TTUTA's POSITION ON THE
CARIBBEAN ADVANCED PROFICIENCY EXAMINATION (CAPE)

The Trinidad and Tobago Unified Teachers' Association (TTUTA) accepts the underpinning philosophy of the CAPE, which seeks to provide an educational experience of intrinsic worth to the student. It further accepts that the core courses are associated with the personal development of students for adult life by providing them with the necessary cognitive, affective and behaving skills.

The CAPE has been implemented in sixteen (16) countries in the region since 1998. At present, forty (40) examinations are offered by the Council. The Government of Trinidad and Tobago (GORTT) has decided that the CAPE should be phased into the education system as from September 2003. It is possible for schools to pursue some twenty-seven (27) of the forty examinations. The performance of candidates is to be assessed through course-work, as well as through final examinations. The course-work, or internal assessment is worth 20% of the total marks. The examination, or external assessment is worth 80% of the total marks.

TTUTA's position on the CAPE at this time is as follows:

• The Association endorses the modular approach to the design of the curriculum, which is in keeping with modern practices in education.
• It further endorses the granting of credits for each module successfully completed by students. In this way, the teaching/learning process can be individually tailored and provides for flexibilty in the academic paths of learners.
• The Association believes that Integrated Science ought to be one of the core subjects offered to students if the rationale for the inclusion of the other core subjects is to be consistent.
• Schools are being given the freedom to choose the subjects and examinations which can be offered to their students at this time. This academic freedom allows schools to be more receptive to the introduction and to be better prepared.
• Schools have been informed that they may indicate which subject areas they intend to pursue in the future and the support necessary to have these examinations offered. Difficulties or impediments in implementing the new subject areas will have to be identified by the individual schools. There is the expectancy that the Ministry of Education (MOE) will fulfill its responsibility in providing the necessary support systems during the transition period.
• The Association emphasizes that the efforts of schools and teachers to have the new subject areas effectively delivered must be facilitated. Adequate resources, teaching tools and opportunities for training must be provided to all involved in the process. Time off to attend training programmes ought to be readily granted.
• The Association believes that our local teachers ought not to be disadvantaged by the relatively late involvement in the CAPE. Opportunities to be examiners, table-markers, or other such opportunities ought to be made available to our teachers after having gone through the necessary training process.
• The Association understands that the introduction of any new element into the education system will invite some degree of skepticism and resistance. The Caribbean Secondary Examination Certificate (CSEC), designed and implemented by the Caribbean Examination Council (CXC), initially did face the challenge of acceptance. Today, this certificate is recognised and widely accepted for entry into the world of work and to higher academic pursuit. The onus is on the MOE to allay the unease by constant, clear and effective marketing of the new examination.
• The Association recognises that during the transition period, teachers and students will be burdened with having to prepare for simultaneous courses of studies at the advanced level. School administrators need to take the teachers' additional workload into consideration when designing the school timetable and when assigning any other responsibilities to the teachers.
• For every new examinable subject at the school, there will be an additional cost. Adequate funding for schools to implement these subjects and the examinations must be readily provided and sustained by the MOE. It is not the responsibility of individual schools to generate their own funds to meet the additional costs.
• The Association makes a clear distinction between the quality aspect and the administrative aspect of the new system. The timing of the release of results for the CSEC always has been a source of concern. Time-tabling clashes, fears of examination and result leakages are valid reasons for these anxieties. Any examination is prone to such weaknesses. The Association appeals to the relevant bodies to ensure that the administrative structures of the CXC are such that the administrative weaknesses are minimised and that there will be no compromise as to the credibility, acceptance and quality of the CAPE.
• The Association accepts the assurance given by the CXC that the CAPE is in conformity with international standards of academic acceptance.
• The Association is satisfied that the assurance given by the CXC that the necessary recognition and accreditation procedures were pursued. Matriculation acceptance of the certificate at the regional universities and at a growing number of international universities assist in the wider public's acceptance.
• The Association is of the view that the CAPE offers an easier and more natural progression from the CSEC to the advanced level. The Association further endorses that the CAPE articulates with tertiary level programmes.
• The course descriptions reveal syllabi that have been designed to be more relevant and identifiable with the regional context. As such, the Association concurs with the Council that successful students will be more comfortably accommodated in the world of work, be better prepared for the discipline and rigors of tertiary level education, and for adult life.
• The Association notes that the course descriptions carry an internal assessment component, worth 20% of total marks possible. Teachers must be properly prepared to conduct this component. The call for our teachers to be remunerated for the assessing of the school-based assessment (SBA) component of the CSEC has not yielded successful results. It is not unexpected that the Association will once again seek compensation for this additional responsibility at the CAPE level. It is timely that this call be made.

Position Prepared by the Central Education Committee.
Approved and endorsed by the General Council July 2003.0