CSEC & CAPE RESULTS

[00:00:01] Speaker A: The best insight, instant feedback, accountability. The all new talk radio freedom 106.5 good morning Trinidad and Tobago. Good morning. 24 minutes after 8 o' clock the NPTA speaks. President Walter Steel is with us. Good morning to you President sir. [00:00:17] Speaker B: Good morning Davey and of course good morning to your listenership. Happy Wednesday to all of you. Good to be on NPTA speak and watch Mina. [00:00:26] Speaker A: It's a great happy Wednesday indeed. When we look at the 72.18, 72.18% regional C SEC pass rate, this is inclusive of Trinidad and Tobago and the region, the Caribbean. This is excellent news. [00:00:48] Speaker B: Yes, yes, we are all happy, we are rejoicing and we want to let our students know how very proud we are of them. Hearty, hearty congratulations to all our students, Trinidad and Tobago and regionally for this fantastic results that we are seeing in front of us. Congratulations. [00:01:07] Speaker A: This is a slight increase from last year because [00:01:13] Speaker B: we really applaud all our educators, all our parents for the support and to the encouragement to our children. Job well done. [00:01:23] Speaker A: Well she, Dr. Nicole Manning made an announcement during a media briefing in Angola yesterday which stated something like CXE also noted a high increase in absenteeism and cheating due to the use of AI. [00:01:45] Speaker B: Yes, yes, yes, yes, yes. And that is concerning it. That figure in particular, I mean she calls it oh, almost 35,000 students who would have missed some exams both at the CAPE level and the CSEC level. And this is extremely concerning. We do have the figures as yet for us here locally, Trinidad and Tobago. I'm anxiously awaiting those figures from the head office, our ministry's head office to understand why this high rate of absenteeism and what can we do to mitigate this high absenteeism rate in the future? [00:02:18] Speaker A: Certainly unacceptable when we look at the students performance. Manning said some 14 territories recorded pass rates between 43 and 77% above the regional percentage while seven recorded rates between 30 and 38%. What does this really mean for us? [00:02:40] Speaker B: Well as again I said we want to be able to aggregate our particular situation and Tobago and unfortunately because the results were only released yesterday, I'm in no firm position to be able to, you know, to effectively report on that kind of statistics. I really want to wait until the ministry here or local ministry releases that information to be able to comprehensively enunciate on those stats that were presented. [00:03:08] Speaker A: I appreciate that when I look at the, these CAPE results as well. [00:03:14] Speaker B: Yeah, very good results, very good results there. Yeah, CAPE has traditionally, traditionally we have had very good Cape results and of Course there has been, even with the great results in the past, there has been a slight improvement in some instances, I mean, in some instances the entire class, 100%. In some instances, to some subjects, 100% pass rate. And that is indeed commendable across the region. And of course, as I said, when we get the scores here, I'm sure there are schools here representing Tobago would have gotten 100% pass rates at the Cape level. [00:03:48] Speaker A: Indeed so. And a lot of parents this time they're talking, you know, that they're very satisfied with their children's child's performance. And you know, I mean, that speaks well to the education system in our country. [00:04:01] Speaker B: Of course, of course it does. It does indeed. And of course it means that the mechanisms and programs put in place in order to ensure that we are at this level that we are at today and could only get better, we need to now continue pressing on the accelerator, make sure that we do all that is necessary to guarantee improved performances of all our students across all disciplines, all subjects. [00:04:26] Speaker A: Now it was a subject that in our day didn't exist. This is information technology. Technology, right, that didn't exist in our day. I still don't come, don't totally understand what this IT subject is about, to be honest. But it is being deemed as the top performing subject with an 83% pass rate followed by very closely by principle of business, our students. [00:04:55] Speaker B: I mean this is the Gen Z age, of course, and why we didn't grow up with a high level of technology. These students are born into technology. It's almost like a second language to them. It's almost like, like A for Apple, B for Bat. So that I'm not surprised at all at the results at the IT level because our students in this 21st century are apt to be able to perform at a high level when it comes to dealing with technology, computer systems, digital age, et cetera. So I'm very much pleased with the IT performance and it could only get better again. [00:05:28] Speaker A: I mean, but do you have any insight as to what they teach in it? [00:05:34] Speaker B: This information? [00:05:35] Speaker A: Yeah, boy, you gotta figure that out. [00:05:38] Speaker B: But it's important that you can probably look at the, the curriculum because you know, the only curriculum are on the website. So IT will probably be intuitive if we can, you know, look into that and see what are they teaching, what's the curriculum like for it. But those students are doing extremely well. And again, congratulations to our IT educators, IT teachers, IT technocrats, you have done well for our students. The number one subject this year, outside [00:06:04] Speaker A: of that, followed Close. And then we had English E at 80% as well. [00:06:12] Speaker B: Yes, yes, yes. Also commendable note is the mathematics. Mathematics has always been a bugbear for the region and I'm happy to report that of course according to reports yesterday from Dr. Manning, 5% increase in the performance rates of our students again region. And that is of course very commendable that mathematics deemed as one of the more difficult subjects. The students continue to perform, continue to do well and have shown increased performances in mathematics. [00:06:41] Speaker A: And as you mentioned, mathematics is say the mathematics pilot in the May June 2026 examinations was highly successful with 2,535 candidates sitting module one. [00:06:56] Speaker B: Yes. [00:06:57] Speaker A: Across 15 territories and 42 centers. [00:07:02] Speaker B: Yes. That is a new program that they are going into DV whereby you can now sit mathematics over a four year period so that it is not cramming all of the performances in one particular year, but you have a period of four years within which to complete three or four modules in mathematics. So this is the first cohort, 2005 plus students. And of course as reported, they have done extremely well and encourages now all other students take your time, go through this four year period or so and complete your mathematics and do extremely well. [00:07:34] Speaker A: I'm seeing electronic document preparation and management, the EDPM. Another one at 79%. [00:07:44] Speaker B: Yes. Another one of those. Yes, yes, yes, yes. And that I gather will be like office procedure that I gather that subject is all about. So, so that those who are into the secretarial duties, for example, administrative duty, example, that would be a good fillip in terms of your qualification. That of course is extremely well as has given us good performances, good results as well this year. EdPM. [00:08:07] Speaker A: Yeah, you're very correct. And I mean when I look at that, this, these office documents, you know what day what they used to call that boy, that would have fallen under what POB Pocket. Now there's a separate EDM for it. Yeah, Human and Social biology. Well, didn't disappoint. Came in at a close 1% below the 79. They had 78 pass rate, which is excellent. [00:08:35] Speaker B: Oh fantastic, fantastic. Yeah. [00:08:38] Speaker A: But then we see in some subjects recorded recording pass rates a little below the regional average, which included. [00:08:47] Speaker B: Yeah, go ahead. [00:08:47] Speaker A: The principle of accounts at 72, physics at 69, chemistry 68, social study coming in low to 66. [00:08:58] Speaker B: This is great for social studies because I think traditionally social studies has been among the top subjects. I'm very surprised this year in particular that social studies is taking such a beating and there needs to be some analysis, a deep dive into what is taking place with regards to these subjects. Physics, chemistry, social studies. What is going on with regards to our students and those particular subjects. [00:09:21] Speaker A: You know, we did talk about the 4 to 5% increase improvement in the mathematics, which is a good thing because it's a very. It's a primary subject to have when seeking employment. [00:09:35] Speaker B: Listen, you know that the employers you looking for English and mathematics. When you are coming with your resume, you know, it's a critical subject. So I'm glad that there has been some improvement 5%. And we, you know, we accept that we want to have it in double digits, but of course we accept the 5%. [00:09:50] Speaker A: You know, this cohort that we talk about the mathematics. I'm trying to understand if you are sitting this in modules over four years. [00:10:07] Speaker B: Oh, that's only for 2005 students. That's only 2005 students. Remember you mentioned 2005 students. Yeah, that's only for that. It's the first year that they are doing this CTEC. It's called CTEC. [00:10:18] Speaker A: Yes. [00:10:20] Speaker B: Yeah, it's the first year they are doing that and it's the first module that they attempted in this particular cohort over 25, 35 students. But that's separate. [00:10:30] Speaker A: Yes, it's separate and apart. [00:10:31] Speaker C: So [00:10:33] Speaker A: that system, not something that they're going to hold on to forever on a day. That is something that they are thinking [00:10:41] Speaker B: because of the fantastic results that they have had this year as a. As a trial that they want to continue to intensify and bring on board other subjects as well in. Under the same seating program. Other subject because they've only done mathematics this time around, but they want to also bring on other subjects under the same model. [00:10:59] Speaker C: Model. [00:11:00] Speaker B: Yeah, exactly Correct. [00:11:01] Speaker A: Hello. Good morning. [00:11:03] Speaker C: Good morning. Well, Well, I have always believed in excellence in education. I know we have our friend Rollie Jr. Who has made the point that his brother passed some. Some exam and he feels they are basically at the same level now. And I have asked myself which one of them is the gold standard? The one who failed and did as well as the one who passed or the one that passed and did as well as the one who failed. So. But over. I mean, I'm just making a joke on our friend here, but it's a serious. I'll tell you why I think exam is serious business. In spite of the fact that we have success stories with failure in exams. When you get into a better, a higher performance environment, it increases your opportunity to perform well. When you get the subjects at a certain grade, you make your marks and so on you get your choice of subjects, then you get again. For example, you cannot go into A level math unless you have admaths. You cannot do certain subjects at A levels unless you have it, you know, perhaps a distinction or really good grade and so on. So that extra bit, that extra mile here and there and everywhere around the world is important. This idea is oh well, I could just go to school and you know, I have asked a few and I want to be a cosmetologist and this is not really important. If that is how you feel, please stay out of the way of those who want to do well and take your problems elsewhere. Don't go into school and disrupt people. I am the kind of person who would prune away all the weeds and let the good plants grow. Yeah, matter. [00:12:53] Speaker A: Thank you very much. Walter. You care to respond to what he was saying? [00:12:57] Speaker B: No, no, I, I definitely would endorse all that he has said there. You know, we definitely want to endorse what he has said. Thank you sir. [00:13:05] Speaker A: What are your thoughts with parents now that their children have have gotten into this? These results that have been augering have augured well with them, you know, what do you think will happen now? What is your recommendations for them for parents with students excelling well in keep. [00:13:26] Speaker B: Right. Well again, again let me applaud the parents as well because many times when we get these kinds of results, it's because of the backing of the parents. Of course we want to applaud the parents as well and to tell the parents that this is not the end of the line. There are other opportunities as well for your children and they can go on to other disciplines, other forms of education. Matriculate into universities, for example, matriculate into higher education. And we want you to push your charges your children into those particular areas again with their concurrence and what they would like to do, what you would like to become and push them all the way in order to be able to accomplish and achieve those kinds of opportunities that are available and in the offering. [00:14:11] Speaker A: So do you think they should jump out into the job market right now? I mean not those that just left Cxc on the form 5 but there are some that would have graduated from upper six, you know. [00:14:24] Speaker B: Yes, yes. Well again, it all depends on the family's disposition, financial, social and otherwise. 6 Some parents could afford higher education because of course it is not free in many instances. So if they could afford, I'm hoping that they can push them into matriculation into higher education universities, for example. Some parents of Course were only too anxious that now I'm finished with no, the child is finished with cape going to the job market. Look for something to do to be able to help the families the financial and social situation. So with each parent, each household has to be dealt with on its own merit. [00:15:01] Speaker A: Really, do you think we have enough opportunities in Trinidad and Tobago for students? Because listen, when I'm looking at the reports across the Caribbean, even right here in Trinidad and Tobago, people, these students didn't just get all their subjects, some of them, most of them got distinctions on their subject. [00:15:27] Speaker B: Of course, of course, of course. And what I've always been advocating for DAV is especially at the Ministry of Planning, if they could direct us into industries that are most needed at this point in time. In other words, job opportunities that are available, not the regular ones, social services for example, and those regular teaching, for example. But there might be other disciplines, other areas and other avenues of job opportunities. If you can direct our students even from primary level look at this market, we need additional help and support in this area and you can direct them in order to do their studies leading up to those areas, opportunities would be aplenty for those students and it will also take away some of the inclination towards the more popular industries which sometimes to me are oversaturated and makes the job market even harder. [00:16:19] Speaker A: I A topic came up earlier, late last week because of a situation in an. In the neighborhood with a young, a young girl and some young boys. When I say young, I'm not talking teenager. I'm talking seven, eight years. Seven, eight years. That age bracket playing and stuff like that land, you know, the t. Sept. And the dolly came up. [00:16:50] Speaker B: Right, right, right. [00:16:52] Speaker A: And you know, the neighbors were talking and they were like, you know, they don't even understand what they're doing and this and that. And I remember telling them I wouldn't buy a toy gun for my sons because that toy gun, you know. And they say, well, right. And then I said, but also look at a dolly, a baby, a dolly. A girl playing with a dolly is teaching her motherhood. You could get pregnant, you could dis and tea set and house. And then the whole conversation about sex ed came up and I said, you know what? I was going to drop it out there. I probably wouldn't need future. But you know what, what is the NPTA's position when it, when it relates to sexual educational talks? Sex ended in schools. How early are the NPTA president and a father of daughters as well? Do you think sex ed in the school? Not the Parents at home, but from a classroom perspective should commence. [00:17:50] Speaker B: Well, there are mixed views on that. In the initial stages, I promoted heavily the importance of teaching sex education in our schools. Actually, it came under the hfle human family life education. And I would think that the domain of teaching sex education should remain in the hands of the mother and the father at home. But it doesn't eliminate the fact that there can be some reinforcement, additional educational opportunities as well for our teachers to be able to delve into hfle and be able to guide our students in the classroom as well. So it's dual. Parent has to do his or her role. Teachers, of course, have a role to play with regards to hfle and of course, sex education in our schools because [00:18:37] Speaker A: you have daughters, of course, and as a father, a male teacher in the school, talking to your children, not your child isolated, but in a classroom setting, in a classroom setting, about your reproductive systems in humans, you know, and, you know, carrying on a sexual. Well, I don't want to say sexual. I want to say sex education class as part of a school curriculum. You know, have we reached that advancement stage as a society to accept that on our education system as part of a syllabus, Just as human and social biology teaches about the reproduction parts of the body and that kind of thing. But that's on a secondary level. Can we delve into the aspect of this from infants first year, second year, or even standard one? [00:19:27] Speaker B: Yeah. You know, in some homes, Davy, that is taboo. Parents are afraid. Not afraid really. But parents refuse to discuss those kinds of issues with their children. And of course, the children go out the community, for example, the neighborhood, and get distorted in some instances, information which of course causes problems and challenges down the road. So in order to be able to guide our students, somebody has to take that responsibility. The period, as I said, is domain where this is supposed to be handled. But even our churches or mosques or mandirs to step in here and of course, suddenly introduced to some measure in our school, in our classrooms as well. [00:20:07] Speaker A: You know, I, I, I, I, I thought about it and I'm still thinking about it. I have a call coming through. Hello. Good morning. [00:20:16] Speaker B: Good morning, David. [00:20:17] Speaker A: Good morning. [00:20:18] Speaker B: Biological ways to say certain things like penis, vagina, mammary glands, you know, insulation, protection, menstruation and it have other things. But it will be sort of informative that you can still Discuss their fidelity 5 years and all the way talk to them. [00:20:33] Speaker A: Okay. Yeah. I mean, even down to what he just said. [00:20:39] Speaker B: Yes, the names. [00:20:42] Speaker A: Yeah, the accurate names, you know. [00:20:44] Speaker B: Exactly. The genitals of the genitals. He's so correct. [00:20:49] Speaker A: Yeah, no, I want to, I mean, I, I, I, I, I think the stigma and taboo surrounding this topic should be removed. Persons have to reach a stage where, because listen, I mean, like I said, observing the young ones innocently or not replaying probably a display that they would have seen in the home, I don't know. But what we looked at and laugh as innocent play is really a miniature version of what is taking place in society and preparation for our lives that they are not ready for and understand thoroughly what they're getting into. So it led me to bring this conversation to you as the president of the National Peer and Teachers association, because I found it to be rather disturbing that we still find a measure of discomfort in discussing these very relevant issues with our children. Yeah, yeah. [00:21:58] Speaker B: And we, we cannot get away from it if we don't do it as parents. Davy. Somebody else would do it and it would not be what we'd want our children to be inculcated that information at all. So we have to all the bull by the horns and be able to talk to our children quite candidly about sex education. [00:22:19] Speaker A: And then, I mean, at the end of the day, I, I always believe I'm seeing a call coming through. Hello. Good morning. [00:22:28] Speaker C: Morning again, gentlemen. [00:22:30] Speaker A: Good morning. [00:22:30] Speaker C: Doorbas I picked up on, in my own experience as a child back then, friends said a few things, My grandmother said a few things, My older sister and brother said a few things. And then you grow older and older and you get more and more information. There was no need in my life for any sex education class and I'm pretty normal. And that's how it went back then. And we all turned out fine. We have the usual number of misguided people. But as you go along, you get it, this idea, I'm getting that somehow we need to have dedicated sex education classes. I think that's really in the minds of people who are missing something. You know, I think, I think most people walking around today living normal lives, I know everything they need to know. And a lot of people know more than they need to know in that they have studied it and so on. To have a normal sex life, to relate properly to the opposite sex, and to have a particular worldview because you coming from a particular I, coming from a particular background, I might want to approach it in a particular way. But in that class there will be children of different religions. And yes, they may think somebody could talk to them, but not a male teacher or well, we don't want you we will tell them we are handling it in our own processes, and our processes have worked well for thousands of years. And here you are jumping in with something that has not really worked. You are bringing something that is not working to children who are coming from a culture, for example, that has worked. So you see that sex education in particular, teach your maths and your biology and your this and your that. But there's a lot more in sex education than a teacher could impact properly. So in my view, let the family handle it and leave it out of the temples and the mosques and the churches and whatnot. We've been doing fine without that. I don't know why people just want to put this on the front burner, you know, I just don't understand it. [00:25:00] Speaker A: All right, thank you. All right, one, it should be on the front burner. [00:25:06] Speaker B: I beg to differ with what that caller has just announced today, wholeheartedly. But of course, that's his opinion. Exactly. [00:25:14] Speaker A: One Texas says, I agree with the officer, which is yourself, that it should start at home. Teachers are there to teach, but sex shouldn't be a subject. It's for the parents. And that is coming from a text saying, barapo, hello, good morning. Very quickly, please. [00:25:29] Speaker D: Good morning, Davy. Yes, I second Mr. Dual Vassal's contribution because it's children and it's a school to be educating the children. Whether it's. Whether it's how you call it, boy nowadays or long time or whatever. This subject you all are on that is big people think, and I know little children doing it too. But at school, it shouldn't be taught. Right? And the parent is the one supposed to take responsibility in teaching their children for them to sit down. And if you can't teach your children something for them to sit down and talk to them, well, then you're in a bad place. Right? So I agree with Mr. Dubasa's contribution, [00:26:25] Speaker B: but there are some parents who are not doing it and would not do it. How do we now deal with those students, with those children? Where do they get the education for [00:26:35] Speaker A: the knowledge and they're coming into your schools with your children there that you, you know, giving them age appropriate information as they grow older, you're giving them. And then this person that do have that education coming to corrupt or your child can't disseminate if the information they're getting from this other student is accurate or not because mommy and daddy didn't share it, or there was no learned adult in authority to actually have those conversations. Very quickly, good morning to you. [00:27:04] Speaker D: Hi. Good morning. A lot of people don't realize that children are exposed to explicit sexual content when they're watching devices and the parents don't know about it. [00:27:16] Speaker A: True. [00:27:17] Speaker D: So yeah, I think it should be taught in school, but with a religious background in it. [00:27:24] Speaker C: Okay. [00:27:24] Speaker D: So the children should be taught about sex, about waiting. Learning to wait. Natural. The impulses will be natural. It's natural. But they have to be taught the discipline to learn to wait. [00:27:40] Speaker A: All right, thank you. Thank you. And one text. I say insurer no more than their parents from the phone, you know, and that's the truth. So, Mr. Debbie, let me just outline a few points. When it comes to human sexuality, right. Is the ways we experience and, and express ourselves as sexual beings. It's about understanding our bodies and how they work. It is our awareness of ourselves as males or females. Our capacity for erotic experiences and responsive responses. [00:28:16] Speaker C: Right. [00:28:17] Speaker A: Understanding relational aspects of sexual activity. That's just to name a few. So we, we need to stop saying sex education. Sex education which has to do with. With male, female sexual activity or what we call so. So they have it wrong. All right, thank you very much. Of course a part two to this could be had. We could encourage President Walter to get a counselor in with us on next week installation. Somebody versing the topics because I. I didn't want to shy away from it because it's important and it shouldn't be left on the back burner. [00:28:58] Speaker B: It's the reality. [00:28:59] Speaker A: Yeah, they are there. So again folks, we wrap up NPTA speaks for the day Wednesday. We say congratulations to all. Yes, students and parents. [00:29:09] Speaker B: Definitely. So well done. [00:29:11] Speaker A: Well done principals. Everybody who has a vested interest into the CSEC and secondary examinations. Congratulations to you on the success and we wish you all the best going forward. [00:29:22] Speaker B: All right. [00:29:22] Speaker A: That concludes the NPTA speaks next week. Wednesday we will be rejoined again by President Stewart. As we continue we will have a part 236ed top conversations and also look at where we are in terms of school repairs as school is set to open on September 7th by three now and next week President Stewart will get some information. We'll be able to know where we are at. So thank you very much, President. Enjoy your day. Yes, man. [00:29:50] Speaker B: Very best. [00:29:50] Speaker A: We'll be back again soon. Have a good one. The best insight, instant feedback, accountability. The all new Talk Radio Freedom 106.5.