CHAPTER 5 SYSTEMS OUTPUT
This chapter offers an overview of the education systems within the Organisation of Eastern Caribbean States (OECS), emphasizing student performance in both national and external examinations. Key educational milestones are explored, including student achievements at the primary level and performance in the Caribbean Certificate of Secondary Level Competence (CCSLC), Caribbean Secondary Education Certificate (CSEC), and Caribbean Advanced Proficiency Examination (CAPE).
The CSEC examination is conducted in two sessions: January for re-sit and private candidates, and May/June for in-school candidates and private candidates. This section focuses solely on student candidates participating in the May/June sitting. CSEC subjects are assessed for both General and Technical Proficiencies, which are essential for further studies and entry into the workforce. The percentage of candidates receiving passing grades (I, II, III) is reported within a six-point grading scheme.
The data presented serves as a vital resource for educators, policymakers, and stakeholders aiming to identify strengths and challenges within the region's education systems. By analyzing examination outcomes, this information helps inform educational policies and practices designed to enhance student learning and academic achievement. Additionally, it highlights trends and patterns that enable educational leaders to make informed decisions regarding the future of education in the OECS.
Highlights and Observations
The performance of students in the CCSLC Examination for English, Mathematics, and Integrated Science (IS) reveals notable trends and disparities among candidates. A total of 1,755 students participated in the examination, with a near-equal distribution between male (859) and female (896) students. However, there are significant performance differences between genders, particularly in English and Mathematics. The data indicates that while a small fraction of students achieve "Master" scores (75-100), the majority are categorized as "Competent" (50-74), and a substantial number fall into the "Developing Competence" (0-49) category. This trend underscores the need for enhanced educational support, especially in Mathematics and IS, as the OECS average shows that many students are still in the early stages of skill development.
In examining the performance in Social Studies, Spanish, and French, participation levels remain an issue, with some member states not recording data, which may reflect non-participation or reporting gaps. Only 143 candidates participated, comprising 89 males and 54 females. The subject performance highlights that in Social Studies, only 21% achieved "Master" scores, while 66.4% were classified as "Competent," with males slightly outperforming females. Conversely, Spanish demonstrated higher competence rates, with 15.6% achieving Master scores and a notable gender disparity, where females outperformed males significantly. French had the highest attainment overall, with 46.8% reaching competence, and performance was relatively equal across genders. These results indicate a need for improved academic support across all subjects, particularly in Social Studies, while also highlighting the success of certain teaching strategies in languages.