The Caribbean Examiner Magazine - Volume 13

The Caribbean Examiner
www.cxc.org MAY 2015 3
THE CARIBBEAN EXAMINER is a publication of the CARIBBEAN EXAMINATIONS COUNCIL © (CXC)
Editor-In-Chief: Mr Glenroy Cumberbatch • Editor: Mr Cleveland Sam • Line Editors: Dr Sandra Robinson and Dr Victor Simpson
Please send your comments to: CARIBBEAN EXAMINATIONS COUNCIL © (CXC), Prince Road, Pine Plantation Road, St Michael, Barbados
Website: www.CXC.org • E-mail: CXCezo@CXC.org • ISSN 2071-9019
IN THIS ISSUE
04 CXC® Chronicles its
History for Posterity
By Cleveland Sam
07 BOOK REVIEWS
Dr Didacus Jules
Professor Emeritus Patrick E. Bryan
Professor Emeritus Errol Miller
Dr Wendy C. Grenade
12 Make the Exceptional
the Norm - Minister Thwaites
CXC® News
18 New CXC® Chairman
19 New Registrar
20 Top Awardees’ Jamaica Experience
28 CXC® Launches Online Store
30 January CSEC® Performance
Trending Up
32 CXC’s Footprints
CAPE® Digital Media
By Cherryl Stephens and Alton McPherson
36 More US Schools Offering
Credits for CAPE®
38 CXC® Makes Key Staff Appointments
About this issue: CXC has a rich
and unique history, and the launch of
A History of the Caribbean Examinations
Council 1973-2013 in December
2014 chronicles the twists, turns,
accomplishments and challenges which
have being part of the Council’s 40-year
existence. This issue of the Caribbean
Examiner reviews the CXC History book
and also captures the best memories
of the 2014 Regional Top Awardees’
amazing experience in Jamaica.
On the cover: (L-R) Professor
Emeritus Patrick Bryan, Dr Didacus
Jules, Professor Neville Ying, the Most
Honourable Professor Sir Kenneth Hall,
The Honourable Rev. Ronald Thwaites.
P32
P20

CXC®Chroniclesits
HistoryforPosterity
By Cleveland Sam

The Caribbean Examinations Council
(CXC) took a major step to chronicle its
rich history for posterity with the launch
of the book A History of the Caribbean
Examinations Council 1973–2013. The book
was launched on Tuesday 2 December 2014
during a ceremony hosted at the Jamaica
Pegasus Hotel in Kingston, Jamaica.
SeveralCXCstalwartsincludingformer
Chairmen Honourable Sir Roy Augier, The
Most Honourable Sir Kenneth Hall, first
female Registrar, Mrs Irene Walter and
formerRegistrarDrDidacusJules,andlong-
serving Technical Advisory Committee
Chairman Professor Neville Ying attended
the launch.
Former Jamaican Prime Minister, The
Most Honourable PJ Patterson delivered the
feature address to a packed room of former
CXC employees, CXC resource persons,
ministry of education officials, current CXC
staff and the media.
Mr Patterson spoke on the theme
“Regional Relevance: International
Credibility,” and described the book, written
by Professor Patrick Bryan as “a brilliant
work of scholarship.”
The former Prime Minister said the
book represents a “struggle for scholastic
emancipation and to refute any notion that
we are incapable of creating, in the region,
something which is superior to anything
imposed from abroad.”
Mr Patterson challenged regional
educators to restructure the curricula to
make education more of a problem-solving
tool.
“…It is suggested that examination
questions be designed to determine abilities
to understand, and use information in
practical situations, to collate facts across
disciplines, to find appropriate answers
to real life problems, and reinterpret old
questions in light of new facts,” Patterson
explained.
He also called for education to support
the creative industries in the region: “Look
at existing courses in order to package them
better for the spread of the knowledge-
based economy, and thereby contribute to
the building of our creative and cultural
industries as prime assets of the entire
Caribbean,” the longest serving Jamaican
Prime Minister noted. “If we put, as we
must, the development of our human
capital resources at the top of our agenda
for national growth and development, then,
creativity of knowledge and information has
to be at the core of our reality,” he stated.
In his wide-ranging address, Patterson
endorsed the School Based Assessment
(SBA) which is an integral component
of CXC’s assessment. “The…School-
Based Assessment…affords the flexibility
of teachers in the choice of assessment
methods; it allows students to be subject to
continuous diagnosis, and it also permits
credits for class work assignment,” he
argued.
Honourable Rev. Ronald Thwaites,
Minister of Education in Jamaica, delivered
an address at the launch and congratulated
CXC on the publication of its history.
Minister Thwaites said the publication of
the CXC History “emphasizes the need for
local and regional organisations to chronicle
their own birth and maturity, which, I hope,
will be taken up by many other institutions.”
He added that the book about the
40-year old institution “defeats the notion
that history has to be only about events a
century ago.”
Mr Glenroy Cumberbatch, CXC Acting
Registrar at the time, who gave the closing
remarks, said the book will raise awareness
within the region about the work of CXC,
which he described as a noble institution.
Mr Cumberbatch said CXC is one of the
successful regional organizations which has
helped in regional integration.
Speaking at the launch before he
read some extracts from the book, former
CXC Registrar Dr Didacus Jules posed the
question; “So what is the big deal about the
Caribbean Examinations Council that it
should want to have its history written?”
CXC®ChroniclesitsHistoryforPosterity
A section of the audience at the launch of
A History of the Caribbean Examinations Council 1973-2013

6 MAY 2015 www.cxc.org
Dr Jules offered two reasons for the
publication of The History of CXC. “Firstly
that it is OURS,” Dr Jules posited, “and that
should mean something.”
He argued that whereas the British
examination boards were the ideological
yardstick of the British imperial project,
“CXCwasthecounter-hegemonicexpression
of the political struggle of Caribbean people
to shape their identity and to give value to
that process.”
The second reason offered by Dr Jules
is that proffered by Professor the Hon.
Errol Miller, who in his review of the CXC
history book noted that the book is “an
act of responsibility and accountability to
Caribbean people and their governments.”
Dr Jules, now the Director General of
the OECS, explained that The History of
CXC’s takes on more importance when one
considers the context of its establishment.
“The groundwork for the establishment of
the Caribbean Examinations Council was
being laid at a time when the West Indies
Federation had only just fallen apart,” he
explained. “…CXC could be considered to
have been the re-emergence of the dream
from its shattered fragments, but shorn of
its political naiveté and shaped to functional
utility.”
Professor Patrick Bryan, author of
the CXC History book, noted that the
book afforded him the opportunity to
“record for posterity, the origins, growth
and development of CXC as a body, as a
part-time educational institution, and as
an organisation, whose records continue to
provide critical statistical data on Caribbean
education.”
A historian, Professor Bryan said,
“The establishment of the Caribbean
Examinations Council in 1973 was a
reflection of Caribbean intellectual currents
that associated political independence with
intellectual autonomy. The assumption
was that overseas examinations could not
capture the nuances of Caribbean culture or
social and economic aspirations as defined
by the people of the Caribbean.”
CXC®ChroniclesitsHistoryforPosterity
Professor Nigel Harris presenting The Most Honourable
PJ Patterson with a copy of the book
Professor Patrick Bryan signing a copy of the book
while Professor Harris is looking on
Sir Roy Augier (left), Professor Neville Ying (centre), and Mrs Susan Giles are all smiles as they chat at the launch Professor Harris presenting a copy of the
book to Honorable Rev. Ronald Thwaites
A History of the Caribbean Examinations Council 1973-2013 will be available in Caribbean bookstores from
August 2015 and on the following websites from May 2015:
https://www.createspace.com/4882163
http://www.amazon.com/s/ref=nb_sb_noss?url=search-alias%3Dstripbooks&field-keywords=A+History+of+t
he+Caribbean+Examinations+Council+1973-2013
http://www.amazon.com/s/ref=nb_sb_noss?url=node%3D154606011&field-keywords=150081170X
http://www.barnesandnoble.com/w/a-history-of-the-caribbean-examinations-council-1973-2013-patrick-e-bry
an/1121183061?ean=9781500811709

So what is the big deal about the Caribbean
Examinations Council that it should want to have
its history written? Admittedly, in the ordinary
run of things, examinations are that necessary
evil that we must all endure and perhaps nothing
can be more boring than the history of an
examinations board.
But Cambridge Assessment has written its
history and after all it is a few hundred years old;
CXC is only an infant 40 something. So what is
so special about CXC that it would display the
conceit of its own written history?
Two elemental reasons: firstly that it
is OURS and that should mean something.
Cambridge would have been nothing more than
just another national examinations board had it
not been for the expansive assertion of British
Imperialism that recognised that the cultural
hegemony of the Empire must be anchored in
the minds and very being of the colonised and
that its examinations needed to be the sole and
single yardstick that would give currency to that
process. Whereas Cambridge was the ideological
yardstick of the British imperial project, CXC
was the counter-hegemonic expression of the
political struggle of Caribbean people to shape
their identity and to give value to that process.
A leading expert in assessment Allan
Hanson (1994) asserted that “The individual in
contemporary society is not so much described
by tests as constructed by them,” but this is true
whether we are speaking in historical terms or
in contemporary terms.
The second reason is that this history of
CXC as our esteemed Professor the Hon. Errol
Miller reminds us is “an act of responsibility and
accountability to Caribbean people and their
governments”. He has repeatedly expressed the
view that:
The Caribbean Examinations Council is
one of the great accomplishments of the English-
SpeakingCaribbeanintheeraofself-government
and independence. CXC’s success resides in what
its products are: common regional standards
for the assessment of the cognitive outcomes
of Caribbean secondary education that are
recognised globally. The success that CXC is,
has come about through functional Regional
Corporation.
What makes this story of the past so
important for the future is the fact that the
groundwork for the establishment of the
Caribbean Examinations Council was being
laid at a time when the West Indies Federation
had only just fallen apart. This political context
created insuperable psychological, conceptual
and operational challenges for those visionaries
who were bent on building something of regional
value from the broken bricks of the Federation.
Inthatregardtherefore,CXCcouldbeconsidered
to have been the re-emergence of the dream from
its shattered fragments, but shorn of its political
naiveté and shaped to functional utility. I am
reminded of Walcott who in reflecting on the
nature of such a challenge said “Break a vase,
and the love that reassembles the fragments is
stronger than that love which took its symmetry
for granted when it was whole.”
When you read this history you will
find that the compelling narrative excavated
by Professor Bryan is far more that a story of
educational accomplishment:
• It reiterates the immense perspicacity
of the founding parents of Caribbean
independence and the farsightedness of the
vision that they articulated.
• It documents the dynamic and the
contradictions of the effort to create and
to ground the CXC in the regional and
national landscape pointing to the struggles
and the compromises that shaped the thing
as we have come to know it.
• Ithighlightsthefactthatthereareimportant
lessons in this narrative for the weakening
regional integration project. Reflecting
on the story of CXC from where I now sit
at the Organisation of Eastern Caribbean
States (OECS), here are the lessons that I
take away:
“What is the big deal about CXC History?”
Dr Didacus Jules asked and answered the question when he spoke
at a launch of The History of CXC on 2 December 2014.
BOOK REVIEW – Dr Didacus Jules
What makes this
story of the past so
important for
the future is
the fact that the
groundwork for
the establishment
of the Caribbean
Examinations
Council was being
laid at a time when
the West Indies
Federation had only
just fallen apart.

• Success happens when dreams gain
substance and aspirations start becoming
tangible benefits – the history tells a tale
of increasing confidence as students’
performance in CSEC proved to be
on par with the GCE and this grows
exponentially as international acceptance
of the certification expands.
• Real vision is not about painting a picture
of the possible, but is about making possible
what lies beyond the horizon – if the region
had stuck simply to the possible, we would
have ended up doing what some other
countries have done: paying an external
examinationboardtoofferalocallybranded
certification but with local educators doing
the work.
• In seeking to supplant an exogenous
initiative with something regional or
indigenous in a high stakes arena, the
new initiative must be conceived and
implemented to standards and in a manner
that manifests superior quality – this we see
happening time and time again. CXC was
the first regional and international exam
authority to make school based assessment
an integral element of its assessment model
– to be subsequently adopted by Australia
and then only lately by Singapore
• An inescapable dimension of that effort
must be a level of engagement with
stakeholders that allows for the articulation
of aspiration as well as the ventilation of
fears – too often we mistakenly think that
public sensitization is about EXPLAINING
change to the public when it should equally
be about LISTENING to public perceptions
and modulating change to adjust to these
perceptionswithoutabandonmentofvision.
• Whensomethingisbuiltonafundamentally
solid foundation, that bedrock makes
future innovation easier… too often in our
historical experience, progress is impeded
by taking two steps backward for every
step taken forward; too frequently we
breakdown what was inherited in order to
build from scratch something that is itself
less enduring.
We must never allow the sum of our fears to
exceed the capacity of our potential.
What is the supreme historical political
irony that bedevils us? It is that the logic of
regional integration is continually undermined
by those who know better but are intent on
promoting insular nationalism. Professor
Miller cites the founding Chairman of CXC Dr
Denis Irvine who stated that “One of the major
challenges of CXC is trying to encourage national
development simultaneously with Caribbean
integration.” Professor Miller proceeded to note
that “However, reading the History of CXC
provokes the hypothesis that nationalism is
the major challenge to Caribbean integration.
Indeed, this seems to be more manifest in the
larger countries – Jamaica, Guyana and Trinidad
and Tobago than in the smaller countries and
in the Western Caribbean more so than in the
Eastern Caribbean”
This history chronicles the many twists
and turns in the long road to the establishment
of CXC and its effort to consolidate its presence.
Read it for yourself and you will be astounded
at the fact that even in the advanced stage of
formation of CXC, there were those who were
insisting on an extended period of tutelage for the
fledgling institution under the controlling hand
of Cambridge. This is the educational equivalent
of a country seeking to declare independence
from a colonial authority but asking that this
same authority oversee the initial phase of
independence!
Ultimately, it is essentially a question of
mental emancipation…. Do we have the self-
confidence, the courage to define ourselves in
a highly contested global space? The immortal
lesson of Bob Marley is that we can. We can
never get there by imitation but only through the
valuation, the enrichment and the enhancement
of that which is authentically ours.
Our politics is infected by inter-territorial
suspicion because there are those who well
understand that it is easier to be a big fish in a
small pond than to become a skilful navigator
in a sea of wider opportunity. The march of
globalization in today’s world is unstoppable and
so relentless has been its momentum that even
in countries that stand most to gain, efforts to
contain it have conceded that the only alternative
to unbridled globalization is regional solidarity.
And so all over the world we see geographic
alliances of different configurations seeking
to create regional protection for individual
countries.
As challenging as our own effort to
reassemble the fragments of the broken dream
of regional unity has been, it is necessary to learn
fromthehistoryofthethingsthathavesucceeded
in bringing us closer together (such as CXC)
rather than to be shackled by the differences that
continue to divide us.
I would like to end with profound thanks to
Professor Bryan for this extraordinary labour of
love and commitment and for this act of memory
that can protect us from the ghosts of the Empire
that still inhabit the corridors of our insecurity. It
is those shadows of interior doubt which mislead
us to believe that we can never create anything of
value and which prevent us from truly becoming
the indomitable global citizens that we are
destined to be. It is my hope that as we read this
history, we will discover within the sub-text, the
lessons that can light the contemporary darkness
in which we have found ourselves.
Dr Didacus Jules is the Director General of
the Organisation of Eastern Caribbean States
(OECS) and former Registrar of CXC.
Whereas Cambridge was the ideological yardstick
of the British imperial project; CXC was the
counter-hegemonic expression of the political
struggle of Caribbean people to shape their identity
and to give value to that process.
BOOK REVIEW – Dr Didacus Jules

BOOK REVIEW – Professor Emeritus Patrick E. Bryan
CXC examinations (CSEC and CAPE)
have largely replaced high-school examinations
which for over 100 years were conducted by
overseas examination boards, particularly the
Universities of Cambridge and London. The
establishment of the Caribbean Examinations
Council in 1973 was a reflection of Caribbean
intellectual currents that associated political
independence with intellectual autonomy. The
assumption was that overseas examinations
could not capture the nuances of Caribbean
culture or social and economic aspirations as
defined by the people of the Caribbean. The
idea of a Caribbean Examinations Council,
originating during the federal period, was to be
tested (like the federation itself) in the crucible
of insularity, incipient territorial nationalism
and a hesitant Caribbean nationalism. There is
little doubt that some CXC founders cherished
the idea of an integrated Caribbean, but had to
settle for functional and pragmatic cooperation
in such institutions as CARIFESTA, CARICOM,
the CDB, and of course the CXC. The extended
negotiations (between 1964 and 1973) leading
to the establishment of the Council, and the
six-year gap between the latter year and the
first examinations in 1979, were indicators that
reconciling the interests of the entire Caribbean
would prove to be a non-stop challenge. The
other challenge was that Caribbean conservatism
regarded a Caribbean Examinations Council
as little less than heresy, since attachment to
Cambridge in particular was so ingrained and
Caribbean educators and students were skeptical
about the “portability” of CXC/CSEC certificates.
In addition to replacing Cambridge and
London, gradually, CXC also pursued a larger
and a transformative role in regional education.
Innovatively, CXC introduced General and
Basic Proficiency examinations; school based
assessment; and criterion rather than norm-
referenced examinations. Expansion and
consolidation of CSEC was followed by the
introduction of CAPE in 1998 which was,
structurally, a radical alternative to A’ Levels.
CAPE and CSEC were influenced both by
changing and available technology, and by inputs
from regional governments. Globalisation,
technological change, and from the late 1980s the
demand for technical and vocational education,
Education for All, and a “knowledgeable”
work-force had an important impact on CXC
syllabuses.
The Caribbean Examinations Council,
supported by candidates’ fees, government
subventions and by strategic inputs from USAID,
CIDA,Loméandothers,hasbecometheby-word
for Caribbean examinations.
CXC has adopted the maxim that survival
and change are two sides of the same coin. There
have been several changes over time in the
administration. However, in the first decade of
the twenty-first century CXC adopted a business
model very comparable to that of businesses that
seek survival in a globalized world.
The path has sometimes been rocky;
but CXC has demonstrated that regardless
of Caribbean fractiousness there is still a
Caribbean will to cooperate and succeed. Equally
important is that the vision of its founders
assumedcompromise,consultation,ademocratic
structure and impossible (but achievable)
deadlines.
This study could not have been completed
without the assistance of various libraries and
collections that opened up their resources
to me. I am grateful to the archivists at CXC
Headquarters in Barbados, and at Caenwood in
Jamaicaforputtingtheirtechnicalexpertiseatmy
service; and equally important their amiability.
The records of the Overseas Examinations
Commission in Jamaica and those of the West
Indian Collection at UWI Mona were useful. I
wish to thank all those I interviewed: Sir Keith
Hunte, Sir Woodville Marshall, Sir Roy Augier,
Professor Nigel Harris, Mrs. Irene Walter, Dr.
Lucy Steward, Mr. Glenroy Cumberbatch, Dr.
Didacus Jules who gave of their time and did
their best to identify my sins of omission and of
commission.
Finally, my thanks to CXC for offering
me the opportunity to record for posterity the
origins, growth and development of CXC as
an examining body, as a part-time educational
institution, and as an organization whose records
will continue to provide critical statistical and
other data on Caribbean education.
Professor Patrick E. Bryan is Professor
Emeritus in History at The University of the
West Indies, Mona Campus, Jamaica and author
of A History of CXC 1973-2013.
CXC founders cherished the idea of an
integrated Caribbean
Professor Patrick E. Bryan

Consummate historian Professor Emeritus
Patrick Bryan was commissioned to produce A
History of the Caribbean Examinations Council
in celebration of its 40th Anniversary. However,
he has done much more. Prof. Bryan has actually
produced a hundred and fifty year history of
external examinations in secondary schools
in the Caribbean beginning with overseas
examinations first done by a few high schools
in Trinidad in 1863 to transition to Caribbean
regional examinations done by the vast majority
of secondary schools by 2013. The History of the
Caribbean Examinations Council 1973-2013
actually tells the story of colonial beginnings
of the assessment of the secondary schooling
transformed by regional energies and relevance
into evaluation with international credibility.
Professor Bryan sets about his task
methodically. He begins by sketching how the
Universities of Cambridge and London through
their syndicates came to establish themselves,
during the period of the free colonial society,
as the arbiters of standards for Caribbean
high schools in their infancy in the latter
decades of the 19th Century. He documents
the small numbers of students actually enrolled
in secondary schools taking these overseas
examinations up to the middle of the 20th
Century,theprideofobtainingBritishcertificates
and the elation of some students placing first in
the Empire. He also records the first echoes of
resentmentandcriticismofoverseasexamination
made by some of the most successful students
of the systems, namely, Caribbean icons such
as Norman Manley, Eric Williams and C.L.R.
James. Bryan asserts that the movement to self-
governmentandindependenceinthepost-World
War II period was the source of change and that
the short-lived West Indian Federation was
the actual incubator of the idea of West Indian
Examinations which, after the demise of the
Federation by 1962, morphed into the idea of
Caribbean examinations.
Professor Bryan then describes with
intriguing details the 25 years it took, from 1964
to 1989, to establish the Caribbean Examinations
Council as a viable entity to compete with
Cambridge and London examinations which had
a hundred-year advantage, British pedigree and
dominant market share. He breaks down the 25
years into four stages. The three years it took for
the Working Party to trash out the foundation
principles of Caribbean Examinations. The
six years of negotiations principally between
politicians, officials and educators to establish
the Council in 1973. The six years taken by
the Council to produce the first five subject
examinations in 1979 and the decade it took the
Council to roll out and market a range of subject
examinations that matched the Cambridge and
London offerings to Caribbean candidates.
Professor Bryan dutifully documents the
governance of CXC, its management structure,
operational mechanisms, and, probably most
importantly, the people who were charged with
the task of establishing, managing and operating
this successful regional educational institution
from conception, through implementation
to annual operations. He also documents the
cooperation and competition between CXC and
Cambridge, particularly, in the transition from
overseas to regional external examinations.
Cambridge had no intention of going away
quietly. As the dominant player in secondary
school examinations, Cambridge had to be
beaten, and even then it has not been totally
defeated.
From a skeptical perspective it could be
asserted that in commissioning a history of CXC
to commemorate its 40th Anniversary, CXC
was being sentimental and even self-serving.
However, on critical interrogation it is an act of
responsibility and accountability to Caribbean
people and their governments and a record for
posterity. The Caribbean Examinations Council
is one of the great accomplishments of the
English-Speaking Caribbean in the era of self-
government and independence. CXC’s success
residesinwhatitsproductsare:commonregional
standards for the assessment of the cognitive
outcomes of Caribbean secondary education that
are recognised globally. The success that CXC
is, has come about through functional Regional
Corporation.
The history that Professor Bryan has
producedisnotonlyapioneeringreferencebook,
but a provocation to find meaning. For example,
Bryan quotes Dr Denise Irvine, Chairman of
CXC 1975-1979, as stating that “One of the major
challenges of CXC is trying to encourage national
development simultaneously with Caribbean
integration.” However, reading the History of
CXC provokes the hypothesis that nationalism
is the major challenge to Caribbean integration.
Indeed, this seems to be more manifest in the
larger countries – Jamaica, Guyana and Trinidad
and Tobago than in the smaller countries and
in the Western Caribbean more so than in the
Eastern Caribbean. Of the 18 countries that fall
under the rubric of English-Speaking Caribbean,
six are in the Western Caribbean and twelve are
in the Eastern Caribbean. Of the six Western
CaribbeancountriesBermudaneverjoinedCXC.
The Bahamas joined but withdrew early and
established its national secondary examinations
that are validated by Cambridge. Cayman Islands
and Turks and Caicos Islands have been in and
of CXC and Jamaica’s nationalism had to be
overcome by a combination of internal struggle
and concessions. This would suggest that the
history of CXC may have meaning for Caribbean
integration that needs to be better understood.
Then again the common experiences of
Cambridge and CXC over the 150-year sequence
seem to suggest that the providers of secondary
school external examinations and their clients -
Caribbeanschools,teachers,parentsandstudents
- are not always on the same page. Examining
bodies use very lofty educational principles as
their rationale. However, parents and students
take the examinations for very practical and
pragmatic reasons which give pass/fail higher
priority than profile. Also both examining bodies
offered examinations at different levels. However,
faced with change and competition only two
levels have proven to have survival potential:
examinations at the end of fifth form/Grade 11
and examinations at end of sixth form/Grade 13.
Probably there are some lessons to be learned
from this history.
Hopefully the History of CXC as told by
Professor Bryan will be a catalyst to further
research. The regional template provided
can readily be applied to histories of external
examinations in each of the countries of
the region. The Caribbean Examinations
Council and Professor Emeritus Patrick Bryan
have combined to produce fresh insight into
Caribbean exertion to define itself authentically
and take responsibility for its own destiny.
Professor Emeritus the Honorable Errol Miller
is a noted Caribbean educator and author.
CXC History
“an act of responsibility
and accountability…”
Professor Emeritus the Honorable Errol Miller reviews
A History of CXC and concludes that CXC is “one of the
great accomplishments of the English-Speaking Caribbean
in the era of self-government and independence.”
BOOK REVIEW – Professor Emeritus Errol Miller

BOOK REVIEW – Dr Wendy C. Grenade
In the maze of the twenty-first century, the
Caribbean is at a crossroad of old modalities and
new challenges and possibilities. In this moment
of uncertainty A History of the Caribbean
Examinations Council 1973-2013: Regional
Relevance and International Credibility is most
valuable and timely. Written by Patrick E.
Bryan, this book chronicles the evolution of
CXC and the twists and turns of an indigenous
Caribbean institution that is intrinsically linked
to the broader search for Caribbean freedom
and nationhood. The ten chapters of the book
weave together a story that takes the reader to the
early beginnings and the struggle against elitist
education and external examinations that “were
CXC History
“Valuable and timely”
“…this book chronicles the evolution of CXC and
the twists and turns of an indigenous Caribbean
institution that is intrinsically linked to the broader
search for Caribbean freedom and nationhood.”
not designed for the Caribbean experience as
they were not sufficiently sensitive to a Caribbean
consciousness.” The author then navigates
through time and highlights key milestones
along CXC’s forty-year journey: the critical
1979 examinations; CXC’s consolidation and
expansion (1979-1998); the CSEC in Secondary
schools; Caribbean Advanced Proficiency
Examination; Education for all, (1998-2012);
organizational changes and CXC’s legacy. This
legacy includes international recognition and
partnerships and a modernized examinations
outfit underpinned by IT/ICT. Importantly,
CXC’s legacy is an outstanding example of
regional cooperation among small developing
countries, despite internal contradictions and
external adversity. As Caribbean people continue
to search for genuine freedom, A History of the
Caribbean Examinations Council 1973-2013:
Regional Relevance and International Credibility
is an urgent reminder of our resilient spirit and
collective will to break with the past and unlock
unlimited possibilities.
Dr Wendy C. Grenade is a lecturer in
Political Science at the Department of
Government, Sociology and Social Work,
at The University of the West Indies,
Cave Hill Campus.

Minister of Education in Jamaica, the
Honourable Rev. Ronald Thwaites wants to
see the exceptional performance achieved
by the few Regional Top Awardees each year
become the norm in the education system
in the Caribbean. Minister Thwaites made
the call while delivering the feature address
at the 2014 Regional Top Awards Ceremony
held at The University of the West Indies
RegionalHeadquartersattheMonaCampus
on Thursday 4 December.
“We need to make the exceptional
become the norm,” the Education Minister
stated emphatically. “How can your
[awardees] success become more the
norm?” he questioned. He expressed the
wish to see more top performers coming
from a wide cross section of schools along
with the traditional schools, and from other
islands. Minister Thwaites’ comments were
made against the backdrop of the 2014
awardees coming only from three countries:
Guyana, Jamaica and Trinidad and Tobago.
“While we commend this year’s
awardees, next year we expect to see among
the top regional performers students from
territories other than Jamaica, Guyana and
Trinidad and Tobago,” he explained.
“Our challenge in the region is to
broaden and deepen academic excellence
among students,” Minister Thwaites stated.
“As governments, we want to see more
students performing excellently and thus
flatten the apex of the pyramid.”
But we take nothing away from the
“Make the
Exceptional
the Norm”
– Minister Thwaites
CXC® Regional Top Awards Ceremony 2014
Minister Thwaites presenting Romario White of
Campion College, Jamaica with his award
Dr Leslie Simpson of CARDI presenting Ricardo Nugent of
William Knibb Memorial School, Jamaica with the CARDI
Agricultural Science prize
Professor Harris presenting Ryhan Chand of
Queen’s College, Guyana with her award

awardees this evening. You have done
extremely well’. You have done yourselves,
your families, schools and countries proud
and we wish you success in achieving your
career ambitions.
Of the 2014 awardees, three were from
Jamaica, four from Guyana and eight from
Trinidad and Tobago.
The Minister said CXC prepares
students in the region for tertiary education
anywhere in the world and is confident
that Caribbean students can match their
counterparts from around the world stride
for stride academically.
“Our young people, if given the
opportunity to excel, will seize it; and they
can meet the academic requirements of top
level tertiary institutions across the globe.
They can match the scholastic abilities of
their counterparts anywhere,” the Minister
added.
Rev. Thwaites also commended CXC
on its work over the past 40 years and
added that CXC can hold its own among
the examination boards around the world.
He noted that the regional examinations
body “has a very important role to play”
in furthering the Caribbean’s educational
development.
Awards Ceremony
The regional top awards ceremony
and opening of Council was hosted at the
The University of the West Indies Regional
Headquarters at the Mona Campus. Cadets
from the Caribbean Maritime Institute
dressed in their smart white and black
uniforms paraded the flags of the 16
CXC Participating Countries, backed
by the melodious music of the Jamaica
Constabulary Force Band.
The speeches and presentations were
punctuated with several performances
included some comedy which kept the
guests entertained.
Students from schools in Guyana
dominated the Regional Top Awards for
outstanding performances at the CSEC,
while students from Trinidad and Tobago
continued their dominance of awards for
outstanding performances at the CAPE.
Four of the eight awards for CSEC
went to students from Guyana, three from
Trinidad and Tobago and one from Jamaica;
while seven of the nine awards for CAPE
went to students from Trinidad and Tobago
and two to students from Jamaica.
Caribbean Secondary Education
Certificate (CSEC)
Elisa Hamilton led a trio of students
from Queen’s College, Guyana as the
2014 Most Outstanding Candidate
Overall in the region. Elisa received
the award for her recording-breaking
performance of achieving 20 subjects with
acceptable grades. She achieved Grade
I in 19 subjects: Agricultural Science
(DA), Biology, Chemistry, English A,
English B, Food and Nutrition, French,
Geography,HomeEconomicsManagement,
Information Technology, Integrated
Science, Mathematics, Physics, Principles of
Business, Social Studies, Spanish, Electronic
Document Preparation and Management,
Physical Education and Sport, Human and
Social Biology, and Electrical and Electronic
Technology, and Grade II in Religious
Education.
Another student from Queen’s College,
Aliyyah Abdul Kadir received the award
for the Most Outstanding Candidate in
Humanities. Aliyyah achieved Grade
I in 15 subjects – Agricultural Science
(DA), Caribbean History, Economics,
Electronic Document Preparation and
Management, English A, English B, French,
Geography, Human and Social Biology,
InformationTechnology,IntegratedScience,
Mathematics, Religious Education, Social
Studies, and Spanish.
Ryhan Chand, another student of
Queen’s College, Guyana, copped the
Business Studies award. Ryhan achieved
Grade I in 13 subjects – Economics, English
A, English B, Information Technology,
Integrated Science, Mathematics, Office
Administration, Principles of Accounts,
PrinciplesofBusiness,ElectronicDocument
Preparation and Management, and Physical
Education and Sport, and Grade II in
Religious Education and Social Studies.
CXC®RegionalTopAwardsCeremony2014
Minister Thwaites presenting Nile Anderson of Mannings School,
Jamaica with his award
Mr Glenroy Cumberbatch, Registrar of CXC presenting Nneka Toni Jones of
Bishop Anstey High School, Trinidad and Tobago with her award

Kishan Crichlow of New Amsterdam
Multilateral School also in Guyana received
the award for the Most Outstanding
Candidate in Technical Vocational subjects.
Kishan achieved Grade I in seven subjects,
Grade II in three subjects and Grade III
in two subjects. He achieved Grade I
in Chemistry, Information Technology,
Mathematics, Technical Drawing, Building
Technology (Construction), Electrical and
Electronic Technology and Mechanical
Engineering Technology; Grade II in
English B, Physics and Social Studies; and
Grade III in Chemistry and Geography.
Nile Anderson of Mannings School,
Jamaica won the award for the Most
Outstanding Candidate in Sciences.
Nile achieved Grade I in 13 subjects –
Additional Mathematics, Agricultural
Science(SA),Biology,Chemistry,EnglishA,
InformationTechnology,IntegratedScience,
Mathematics, Office Administration,
Physics, Principles of Accounts, Spanish,
Electronic Document Preparation and
Management; and Grade II in three subjects
– Economics, English B, and Geography.
Three students from Trinidad and
Tobago received awards for the Best
Short Story, Best 2-Dimensional and
3-Dimensional Work in Visual Arts. Kristan
Mohammed of Tunapuna Secondary School
received the prize for the Best Short Story in
the English A examination. Kristan’s story
was based on a photograph depicting an
abandoned building in a wooded area.
Shivana Sookdeo of Naparima
Girls’ High School walked away with the
2-Dimensional Visual Arts award with
a piece entitled “The Enchanted River”
from the Graphic Communication Design
Expressive Form.
The Chief Examiner said of the work,
“A very good example of high quality
illustration that establishes setting, defines
and develops characters, reinforces the text,
extends or develops the plot and establishes
mood. This composition captures the
essence of the story and brings the text to
life.”
“The format and layout works perfectly
to transport viewers into the landscape of
thetaleand guidethem through themagical
attributes of the Enchanted River.
Beautiful fluid lines and watercolour
washes give the river life-like qualities
allowing it to come alive through all of the
senses.”
Nneka Toni Jones of Bishop Anstey
High School is the recipient of the award
for the Best 3-Dimensional Visual Arts.
Toni’s work is from the Sculpture and
Ceramics Expressive Form and is entitled
“The Vendor”.
The Chief Examiner stated, “Based
on the elements of technical application,
stylisticapproachandaestheticappeal,thisis
an outstanding example of clay sculpture. It
is technically well accomplished, exhibiting
great skill and sensitivity to the material and
modelling technique used…”
The Chief Examiner added, “It is a
very emotionally charged and insightful
rendition of the Caribbean market vendor.
The artist has successfully captured those
characteristics of strength, warmth,
industriousness, joviality and patience
associated with these nation builders.”
The CSEC awardees received an offer
of a full scholarship from The University of
the West Indies, prize money and plaques
from CXC and dictionaries with CD-ROM
Regional Top Awardees at King’s House with His Excellency
the Most Honourable Sir Patrick Allen, Governor General of
Jamaica (sitting right), Mrs Elaine Foster-Allen Permanent
Secretary Ministry of Education (sitting left), and Mrs Irene
Walter, former Registrar (standing left).

from Pearson Education as part of the prize
package.
Professor E Nigel Harris, then
Chairman of CXC and Vice Chancellor of
The University of the West Indies, explained
that all the CSEC awardees receive a full
scholarship from The University of the West
Indies once they complete the Caribbean
Advanced Proficiency Examination (CAPE)
to matriculate for the programme they wish
to pursue.
Caribbean Advanced Proficiency
Examination (CAPE)
Students from schools in Trinidad and
Tobago and Jamaica dominated the awards
for the Most Outstanding Performance in
the 2014 Caribbean Advanced Proficiency
Examination (CAPE).
Sushma Karim, a student of Naparima
Girls’ High School, Trinidad and Tobago
won the coveted Dennis Irvine Award,
the symbol of academic excellence for
the Caribbean Advanced Proficiency
Examination (CAPE).
Sushma captured the award by
Ranissa Mathura of St Joseph’s Convent (San Fernando), Trinidad and Tobago receiving her award from
Dr Carol Granston, Acting Pro Registrar of CXC
Professor Nigel Harris (back row - 2nd from left) standing with CSEC Regional Top Awardees who are displaying their scholarship offer letters from The University of the West Indies

achieving Grade I in 12 Units: Applied
Mathematics Units 1 and 2, Biology Units 1
and 2, Caribbean Studies, Chemistry Units
1 and 2, Communication Studies, Physics
Units 1 and 2 and Pure Mathematics Units
1 and 2.
Another student from Naparima
Girls’ High School, Celeste Jaggai took the
award for the Most Outstanding Candidate
in Technical Studies with Grade Is in
nine Units: Art and Design Units 1 and
2, Caribbean Studies, Chemistry Units
1 and 2, Physics Units 1 and 2 and Pure
Mathematics Units 1 and 2, and Grade II in
Communication Studies.
Mandela Patrick, a student of Naparima
College, Trinidad and Tobago, took home
twoawardsonthenight:theawardsforMost
Outstanding Candidate in Mathematics and
MostOutstandingCandidateinInformation
and Communication Technology. Mandela
achieved Grade I in 10 Units with all A’s
on his Module grades. He achieved Grade
I in Applied Mathematics Units 1 and 2,
CaribbeanStudies,CommunicationStudies,
Information Technology Units 1 and 2,
PhysicsUnits1and2,andPureMathematics
Units 1 and 2.
Two students from St Joseph’s Convent
(SanFernando):ArifaSatnarineandRanissa
Mathura took the prizes for Modern
Languages and the Environmental Science
respectively. Arifi achieved Grade I in
French Units 1 and 2, Sociology Units 1 and
2, and Spanish Units 1 and 2 for the Modern
Language award.
Ranissa achieved Grade I in eight Units
– Biology Units 1 and 2, Caribbean Studies,
Communication Studies, Environmental
Science Units 1 and 2, and Geography Units
1 and 2.
Sharda Goolcharan of Lakshmi Girls’
Hindu College continued the tradition
of that school by taking the Business
Studies award. Sharda achieved Grade I in
AccountingUnits1and2,CaribbeanStudies,
CommunicationStudies,EconomicsUnits1
and 2, and Management of Business Units
1 and 2.
Romario White of Campion College,
Jamaica received the Natural Science award
with Grade I in ten Units with all A’s in the
Module grades. He achieved Grade I in
Biology Units 1 and 2, Caribbean Studies,
Chemistry Units 1 and 2, Communication
Studies, Physics Units 1 and 2 and Pure
Mathematics Units 1 and 2.
Another Jamaican student, Jozelle
Dixon of Wolmers Girls’ School was
presented with the Pearson Humanities
Award by Mrs Denise Watts-Lawrence.
Jozelle achieved Grade I in seven Units:
Geography Units 1 and 2, History Units 1
and 2, and Sociology Unit 1, and Grade II
in Sociology Unit 2.
CARDI Award
Dr Leslie Simpson, CARDI Country
Representative for Jamaica, presented
Ricardo Nugent of the William Knibb
Memorial High School in Jamaica with
the CARDI Award for Most Outstanding
Performance in Agricultural Science.
Ricardo achieved the best subject grade
overall in Agricultural Science Double
Award. He obtained the highest composite
score, best Profile Performance, and best
Moderated SBA score.
Courtesy Calls
While in Jamaica, the awardees and
a delegation from CXC and the Ministry
of Education paid courtesy calls on His
Excellency The Most Honourable Sir
Patrick Allen, Governor General of Jamaica;
The Honourable Portia Simpson-Miller,
Prime Minister of Jamaica; Honourable
Rev. Thwaites, Minister of Education; and
Mr Andrew Holness, MP, Leader of the
Opposition.
CAPE and CSEC awardees posing with their prizes

Professor Sir Hilary Beckles, Vice
Chancellor of The University of the West Indies, is
the new Chairman of the Caribbean Examinations
Council.
Sir Hilary succeeded Professor E Nigel Harris
in more ways than one; not only as Vice Chancellor
of The University of the West Indies, but also as
CXC Chairman. Professor Harris demitted office as
Chairman of Council following the 46th meeting of
Council held in Jamaica, and the meeting elected
Sir Hilary as his replacement. Professor Harris was
Chairman from 2006.
As Chairman of CXC, Sir Hilary chairs all
governance meetings of Council and its sub-
committees including the School Examinations
Committee (SEC), the Sub-Committee of the School
Examinations Committee (SUBSEC), Final Awards
Committee (FAC), and the Administrative and
Finance Committee (AFC). Sir Hilary chaired his first
governance meeting – Final Awards Committee –
on Thursday 19 February 2015.
He will hold office for a three-year period
initially and will be eligible for re-election for another
three-year term.
Sir Hilary is the eighth Chairman of CXC, and on
1 May he also became the eighth Vice Chancellor of
The University of the West Indies.
Distinguished Academic
A Barbadian, Sir Hilary started secondary school
at Coleridge and Parry School, and completed his
secondaryeducationatPitmastonSecondarySchool
and the Bournville College of Further Education in
Birmingham, England. He went on to the University
of Hull, completing a BA (Hons) and a PhD with the
Department of Economic and Social History.
He returned to the Caribbean and joined UWI
as a history lecturer at the Mona Campus in Jamaica
in 1979, later transferring to Cave Hill in 1984. He
was appointed as senior research fellow at the
London-based Institute of Commonwealth Studies
in 1986 and later became Chairman of the History
Department at UWI in 1992, a role he served in until
1996. He was Dean of the Faculty of Humanities
from 1994 to 1998.
In 1993, at 37-years old, Sir Hilary became the
youngest ever professor in the UWI system. He was
named Pro Vice-Chancellor and Chairman of the
UWI’s Board for Undergraduate Studies in 1998, and
in 2002 was named principal of the UWI’s Cave Hill
Campus.
He has received numerous awards over the
years, including in 2007 when he received the Knight
of St. Andrew (KA), the Highest Official National
Award of Barbados.
Sir Hilary has published and edited over 30
books and monographs, written more than 70
articles, and seven stage plays.
New CXC® Chairman
Sir Hilary Succeeds
Professor Harris
CXC NEWS
Sir Hilary is the eighth Chairman of
CXC, and on 1 May he also became
the eighth Vice Chancellor of The
University of the West Indies.

CXC NEWS
Mr Glenroy Cumberbatch became the sixth Registrar
of the Caribbean Examinations Council (CXC) effective
Monday 8 December 2014. The announcement was made
at the end of the 46th Meeting of Council held in Jamaica on
Friday 5 December 2014.
ABarbadiannational,MrCumberbatchjoinedtheCouncil
on 1 September 2007 as Pro-Registrar based at the Council’s
Western Zone Office in Jamaica, and acted as Registrar from
May 2014 after the departure of Dr Didacus Jules, the previous
Registrar.
“Interesting experience so far,” Mr Cumberbatch said of
his tenure as Acting and now Registrar. “I have been seeing
things from a different perspective, and appreciating the work
done by internal and external stakeholders to ensure CXC
delivers on its mandate.”
He said improved project planning and electronic
marking have been two of the highlights of his tenure thus far.
“The efforts and energies people have put into e-marking
to ensure that it succeeds has been tremendous,” he stated.
“They have helped us to refine and improve the processes in
order to deliver at the standard and quality CXC is known for.”
Mr Cumberbatch holds a Masters of Education (Science
and Mathematics) from the University of the West Indies,
Cave Hill Campus; a Bachelors of Education (Science and
Mathematics) from the University of East Anglia, United
Kingdom; and Certificates in Education and General
Management from Erdiston Teachers Training College and
UWI, Cave Hill respectively.
A Barbadian educator, Mr Cumberbatch commenced
his career in education in 1975 as a school teacher. In 1991
he moved to the Ministry of Education as an Education
Officer with responsibility for Mathematics. In this role, he
assisted with the development of Mathematics curricula, a
remedial Mathematics programme and the implementation
of workshops for teachers.
Four years later, Mr Cumberbatch was appointed Senior
Education Officer (Planning, Research and Development). He
served for three years in this position, after which he was then
promoted to the post of Deputy Chief Education Officer.
In his various positions in the Ministry of Education,
Mr. Cumberbatch has contributed to the development and
implementation of education policies and programmes in
Barbados. His responsibilities included budget preparation,
coordination of activities in planning, research and
development, Testing and Measurement and Management
of Information Systems. He was also directly involved in the
supervision and management of schools, student services and
teacher evaluation. He served for a period as the CXC Local
Registrar in Barbados.
“My vision for CXC is for it to be the most proficient body
in offering examinations to all levels and all ages in the region,
including the Dutch-speaking territories,” the new Registrar
stated.
Looking towards the future, the new Registrar said
“certifying more of the school-leaving cohort so that they are
better prepared for further study and the world of work,”would
be one of his major focuses.
New Registrar
Glenroy
Cumberbatch
My vision for CXC is for it to
be the most proficient body
in offering examinations to all
levels and all ages in the region,
including the Dutch-speaking
territories.

Top Awardees on
the bus heading
to Trelawny
CXC NEWS

Elisa Hamilton
Queen’s College, Guyana
“You have been awarded the Most
Outstanding Candidate Overall for CSEC,”the
words echoed in my mind creating with each
repetition greater delight. I was happy, no, I was
ecstatic! It was like a dream come true. The good
news did not stop there; I was later told that the
awards ceremony would be held in Jamaica, how
exhilarating! After many days of preparation, I
was ready to embark on this long anticipated
trip. I awoke long before the break of dawn to
head to the airport.
A few hours into our trip we met one of my
most beloved cricketers, Krishmar Santokie, at
the Piarco Airport. After what appeared to be a
long journey, we arrived at the Norman Manley
International Airport. The reception there was
astounding. The mountainous terrain coupled
with the sun kissed blue water beaches was
a marvelous sight to behold. Our tour guide/
driver helped to break the ice with his great
sense of humour; from beginning to end, he did
not disappoint. It felt as though I was about to
enjoy three days in the life of a celebrity, because
we had police outriders when we arrived at the
airport, and everywhere we went, up until our
departure. Not to mention, we lodged at the
luxurious Pegasus Hotel.
After settling in, we went to Kingston to do
shopping. We were later officially welcomed over
dinner that night and were given well needed
advice,“sleep is only a concept”.
Early the next morning, my colleagues and
I went to the television station to take part in a
segment of the Morning Show. This was quite
an amazing experience as it was my first live
television interview. Subsequently, we had to
prepare for a fun-filled day at Chukka Adventures.
Our destination was about three hours from
the hotel so were able to capture a glimpse
of various sites of this exquisite island while
simultaneously gaining an insight into the history
of the country. At the resort, we were engaged in
many intriguing activities: we zip lined through
what looked like a forest; we rode ATVs along
both the dirt tracks and on the road; and we
later enjoyed a calming float down the stream in
an ‘air balloon-like’ canoe which was intensified
as we flowed through the rapids. We were then
treated to finger licking extremely, spicy jerk
chicken; we took part in a final challenge and
later headed back to Kingston after an arduous
but worthwhile adventure. To say that this day
was exciting would be an understatement.
On the other hand, the third day was more
of a formal one for us. On this day, we performed
courtesy calls where we were given the honour to
meet and interact with the Minister of Education,
the Leader of the Opposition, the Governor
General and the Prime Minister. Since we were
finished quite early, we were able to do some
swimming, after which time we prepared for the
grand event.
The Regional Awards Ceremony, the
moment we have all been waiting for, was
finally here and it was perfect. I had a feeling of
satisfaction and pleasure in knowing that I had
made my family, school and country proud. To tell
the truth, the officials and the past awardees we
met, the entertaining programme, the delectable
food, the breathtaking awards, the paparazzi-
everything were magnificent. In contrast,
upon returning to the hotel, I came to the stark
realization that this incredible trip was drawing to
an end.
I woke up early the following morning in
an attempt to take in the last of what would
be one of the greatest experiences of my life.
Further, upon being united in the hallway with
my fellow awardees, we exchanged autographs
and comments on each other’s program sheets
and proceeded to say our final goodbyes. These
individuals were extraordinary; it was as though
we were one big family. Likewise, what was
particularly interesting was to see how these
individuals who were selected as the ‘crème
de la crème’ of the Caribbean were not only
academically inclined but had so many other
dimensions to their lives, all of which, with the
intermixture of culture that they brought from
their various home countries, had helped to make
this trip unrivaled with any other. It was hard to
say goodbye, but we had to. To complement our
trip, we were extremely fortunate to be on the
same flight with the famous Dancehall artiste,
Konshens, with whom we took a photograph
in Barbados, on our way back home. This was
a spectacular end to a fantastic journey. We
were, however, going home as better individuals
than we had come, with even greater goals and
challenges, as we were so immensely inspired.
I must say, in closing, that the CXC body, our
chaperones- especially Mr. Dwayne Goodison-
our tour guide; and the hotel employees have
all done a terrific job in making this one of the
best experiences of my life and forever, one of
my greatest memories. I am therefore extremely
thankful, so much so, that words cannot begin to
express my gratitude adequately.
This was a spectacular end to a fantastic journey.
We were, however, going home as better individuals
than we had come, with even greater goals and
challenges, as we were so immensely inspired.

Celeste Jaggai
Naparima Girls’High School, Trinidad
I remember that day distinctly. I had
just come out of a grueling Mathematics
midterm and checked my phone to see about
10 missed calls from my mother. Anxiously, I
called her back and she told me that I was the
recipient of the Most Outstanding Candidate
for Technical Studies in CAPE 2014. I could not
believe it! That lifted my spirits immediately
from the dreaded exam; but when I heard that
CXC was sending me to Jamaica, I was over
the moon.
At the Norman Manley International
Airport, all the top students greeted each
other with smiles and congratulations on their
esteemed accomplishment. I was beyond
excitiment to embrace the Jamaican culture
with its authentic music, people and most
importantly, FOOD. Driving through the
streets of Kingston, I was in awe that I was in
the birthplace of so many legends. I felt like
quite the celebrity being escorted by the
police who moved traffic out of the way for
us.
The most adventurous thing I had done
in a while would definitely have to be going
to Chukka Adventures in Martha Brae Jamaica.
Zip lining was exhilarating and riding the
Dune Buggy brought out my inner daredevil.
It was a great way to bond with everyone
(even though I think I scared Nneka with
my driving). The next day was dedicated
to meeting all the esteemed dignitaries of
Jamaica including the Governor General,
Minister of Education, Leader of Opposition
and the Prime Minister. I was honoured to be
in the presence of such distinguished and
influential people. It was truly the experience
of a lifetime.
The ceremony was indeed a prestigious
occasion. Getting formally recognized for
my achievement and delivering the Vote of
Thanks was such an honour. It was a beautiful
moment to share with fellow young brilliant
people whom only after a couple of days, I
really respected and believe can really make a
positive impact on everything around them.
This experience was unbelievable,
overwhelming and extremely humbling.
To meeting all the esteemed dignitaries,
ziplining, eating jerk pork, being escorted
nonstop by police, and casually meeting Sizzla
and Konshens on the return flight, Jamaica
was more than I could have ever asked for.
Thank you CXC.
Nile Anderson
Mannings School, Jamaica
There she stood at the door of the Chemistry lab, with a stern look on her face, of course I thought
I was in trouble, and I quickly made my teacher aware that I had an experiment to complete. However,
she decided to wait until I had finished cleaning my work area. I went to her prepared to receive a
scolding, until she uttered the words“CXC Barbados called…”This news was the greatest and most
unbelievable news I had ever heard.
Even after being provided with proof, I still insisted for days that it had to be a mistake, but it was
real, all so real.
The fun I had meeting people from all over the Caribbean, being able to talk about our different
cultures with pride and having fun together, being in the presence of dignitaries such as the Prime
Minister of Jamaica, the Minister of Education, the Leader of the Opposition and the Governor General, it
was all real.
The realest of it all was standing on the stage representing my island paradise of Jamaica. It was the
greatest experience in my life. I would love to re-live that moment. I pledge to continue working tirelessly
just to have another taste of this dish called victory. Needless to say, it was really painful to part ways with
my newly made Caribbean friends, my Trinidadian friend, my Barbadian friends and my Guyanese friends,
but maybe one day I will see them again.
TOP AWARDEES’ Jamaica EXPERIENCE
The Most Honourable Portia Simpson-Miller, Prime Minister of Jamaica and
Nile Anderson embracing each other during the courtesy call

Sharda Goolcharan
Lakshmi Girls’Hindu College, Trinidad
“Congratulations, YOU ARE the number one business student in the CARIBBEAN!”were
the words I heard from my teacher. My initial feeling was indescribable, but I was eternally
grateful. I didn’t understand the reality of such. It was only when I was invited to Jamaica
and the days leading up to the departure that the feeling of ecstasy developed. Upon
arriving in Jamaica, the heart-warming welcome and hospitality by CXC and the Ministry
of Education representatives as well as the locals were stupendous. They made every
effort to ensure that I was comfortable and safe. It was surreal to be escorted by police
throughout my stay which not only ensured that I was safe, but it most definitely made me
extraordinary.
One of the most uplifting and memorable experiences was the opportunity to
meet with and engage in a personal conversation with the leaders of Jamaica. Such an
opportunity is beyond incredible and it boosted my self-esteem whilst further motivating
me to accomplish a lot more. I clearly remember Minister of Education saying“…with
great power come great responsibility,”a quote by the famous Uncle Ben from the movie
Spiderman, which reminded me of the high standards that is expected from me.
Furthermore, I was completely overwhelmed by the reality of being a top awardee
due to the extremity of the official award ceremony. The recognition of each Caribbean
island gave me a sense of identity yet I still felt a strong surge of unity. The grandeur
in which I was welcomed and escorted along with the high level of recognition at the
function by influential dignities created a surge of emotions in me.
What appealed to me the most was the bonds of friendship that I made with the
awardees from various Caribbean islands. I knew absolutely nothing about any of the
awardees upon arriving in Jamaica. However, it didn’t take a long time for me to become
acquainted with them. The fun- filled drive to Chukka Adventures gave me an opportunity
to view the picturesque island of Jamaica, while the bonding activities in which we
engaged allowed me to experience the different personalities of each awardee, hence
improving our communication and team work. The fact that I was given the opportunity to
share a room with an awardee served to create a deeper bond between us. It was a bitter
sweet experience as the days ended too soon, however, I enjoyed each moment of this trip.
It will forever be written in my memory as a great milestone in my life.
Ryhan Chand
Hands down, the most momentous and
cherished occasions were shared with my fellow
regional top awardees!
Upon receiving the news of my stupendous
performance, doubt congested my mind. I was
always that soldier, lacking in self-belief. As the
news was verified, however, my ego augmented
or as they would say,“went from 0 to 100”.
Receiving commendations and accolades from
my school and country were truly overwhelming.
Bringing it up a notch, the few days spent
in Jamaica were undoubtedly eye-opening and
gratifying. The mix of Trinidadian and Jamaican
accents heard from the awardees, now close
friends, served as music to my ears… not
forgetting the sirens of our outriders! Who knew
such unbreakable bonds could have been created
in a matter of moments? Our late night chats
about Caribbean culture at the Pegasus poolside
linger in my thoughts up to this day. The many
formalities included courtesy calls on dignitaries. I
am most certain that the zip lining and ATV riding
at Chukka Adventures were among the most
blood-tingling and exhilarating experiences for
not only me, but my fellow beneficiaries as well.
The food – scrumptious, the people –
welcoming, the experience – exceptional. The
Jamaican experience was, as the saying goes,“irie”.
I am absolutely grateful to CXC and all those who
were involved in making this episode of my life,
paramount.
Female awardees are all smiles in the Jamaica Pegasus lobby before their departure

Nneka Toni Jones
Bishop Anstey High School, Trinidad
Jamaica! Jamaica! Overwhelmed, dumbfounded
and speechless are three words I would use to
describe how I felt when I read the article. My
friend told me she had a surprise for me. She calmly
placed her laptop on the table, opened the article
and positioned the laptop so that I could read. It
was a Guyanese Newspaper article on the Internet
paying tribute to the CXC Awardees for the year
2014. My eyes quickly picked up the words,“Top
Regional Awardees for CSEC: Nneka Jones – Most
Outstanding Performance for 3-Dimensional work in
Visual Arts”and my jaw dropped.
I was so excited to tell my art teacher the great
news, little did I know she was keeping it a secret as
my Principal wanted to have a special assembly for
me. Seeing and hearing the entire of Bishop Anstey
High School staff and students clap for me was
perfect. I knew that I had not only made my school
proud, but also Trinidad and Tobago. It was always
a big dream of mine to visit the beautiful island
of Jamaica and hear the Jamaican accent which I
adore!
The experience was even better than finding
out that I was one of CXC’s Top Regional Awardees.
Meeting the other awardees from Jamaica, Guyana
and Trinidad and Tobago was like meeting family.
Although we were from different countries, it still
felt as though we all had something in common.
We were assigned personal police escorts for
our bus which made us feel like royalty. Our first
day was spent shopping in Jamaican craft shops.
However, the second day was the best part of the
trip for me! We visited Chukka Adventures where we
participated in activities such as zip lining, challenge
course, ATV and Dune Buggy rides, and ate some
delicious Jamaican food when we were finished.
Yum!
It was a great honour to represent my family,
Bishop Anstey High School, and Trinidad and
Tobago, during the courtesy calls. Meeting the
Minister of Education, the Governor General, Leader
of the Opposition and Prime Minister of Jamaica
was a great pleasure, and I must express my utmost
gratitude for the inspiration they have given to
me and my fellow awardees. I am truly grateful to
have had this opportunity. The reward for my hard
work was more than I could have even dreamnt,
receiving and I know that none of it would have
been possible without God, support from my family,
my friends and my teachers. I left Jamaica with
memories to last me a lifetime and friendships that
I hope will grow stronger and last longer. The entire
trip has inspired me to continue working hard and
let my passion for art continue to grow.
Kristan Mohammed
Tunapuna Secondary School, Trinidad
I was having a really bad day and was just about to turn loose my anger when I received
a call from a friend showering me with a cheerful congratulation. In reply I awkwardly asked
her why she was congratulating me. When she realized that I was totally clueless, she decided
not to tell me so that the suspense would grow, which it painfully did. It was only later that
day that I received the good news from my History teacher that I had won Best Short Story for
CSEC.
I was more than happy. It was a feeling unlike anything I had ever imagined. I felt the
countdown for an explosion begin inside me. I felt immortal.
Excitement overpowered my mind as the days died into weeks, only pulling the
time closer. I constantly thought of how wonderful the trip would be and was not at all
disappointed. In fact, from the very moment I set foot on the plane I could taste the greatness
of the journey. And the anticipation of the ride ahead was such an incredible high.
When we got to the hotel the rooms weren’t ready so I mingled with the other awardees
who were all very interesting. I could feel the excitement radiating from their skin as well.
On that same evening we went shopping in Kingston which was quite lovely, and then we
returned to the hotel for a lovely orientation dinner. After the dinner, some of us went to the
pool area where we exchanged some of the wonders and awe of our different cultures.
Early the next morning we set sail on an enchanting trip to Chukka Adventures. We
stopped a few times on the way to view some of Jamaica’s beautiful sceneries. When we got to
the forested area of the park, I felt like Alice in a wonderful land over the hills and far away. We
enjoyed activities such as zip-lining, tubing and ATV riding. The thrill of that entire adventure
was intoxicating.
The next day we paid courtesy calls to the Prime Minister, the Leader of the Opposition,
the Governor General and even the Minister of Education. After, we had some time to spare
so we enjoyed a brief swim in the Olympic sized pool at the Pegasus Hotel where we lodged.
Then it was time for the grand celebration.
At the ceremony I felt overwhelmed with joy. The best part was after the ceremony when
lots of people were asking me to sign their copies of my short story. For that short moment, I
felt like I was more famous than Lady Gaga herself.
The next day was really sad and dramatic. I really hated saying goodbye to the
chaperones and my“shiny”new friends. I shall forever remember them all.
I slept through almost the entire trip back as the plane“swam”across the sea of clouds.
From the moment my feet touched Trinidadian soil I missed Jamaica.
Jozel Dixon and Nneka Jones striking a pose at a historic site in Spanish Town

Aliyyah Abdul Kadir
It was unequivocally the best experience of
my life! My CSEC results revealed that I placed 9th
position in Guyana and 5th in Queen’s College
with 15 Grade Is; that was satisfaction enough for
me. However, just when I thought it couldn’t get
any better I was told even greater news.
One afternoon while I was sitting in my law
class blankly staring into midair, I saw a familiar
face, my previous History teacher. As excited as
I was to see her, she seemed far more ecstatic
than I was. She shouted“congratulations!”from
across the road. I was clueless as to what she was
speaking about and it was then she told me the
news,“You got the Humanities award!”I spun
around to share the news with my friend, but at
that time, the first people I wanted to tell were my
parents. I believe that my success is dedicated to
make them proud as they had the confidence in
me throughout. Sharing the news with my friends
and family was an enjoyable moment of my life.
The next day, Guyanese became aware as the four
top performers were interviewed. Being media
personalities in August, October and December
was indeed an honour. In one of the interviews
I said,“I was happy because I did not only make
myself, my family and my school proud, but my
country as well.”
I heard about the trip to attend the awards
ceremony and was anxiously awaiting the grand
day. Knowing that it was being held in Jamaica
I was definitely expecting a wonderful trip.
The night before our departure, I stayed awake
packing my suitcase ensuring that my items
corresponded with the itinerary, trying not to
forget anything important. The day had finally
arrived, I threw my camera strap around my neck
and was ready to go!
Arriving in Jamaica was a wonderful
experience. The atmosphere was warm and
welcoming and the people were all very friendly.
We were taken to The Jamaica Pegasus where
we enjoyed our stay. Spending a day at Chukka
Adventures was definitely the best part of the
trip. The road trip was long, but I had the great
opportunity to visit historical sites in Spanish
Town and observe the landscape and architecture
of Jamaica. The adventure park was found on an
old plantation called the Good Hope Estate and
my burning passion for history was satisfied. I had
a thrill of excitement as I challenged myself to
do the zip line as well as tubing. The day of the
award ceremony was very inspiring; I’ve never felt
more important in my life. The royal treatment the
awardees received would always be remembered
as an utmost privilege. Driving around with
outriders escorting our bus was special treatment
enough but having the chance to sit in the
Governor General’s ballroom hall, chatting with
the Honourable Prime Minister of Jamaica and
having a discussion with the Minister of Education
and the leader of the opposition was definitely a
prestige. The award ceremony was well organized
and I appreciated every effort made by the
Council. The singers and dancers did an excellent
job at entertaining guests from near and far. I met
up with old students of Queen’s College who are
now studying at UWI, they were all proud of us.
No words can describe the wonderful
experience I had as a regional top awardee; it was
a dream come true. My last moments in Jamaica
were filled with mixed emotions; tears of joy and
sorrow that I had to leave. I express my gratitude
to CXC for allowing us such a great reward
and enabling us to create lasting friendships. I
encourage other candidates to put their best foot
forward at all times. Indeed I was blessed with
the chance to interact with students of other
Caribbean countries; I felt the unity and blast of
joy we shared. As I look back at all the pictures,
I definitely have good things to say about each
person I met in Jamaica and I have memories that
would last a lifetime, such as Jamaican cricketer
Krishmar Santokie and reggae artiste Konshens.
Kristan Mohammed of Tunapuna Secondary School; Aliyyah Abdul Kadir, Queen’s College; Kishan Crichlow of New Amsterdam Multilateral School; and Nile Anderson of Mannings School

Ranissa Mathura
St Joseph’s Convent (San Fernando)
Trinidad
I first found out about my achievement while
visiting my school during a short vacation. I was
astounded and incredibly surprised because
although I knew I did well, I was not expecting to
receive a regional award. I was already studying
in Jamaica and it was so exciting to meet with
the Prime Minister and Governor General along
with all the other parliamentary dignitaries. It was
such an amazing experience to meet the other
awardees, my friends now, and get to spend time
with those amazingly talented individuals. CXC
catered to our every need and facilitated us in
every way they could thereby making that week
one of the best experiences of my life. Such an
incredible experience only motivated me to work
harder and strive to attain even greater heights in
the future.
All smiles

CXC® Launches
OnlineStore
The Caribbean Examinations Council (CXC) has launched its
online bookstore, which now provides persons in Jamaica
and the Caribbean, preparing for external examinations, with
Internet, access to a wide range of academic resource material.

The facility, which was launched at Jamaica
College in St. Andrew on Friday, November
7, provides access to subject syllabuses and
reports, specimen papers, and mark schemes,
which can be downloaded on any mobile from the
website – www.cxc.store.com, and used off line.
The initiative, which is the CXC latest undertaking
with longstanding partners British entity, MacMillan
Publishers, through its Caribbean office, will provide
material free of cost for 29 Caribbean Secondary Education
Certificate (CSEC) and 28 Caribbean Advanced Proficiency
Examination (CAPE) subjects. Additional materials, outside of
these subjects, which date back to 2005, are also available for
people requiring these, but this will incur a cost.
Speaking at Friday’s launch, CXC’s Acting Pro Registrar,
Dr. Carol Granston, said the online book store’s launch “marks a
significant milestone” in the organization’s efforts to “facilitate
learning that is not confined to the highly formalized structure of
classrooms, but shaped by the lifestyle of the Caribbean learner,
that is, learning that can be done at anytime and at any place.”
“Over the past decade, the use of digital technologies
for teaching and learning has been increasing rapidly. As an
examining body, CXC must remain current and relevant. However,
despite the prevalence of digital technologies to ensure more
wide-scale access, it is important that resources are available
in multiple formats and…delivery modalities. As a result, the
same resources that are available on the CXC Online Store, are
also available in a number of distribution location islandwide,
including bookstores,”she said.
In this regard, Dr. Granston assured that the online store will
support CXC’s drive to provide equal and equitable access to high
quality learning support resources.
“What we want to do is ensure that there is a level playing
field for all students from all demographics…and (that all the
resources) are available to you to help you (students) better
prepare for the examinations, and also to help in our effort to
support the teaching, learning, and assessment process,” she
added.
In his remarks, State Minister for Science,Technology, Energy,
and Mining, Hon. Julian Robinson, welcomed the initiative, in
particular the wide-scale access to academic material it will
provide.
“As a Government (Jamaica), we have invested a lot in
including technology our education system.The Universal Service
Fund (USF) has funded a number of programmes which have
brought technology into schools,”he stated.
These, Mr. Robinson reminded the audience, include the
e-learning High school programme, which entailed over 200
computer labs being established in secondary schools islandwide;
and the Tablets in Schools pilot project, targeting the distribution
of 25,000 tablet computers in 38 institutions. In this regard, he
expressed the hope that“we can see, in the not too distant, future
some correlation between the availability of these resources and
the performance of our students in CXC-related subjects.”
Courtesy of the Jamaica Information Service and located at
http://jis.gov.jm/cxc-launches-online-bookstore/
Dr Carol Granston, Acting Pro Registrar, CXC; Mr Daniel Wislon, Regional Sales Manager,
Macmillan; Mrs Kate Heald, Caribbean Publisher, Macmillan engaging students as they
test the CXC Online Store
Students exploring the CXC Online Store at the launch in Jamaica
Students from Ardenne High
School enjoying one of the
performances during the launch
of the CXC online store

58%CSEC 2015
Grades I-III
50%CSEC 2014
Grades I-III
49%CSEC 2013
Grades I-III
CXC NEWS

Performance in the 2015 January
sitting of the Caribbean Secondary
Education Certificate (CSEC) examination
continued the up-ward trend seen over
the last two years. This year, 58 per cent
of subject entries achieved acceptable
grades, that is Grades I – III, compared with
50 per cent in 2014 and 49 per cent in 2013.
Of the 13 subjects offered at the
January 2015 sitting, performance
improved in 11 subjects and declined in
two subjects.
Mathematics, the largest subject
taken at this sitting, recorded substantially
improved performance this year, with 65
per cent of the nine thousand subject
entries achieving acceptable grades.
Fifteen per cent of the entries achieved
Grade I; 16 per cent achieved Grade II and
32 per cent achieved Grade III.
Performance in both English A and
English B continue to improve when
compared with 2014. This year, 55 per cent
of entries achieved acceptable grades in
English A, compared with 51 per cent last
year.There was a ten per cent improvement
in performance in English B. Seventy-
January CSEC® PerformanceTrending Up
one per cent of subject entries achieved
acceptable grades this year compared with
61 per cent last year. Over 50 per cent of
the entries achieved Grades I and II; 20 per
cent achieved Grade I, 30 per cent achieved
Grade II and 20 per cent achieved Grade III.
In the business cluster, Principles of
Accounts (POA) and Principles of Business
(POB) recorded improved performance
when compared with 2014. For POA, 59 per
cent of subject entries achieved acceptable
grades compared with 53 per cent in
2014, while for POB, 75 per cent achieved
similar grades, compared with 71 per
cent in 2014. The other business subject,
Office Administration was one of the two
subjects with a decline in performance this
year. Fifty-two per cent of entries achieved
acceptable grades this year compared with
76 per cent in 2014.
Of the four science subjects offered
at the January sitting, three recorded
improved performance while performance
declined in one. Sixty-one per cent of
entries achieved acceptable grades for
Biology compared with 53 per cent in 2014;
46 per cent achieved acceptable grades in
Chemistry compared with 37 per cent in
2014, and 57 per cent achieved acceptable
grades in Physics compared with 49 per
cent last year. Performance on Human and
Social Biology continues to decline with 27
per cent of entries achieving acceptable
grades this year compared with 34 per cent
last year.
There was a 12 per cent improvement
in performance in Information Technology
thisyearwhencomparedwithperformance
in 2014. This year 62 per cent of entries
achieved acceptable grades compared
with 50 per cent in 2014.
Spanish and Social Studies had
moderate improvement in performance
when compared with 2014. For Spanish,
71 per cent of entries achieved acceptable
grades compared with 67 per cent in
2014, while for Social Studies 54 per cent
of entries achieved acceptable grades
compared with 47 per cent in 2014.
This year, 16,689 candidates wrote the
January sitting and they submitted 40,938
subject entries.
Entire Sitting E-marked
For the first time in its history, CXC used electronic marking (e-marking) to mark all the scripts submitted
in an examination sitting. All papers in the 13 subjects were e-marked by just over 600 markers in this year’s
January sitting. This is to set the stage for the eventual move to full e-marking by 2017 when most of the CSEC
and CAPE subjects will be e-marked.
During the 2015 May/June sitting, 18 CSEC subjects and 12 CAPE Units will be e-marked.
“The January sitting is relatively small and CXC felt that e-marking the entire sitting would provide some good insights
into what is to be expected in May/June when we would have more subjects and more e-markers,” stated Mr Glenroy
Cumberbatch, CXC Registrar. “As we plan for the May/June sitting, we will implement the lessons learnt from this exercise
and adjust our plans and strategies before we roll out e-marking to other subjects in the coming years.”

CXC’s Footprints
CAPE®DigitalMediaBy Cherryl Stephens and Alton McPherson

… picture and video
creation and editing;
…oral pitch and seeing
how digital media is
applied in real-world
scenarios;

…the opportunity to
create a portfolio of the
work they had done over
the course - sense of
achievement;
…the chance to apply
knowledge to producing
actual digital content;
…the ability to see
possible roles and
careers in digital media;
…using software to edit
and create photographic
essays of portfolio work,
creating the mobile apps;
…creating websites.
“Celebrating the Accomplishments
Continuing the Journey”was the theme chosen
by the Caribbean Examinations Council for its
40th
anniversary in 2013. In June 2013, the CAPE
Digital Media Syllabus was available on the
CXC website, www.cxc.org, for teaching from
September 2013 and first examination in May/
June 2014. Students from across the region
were given the opportunity to develop skillsets
necessary to create digital content and master
digital media. Fast forward to July 2014, and 70
candidates successfully left a digital footprint of
this theme on the Council’s landscape.
The Caribbean Examinations Council was
able to celebrate the milestone of hosting its
first totally electronic examination and was well
on its way to continuing its journey to producing
graduates in the region with the relevant skillsets
and knowledge base to support the emerging
Caribbean digital economy. The CAPE Digital
Media examination, both Internal and External
Assessment components, were delivered
electronically and marked electronically,
successfully. Onehundredpercentofcandidates
whowrotetheexaminationsweresuccessfuland
are now graduates empowered to market their
skills locally, regionally and internationally.
Candidate Population
Of the 70 candidates who wrote the first
Digital Media examinations, 61completed Unit 1,
DigitalMediaFundamentals, and nine completed
Unit 2, Applied Digital Media. The candidates
represented seven territories: Anguilla, Barbados,
Guyana, Jamaica, St Kitts and Nevis, St Lucia, and
Trinidad and Tobago.
Of the seven territories that entered
candidates for the examination, 30 per cent
came from Jamaica. Seventy-one per cent of the
candidatepopulationweremalesand29percent
were females. The ratio of males to females was
more than 2.5 to 1.
The candidate population was drawn
from a cross section of the types of post-
secondary institutions in the region. Included
were two community colleges, Sir Arthur
Lewis Community College and Clarence Fitzroy
Bryant Community College from St Lucia and
St Kitts and Nevis, respectively. Three private
secondary schools, Belleville Grammar School,
Barbados; New Heights Limited, Jamaica;
NorthGate College, Trinidad and Tobago; and
traditional high schools, namely, Albena Lake
Hodge Comprehensive School, Anguilla; Queens
College, Guyana; Calabar High School, and Mona
High School, Jamaica; San Juan North Secondary
Figure 1: Candidates Writing Examination by Territory
Students
in their own
Words
CXC’sFootprints:CAPE®DigitalMedia

CXC NEWS
and St Benedict’s College, Trinidad and Tobago.
Moreover,toemphasisetheflexibilityoftheCAPE
programme, the teacher and the students at St
Benedict’s College, who were in their final year,
opted to do Unit 2, Applied Digital Media. The
experiences of the teachers and students during
the first year of implementation provided the
Councilwithrichfeedbackontheextenttowhich
the syllabus and the accompanying resources
were able to fit into the different teaching
environments across the region.
Digital Media Teacher
One of the early questions that was asked
as the CAPE DM Syllabus was launched in
September 2013 was who should/would teach
this syllabus. A survey instrument which was
electronically administered to the teachers of
the CAPE Digital Media Syllabus at the end of
the academic year revealed that the persons
who actually taught the syllabus in the first year
represented a wide field of expertise. It ranged
from Creative Arts, Computing and Information
Systems, Administration Management, Project
Management, and Entrepreneurship. At the
same time when teachers were asked what
motivated them to introduce the CAPE DM
Syllabus to their schools and students, 80 per
cent of them were of the view that the syllabus
exposed students to“skills relevant for life;”they
feltitwouldcapture“theimaginationandinterest
of their students.” One teacher was of the view
that when students leave school they should
be prepared for the world of work. CAPE DM
would allow students to have “a skill set which
they could use either to work for themselves
or for a business.” Interestingly, 86 per cent of
the teachers who implemented the CAPE DM
Syllabus in the first year used a combination of
face to face and online sessions, the remaining
14 per cent used face to face only.
Syllabus Implementation
Teachers indicated that for Unit 1, Digital
Media Fundamentals, they enjoyed teaching
the three Modules. They revealed that they
particularly enjoyed Specific Objective 4 in
Module 1, Understanding Digital Media that
required students to discuss the importance of
Caribbean content creation in the context of
digital media. This objective allowed them “to
shift the perspective from foreign consumption
to Caribbean production and allowed them to
introduce the concept of entrepreneurship and
creativity to their students.” In Module 2, The
Digital Media Ecosystem, Specific Objective 9,
required students to present project proposals.
This objective facilitated the sharing of school-
based assessment topics and ideas and allowed
“for rich feedback and whole class discussion,
active participation and excitement.” One school
videotaped this session and shared it with the
other teachers in the programme across the
territories. Module 3, Creative Solution Design,
took students through“the creative process from
ideation to implementation.” Students were able
to apply the skills and techniques using image,
audio and video to tell their stories.
In Unit 2, Applied Digital Media, the
teacher highlighted Module 1, Visual and
Interactive Design and Module 3, Mobile App
Development for honourable mention. She was
of the view that taking students through the
process of creating a digital media product was
infactempoweringthestudentstofindsolutions
to any issue once they followed the planning and
brainstorming processes. Moreover, everything
all came together by the time students were on
the home stretch and about to hone all their
knowledge, skills and techniques as they not
only created their mobile app in Module 3,
Mobile App Development, but also engaged
their colleagues in their class and in the other
…the students now see the
importance of not only creating
Digital Media, but of sharing it.
…their ability to think and find
solutions for local problems has
become focused.
…their vision as consumers
changed and they are more aware
of their rights as producers and
users.
At the school where I teach, the
students are not exposed to
creative tools because of the
nature of conservative traditional
religious beliefs. When the course
was introduced the students had
no idea how to use it and at the
end of the course they were able to
edit video, audio and photo files. I
am extremely satisfied with their
performance!
They became more self-reliant
because of the largely online
mode of delivery. They gained
digital media skills in stop motion
animation, 3D rendering, eBook
creation and many other practical
skills that prior to the class they
did not possess.
They became comfortable with
using online facilities as a means
of communicating and getting
information.
Teachers
in their own
Words
Marking the first Digital Media papers

classes across territories as they discussed the
best approach to market and distribute their
mobile application.
Syllabus Support
With the full knowledge of limited teaching
expertise in the subject matter, the paucity
of Caribbean-centric reference texts, CXC in
collaboration with its civil-society partner
Congress WBN, a Trinidad-based international
non-profit organisation, embarked on a new,
innovative approach that leveraged the
same digital media the syllabus promoted
by producing a Syllabus Resource Toolkit
which was hosted on CXC’s website http://cxc.
org/?q=node/8245. This Digital Media Syllabus
Resource Toolkit included digital and physical
teaching aids and a specially staged orientation
video. This specifically targeted the Units and
Modules of the DM Syllabus. The resource
persons who facilitated the sessions in the video
included CXC staff and members of the Syllabus
Panel and industry experts who assisted in the
development of the syllabus.
Seventy per cent of the teachers indicated
that they found the specially staged orientation
videos useful but not very user friendly for
the students. On the other hand the digital
media resources and the infographics proved
invaluable as there was not a lot of time to do
a very comprehensive search for additional
resources. Ninety per cent of the teachers who
were teaching the DM syllabus used the online
learning portal, Notesmaster, and 95 per cent of
the participating teachers and 78 per cent of the
student population did participate in an online
tutorial to pitch their School-Based Assessment
ideas, topics and brainstorm their approaches
for conducting their assignments. It was an
ideal forum to discuss best practices. This online
tutorial laid the groundwork for an ongoing
learning community which was created and
nurtured on Notesmaster for the Digital Media
teachers to meet and discuss issues, challenges,
pose questions, seek solutions, ask advice as
they navigated their way through the first year
of teaching the respective Units.
Challenges
Teachers indicated that unreliability of
Internet connection and capacity of labs in
relation to number of students were the most
challenging issues they encountered. Managing
group work and the unavailability of some of
the free software at school to complete tasks
presented additional hardships.
Performance
In the end hard work did pay rich dividends.
The results indicated in Figures 3 and 4 paint
the picture.
All the candidates who wrote CAPE
Digital Media Units 1 and 2 were successful
in their examinations. Ninety per cent of the
candidates who completed Unit 1, Digital Media
Fundamentals, obtained grades Ito III, with 41 per
cent of the 90 per cent obtaining Grades I and II.
In Unit 2, Applied Digital Media, 100 per cent of
the candidates obtained Grades I to III.
Unmeasurable Growth
Ninety-six per cent of the teachers involved
in teaching the CAPE DM Syllabus shared some
of the changes they observed in their students
as they participated in the activities required
to complete the syllabus and prepare for the
examinations. In their own words:
At the end of the first year of its
implementation the CAPE Digital Media Syllabus,
one of CXC’s new generation subjects, is well on
its way to making its contribution to harnessing
the region’s human resource capital in a positive
direction.We salute the graduating students and
their teachers of the May/June 2014 CAPE Digital
Media Syllabus. You will always be the first in the
true sense of the word.
Cherryl Stephens is an Assistant Registrar in the
Syllabus and Curriculum Division, and Alton
McPherson is an Assistant Registrar in the
Examinations Development and Production
Division.
Figure 2: Overall Performance – Unit 1 Figure 3: Overall Performance Unit 2
CXC’sFootprints:CAPE®DigitalMedia
Grade IV
10%
Grade I
20%
Grade I
11%
Grade II
22%
Grade Ii
21%Grade III
49%
Grade III
67%

CXC NEWS
Barry University
The number of universities and colleges
in the United States offering credits for the
Caribbean Advanced Proficiency Examinations
(CAPE) continues to rise even as more Caribbean
students present the advanced qualification for
matriculation into US schools.
Barry University, located in Miami Shores,
Florida has published a CAPE policy. The school
which was founded in 1940 offers credits for
Grades I-V. Barry has equated a Grade I in CAPE to
an A+ in its system; Grade II to an A; Grade III to a
B; Grade IV to a B- and Grade V to a C.
FormostCAPEUnits,Barryoffersthreecredits;
however, for six Units, four credits are offered. The
“Barry University is very honoured to have a strong presence among
students from the Caribbean. These students are always very well prepared
academically and emotionally for the rigours of university life.”
Rick Wilkinson, Barry University’s International Office
More US Schools Offering
Credits for CAPE®
six Units which command four credits each are
Pure Mathematics Units 1 and 2, Biology Units 1
and 2 and Chemistry Units 1 and 2.
Barry is also offering credits for some
courses taken by adults who take advantage of
the university’s adult and continuing education
(ACE) programmes in the evenings. Caribbean
adult students with CAPE Food and Nutrition,
Law and Electrical and Electronic Technology
will receive three credits each for these Units.
“Barry University is very honored to have
a strong presence among students from the
Caribbean,” stated Rick Wilkinson, from Barry
University’s International Office.“These students
are always very well-prepared academically and
emotionally for the rigours of university life.”
“We hope to maintain and continue our
relationship with this region. One of many ways
to achieve this is our respect for the academic
demands of the CAPE curriculum,”Mr Wilkinson
explained.
Rollins College, located in Winter Park,
Florida has published its CAPE policy in the
school’s catalogue. According to Ed Bustos,
Director of International Admission, “Each score
of one (1) or two (2) on CAPE is worth four (4)
semester hours of academic credit.” Mr Bustos
pointed out that credit earned through CAPE
does not exempt students from any of the
general education curriculum requirements.

FSU
Florida State University has published a
“credit-by-examination policy for CAPE,” which
shows 23 CAPE subjects and their equivalence
to FSU’s courses. The natural sciences, French
Units 1 and 2, and Pure Mathematics Units all
attract four credits each while other units are
awarded three credits each.
Biology is equivalent to the courses
BSC*NNNandBSC*NNNLatFSU.ChemistryUnits
I and 2 are both equivalent to CHM*NNN and
CHM*NNNL. Both Units of French are equivalent
to FRE1. Physics Units 1 and 2 are equivalent to
PHY*NNNC, while Pure Mathematics Unit 1 and
2 are equivalent to MAC*CCN. All these Units
received four credits.
St Leo
Saint Leo University located in Tampa,
Florida has also published a CAPE equivalency
chart. The chart shows the equivalence of 18
CAPE subjects to courses offered at St Leo
University.
St Leo will accept Grades I-IV in the CAPE
Units for which they have equivalent subjects.
Most CAPE Units will attract three credits;
however, some Units will attract more. Applied
Mathematics Unit 2 will attract six credits and
is equivalent to Mat-201 and Mat 251 at St Leo.
Pure Mathematics Units 1 and 2 each will attract
six credits at St Leo. Pure Mathematics Unit 1 is
equivalent to Mat-152 and Mat-231, while Pure
Mathematics Unit 2 is equivalent to Mat-231
and Mat-232.
Both Units of Biology will be rewarded with
four credits and are equivalent to Bio-240 and
Bio-240L at St Leo.
The subjects: Applied Mathematics
Unit 1, Chemistry 1 and 2, Communication
Studies, Computer Science, Economics Units
1 and 2, Environmental Science Units 1 and 2,
Geography Units 1 and 2, and Management of
Business Units 1 and 2 will attract three credits.
MoreUSSchoolsOfferingCreditsforCAPE®Subjects

The Caribbean Examiner Magazine - Volume 13

The Caribbean Examiner Magazine - Volume 13

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The Caribbean Examiner Magazine - Volume 13