Schooling reforms ‘needed’ as World Bank exposes ‘inequities, inefficiencies’

Two senior education officials have acknowledged that the region’s education system is failing its youth, amid an alarming assessment from the World Bank that exposed deep-seated inequities and systemic inefficiencies.

Speaking during a webinar titled Education Transformation: Addressing the Learning and Skills Crisis in the Caribbean, Chief Education Officer Dr Ramona Archer-Bradshaw and Director of the Caribbean Educational Research Centre Professor S Joel Warrican conceded that the local education structure, along with those of other Caribbean nations, is inadequate and in urgent need of reform.

World Bank officials delivered an assessment of the Caribbean education system on Monday, labelling it a “crisis” and criticising its inability to provide equitable learning opportunities. They pointed to chronic underperformance, outdated assessment practices, and persistent social inequalities as major barriers to progress.

In response, Dr Archer-Bradshaw and Professor Warrican admitted that the system is plagued by ineffective assessments, weak leadership, and widespread resistance to change, issues that continue to undermine educational outcomes across the region.

Dr Archer-Bradshaw condemned the region’s exam-driven culture, which she argued prioritises memorisation over genuine understanding and application of knowledge.

“Caribbean societies are exam-driven,” she declared. “Our focus is on ensuring that students pass high-stakes, paper-based exams. These assessments rely heavily on recall and comprehension, offering little room for authentic learning experiences.”

She criticised the rigid examination framework for failing to connect students’ learning to real-world applications. 

“There is very little room for authentic assessments that allow our students to link their education to everyday life,” she argued. “In some classrooms, teachers are merely delivering content, not ensuring students are truly learning.”

This rigid focus on exam performance, she suggested, raises fundamental questions about the value of education in the Caribbean. “It begs the question: what really is learning? When our students pass exams, are we certain they understand the material, or have they merely been coached to answer expected questions?”

Dr Archer-Bradshaw urged regional policymakers to redefine learning outcomes at every educational level and to provide diverse assessment methods.

“Deep learning will only occur when teachers are empowered to teach students, not just subjects,” she asserted.

Professor Warrican delivered a hard critique of the Caribbean’s hierarchical education structure, labelling it a “two-tier system” that perpetuates social inequality. He argued that the practice of streaming, separating students based on perceived ability, continues to marginalise the most vulnerable.

“We have an education system that marginalises systemically, and I would even say proudly,” Professor Warrican said.

“Streaming is still practised, despite categorical research showing that it does not work. Our hierarchical system creates a two-tiered structure where prestigious, traditional schools cater to the middle and upper classes, while under-resourced schools serve lower-income students.”

This stratification, he argued, leads to an asymmetrical distribution of resources and opportunities, effectively cementing social divides. 

“Even when students from lower socio-economic backgrounds gain access to elite schools, they often struggle to navigate a system designed to serve the privileged,” he added.

Professor Warrican also highlighted the region’s failure to prioritise early childhood education, warning that inadequate support at this critical stage severely limits future learning outcomes.

“If we do not catch children at the very early ages, remediation later becomes a major challenge,” he stressed.

He questioned the validity of the Caribbean’s reported
literacy rates, which are frequently cited as being near 100 per cent.

“We boast about high literacy rates, but no comprehensive literacy survey has been conducted in the last 20 to 30 years, if ever. Given the widespread educational failures, it is difficult to believe these numbers are accurate,” he argued.

Poor leadership and a lack of accountability were identified as significant impediments to educational reform. Professor Warrican criticised the current leadership pipeline, arguing that advanced degrees alone do not equip educators with the skills required to lead effectively.

“Going into a ministry or school with a master’s degree is not enough. We need systems of mentorship and support for leaders to drive meaningful change,” he stated.

He also condemned the lack of accountability in the education system, citing issues such as high teacher absenteeism and ineffective classroom practices.

“Accountability is a major pain point,” he argued. “Teachers are getting away with high absenteeism, and there is insufficient focus on time-on-task or productive learning activities.”

The education administrator attributed the region’s resistance to educational reform to a colonial legacy that continues to shape outdated policies and practices. 

“Many leaders are prisoners of a colonial past, unable to develop solutions that break away from outdated systems,” he said.

He also criticised a widespread distrust of research-based evidence, noting that decisions are frequently made based on tradition or political considerations rather than empirical data.

“Decisions are often made on reasoning rather than research evidence,” he argued.

Warrican highlighted a troubling trend of temporary educational initiatives driven by short-term funding. 

“We are caught up in fads, running projects that become the focus for two or three years, and then they end when funding runs out – regardless of their impact,” he explained. “This short-sighted approach hinders sustainable progress.”

He also criticised the region’s reluctance to adopt a cohesive, regional approach to educational reform, arguing that fragmented national strategies fail to address systemic challenges.

Both Dr Archer-Bradshaw and Professor Warrican called for urgent, comprehensive reforms to address the deep-rooted issues undermining Caribbean education. 

“Without systemic change, the Caribbean will continue to marginalise its most vulnerable students, jeopardising their futures and the region’s socio-economic progress,” Dr Archer-Bradshaw warned. (SZB) 

Clarification:

The World Bank’s findings on Caribbean education were derived from various data sources, not from a single, focused report.