CXC Transforms Regional Learning with Innovative CTEC Framework

Pro-Registrar and Deputy Chief Executive Officer of the Caribbean Examinations Council (CXC), Dr. Eduardo Ali (right), is in discussion with Principal of the of St. Catherine-based Dinthill Technical High School, Anthony Garwood, during a recent visit to the institution. (Photo by Dave Reid)

A bold transformation in Caribbean education is taking shape through the Caribbean Examinations Council (CXC) Caribbean Targeted Education Certificate (CTEC).

The innovative approach is designed to make learning more flexible, accessible, and meaningful for students across the region.

Built on the modularisation of Caribbean Secondary Education Certificate (CSEC) and Caribbean Advanced Proficiency Examination (CAPE) subjects, CTEC represents a significant shift from traditional examination practices towards a system that emphasises continuous learning, flexibility, and competency development.

The approach introduces micro-credentials, allowing students to earn recognised qualifications at each stage of their educational journey.

Unlike the traditional examinations, which require students to sit a comprehensive assessment at one time, the CTEC model divides the syllabus into manageable modules.

Students can complete assessments incrementally, earning credentials along the way while working towards the full CSEC of CAPE qualification.

At the heart of CTEC is the TARGET Framework, a set of guiding principles aimed at ensuring that every learner benefits from a more inclusive and adaptable educational experience.

The programme was outlined recently by Pro-Registrar and Deputy Chief Executive Officer of CXC, Dr. Eduardo Ali, during a recent visit to Dinthill Technical High School in St. Catherine.

The visit formed part of CXC's ongoing engagement with schools participating in the pilot of the CTEC Mathematics Foundations Module, providing an opportunity for educators and administrators to share their experiences and offer feedback on the implementation of the new assessment model.

"We wanted to ascertain whether there were any specific challenges you may have had in preparing students for the pilot and how we could learn from that experience and help not just your school but others as they engage in the pilot," Dr. Ali told the educators at Dinthill during the visit.

He said that extensive planning and collaboration went into developing the new modularised programme.

He noted that a dedicated project team led by CXC officials worked closely with subject experts to ensure that the Mathematics Foundations Module was appropriately structured and aligned with the skills and competencies students need for academic and career success.

"We have been working to ensure flexibility in the opportunities students have and to allow continued mobility from one module to the next," Dr. Ali said.

"Students can take the modules separately over a period of time and still acquire the overall CSEC certification," he pointed out.

Importantly, CXC has engaged employers throughout the region to ensure that the qualifications meet workforce needs. Through the Caribbean Employers Consortium and partnerships with human resource management organisations, employers have reviewed and validated syllabus content to ensure its relevance.

Dr. Ali said that students who successfully complete individual modules will receive credentials recognised by employers, even if they do not immediately complete the full sequence leading to CSEC certification.

"Our objective is that students leave with three CTEC qualifications and a CSEC qualification. Instead of receiving one qualification, they could receive four," he pointed out.

The modular structure is expected to particularly benefit students who find lengthy examinations overwhelming.

The Foundations Module, for example, contains significantly fewer questions than a traditional multiple-choice paper, allowing students to focus on smaller sections of content at a time. The model also supports learners with disabilities and different learning needs, an area that CXC considers a priority.

For schools such as Dinthill Technical High, the early signs are promising.

Students are embracing the opportunity, teachers are seeing renewed engagement, and education leaders are optimistic that CTEC could become a catalyst for greater success, equity, and achievement throughout the region.

School Principal, Anthony Garwood, said that the approach aligns well with how many students learn today.

"These chunks and bites of the examination appeal to them. This is right up their avenue in terms of matriculation and excitement with the examination," he pointed out.

Mr. Garwood also highlighted the importance of flexibility for students with special educational needs, including those on the autism spectrum, who often require familiar environments and routines to perform at their best.

For Head of the Mathematics Department, Petrona Hemans-Mighty, one of the most encouraging developments has been the positive response from students.

"They are excited," she said. "Over the years, getting students to complete the entire examination at once has posed challenges. Being able to do it in smaller parts makes a lot of sense to them," she pointed out.

Senior Manager at CXC, Norlette Leslie-Yearde, noted that the modular approach does not lower standards but, instead, provides multiple pathways to demonstrate competence.

"Once they achieve competence, competence is competence. It doesn't matter how long it takes to achieve it," she said.

She noted that the education system has historically struggled to differentiate assessment in ways that reflect the diverse needs of learners, and CTEC offers a more responsive model that accommodates varying learning styles, paces, and interests while maintaining rigorous standards.

As the pilot programme continues, CXC hopes the TARGET Framework's emphasis on Tiered Learning, flexibility, inclusion, and lifelong learning will help reshape educational outcomes across the Caribbean.

By Garfield L. Angus