The Barbados Union of Teachers is urging greater consultation and a more measured roll-out of the government’s proposed overhaul of student assessment and secondary school placement, warning that wide-ranging changes should not be introduced hastily while schools are already battling learning loss, staffing pressures and ongoing disruptions.
The union’s call comes a day ahead of the Ministry of Education Transformation’s Friday release of its “full approach and roadmap” on assessment and learning, secondary school placement, and the strengthening of schools.
In a statement released on Thursday, BUT said it supports the need for educational transformation and recognises the potential benefits of continuous assessment, project-based learning and other modern teaching approaches, but said successful reform depends on proper planning, preparation and involvement.
Its position follows a petition from concerned parents opposing the proposed introduction of continuous assessment at Class Three, which has attracted nearly 200 signatures.
“We want the best for our nation’s children and their future,” the BUT declared. “Although transformation is necessary, there must be robust dialogue among all the stakeholders and whatever is done must be methodically implemented and not rushed into.”
The union described its position as one of “cautious optimism”, saying its concerns are not about the philosophy behind the reforms but “the pace, implementation, and readiness of the education system”.
While acknowledging that continuous assessment can give a broader picture of student achievement than a single high-stakes examination, the union cautioned that externally administered examinations still provide important levels of objectivity, reliability and public confidence.
It therefore believes the proposed 50 per cent weighting for continuous assessment in the placement process warrants “further discussion and careful evaluation” before implementation.
The union also pointed to the challenges experienced by schools during the last academic year, including teachers being repeatedly taken out of classrooms for curriculum writing, professional development, reading programmes, early childhood initiatives and digital learning training.
It said these demands, coupled with reduced staffing, teacher burnout and absenteeism, contributed to lost instructional time and genuine learning loss.
The BUT noted that 13 schools closed early to facilitate critical repair works, while schools also faced disruptions from rodents, cow itch, bush fires and illnesses. Some schools are expected to share plants during the new academic year as upgrades continue, creating what the union described as further discomfort and unsettledness.
Against this background, the BUT is advocating a phased approach, with continuous assessment, project-based learning, collaborative learning and research skills introduced from the early years so that they become part of the culture of learning before students reach the upper-primary level.
Teachers should be treated as partners in the process, the union said, citing its educational reform committee, established in 2021, and its professional development initiatives as evidence of its commitment to change.
The BUT now calls for clear timelines, regular public updates, transparent evaluation, adequate training and resources, and ongoing opportunities for feedback.
“Reform should strengthen our education system without disadvantaging the very students it seeks to serve,” the union said.
(SB)
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