Column: Sen. Cunningham On Education & More
[Opinion column written by OBA Senator Victoria Cunningham]
Bermuda’s future will not be determined by the speeches we make in Parliament or the policies we promise in budgets. It will be determined by what happens in our classrooms. And right now, the warning signs are flashing red.
The latest IGCSE results should concern every parent, educator and policymaker in this country. Of the 731 exams sat by public school students, only 31 per cent achieved grades A* – C, the internationally recognised benchmark for strong academic performance. Nearly seven out of ten results fell below that standard, with 11 per cent ungraded entirely. These are not abstract statistics, they represent young Bermudians whose future opportunities may already be narrowing before they leave school.
Yet the headline message accompanying the results emphasised that more than 90 per cent of students achieved grades between A* and G, which are all technically recognised as passing grades within the Cambridge system.
While that may be true, it does not tell the full story.
Across the world, A* – C results are widely used as the benchmark for academic competitiveness and readiness for further study. These are the grades that often determine whether students can access university pathways, scholarships and competitive career opportunities. When nearly 70% of exam results fall below the A* – C benchmark, Bermuda cannot pretend that incremental change will be enough.
The results in Mathematics are particularly alarming. Of 218 exams, only 55 achieved A* – C, meaning just one in four students reached the internationally recognised benchmark. 126 fell in the D – G range, and 37 were ungraded entirely. Mathematics is foundational for many of Bermuda’s key industries, from international business and finance to technology and engineering. When three quarters of results fall below the benchmark, it raises serious questions about whether our students are being equipped with the skills they need to compete globally.
In English, performance is slightly better but still concerning. Of 196 exams, 97 achieved A* – C and 97 fell in the D – G range, with 2 ungraded. Roughly half of students are meeting the international benchmark, meaning a significant proportion leave school without the literacy skills required for success in higher education and skilled careers.
Science results are the most worrying. Of 241 exams, only 41 achieved A* – C or roughly 1 in 6 students. 163 exams fell in the D – G range, and 37 were ungraded. Strong STEM skills are essential for Bermuda’s economy, yet these results show a systemic failure to equip students for the challenges of higher education and the global workforce.
For too long, Bermuda’s education system has been caught in a cycle of reform announcements, structural changes, and shifting timelines. Parents and teachers alike have struggled to keep pace with a process that often feels uncertain and unfinished. Children cannot thrive in a system that feels perpetually under construction. Teachers cannot deliver excellence when the framework around them keeps shifting. Education reform should ultimately be judged by one measure: whether student outcomes improve.
Bermuda’s economy depends on high-skill industries such as international business, insurance, law, finance, and technology. These sectors require strong analytical ability, critical thinking, and global competitiveness. Through my work mentoring students and engaging with young Bermudians preparing for careers in these fields, I see first-hand both the extraordinary potential of our young people and the barriers many face in reaching those opportunities. Employers increasingly report difficulty finding Bermudian candidates prepared for these roles which is not a reflection of our students’ ability, but of the system meant to prepare them.
One reform worth serious consideration is the establishment of an independent education authority responsible for oversight of standards, performance measurement, and long-term accountability. Education policy should not rise and fall with political cycles. A stable, independent body could ensure that reforms are guided by evidence, continuity, and the best interests of students.
Despite these challenges, we continue to see extraordinary resilience from many students. With strong parental support, dedicated teachers, mentors, and community programmes, students are still finding pathways to success by earning scholarships, pursuing university degrees, and returning home ready to contribute to Bermuda’s future. Their achievements should inspire us, but they should also challenge us. Ultimate success should not depend on how much external support a family can provide or whether a student happens to find the right mentor at the right time. A strong public education system should create those opportunities for every child.
Our students have proven they are capable and now it is time for the system to prove it can deliver the education they deserve.
- Victoria Cunningham, Opposition Senate Spokesperson for Education
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