Dear Editor,

The recent decision by the Caribbean Examinations Council (CXC) to discontinue certain subjects due to low enrolment and student engagement has sparked significant concern among educators and stakeholders throughout the region. While it is understandable that resource allocation is a crucial factor for educational bodies, this decision appears myopic, neglecting the broader implications for STEM (science, technology, engineering, and mathematics) education and the future workforce of the Caribbean.

One of the most pressing reasons for retaining these courses is the burgeoning gap in STEM skills within the Caribbean. The global economy is increasingly driven by technological innovation and scientific research, areas in which the Caribbean region needs to significantly improve to remain competitive. Subjects like mechanical engineering, electrical technology, and green engineering are foundational to developing the competencies required in these fields.

By discontinuing these subjects, CXC risks exacerbating the existing skills gap. Instead of eliminating them, efforts should be made to enhance the attractiveness and accessibility of these subjects. This could involve integrating more practical applications and real-world problem-solving into the curriculum, thereby making the subjects more engaging and relevant to students’ futures.

STEM education is a key driver of economic development. Countries with a strong focus on STEM tend to have more innovative economies, higher productivity, and better job prospects for their citizens. For the Caribbean, which faces unique economic challenges, investing in STEM education is not merely an educational imperative but an economic one. By equipping students with the necessary skills in these areas, the region can nurture home-grown innovators who can contribute to solving local and global problems, thereby fostering sustainable economic growth.

Discontinuing STEM subjects due to low enrolment might save costs in the short term but will likely incur greater economic costs in the long term. The region may find itself increasingly reliant on foreign expertise and technology, which could stymie local innovation and self-sufficiency.

The decision to cut these subjects also has significant implications for workforce development. The demand for STEM-related jobs is projected to grow substantially in the coming decades. Fields such as cybersecurity, renewable energy, biotechnology, and data science are not just trends, they are the future of work. Preparing students for these fields is crucial for their individual career prospects and for the region’s ability to attract and develop industries that can provide high-quality jobs.

Moreover, the skills learned in STEM courses — critical thinking, problem-solving, and analytical abilities — are transferable and highly valued across various sectors; thus, the impact of these subjects extends beyond traditional STEM careers. They prepare students to be adaptable, innovative thinkers who can thrive in a rapidly changing job market.

Another critical consideration is the issue of educational equity. By removing these subjects, CXC may inadvertently widen the gap between students who have access to advanced educational opportunities and those who do not. Students in more affluent schools or regions might still find ways to pursue these subjects, whereas those in less-privileged areas will be left behind. This could perpetuate cycles of inequality and limit social mobility for students from disadvantaged backgrounds.

CXC’s mission is to provide the Caribbean with examinations of high quality that will meet the educational standards of the region and the world. This mission includes ensuring that the educational offerings are broad and inclusive, catering to the diverse interests and potential career paths of all students. By narrowing the subject offerings, CXC risks undermining this mission and failing to meet the comprehensive educational needs of the region.

Instead of discontinuing subjects with low enrolment, CXC should consider innovative strategies to boost student engagement and interest in these critical areas. This could involve:

1) Enhanced teacher training: Providing teachers with the resources and professional development needed to effectively teach and inspire students in these subjects.

2) Curriculum revamp: Making the curriculum more engaging by incorporating more hands-on projects, industry partnerships, and real-world applications.

3) Awareness campaigns: Raising awareness among students and parents about the importance and opportunities associated with STEM education.

4) Scholarships and incentives: Offering scholarships and incentives for students who choose to study these subjects.

While addressing immediate concerns, like low enrolment, are important, CXC must consider the broader implications of its decision. The future of the Caribbean’s economy, workforce, and societal progress hinges on a robust commitment to STEM education.

By taking a more holistic approach, CXC can help bridge the skills gap and ensure that Caribbean students are well-prepared to meet the challenges and opportunities of the 21st century.

Leroy Fearon

leroyfearon85@gmail.com