Education News: Government Boosts STEAM, Rights & Digital Access

Kingston, Jamaica – August 2025 Prime Minister Andrew Holness reaffirmed the Government’s commitment to overhaul structural education inequities at the PEP Awards Dinner on July 31. Emphasizing that public education should guarantee equal opportunity regardless of geography or background, his administration tasked the Education Transformation Task Force with reimagining school delivery—from resources to individualized learning paths In response to lagging STEAM (Science‑Technology‑Engineering‑Arts‑Mathematics) accessibility, the Government allocated JMD $689 million to build Jamaica’s first STEAM Academy in Greater Bernard Lodge, St Catherine. The HEART/NSTA Trust will also commit JMD $400 million to equip technical high schools with state-of-the-art labs—including robotics, virtual welding, hydroponics, and Additionally, the ambitious STEM scholarship programme launched in partnership with UTech and the Students’ Loan Bureau aims to train 1,000 students over five years in engineering and computing careers. Complementing these efforts, the UNSDG Joint Programme on Digital Transformation for Education rolled out in March 2025—backed by approximately USD 3.7 million from the Joint SDG Fund. It’s piloting a modern Education Management Information System (EMIS) in select schools to digitize administration, monitor the National School Feeding Programme, and improve real-time data-driven decision-making for over 450,000 students

New PEP Structure Introduced for 2025: Focus Shifts to Core Skills and Equity

Kingston, Jamaica – August 6, 2025 The Ministry of Education and Youth has officially announced a revised structure for the Primary Exit Profile (PEP) beginning with the 2025–2026 academic year, marking one of the most significant overhauls since the exam replaced GSAT in 2018. Under the new PEP structure, students will sit two main exams instead of three, with the Performance Task component now fully integrated into regular classroom-based assessments. What’s New in the PEP 2.0 Structure? Only Two National Tests: Ability Test (February) – Assesses critical thinking and problem-solving skills. Curriculum-Based Test (March) – Focuses on Mathematics, Language Arts, Science, and Social Studies. Performance Tasks Removed from National Schedule: Teachers will now conduct school-based assessments (SBAs) that align with national rubrics. These will be monitored by regional education officers for fairness and standardisation. Greater Emphasis on Literacy and Numeracy: Early Grade students (Grades 1–3) will undergo new diagnostic assessments to support interventions. A national literacy and numeracy benchmark will determine student readiness by Grade 4. Digital Reporting for Parents: Parents will receive online access to student profiles with breakdowns of strengths, weaknesses, and career readiness indicators. Reports will be available through the MOEY Student Portal. Why the Change? Minister of Education, Fayval Williams, explained that the revised PEP structure is designed to ease pressure on students, streamline assessments, and provide more meaningful feedback to parents and educators. "This is not a lowering of standards," she said. "It is a smarter, more supportive way to assess our children’s readiness for high school and beyond." Reactions from Schools and Parents Teachers have welcomed the shift, noting that less national testing means more instructional time and a better chance to address learning gaps. However, some parents are still adjusting to the new grading approach, especially with SBAs now counting toward placement. Implementation Timeline September 2025 – New structure begins in all primary schools. February–March 2026 – First official sitting under the new structure. April 2026 – SBA moderation process begins.

Improved Performance in PEP 2025

The Ministry of Education has reported encouraging results from the 2025 sitting of the Primary Exit Profile (PEP) exams, signaling steady progress in literacy, numeracy, and overall student performance. Of the 33,462 students who participated from 964 schools islandwide, 56% demonstrated proficiency in their subjects, with 7% reaching highly proficient levels. This marks a clear improvement over previous years, particularly when compared to grade-4 results from two years earlier. Minister Dana Morris-Dixon noted that absenteeism fell by 25%, a sign that both students and schools are taking the exams more seriously. Breaking down the results: Mathematics and Language Arts: 67% of grade-6 students reached proficiency, up from 34% at grade-4. Science: 61% reached proficiency, with 7% highly proficient. Social Studies: 58% reached proficiency, with 14% highly proficient. “This shows that our targeted interventions are paying off,” Morris-Dixon stated. “But we still have work to do to reach our Vision 2030 goal of 85% proficiency.” Changes to the 2025/26 PEP Administration While celebrating improved performance, the Ministry has also announced structural adjustments to the PEP exams beginning in the 2025/26 academic year. Reduced Testing Days Exams will now be completed in four days instead of five, cutting down exam fatigue for students. Day 1: Mathematics Day 2: Language Arts Day 3: Science & Social Studies Day 4: Ability Test (reasoning skills) Integrated Literacy and Numeracy Standalone literacy and numeracy tests will no longer be separate. Instead, these skills will be embedded directly in the Mathematics and Language Arts assessments. Removal of Grade 5 National Task The Grade-5 performance task will no longer be part of the national PEP framework. Schools will handle this assessment internally, giving teachers more flexibility. Decreased Stress for Students By shortening the testing schedule and removing duplication, the Ministry aims to reduce pressure on students while still capturing key skills. According to the Ministry, these changes are part of an ongoing effort to “prioritize deep learning over rote memorization” and to align assessment more closely with 21st-century skills. Teachers and Parents Respond Teachers across Jamaica have welcomed the changes. At a recent workshop in Kingston, one grade-6 teacher noted: “PEP can be overwhelming for students. Reducing it to four days and integrating literacy and numeracy makes sense. It will allow us to focus more on teaching critical thinking and less on test prep.” Parents also expressed relief, especially with the compressed schedule. “I like that the Ability Test will now be on its own day,” said Marcia Brown, mother of a grade-6 student. “It gives my child breathing room and ensures he can give his best on each paper.” Spotlight: Student Success Stories Several schools have reported standout improvements this year. In St. Catherine, a primary school that piloted small-group tutoring for struggling readers saw literacy scores climb from 42% proficiency to 71%. In Montego Bay, one school credited its improved numeracy scores to the integration of digital learning platforms, allowing students to practice skills online before exam day. These stories highlight that behind the national statistics are thousands of personal victories for Jamaican students. Looking to the Future The Ministry has emphasized that while PEP results are improving, equity remains a challenge. Rural schools, particularly in parishes like St. Thomas and Hanover, still lag behind their urban counterparts in proficiency rates. To address this, the government has pledged: Increased teacher training in literacy and numeracy instruction. More digital resources to ensure rural schools have equal access to online practice tools. Community partnerships to help fund after-school support programmes. As the system evolves, there have also been ongoing discussions about whether PEP will eventually be replaced or transformed into a more continuous assessment model. For now, the Ministry is focused on streamlining and strengthening PEP while monitoring student outcomes closely. Final Thoughts The 2025 PEP results demonstrate that Jamaican students are rising to the challenge, with more than half achieving proficiency and thousands excelling at highly proficient levels. With the 2025/26 adjustments,shorter exam days, integrated literacy and numeracy, and fewer national tasks—students are set to experience a more manageable and focused assessment process. For parents, teachers, and students, the message is clear: PEP is evolving to better prepare children for secondary education while reducing unnecessary stress. If the trend of rising performance continues, Jamaica may be well on track to meet its Vision 2030 education goals.

What is PEP Jamaica? Understanding the Primary Exit Profile

In Jamaica, the Primary Exit Profile (PEP) has become a household term, shaping the future of thousands of students each year. For many families, the phrase brings a mix of anxiety, hope, and anticipation. But what exactly is PEP, and why does it hold such importance in the country’s education system? The Primary Exit Profile is Jamaica’s national assessment for students at the end of primary school. It was introduced by the Ministry of Education in 2018, replacing the long-standing Grade Six Achievement Test (GSAT). The aim was to create a more comprehensive evaluation system that would not only test what students know but also how they think, solve problems, and apply knowledge in real-life contexts. For years, GSAT was criticized as being too focused on rote memorization. Children spent hours memorizing facts, past papers, and model answers, often without understanding concepts deeply. PEP was designed to shift that focus. Instead of simply rewarding the child who could recall the most information, the new exam would assess a broader range of skills, encouraging critical thinking, creativity, and problem-solving. The structure of PEP reflects this modern approach. Students are assessed through three main components: Curriculum-Based Tests – These measure knowledge in core subjects like Mathematics, Language Arts, Science, and Social Studies, but with more emphasis on understanding and application. Performance Tasks – These require students to apply what they have learned to real-world situations. For example, rather than just reciting facts about Jamaica’s rivers, a student might be asked to analyze how flooding affects communities and propose solutions. Ability Tests – These measure students’ reasoning skills, both quantitative and qualitative, without relying on prior knowledge. This section tests logic, problem-solving, and abstract thinking. The change to PEP was not only about academics. It was about preparing Jamaican children for the challenges of the 21st century. Employers and educators had long pointed out that the modern world demands more than just remembering information—it requires individuals who can adapt, communicate, collaborate, and think critically. PEP aims to start building those skills early. Still, the transition has not been without its challenges. Parents, many of whom grew up under the GSAT system, often find themselves confused about how best to help their children prepare. Unlike GSAT, which had a very predictable style, PEP requires practice in analysis, reasoning, and applying knowledge in new ways. Teachers, too, have had to adjust their methods, shifting from drilling facts to facilitating deeper learning. Despite these challenges, PEP has already made a significant impact. Students who once felt pressured to memorize entire textbooks are now encouraged to engage more actively in their learning. Classrooms have become more interactive, with group work, projects, and discussions playing a bigger role. For many educators, this represents a positive step forward. The results of PEP determine which secondary school a student will attend, making it a critical milestone in every Jamaican child’s educational journey. Just as GSAT once did, PEP now stands as the gateway to high school. For this reason, it carries immense emotional weight for families across the island. Success in PEP is often seen as not only an academic achievement but also a ticket to opportunity, opening doors to scholarships, top schools, and brighter futures. At its heart, PEP is more than just an exam, it is part of Jamaica’s broader effort to modernize its education system and better prepare its young people for the future. The program seeks to nurture well-rounded learners, capable of contributing meaningfully to their communities and the wider world. As each new cohort of students sits the exams, Jamaica continues to refine and improve the process. While parents and children may still feel the pressure of this high-stakes test, many also recognize its value. The hope is that in time, PEP will produce generations of critical thinkers, innovators, and leaders, who, like the exam itself, are prepared to rise beyond memorization and embrace the challenges of tomorrow.