The Commonwealth of Learning’s (COL) Virtual University for the Small States of the Commonwealth (VUSSC) has joined forces with the Ministries of Education in St. Lucia, St. Kitts and Nevis, and St. Vincent and the Grenadines to launch the Advancing Caribbean Teachers (ACT) in Mathematics Project. This pioneering initiative, held between January 13 and 21, 2025, aims to strengthen mathematics education across the Eastern Caribbean, starting at the foundational primary school level.
At the forefront of this initiative is Dr. Lois George, a Dominican-born expert in mathematics education and Senior Lecturer at The University of the West Indies (UWI), Mona Campus. With extensive experience as both an educator, researcher and former principal of the Nehemiah Comprehensive School in Dominica, Dr. George brings a wealth of knowledge and a deep commitment to addressing the region’s ongoing challenges in mathematics proficiency.
Mathematics proficiency is a key driver of educational and professional success. However, across the Caribbean, students continue to struggle with mathematics achievement. Recent data from the Caribbean Examinations Council (CXC) reveal that only 36% of students passed the 2024 CSEC Mathematics Examination, marking a seven-percentage-point decline from the previous year.
This decline underscores the urgent need for sustainable interventions to enhance mathematics education. Recognising this challenge, COL-VUSSC and regional education ministries are implementing a new model of teacher development designed to empower educators with innovative teaching strategies, improve content knowledge, and bridge gaps in student understanding.
Traditional short-term teacher training sessions have failed to yield long-term improvements in mathematics instruction. The ACT in Mathematics Project introduces a structured, research-driven model designed to sustain professional growth and classroom impact.
Phase 1: Intensive Training and Immersion
The initiative launched with a two-day workshop, engaging 84 education stakeholders, including numeracy coaches, curriculum officers, education officers, teachers, and school principals. The sessions introduced:
Technology-enabled and gender-responsive teaching methods
A student-centred approach, encouraging teachers to “Think like a child to teach a child” Innovative instructional techniques, using fractions as a focal point to strengthen teaching strategies Educators participated in hands-on activities designed to enhance conceptual understanding and pedagogical skills, ensuring that mathematical concepts are taught in a way that resonates with students.
Phase 2: Classroom Implementation and Continuous Learning
Following the initial training, participants will transition into a Community of Practice (CoP)—a dynamic, interactive network where they will:
- Engage in peer discussions and collaborative lesson planning
- Receive virtual mentorship and expert guidance
- Implement new strategies in the classroom and analyze student progress
This continuous cycle of learning, implementation, and reflection ensures that teacher development leads to tangible improvements in student outcomes. The hands-on application of new methodologies will enable educators to adapt teaching approaches based on real-time feedback, ultimately transforming classroom instruction.
Aligned with UWI’s mission to address regional educational challenges and VUSSC’s commitment to strengthening humanresource capacity in small island states, this initiative represents a critical step forward in Caribbean education reform.
Reflecting on the project’s significance, Dr. George emphasized: “This initiative is about more than just teaching mathematics—it is about reshaping how we prepare Caribbean students for success. By working together, we can build a strong foundation for lasting improvement.”
By leveraging the expertise of regional specialists like Dr. George and fostering collaborative teacher development, this initiative has the potential to reverse the downward trend in mathematics performance and equip students and teachers with the skills they need to thrive.
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