoured with
the opportunity
to travel for the
awards ceremony.
St Kitts and Nevis Experience

December 11th to 15th 2017 was one of
the most memorable times of my life. After
receiving the news that I had won the best
CCSLC Female Candidate Award for 2017, I
was in awe. I then got the news that I would
be given the opportunity to stay at the Marriott
Hotel in my home country St Kitts and Nevis for
an entire week - all expenses paid - with some
of the region’s most brilliant students.
Upon arriving at the hotel, I was warmly
greeted by CXC officials and checked into
my room which I share with Trinidadian
awardee Chela Aufderheide. Over the course
of the week, I mingled and created life-long
friendships with my fellow awardees. It was a
packed week as the CXC team tried to ensure
that we got to explore my little island. We
engaged in radio and television interviews,
visited historical landmarks and visited the
sister island of Nevis.
The award ceremony really made us feel
appreciated for all of the hard work we put
in to achieve excellence in our examinations.
We still connect with each other via WhatsApp
and Facebook to keep in touch. It was truly
a memorable experience for me and I would
like to express my deepest gratitude to the
CXC team for affording us this wonderful
opportunity. Long live CXC!
Kadeema
BlanchetteBASSETERRE HIGH SCHOOL,
ST KITTS AND NEVIS

The brief period which I spent on
the country of St Kitts and Nevis,
amounting to approximately four days,
allowed me to create worthwhile
memories from the plethora of
exhilarating experiences and culture to
which I was exposed.
The first thing that fills my mind as I
reflect, is the people of these islands. Not
only were they warm and welcoming, but
also humble in their showcasing of these
gems of the Caribbean on which they
reside. Their hospitality allowed me to
relish my time, as if I were in the comfort
of my homeland, Guyana, while taking in
the marvelous aspects of the islands.
This great contentment was
compounded by the pleasurable activities
in which I was involved as part of the
island tour. Firstly, I was granted the
honour of meeting the distinguished
Governor General, the Minister of
Education and the Leader of the
Opposition. I was not only elated to meet
these individuals, but impressed by their
humility and the grace with which they
welcomed the awardees to St Kitts and
Nevis.
Michael BhopaulQUEEN’S COLLEGE, GUYANA
Subsequently, the awardees were given
a tour of Nevis. I enjoyed the travel by boat to
the island and this elation was augmented as
I gazed upon the natural beauty of Nevis as
it came into view. Then, after having enjoyed
a hearty lunch sponsored by the Premier
of Nevis, I got the opportunity to see the
captivating sights of Nevis via a tour by bus.
Images of the sloping landscape and ‘the
haunted house’, among other things, remain
in my memory due to the sheer beauty of the
former and the exciting mysteries surrounding
the latter. At the end of the tour I was a bit
sad, but this was soon overshadowed by the
burst of awe I experienced as I witnessed
spectacular sunset over the sea, on my way
back to St. Kitts.
The second day was unforgettable as
the awardees were taken out for shopping in
Basseterre. I was bewildered upon visiting the
tourist shops and seeing the many things to
buy, especially those handcrafted by locals.
Adding to this was my amusement as Joel and
Tereque took pictures with the monkeys in the
streets. I cannot seem to decide which is the
fonder memories is: the image of them with
the monkeys or the sound of the hearty laugh
I had seeing that.
One of the most interesting experiences
was the nature tour. We were given a tour
of part of the island by train. This is an
unforgettable experience for me as it was the
first time I was on a train and at the same time,
surrounded by natural beauty of St Kitts. Sights
such as the major bridges, Lover’s Beach
and the remains of sugar estates will always
linger in my mind, for I cannot bear to rid my
subconscious of such persistent pleasant
memories.
The visit to Brimestone Hill was also
memorable. I was truly amazed at the
engineering skills displayed in the construction
of the fort, and, at the same time, the high
degree to which the fort has been preserved
in its original state. Furthermore, the view from
its peak was one to live for as on one side
the dense vegetation clads the side of a hill,
whereas on the opposite side there is a view
of the sea and the neighbours of St Kitts in the
distance. These sights were engrained in my
memory due to the spectacle associated with
them.
My time in St Kitts was memorable. The
experiences have enriched my life and fill my
being with pleasure as I reflect on them in my
quiet moments.
St Kitts and Nevis Experience

To be the recipient of not just one,
but the two regional CAPE awards
for my two fields of study was quite
overwhelming. Being a regional CSEC
awardee in 2015, it was always a prospect
in my mind to be an awardee again in
2017, but more as a tease rather than a
definite goal. In fact, I was very much in
disbelief on receiving the news of this
success.
My anticipation for the week of
activities was a mixture of excitement
and anxiety as I was still in the midst
of examinations at university when I
departed for St Kitts. Nevertheless, both
Guyanese and Trinidadian awardees met
in island-hopping to our destination and
our friendships sprouted.
I remember going through my notes
and past papers while sipping on a hot
chocolate beverage between islands.
After hours of travel, we finally landed in St
Kitts where the celebrity treatment began.
Not only were we welcomed by a Ministry
of Education official, but were we ushered
into the VIP Lounge while our immigration
matters were taken care of; It was the
beginning of a week of status as officials
and treatment as honoured guests.
Although I was the only female
awardee without a roommate and
therefore without a 24-hour companion, I
was given a double-occupancy bedroom.
I was able to derive much enjoyment from
the comfort of my bedroom in the lavish
Marriott Resort, alternating the beds on
Shannon WoodroffeQUEEN’S COLLEGE, GUYANA
which I slept. Due to my two remaining
exams, which I was allowed to complete in
St Kitts, I was unable to attend two of the
courtesy calls.
However, after my first exam, I was
rushed back to the hotel, then to the ferry
terminal to depart for Nevis, being the last
to board the ferry a few minutes later than
the scheduled departure. That afternoon,
apart from our island (Nevis) tour, we were
able to experience the beaches of the
exquisite Four Seasons Resort, the Hot
Water Springs and the beautiful island
sunset behind the mountains.
On the following day, I completed
my exams —
enabling me to
enjoy the rest
of the trip as a
vacation with
my newfound
friends — and
re-joined
the other
awardees to
visit and shop
in Basseterre
during the
afternoon. On these nights, we were
able to explore the hotel compound and
relax at the poolside.
The following day brought the
perfect close to our time together: a
train ride around the island — most of
us had never been on a train — visits to
the St Kitts Eco-Park and Brimstone Hill
Fortress National Park — where we also
enjoyed lunch in the peaceful outdoors
— and of course, the reason we were all
there, the Awards Ceremony. It was then
that we were able to step out in our full
aplomb and appreciate and celebrate
each other’s accomplishments.
After spending our final night
together, I was among the first group
to depart the island. But we departed
with more than just our luggage and
a few plaques, we left St Kitts with
new friendships, new inspiration and
new experiences. It was indeed a
glum moment to return home going
in separate directions as it is after
all, always a beautiful experience to
share in others’ accomplishments and
celebrations and cultures and to extend
our comfort zones to each other.

T o n i g h t ,
our presence
acknowledges
the meritorious
s u c c e s s e s o f
several brilliant
m i n d s o f t h e
Caribbean. The
r e m a r k a b l e
achievements of
these talented
young minds have served to usher us here.
Such achievements serve not only to glorify
these awardees, but will hopefully catalyze
in them, the urge to apply these extolled
displays of brilliance to the development of
our Caribbean Region. The records, which
they have set, are the fruits of an educational
venture, undertaken by them, and their
support systems. Hence, I humbly stand
before you all not to merely thank, but to
panegyrize those who have been integrally
involved in this journey, from inception to
fruition.
I wish to turn our attention to God. I
express thanks to Him for His unwavering
guidance and protection which have allowed
us, the awardees, to bask in the zenith of our
abilities as we attained our great heights.
Further, I thank Him for his blessings which
have allowed for a smooth, entertaining and
celebratory week, unadulterated by any
degree of negativity.
In continuing, on behalf of the
awardees, I sincerely express gratitude to
the Caribbean Examinations Council (CXC),
and associated personnel, for permitting
and facilitating an enjoyable experience on
this territory, as well as for acknowledging
our academic performances at this
prestigious ceremony. We wish to express
gratitude to the CXC Team and Members
of the Ministry of Education, St. Kitts, which
encompasses our exceptional chaperones.
Our gratitude lies, not only in the fact that
our achievements, themselves, are being
honoured, but extends to encompass
the facilitation of our presence on the
prepossessing islands of St. Kitts and Nevis.
We also wish to express our appreciation
for the tours which have sought to entertain
and enlighten us, as well as the courtesy
calls that have exposed us to dignified
personalities within this society, such as
His Excellency Sir S.W. Tapley Seaton, The
Minister of Education, Youth, Sports and
Culture, Honourable Shawn Richards, and
Right Honourable Dr Denzil Douglas, The
Leader of the Opposition, whose words of
wisdom have certainly urged us to continue
our path of success as we simultaneously
uplift others. These experiences have
certainly added to the flamboyance of our
lives, and have grounded in our minds, the
simple pleasures that follow success. We,
once again, express sincerest gratitude to
you all for your ideal initiatives.
Next, on behalf of my fellow Awardees, I
seek to acknowledge the various institutions
and individuals who have played crucial
roles in the fruition of our academic journey.
Fellow Awardees, I thank you, not only
for your successes, but for being able to
discover your true potentials and applying
them appropriately. This has allowed you
to become influential individuals of our
Caribbean Society who will, without a doubt,
have a positive impact on those who find
themselves in your company. Incidentally,
we are gathered here today to celebrate
your achievements, which have been
engrained in the annals of history, and we
thank you for making such an occasion
possible, allowing us to share in your joy.
Parents, your contributions in the lives
of your children, the awardees, have been,
truly invaluable. Words cannot articulate our
feelings at this time. We are grateful for your
contribution as they have served to keep us
grounded and focused as we traversed our
path to success. We are also confident that
you will continue to assist us as we propel
to other tiers of our educational journey.
The great Albert Einstein once said: “It
is the supreme art of the teacher to awaken
joy in creative expression and knowledge”.
We express appreciation for our teachers
who have done exactly this, and even
pushed past their required duties to ensure
that we attain great heights. Teachers, you,
among others, have molded us into the
productive and diligent individuals we are.
This has now become an integral aspect of
our disposition, and will be crucial as we surge
on to greater heights; we thank you for this
remarkable gift, inter alia.
Kudos are also in order for the Ministries
of Education of the respective territories
for providing the necessary resources to
our schools, as well as for maintaining well-
coordinated systems related to education
that have allowed utmost efficiency. These
resources have been our tools for learning,
which have been complimented by the
stability of impeccable education systems.
These combined benefits were instrumental
in our academic successes.
In addition, we thank our colleagues who
have enriched our lives at school. The joy
associated with friendship has often lightened
our spirits, giving us well-deserved moments
of recreation, and even making school a place
where we were comfortable and elated to be,
and to embrace.
Finally, we wish to acknowledge all
those who have made even the slightest
contribution to our successes, as well as
others for the facilitation of this epoch-
making occasion, embedded within a week
of vigour and excitement. Although you have
not been named your efforts have not gone
overlooked, and we express our sincerest
gratitude to you.
In closing, I wish to say to you, the
Awardees, that you have come a far way in
life, but you have by no means exhausted
the list of your achievements. I implore you to
continue on your path of excellence, as you
break records, etch your names in history, and
ultimately excel, making the Caribbean proud.
I also hope that as you attain breath-taking
heights, you do not forget your roots. The
Caribbean is, and will always be your home.
The key to its development rests in your
hands. Thus, I urge you to use your gifts and
talents to make this region, a better place in
the global village, for you will be the leaders
who will effectuate positive phenomenal
changes of incredible magnitude.
Thank you.
Vote of ThanksBy Michael Bhopaul
NEWS

The CXC Leadership Potential
Recognition Programme was officially
launched in April 2018. This initiative,
conceptualized in 2016 and developed
in 2017, was founded on the need to
identify staff with potential and ensure
that they develop skills which will make
them more competitive and capable
of assuming more senior roles at CXC.
This will be done through the provision
of generic and targeted learning and
development opportunities, in keeping with
both the Leadership Framework which was
developed specially for CXC. In 2018, the
focus is on the Managerial level, and during
the latter part of 2018, the programme will
be extended to include persons at the
Professional and Administrative levels, with
the aim to include the entire organization by
the end of 2019.
The first cohort of five Managers has
been selected. Several steps were taken to
ensure that the selection process was both
transparent and fair. The steps included
the assessment of all of the Managers by
themselves as well as by their supervisors
using the CXC Leadership Proficiency
Framework, that was developed specifically
for CXC by consultants, an analysis of the
2017 performance reviews of the staff
identified in the initial step, to ensure that the
selection was supported by the performance
of the individuals, and then a final review by
the Management Team.
We are pleased to announce the
participants for the inaugural cohort:
Mr Andre Blair – D a t a b a s e
Administrator, Information Systems
Department, Headquarters; Mrs Sheree
Deslandes – Finance Manager, Finance and
Office Management Department, Western
Zone Office; Mr Keone James – Systems
Administrator in the Information Systems
Department, Headquarters; Mrs Keisha
Laurie – Manager, Measurement and
Evaluation in the Examinations Development
and Production Department, Headquarters;
and Mr Sean Wilson – Finance Manager
in the Finance and Office Management
Department, Headquarters.
During the first year of the programme,
theparticipantswillbeinvitedtoparticipatein
the Distinguished Leadership and Innovation
Conference in Trinidad, and each one will be
provided with an additional individual course
to assist with their leadership development.
These courses will vary based on the
identified areas for development for each
individual. As potential leaders, they will
be invited to participate in organizational
strategic planning sessions, and it is
anticipated that they will make valuable
contributions to these sessions. They
will also be afforded an opportunity to
make knowledge sharing presentations at
staff meetings and within their respective
departments as well as invited to represent
the organization at stakeholder events.
The value added by the programme
is only relevant if it can be measured and
as such at the end of the programme,
the participants will be assessed using
the Leadership Proficiency Framework,
which was used as the initial step in
the identification process, to determine
what changes if any, are noted. As the
programme expands, further evaluation will
take place to determine the outcomes of
the programme as it relates to people being
promoted to more senior roles, increased
staff engagement and organizational
productivity.
Whilst the participants stand to
benefit significantly by their involvement
in the programme, it is anticipated that the
Council will reap rewards through increased
Employee Engagement as staff endeavour
to become a part of the programme.
Roslyn Harewood-Blackman is Human
Resource Manager in the Human Resource
Division at CXC.
NEWS
LEADERSHIP POTENTIAL
RECOGNITION PROGRAMME
By Roslyn Harewood-Blackman
Sheree Deslandes Keone JamesAndre Blair Keisha Laurie Sean Wilson

The Caribbean Examiner Vol. 17 No. 1 May-2018

The Caribbean Examiner Vol. 17 No. 1 May-2018

Recommended

Recommended

More Related Content

What's hot

What's hot (13)

Similar to The Caribbean Examiner Vol. 17 No. 1 May-2018

Similar to The Caribbean Examiner Vol. 17 No. 1 May-2018 (20)

More from Caribbean Examinations Council

More from Caribbean Examinations Council (20)

Recently uploaded

Recently uploaded (20)

The Caribbean Examiner Vol. 17 No. 1 May-2018