In a compelling address, Professor Sir Hilary Beckles, Vice-Chancellor of the University of the West Indies (UWI), recently sounded the alarm on a deeply troubling trend: the Caribbean is lagging behind other regions in producing university graduates. His remarks underscore a critical issue that has profound implications for the region’s development trajectory, economic competitiveness and social transformation.
Despite decades of discourse on the importance of human capital development, the Caribbean appears to be underinvesting in its most vital resource – its people. At a time when the global economy increasingly rewards knowledge, innovation and adaptability, the region’s sluggish performance in higher education output is not only a missed opportunity but a growing liability.
The numbers speak loudly
According to data referenced by Beckles, the Caribbean’s university graduation rate is significantly lower than that of Latin America, Asia and even sub-Saharan Africa. While countries in East Asia and the Pacific have aggressively scaled up their tertiary education enrollment – reaching levels of over 40 to 50 percent – most Caribbean nations remain stuck in the teens or low 20s. This educational deficit translates directly into a skills gap that hampers productivity, stifles entrepreneurship and limits upward mobility.
Is the region investing enough in education?
The short answer is no. While education budgets in many Caribbean countries consume a large share of government expenditure, often 15 per cent to 20 per cent, a disproportionate amount is allocated to primary and secondary education, with tertiary education receiving limited investment. Public universities such as UWI are frequently underfunded, placing strain on their capacity to expand access, update curricula, and engage in meaningful research.
Moreover, the region’s education systems have been slow to adapt to the demands of a rapidly evolving global labour market. In many instances, outdated teaching methods, rigid academic structures and under-resourced institutions have eroded the value proposition of higher education. This has led to growing disinterest among youth – in particular males, high dropout rates and brain drain among the most talented students.
The global shift in education: A new imperative
Around the world, nations are doubling down on education as a key pillar of economic competitiveness and national resilience. From Singapore to South Korea, Ireland to Estonia, countries are redesigning their education systems to nurture creativity, digital fluency, critical thinking and lifelong learning. The Fourth Industrial Revolution, driven by AI, big data and automation, has made it clear that human capital is the most important asset a country can cultivate. If the Caribbean does not keep pace with these global transformations, it risks deepening its marginalisation in the world economy. The need to invest more strategically and substantially in the education of its people has never been more urgent.
The cost of falling behind
The implications of this educational underperformance are far-reaching. First and foremost, it limits the region’s ability to climb the value chain. Without a well-educated and skilled workforce, Caribbean economies remain trapped in low-wage, low-productivity sectors such as tourism, traditional agriculture, and informal trade. This makes the region highly vulnerable to external shocks and undermines long-term resilience.
Second, it exacerbates income inequality. With fewer opportunities for high-quality, post-secondary education, low-income students remain locked out of the pathways that lead to social and economic mobility. This undermines the promise of inclusive growth and fuels cycles of poverty, disenchantment and in some cases, crime.
Third, it erodes the region’s capacity for innovation. In a world increasingly driven by data, technology and knowledge-based industries, countries that fail to nurture a pipeline of scientists, engineers, researchers and creative thinkers are destined to be left behind. Universities are not only places of learning; they are engines of research, policy development and societal progress.
Policy imperatives and strategic shifts
Reversing this trend will require a multi-faceted and coordinated response. First, Caribbean governments must recommit to tertiary education as a national development priority, not merely a social service. This means increased funding for public universities, but also targeted scholarships, student loan reform and the development of technical and vocational training pathways aligned with market needs.
Second, there must be a transformation in how education is delivered. Universities must embrace digital learning, interdisciplinary programmes and entrepreneurial thinking. Curricula must be restructured to equip students not just with knowledge, but with the ability to think critically, solve problems and adapt to change.
Third, partnerships between academia, government and industry must be deepened. Internships, apprenticeships and cooperative education programmes should be institutionalised to give students practical experience and exposure to the world of work. The private sector must also play a greater role in shaping the content and direction of tertiary education.
Fourth, the Caribbean diaspora should be viewed not just as a remittance source but as a strategic educational ally. Collaborative research, visiting professorships and virtual mentorships are underutilised assets that can help bridge the knowledge and resource gaps.
Conclusion: A call to action
The Caribbean stands at a crossroads. As Professor Beckles rightly notes, without bold intervention, the region risks becoming a backwater in the global knowledge economy. However, with the right investments, policies and vision, the Caribbean can still reclaim its place as a hub of intellectual, cultural and economic dynamism.
The question is no longer whether we can afford to invest in education; it is whether we can afford not to. The future of the Caribbean depends not on what lies beneath its soil or along its shores but on what lies in the minds of its people. And unless those minds are cultivated, empowered, and unleashed, the promise of true development will remain tragically out of reach.
Universities often leave us financially strained before we achieve stability. Securing student loans is increasingly difficult, and scholarships are typically only partial, except for those from Germany, France, and East Asian nations.
Why is the title of “university graduate” deemed so important when these same institutions provide short courses that offer completion certificates?
A decrease in graduates doesn’t equate to a rise in ignorance; it simply indicates that more individuals are opting out of spending excessive amounts on a lengthy process that can be distributed across various educational platforms.
Universities primarily hold value for those pursuing careers in science, law, education, or philosophy. With so many holding a bachelor’s degree today and a master’s being the new recognised standard, many have found it more sensible to enroll in professional courses from reputable institutions to obtain recognized yet more affordable alternatives to traditional university degrees!
UWI has an old cohort that is more nterested in proctecting their positions than recruiting for value and contribution . No wonder they fall behind and can’t attract students. the old goats, black, white and brown need to go. Or else online options and foreign universities will make UWI obsolete