The National Task Force on Literacy Education has backed the Caribbean Examinations Council (CXC) in raising concerns over declining literacy rates among students in the region, following a significant drop in pass rates for English and Mathematics in the May/June 2024 exams.
Head of the task force, Dr Sylvia Henry, in an interview with Barbados TODAY, underscored the need for urgent and collective action to reverse the worrying trend.
“The task force is not surprised by the concerns shared [by CXC],” Henry said. “Many of its members spent the summer participating in activities to help struggling students and have witnessed a stark decline in literacy skills.”
In addition to English, poor results were also noted in Mathematics, Chemistry, French, Information Technology, Accounts, and Science. Henry stressed that the deterioration in literacy is deeply concerning, as it forms the foundation for academic success and the development of essential life and workplace skills.
“Well-developed literacy skills result in increased levels of effective writing, reading comprehension, critical thinking, and problem-solving skills, which can determine success academically as well as success in the development of essential workplace and life skills,” she explained.
The COVID-19 pandemic, Henry added, has exacerbated the issue, with its impact continuing to hinder students’ academic performance.
“Our analysis of this situation must also take full cognisance of the impact of the COVID-19 pandemic on students’ ability to perform at their maximum,” she said. “While some students were able to access relevant technologies to assist with their education, others were not. Indeed, this pandemic has not only affected our region, but worldwide learners have lost significant levels of basic numeracy and literacy skills due to the disruption by the COVID-19 pandemic.”
Henry further warned that the ramifications of learning loss extend beyond academics, pointing to a rise in youth violence. Citing a 2009 study by Drs Saul, Rowe, and Henry, commissioned by the National Task Force on Crime Prevention, she noted that low levels of literacy are prevalent among incarcerated youth, many of whom lack adequate reading skills.
“Youth lacking in this area are not only more likely to be involved in the juvenile justice system but also have a higher likelihood of negative outcomes post-incarceration,” she cautioned.
Since its launch earlier this year, the National Task Force on Literacy Education has been working with schools, communities, social groups, and government ministries to address these challenges. She told Barbados TODAY: “[It] has been working with schools, communities, social groups, institutions and ministries to effect its mission [and] therefore, is in total agreement with the call from CXC for a collective effort from all stakeholders to address literacy needs in order to improve learning outcome.”
The literacy advocate emphasised that the effort to improve literacy must extend beyond the classroom.
“Local research should be done to determine the real impact of COVID-19 on our learners,” she said, pointing to international research that shows students are exhibiting post-pandemic social anxieties, lack of critical thinking skills, and poor peer interactions, which in turn disrupt learning.
Henry called for an urgent review of the national curriculum, urging that it be updated to align with the revised UNESCO definition of literacy, which now encompasses a broader set of skills including digital literacy, media literacy, and education for sustainable development.
“Our schools and our curricula need to be readjusted to address the changed UNESCO definition of literacy,” she stressed.
The UNESCO definition now includes a continuum of learning in reading, writing, and numeracy throughout life, along with proficiency in digital skills, media literacy, global citizenship, and job-specific competencies.
