The Commonwealth of Learning’s (COL) Virtual University for the Small States of the Commonwealth (VUSSC) is in partnership with the Ministries of Education. This was in St. Lucia, St. Kitts and Nevis, and St. Vincent, besides the Grenadines. This program is meant to launch the Advancing Caribbean Teachers (ACT) in Mathematics Project. This pioneering initiative was held during the 8 days that spanned 13 to 21 January 2025. It aims to improve standards in mathematics education across the Eastern Caribbean. Its objective is to commence at the foundational primary school level.
At the forefront of this initiative is Dr. Lois George. Dr. George hails as a Dominican expert in mathematics education. Dr George also hails as a Senior Lecturer at the University of the West Indies (UWI), Mona Campus. George also carries with him extensive experience as both an educator & researcher. He is also the former principal of the Nehemiah Comprehensive School located in Dominica. George tends to carry with him a wealth of acquired knowledge. Besides this, George also has a deep commitment to addressing the region’s ongoing challenges in mathematics proficiency.
Caribbean mathematics proficiency tends to be a key driver of educational and professional success. However, across the Caribbean, students tend to continue to struggle with achieving the recognizable grades needed in mathematics. Data released by the Caribbean Examinations Council (CXC) reflects that only 36% of students passed the 2024 CSEC Mathematics Examination. These 2024 values amount to a 7-percent decline when compared with their counterparts’ values from the previous year in 2023.
This decline in values underscores the urgent need that may prevail for sustainable interventions in enhancing mathematics education. Focusing on this challenge, COL-VUSSC and regional education ministries are presently zooming in on implementing a new model of teacher development. The model empowers educators with innovative teaching strategies. Also, in improving content knowledge, besides connecting the gaps in student understanding.
Traditional short-term teacher training workshops have so far failed to yield long-term improvements in mathematics instruction. The ACT in Mathematics Project is focused on a structured, research-driven model, which is designed to sustain professional growth besides classroom impact.
Phase 1: Intensive Training & Immersion
This initiative was launched with a 2-day workshop. It engaged 84 education stakeholders. This workshop was attended by many stakeholders that included numeracy officers, education officers, teachers, and school principals. The sessions introduced were
Technology-enabled & gender-responsive teaching methods
The student-centered approach encouraged teachers to ‘think like a child to teach a child’ and move with innovative instructional techniques. This uses fractions as a focal point to strengthen teaching strategies; educators participated in hands-on activities, which were designed to enhance conceptual understanding and pedagogical skills. Such an approach would ensure that mathematical concepts are taught in a manner that resonates with students.
Phase 2: Classroom Implementation, besides Continuous Learning
Following the initial training received, participants are expected to mark a transition into a Community of Practice (CoP). This initiative is considered a dynamic, interactive network where they are expected to:
Engaging in peer discussions, besides collaborative lesson planning
Receiving virtual mentorship & expert guidance
Classroom implementation of new strategies and analysis of student progress
This continuous cycle of learning, implementation, and reflection tends to ensure that teacher development can lead to tangible improvements in student performances. This hands-on application of new methodologies is expected to enable educators to adapt to teaching approaches. They are based on real-time feedback that would ultimately transform classroom instruction.
Aligned with UWI’s mission to address regional educational challenges, besides VUSSC’s commitment to strengthening human resource capacity in small island states, this initiative expects to initiate a critical step forward in Caribbean education reform.
Dr. George underscored that the project’s significance extends beyond merely teaching mathematics. This way, it would eventually boil down to a matter of reshaping the process of how Caribbean students are prepared for intended success. Working together in close partnership, it would be possible to create strong foundations for sustained improvement.
By using the knowledge of local experts like Dr. George and encouraging teamwork among teachers, this initiative could help turn around the recent decline in math performance. It also aims to provide both students and teachers with the skills they may need to thrive.
The Commonwealth of Learning’s (COL) Virtual University for the Small States of the Commonwealth (VUSSC) moves in partnership. It has been seen to join forces with other stakeholders, such as Ministries of Education in St. Lucia, St. Kitts and Nevis, and St. Vincent and the Grenadines. This focuses on launching the Advancing Caribbean Teachers (ACT) in Mathematics Project.
