Dear Editor,

I am writing to express concern regarding the structure of the Caribbean Advanced Proficiency Examination (CAPE) Caribbean studies exam administered by Caribbean Examinations Council (CXC) on May 6, 2025.

The exam, which forms a compulsory part of the CAPE programme, has long been known for its breadth. However, this year’s paper appeared heavily skewed towards students with a strong foundation in sociology or the social sciences.

Traditionally, the Caribbean studies paper two featured eight essay questions from which students could choose four. This format allowed students greater flexibility and a better chance to demonstrate their knowledge across topics in which they were more confident.

However, in June 2018, CXC changed the format to include only four compulsory essay questions. This shift significantly reduced student choice and increased the pressure to master an overly broad syllabus. As such, students are expected to prepare across an extensive range of topics, including culture, identity, governance, development, and others. This approach places an undue burden on students, especially those pursuing natural science subjects who may not have a background in the humanities or social sciences.

The 2025 paper highlights a growing imbalance. The nature of the questions favoured those already comfortable with sociological frameworks, leaving others at a disadvantage despite their sincere efforts to prepare. It is unreasonable to expect students to master such a broad curriculum only to be assessed with a narrow set of questions without any choice on exam day. In addition, teachers often feel as though they have carefully guided students through a vast landscape of topics, only to discover that the exam overlooks much of what was explored throughout the year.

If Caribbean studies is to remain a truly inclusive and equitable subject that reflects the diversity of academic disciplines, CXC must review its exam structure. Reintroducing optional questions or thematic groupings may provide a more balanced means of assessment. This would ensure that all students, regardless of their academic orientation, have a fair opportunity to demonstrate their understanding of Caribbean society and culture and issues affecting Caribbean development, which happens to be the names of the two major modules that are tested.

It is time for a serious review. The current model does not serve the best interests of our students or the goals of regional education.

Juvelle Taylor

Lecturer

juvelle.taylor@yahoo.com