Lessons unlearned: What Barbados must grasp from the education crisis

It’s no secret that the education system is in serious trouble. This isn’t just speculation—senior education officials and World Bank officials have confirmed what many parents, teachers, and even students have been saying for years. The system is outdated and simply not preparing young people for the realities of the modern world.

The warnings of these failures came just Monday – during a webinar on Education Transformation: Addressing the Learning and Skills Crisis in the Caribbean – from our own Chief Education Officer Dr Ramona Archer-Bradshaw, as well as the Director of the Caribbean Educational Research Centre, Professor S Joel Warrican.

Archer-Bradshaw would no doubt have been applauded by many when she acknowledged one of the biggest flaws in our education system—an obsession with exams.

As the island’s education chief rightly pointed out, schools are focusing more on test scores than actual learning. Students cram information into their heads for the purpose of passing exams, rather than fostering a genuine understanding of the material. Once the exam is over, much of that information is quickly forgotten, leaving students with little lasting value from their studies. This short-term focus comes at the expense of cultivating essential skills such as creativity, critical thinking, and problem-solving.

Our current system pressures students into a narrow definition of success—one that relies on memorisation rather than understanding. This creates a high-stress environment that can lead to burnout, anxiety, and disengagement from learning. More importantly, it does not equip students with the skills they need to thrive in the real world. Employers today are looking for problem solvers, team players, and innovators—not just individuals who can regurgitate information. Learning should be about understanding, application, and adaptability, not just passing a test.

It would be interesting to hear how Archer-Bradshaw views the 11-plus exam in this discussion, given that this test continues to be the sole decider of what secondary school a child will enter, despite promises year after year that it will be abolished. It is perhaps a perfect example of the education system’s unhealthy focus on exams and rigid assessment methods, where success is determined by a single, high-stakes test. This exam often defines a student’s academic future, potentially locking them into specific educational pathways based largely on how well they perform under exam conditions, rather than their overall potential or capabilities.

 Moreover, the pressure to perform well on this exam exacerbates the stress and anxiety levels that many students already face, making it harder for them to engage meaningfully with the material they are learning.

 Furthermore, the 11-plus exam fits into the larger issue of educational inequality. Students from wealthier families often have access to extra resources—private tutoring, better study materials, and sometimes even more conducive home environments for studying—giving them an unfair advantage over those from lower-income backgrounds.

If education is meant to level the playing field, why are we reinforcing the same societal divides? Every child deserves equal access to quality education. Governments must prioritise equitable resource distribution, ensuring that all schools—regardless of location or reputation—have access to proper funding, trained teachers, and modern learning tools.

We also cannot afford to keep ignoring early childhood education. Study after study has proven that the early years are the foundation for future learning and success. Yet, many children from low-income families start primary school already behind—and without proper support, they never catch up.

Research has shown that children who receive quality early education are more likely to succeed in school, graduate, and contribute meaningfully to society. If we are serious about fixing our education system, we must start at the beginning. That means ensuring that every child has access to high-quality early education programmes.

The Caribbean education crisis that the World Bank’s Country Director for the Caribbean, Lilia Burunciuc warned about during the webinar is not just about failing grades. If we do not act now, we risk creating generations of young people who are unprepared for the rapidly changing world.

Barbados cannot afford to let outdated policies hold its students back. And the education reform we need is not just a policy issue—it is a national priority and an economic and social imperative.