Title: Barbados Secondary Schools Entrance Examination Results Spark Concern Over Educational System's Decline

Children’s and human rights advocate Felicia Dujon has raised an alarm about the decline in results in the Barbados Secondary Schools Entrance Examination (BSSEE), warning that it is not just a temporary setback but “a systemic failure that threatens the future of our children and our nation”.

Her comments on Tuesday came a day after Minister of Education Kay McConney announced the results of the exam, and admitted that the ministry was concerned that an average of 22 per cent of students had scored below 50 per cent in the English examination and an average of 46 per cent scored below 50 per cent in Maths over the past 10 years.

“The performance of students in Mathematics and English demonstrates the important need for us to look at how we teach the basics and how children relate to what they are learning,” McConney said at a press conference.

Dujon, who is also the opposition Democratic Labour Party’s third vice-president, contended that for the past six years, there has been a continuous decline in educational standards and the poor pass rate in the two subjects could not be blamed solely on the COVID-19 pandemic.

“Parents and teachers have been crying out for additional time and resources to support students whose education has been severely disrupted by the COVID-19 pandemic. Yet, these pleas have fallen on deaf ears, despite the ministry receiving over $600 million annually in Budget allocations for education,” she said. “Despite receiving over $600 million annually, the Ministry of Education has failed to implement necessary interventions to support our students.”

She said the fate of students who have failed the BSSEE is of particular concern, adding that without proper interventions, they risk being placed into secondary schools ill-prepared, setting them up for further academic struggles and failures.

“Comprehensive remedial programmes must be established to support these students. These programmes should focus on bridging the knowledge gaps, providing personalised learning plans, and ensuring that students receive the necessary academic and psychological support to thrive in secondary education,” Dujon said.

She also questioned the lack of follow-through on the decision to phase out the annual exam, saying that it has left students and educators in a state of uncertainty and frustration.

“The continued existence of the Common Entrance Exam places undue stress on young students who are already grappling with the effects of a disrupted educational experience. Additionally, it perpetuates an outdated and inequitable system that fails to cater to the diverse needs and talents of our students, ultimately stifling their potential,” she said.