As a competency-based qualification, the CCSLC is rooted in the need to establish a well-educated and trained labour force able to compete in a global environment. Principally, it aims to better prepare students for the main school leaving qualification, the Caribbean Secondary Education Certificate (CSEC) which UK NARIC considers comparable to GCSE standard*, and to ensure more students leave secondary education with a formal qualification. In line with the aims of the programme, UK NARIC finds that the CCSLC represents a clear step forward in developing students’ overall aptitude in terms of critical thinking, problem solving and communication required for progression to the CSEC.
The flexible design and structure of the CCSLC around core subjects in English and mathematics is a key strength of the programme ensuring that different schools, Ministries of Education and adult learners in the region can choose up to three optional subjects that reflect their own priorities:
- CCSLC subjects: integrated science, modern languages and social studies
- CSEC subject grades I to IV
- TVET Level 1 programmes
- Locally-certified enrichment programmes in the region
- Programmes certified by other examination boards
In order to facilitate understanding and recognition of the CCSLC, UK NARIC has been commissioned by the CXC to evaluate the programme in the context of the Australian, Canadian, UK and US education systems.
Benchmarking the CCSLC in these education systems involved a detailed review and comparative analysis of the CCSLC’s core components to education and qualification standards in each system, focusing particularly on programme design, syllabus content, learning outcomes, teaching and assessment methods, marking and moderation procedures and quality assurance and control mechanisms. This research was further supported by UK NARIC’s site visit to Barbados schools and telephone interview with the Ministry of Education in St Kitts and Nevis (May 2014).
The findings of UK NARIC’s study reveal clear similarities in curriculum content, learning outcomes and school-based assessment tasks at years/grades generally comparable to the first two or three years of secondary education in Australia, Canada, UK and the USA. Consequently, UK NARIC finds the CCSLC broadly comparable to successful completion of Key Stage 3 (Year 9) in the UK and Year 9 in Australia, Canada and the USA.
| Country | Assessment |
| Australia |
Successful completion of
Year 9
|
| Canada |
CCSLC Successful completion of
Grade 9
|
| UK |
Successful completion of
Key Stage 3 (Year 9)
|
| USA |
Successful completion of
Grade 9
|
UK NARIC is satisfied that the CCSLC programme overall provides suitable preparation both in terms of subject knowledge and general competencies to enable students to progress to the subsequent year of study in each of the four countries examined.
UK NARIC’s conclusions are based on the overall comparability of the academic level of the CCSLC to standards in Australia, Canada, UK and the USA. The conclusions are not a measure of direct equivalence to a specific programme, or subject-for-subject equivalence.
Further information on the CCSLC programme can be found on the Caribbean Examination Council’s website.
For information on the project work undertaken, please contact [email protected].
Note
*Subjects passed with grades One (I) to Three (III) at General Proficiency are considered comparable to GCSE (grades A*-C) / Credit Standard Grade standard. Grades Four (IV) to Six (VI) are considered comparable to GCSE (grades D-G) / General Standard Grade standard. Subjects passed with grades One (I) to Three (III) at Technical Proficiency are considered comparable to VGCSE (grades A*-C) / BTEC First Diploma / SQA Intermediate 2 standard. Grades Four (IV) to Six (VI) are considered comparable to VGCSE (grades D-G) standard / SQA Intermediate 1 standard.