The Barbados Union of Teachers (BUT) on Monday pressed the government to establish a ring-fenced annual budget to properly equip schools, warning that teachers are still dipping into their own pockets to support classroom learning, despite the much-publicised drive for education reform.
Delivering the union’s Annual General Conference address at the Lloyd Erskine Sandiford Centre, BUT President Rudy Lovell said meaningful transformation could not take place without adequately resourced classrooms.
“Without these, teachers are forced to spend their own money, an unfair and unsustainable practice,” Lovell said, as he urged the Ministry of Education Transformation to implement “a realistic annual budget to provide essential learning resources to every school”.
The union also addressed ongoing discussion around the future of the Common Entrance Examination, as the government advances broader education reform.
“It is going nowhere,” Lovell said of the 11-Plus exam, noting that the union met with the ministry in October 2025 to gain a clearer understanding of proposed changes and that it is now prepared to support aspects of the reform process, while engaging its membership to share insights and gather feedback.
The president’s address praised progress made in several areas over the past year, including increased teacher training, expanded special needs support, strengthened literacy and numeracy programmes, and the hiring of more than 350 teachers.
It also highlighted the long-anticipated return of teachers’ term vacation leave to its pre-2014 status, following engagement with the Ministry earlier this year.
The union further acknowledged improved responses to safety and health issues in schools and a return to the normal academic calendar as positive developments.
Lovell also expressed appreciation to several officials for their role in recent engagements, including Prime Minister Mia Mottley, education minister Chad Blackman, and permanent secretary Kim Belle, noting that improved collaboration with the ministry had helped to resolve many longstanding issues affecting teachers.
But the BUT official said several persistent challenges continued to affect both teachers and students.
Among these was the issue of burnout, with the union describing teaching as “one of the most intellectually and emotionally demanding professions” and pointing to increased workloads, including expanded online reporting requirements and additional teaching periods in primary schools.
“The constant cycle of lesson planning, classroom management, and student assessment inevitably leads to fatigue and burnout,” he said.
Concerns were also raised about conditions in schools, including the lack of basic resources, overcrowded classrooms, inadequate bathroom facilities, and the absence of staffrooms in some institutions.
“As we embark on education transformation, it is troubling that many teachers still lack suitable furniture, such as desks and chairs. Additionally, while replacement teachers were mobilised during last year’s sickout, vacancies often remain unfilled when teachers take legitimate leave. Both primary and secondary schools are affected, and this must be addressed urgently to prevent further disruption to teaching and learning.”
“Teachers have also identified a range of additional challenges, including confusion arising from the use of multiple reading programmes across schools. Furthermore, teachers have highlighted the need for additional training to effectively implement these programmes. Other concerns cited include teacher burnout, rising student behavioural issues, and the added workload associated with CXC and [school-based assessment] requirements.”
He added: “Concerns were also raised about inadequate working conditions, such as the absence of staffrooms in some schools, ongoing environmental issues, limited recreational space for students, and the absence of a school code of discipline.”
Teachers also highlighted delays in receiving job letters, salary adjustments, and other administrative matters, which the union said continued to affect morale.
The issue of school violence also featured prominently, with Lovell pointing to incidents involving weapons, attacks on teachers, and other serious altercations this year.
“Such violence has created fear among educators and parents alike. Teachers are increasingly forced to act as mediators rather than educators,” he said, as he called for urgent implementation of a long-promised school security protocol.
At the same time, the union raised concerns about the wider environment affecting students, including exposure to mental health challenges.
“Reports indicate that 40 per cent of calls to the national mental health hotline come from children and teenagers,” Lovell said, describing the statistic as evidence of the growing emotional strain facing young people.
The BUT warned that the future of education would require significant adjustments, including greater reliance on digital platforms.
“Hybrid education will become the norm,” he said, stressing the need for modern technology, reliable internet access, and training in artificial intelligence and other tools to avoid both student disengagement and teacher frustration.
The union also reiterated its opposition to the introduction of teacher licensing, arguing that existing requirements are already clearly defined.
“Introducing licensing would create unnecessary bureaucracy without improving teaching quality or student outcomes,” Lovell said, instead advocating for continuous professional development, retooling, and retraining.
He also called on the Ministry of the Public Service and Talent Development to grant the BUT a full-time paid officer, recognising what he described as the critical role union representatives play in supporting teachers and engaging the Ministry on key concerns.
Despite the challenges outlined, the BUT said it remained committed to working collaboratively with the Ministry of Education Transformation and other figures to advance reforms.
“We see ourselves as a partner in national development,” Lovell said, as he called for the union to be included in all discussions on education policy, reform, and transformation.
