May 2011


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By Professor Gordon Shirley
PVC and Principal, Mona Campus, The University of the West Indies

While many offer geographic and economic space as the essence of and justification for the brand of regionalism we experience in the Caribbean, I am of the view that it is more than that. West Indian regionalism refers to the intuitive recognition of the fact that there is value to be gained by a group of countries, small in land mass and/or population and bound together by a common geography in the Caribbean Sea, acting collectively in response to evolving challenges and emerging opportunities. This collective action is particularly valuable in a global environment dominated by the actions and interests of much larger and more powerful nation states and by multinational firms commanding financial and other resources much greater than those of the region.

The capacity to act collectively is enhanced by the West Indian sense of oneness of purpose derived from a common heritage, history and experiences of the citizens of the Caribbean states. It is underpinned by a shared value system which informs a sense of civic and personal responsibilities, a sense of right and wrong and a sense of equity.

West Indian regionalism is reflected in the common belief in the region’s human capital and the ability to harness it in an effective and efficient manner for the good of its citizenry. This excellent management of our human resources is demonstrated by the ability of the region’s people to perform outstandingly on the global stage regardless of the domain of endeavour. It is also demonstrated in the capacity of West Indian law makers to rise above the circumstances of the region and provide leadership to much larger groupings of developing countries in their negotiations with stronger groups of developed nations; this continues to occur in multiple forums.

West Indian regionalism is embodied in the common dream of an individual and collective future which is better than the present and the past which derives from the ability to think creatively and act collectively.

The essential resource of the West Indies is its people. The University of the West Indies has played an important role in the development of the human capital of the region. Established to educate leaders of government, civil service and the private sector, it was founded at a time when the accepted view was that it was sufficient to educate 3-5% of the population at the tertiary level for these leadership roles. Given the targeted number of students, a regional enterprise was recognized to be a more cost-effective and efficient approach than establishing individual national institutions. It was also accepted that it would allow for the consolidation of the best cadre of faculty members and for improved management of the quality of graduates, of research output and of policy advice and public service from the institution.

The UWI ‘experiment’ has been largely successful with respect to its initial mandate. It has emerged as an institution of high international repute for the quality of scholarship of its faculty and researchers. Its graduates are highly regarded and have emerged as leaders in every sector of the islands’ economies.

Since the time of establishment, however, there have been substantial changes in the higher education sector. This accelerating pace of change has been influenced by rapidly evolving technologies, rapid globalization and the highly liberalized trading arrangements in many of the West Indian nations for goods and services including higher education. Today, many developed and some rapidly developing countries routinely educate over 50% of each age cohort at the tertiary level. Several governments of the region have embraced similar objectives in an effort to accelerate the pace of development. To be effective, the expanded provision of tertiary education must be economical and in the areas of high demand.

In response, The UWI has expanded its enrolment in all three land-based campuses and introduced an open campus to better respond to the needs of underserved communities. The objective of cost-effectiveness has meant that the University has had to provide candidates with the opportunity to pursue the degrees of choice close to home. In turn, it has meant that the land-based campuses have had to broaden the range of programmes offered at each location to allow nationals to pursue the full range of degree offerings.

In this new and evolving dispensation, the regional character of the enterprise has been maintained by continuing to ensure that more than 10% of the student population at each campus is made up of candidates from other countries of the region. It has been reinforced by the continued effort to maintain faculty membership from across the region at each campus and by employing modern communication technologies to facilitate cross-campus lectures. It is reinforced by the quality control systems implemented by the Boards of Undergraduate and Graduate Studies, which have regional representation and which ensure regionally relevant content delivered at uniformly high standards across the campuses. The regional character continues to be evident in the research objectives and public service endeavours of the faculty at all of the campuses.

The UWI is committed to the preservation of its regional character through the strengthening of its core values, important considerations in the formulation of its University-wide strategic plans. The extensive involvement throughout the region of all stakeholders in the planning process is a cogent testament of this commitment.

In the context described above, the ideal regional institution is one which provides equal opportunity for West Indian students to pursue a world-class education at an affordable cost in the areas of specialization of relevance to their communities. It continues to ensure that all strata of West Indian society are able to avail themselves of the opportunities for growth and mobility through education and in particular that members of the community from lower income groups participate.

The ideal regional institution produces graduates who are critical thinkers, innovators and leaders, effective communicators who are knowledgeable and fully exposed to global and regional developments. It takes advantage of the most modern technologies in the delivery of its programmes while ensuring that its students are technologically competent. Lifelong learners, the students are socially and culturally responsive, ethical in behaviour and entrepreneurial in orientation. The institution produces research in a wide range of areas which is of the highest international standards but which is of particular relevance to the nations of the region. Its faculty are engaged in policy analysis and in formulating advice relevant to the regional leaders of the public and private sector and which can contribute to the continued growth and development of the region.

UWI should remain clearly focused on its regional mandate adjusted for the realities of the current environment described above. It must emerge as an agile institution, embodying the aspirations of the West Indian people and societies, but capable of refocusing and restructuring itself in response to challenges and opportunities which are rapidly evolving.