The future is now – Preparing Caribbean youth for a technology-driven world

he importance of the sciences has long been recognised within the region’s educational landscape. Traditionally, scientific education has been rooted in three core disciplines: biology, physics, and chemistry. While these fields continue to serve as the foundation for scientific development, there has been a growing emphasis on a broader, more integrated approach known as STEM—science, technology, engineering, and mathematics.

 

One of the leading regional initiatives in this area is the Caribbean Science Foundation (CSF). The concept for the CSF was conceived during a high-level meeting on April 9, 2008, in Grenada, spearheaded by then Prime Minister Dr Keith Mitchell. The foundation was established to promote the aggressive development of science, technology, and innovation (STI) across the Caribbean and to harness these fields for the sustainable economic development of the region.

 

This initiative was formally launched on September 21, 2010, when the Caribbean Diaspora for Science, Technology, and Innovation (CADSTI), under the leadership of its president, Dr Cardinal Warde, professor of electrical engineering at the Massachusetts Institute of Technology, established the Caribbean Science Foundation (CSF) in Port of Spain, Trinidad and Tobago.

 

While programmes like these operate at a high regional level, efforts have also begun to train young people in robotics as early as primary school. I recently attended a workshop held at a local toy and early childhood development retailer, where I witnessed children being introduced to robots. The excitement in their eyes as they watched these robots move and operate was truly inspiring. Eager to learn more about the potential impact of this programme on our nation’s youth, I spoke with Mr Jelani Payne, the programme coordinator for Robot Adventures, a leading initiative in youth STEM education in the Caribbean.

 

When I asked Mr Payne about the vision behind starting Robot Adventures, he explained that the programme was created to provide access to STEM education—specifically in robotics, coding, and renewable energy—to youth throughout the Caribbean. The goal, he said, is to inspire and equip the next generation of innovators by giving them the tools and knowledge they need to succeed in these critical fields.

 

The programme initially began as an after-school extracurricular activity at The St Michael School. It later transitioned into an online 12-week course for youth aged 7 and up, using recorded video sessions. Over time, it expanded to include robotics and coding clubs on Saturdays for youth aged 5 to 17.

 

When asked how Robot Adventures selects the curriculum and activities for its programmes, Mr Payne explained that they design and implement custom curricula based on their research, experience, and experiments with various robotics and coding platforms. Each programme is tailored to meet the specific objectives of the students, ensuring that the activities are both educational and engaging.

 

When discussing the impact of Robot Adventures, Mr Payne shared a standout success story. J Maynard, a former participant in their robotics after-school club at The St Michael School, exemplifies the long-term benefits of the programme. Maynard has since completed a bachelor’s degree in electronics at UWI – Cave Hill and now works as a communications analyst at a regional financial institution. He is also pursuing a Master’s of engineering in electric power engineering at the University of Waterloo in Canada and hosts a STEM podcast titled “Circuits of Change.” His journey highlights how Robot Adventures can shape the educational and career paths of its participants.

 

I then asked Mr Payne about the most important lesson students take away from the programme. He emphasised the value of computational thinking. “We teach students to recognise the technology around them, understand its basic operation, and consider how they can position themselves to benefit from it in the future,” Payne explained.

 

This aligns with my own concerns, as many in positions of influence have yet to fully grasp the impact that emerging technologies will have on future jobs and the critical role education should play. It’s not enough to simply continue teaching what has been taught for the last four decades; we must adapt to prepare students for the challenges ahead.

 

With the emergence of new technologies like artificial intelligence (AI) chat tools such as OpenAI’s ChatGPT, the combination of robotics and AI is poised to revolutionise the world—some say even more profoundly than the Internet itself. While these intelligence surrogates might seem to diminish the need for critical thinking, I believe they actually underscore its importance, pushing us to think critically to harness the full potential of these technologies. Mr Payne shares this view.

 

When I asked how Robot Adventures fosters creativity and problem-solving, Mr Payne explained, “We introduce students to real-world applications of robots to spark their curiosity and imagination. Then, we guide them in replicating these features using educational robots, encouraging them to experiment, ask questions, and explore related fields.”

 

Programmes like Robot Adventures are crucial to educational reform, emphasising not just traditional subjects but also the integration of modern technology. For Barbados to thrive in the 2020s and beyond, we must promote more technology-driven programmes that equip our youth with the skills needed for the future.

 

steven@dataprivacy.bb