<![CDATA[The Student Centre Barbados - Advisor\'s Blog]]>Wed, 29 Jul 2026 08:38:39 -0400Weebly<![CDATA[Grades Review + Navigating College/University Admissions]]>Mon, 07 Jun 2021 19:02:41 GMThttps://www.thestudentcentre.net/advisors-blog/grades-review-navigating-collegeuniversity-admissionsBy Sheena Alleyne MA – Advisor, The Student Centre Picture
Are your exam results undergoing a review but application deadlines are upon you? Here are a few tips to help you navigate the college/university admissions process successfully.

Tip #1
Review the admission requirements for both the school(s) and program(s) that you are applying to. This is very important. Depending on your current results, being knowledgeable of the requirements would allow you to guage whether your current results are still within range of the required grades for admission.

Tip #2
Check to see whether there is an alternate pathway for admission into the school and program of your choice in the event that you do not meet the grade requirement. Many institutions offer pathway programs which allow students who do not meet direct entry requirement to still matriculate.

Tip #3
For early admission deadlines - should the institution(s) you are applying to have a deadline that may come before you receive the result of your grade review, submit your current results along with your school transcripts and any other required supporting documents. Should there be a section that allows you to insert a comment regarding your application, you may use this to discuss the situation you have with your current exam results.

Tip #4
Always ensure that among your school and program choices, that you include a safety option which still allows you to matriculate in the event that there is a change in your circumstances (E.g., finances, grades, personal interests etc.).

Should you have any difficulty, it is recommended that you speak with a professional educational advisor/consultant for further assistance and guidance.
]]><![CDATA[Studying Medicine in the UK]]>Sat, 25 Jul 2020 21:39:11 GMThttps://www.thestudentcentre.net/advisors-blog/studying-medicine-in-the-ukThis guest blog was written by Dr Elizabeth Adey – director of Uni Direct, a UK based company whot specialises in UK and European university applications.

Are you thinking about applying to study medicine at university in the UK for 2021 entry? The UK has some of the most highly regarded universities in the world, located in great cities like London, Edinburgh, Bristol and Bath.

To prepare for entry for medicine in the UK in 2021, applicants should start work now. Applying to university in the UK is usually done through UCAS, the UK undergraduate application system. UCAS has strict deadlines and applicants for medicine need to apply by mid-October the year before they start (October 15th 2020 for entry in September/October 2021). For those applying through UCAS for other degree courses, the deadline is January 15th 2021 for entry that year.
Applications to UK schools require you to prepare a well-thought through personal statement (letter of motivation) around one page in length. Students applying for medicine also have to sit additional admissions tests that they must sit in order to be considered for a place. You can either chose to sit the BMAT or UCAT admissions test and you need to select four universities to apply to through UCAS that all accept one of these tests. We are running a webinar in August and will talk a lot more about which test to select.

All UCAS applicants need a reference from a teacher and are required to provide administrative details as part of their application. Uni Direct is a registered UCAS centre based in the UK and helps students complete their UCAS forms to apply for medicine. Applications for courses like medicine also involve interviews of all prospective students. Interviews for international students usually take place online. Many MBBS courses carry out mini-assessment interviews. We recommend you attend in person if you are invited to interview.

Besides the results from your medical admissions test, there are two factors that can really help your chances of getting a place to study medicine. The first is having straight A grades at school. You need to have studied Chemistry, preferably alongside Biology, and then either Maths or Physics. The second factor we recommend is that you get some work experience. This can be very important for gaining admission to some universities. Ideally, we recommend working in a health care role. It doesn’t have to be anything particularly grandeur, just something that shows you are interested in pursuing a career in medicine. Some students chose to gain some work experience at a hospital and shadow a consultant. It all helps demonstrate your interest in studying medicine.

Deciding what degree course to study and where to study at, is a difficult process. Speaking to a counsellor can help you work out what options are available and where you are likely to meet the entrance criteria for. Good luck in your future university studies. Uni Direct, who are UK based, and The Study Centre, covering the Caribbean islands, are jointly running a webinar to help students understand more about the process of applying to study medicine in the UK. Uni Direct is a registered UCAS centre and can support you in making your application to study medicine. To sign up to join that webinar, please click here.
]]><![CDATA[The Truth About Athletic Scholarships]]>Wed, 24 Jun 2020 20:26:18 GMThttps://www.thestudentcentre.net/advisors-blog/the-truth-about-athletic-scholarshipsBy Anicia Wood – College Sports Recruiting Consultant
Going to college and university is not cheap, it is an investment that many repay throughout their lifetimes. Receiving a scholarship for any prospective college student and their family is a dream come through. According to the National Collegiate Athletic Association (NCAA), more than 150,000 student-athletes receive around $2.9 billion in athletic scholarships in the NCAA Divisions 1 and 2 each year. Although this figure appears to be large, being one of the 150,000 to get a piece of the $2.9 billion pie is quite rare, considering the large population of scholarship hopefuls from across the world. There are many misconceptions about scholarships; that is the type of scholarships, how scholarship offers work, and how much aid student-athletes receive, just to name a few. College isn’t cheap, therefore understanding the details is very important if you are looking to lessen your college costs. So, let’s put it all into perspective…let’s talk the truth about athletic scholarships.
There is a common misconception that Canadian institutions do not offer athletic scholarships however, this is not true! They are not as highly publicized as those offered in the USA, however financial awards are available to athletes. Unlike the American institutions these awards are limited to tuition and compulsory fees which is the maximum amount an athlete can receive, and this of course varies from institution to institution based on their respective costs.

Many prospective college-bound student-athletes if asked would often opt for an athletic scholarship to compete in the USA collegiate circuit as opposed to Canada, as the level of play is typically higher across most sports, along with the fact the scholarship money is usually more. What most fail to understand is, the cost of tuition at Canadian Institutions are much cheaper than the cost of tuition at American institutions. This means, even if you were to receive an athletic scholarship to compete at an American university, you probably would end up paying less by taking the scholarship to compete at an institution in Canada. You may ask - if I am receiving a scholarship why would I have to worry about paying less? One of the biggest misconceptions is that if a student-athlete receives a scholarship it would be a full-ride, meaning one which covers all college-related expenses. This is not true! Receiving an athletic scholarship is reliant on many factors, some of which depend on the sport, the number, and type of scholarships available to a particular sport, and of course the skill level of the athlete both athletically and academically.

Another misconception is that many athletes assume once they receive a scholarship they will be covered for their duration at the institution. NCAA athletic scholarships are typically yearly contracts that must be renewed every year, and this is at the digression of the coach. If an athlete becomes injured, depending on the institution and whether the injury happened outside of games or practice, the scholarship can be taken away. Coaches can decide not to renew a scholarship for the upcoming year, which can come as a surprise to some student-athletes. Non-renewals can happen for other reasons, including if the coach who recruited the athlete leaves the program and a new coach joins and has no interest in retaining an athlete. Additionally, according to the NCAA, scholarships can be canceled at the end of or during the award period if the student-athlete becomes ineligible, commits fraud, engages in misconduct on or off the field, or quits the team for personal reasons.

This brings me to the concept of ineligibility. To receive a scholarship to any institution, student-athletes must meet certain eligibility requirements. To be admitted to any school, you must gain academic admission first. If an athlete is athletically talented and is receiving several scholarships offers but does not meet the academic requirements, he/ she would not be able to receive the athletic scholarship. Most institutions require the student-athlete to meet minimum academic standards and be considered an amateur athlete. On the flip side just because you meet the minimum academic requirements for the school you want to play doesn’t mean you will receive a scholarship, but your chances for an offer increase when your academics are in good standing. Athletes when you receive an athletic scholarship, it doesn’t end there. You must maintain good academic standing when you are enrolled to maintain your athletic scholarship. This is an ongoing process that is dependent on your academic standing. Do not think because you are performing on the court, you are okay; you must be equally performing in the classroom. Remember you are a student-athlete, ‘student’ comes first. If you are not eligible to compete for any reason, poor academics, not in good standing with the school, etc. a coach is not likely to keep you on scholarship.

As mentioned throughout this blog, scholarships are offered at different levels, so don’t be deterred if you aren’t receiving offers from NCAA Division 1 institutions. You don’t need to be performing at NCAA Division 1 level to receive a scholarship. Although NCAA Division 1 schools may be among the most prominent ones to offer athletic scholarships, talented student-athletes can look to Division 2, NAIA, Canadian universities, and junior colleges for scholarship offers. You must be realistic, you might have a better chance of receiving scholarship funding from schools that match your talent level!

This blog is by no means to deter you from trying to gain an athletic scholarship, but really to inform you of the truth about scholarships so you can be better prepared!
​
The Student Centre and Carib Athletes have collaborated to deliver college and university prep support services to athletes in various sports. The collaboration is in response to the growing demand among competitive athletes across a wide range of sports seeking to enter college and university based on their talents. We take the guess work out of college prep!
]]><![CDATA[Let's Talk Ivy League]]>Mon, 20 Apr 2020 19:55:54 GMThttps://www.thestudentcentre.net/advisors-blog/lets-talk-ivy-leagueIvy League schools are infamous for their extremely tough admissions process.
 
Typically, Ivy League schools have an acceptance rate of less than 10 percent. However, each year, thousands of applications from enthusiastic bright minds continue to be received by admissions without fail.

What makes Ivy league so sought after in spite of their highly selective admissions? Outside of the prestige associated with such schools, there are other factors which contribute to the allure.  Ivy league schools can be characterized by the following features:

  • First Class Athletics
  • World renowned faculty
  • Famous alumni (Nobel Prize winners, world leaders, businessmen etc.)
  • Financial Resources
  • Leading research and innovations
 
While all the above combined has helped to strengthen and increase the visibility of each school’s brand across the US and the world; I can’t help but also include one other feature. These particular one, I like to term, ‘The Hollywood Factor’.  One cannot help but think, even if just a little, that Hollywood has influenced our perception of these schools. Take a moment to recall countless mentions Ivy League and any of these schools in movies, TV shows and other medium over the years.
 
I was motivated to write a blog on Ivy league school based on the simple observation that not many of us are aware of what an Ivy League school really is. The term Ivy league is loosely applied to those schools considered to be notable and world-renowned but quite frankly, are not on the official list of Ivy League schools.  It is therefore important to provide a definition, based on industry standards.
 
The truth is, Ivy League is synonymous with schools in the US. According to U.S.News and World Report, one of the leading ‘go-to’ resources for higher education news, ‘Ivy League’ refers to eight private institutions located across Northeastern states in the USA.
 
 Take a look at the official Ivy League Schools List:
1) Brown University – Rhode Island
2) Columbia University – New York
3) Cornell University – New York
4) Dartmouth – New Hampshire
5) Harvard University – Massachusetts
6) Princeton University – New Jersey
7) University of Pennsylvania – Pennsylvania
8) Yale University – Connecticut
 
Now that we are a bit more informed about the term Ivy Schools and which schools are actually in this league, here are a few points when considering applying to any Ivy League and/or other equally selective schools:
 
1)      Be prepared for a multi-step application process - The completion of an application form and submission of transcripts and exam results are just some of the steps required. Applicants are required to provide letters of recommendations; essay questions; interviews and/or the submission of a portfolio (depending on the program).
 
2)      Be mindful of application deadlines for both the application and supporting documents - Such schools tend to have an early admission deadline and a regular admission deadline. For students applying to start in the Fall (September) semester, early admissions would usually fall in October or November of the previous year while regular admissions would fall in January. Given the high volume of applications received, submitting after the deadline is not an option.
 
3)      Be prepared to take SAT General Test and subject SATs – Depending on the program and/or school you are applying to; undergraduate applicants may be required to take both the SAT General Test and one or two subject tests. For the SAT General Test, the optional essay may be required by both some Ivy league and highly selective schools.
  
 
4)      Same tuition fees for International Applicants and Domestic Applicants – In many cases, potential international students are charged the same tuition fees as domestic students given that there is no difference in the tuition fees at many Ivy League and high selective schools. With the average tuition costs can be as high as 45,000USD/academic year, especially given that many or private schools, scholarships may be crucial to a student’s attendance. The difference may lie sometimes, in the availability of scholarships where there may be nationality treatment restrictions. Domestic students can apply to municipal, state and/or federal grants and loan programs while international students would have to see options in their home countries or directly from the schools. ​
]]><![CDATA[Champagne Dreams]]>Thu, 13 Feb 2020 08:27:09 GMThttps://www.thestudentcentre.net/advisors-blog/champagne-dreamsPicture
You may be wondering about the title of this blog entry.

So, what are champagne dreams you ask?
 
Well, I came up with the term to describe the aspirations of my students. A toast often follows the attainment of dreams, especially those that may not be visibly in the initial stages of planning. The ultimate toasting beverage is champagne, which can be quite an expensive commodity to purchase, especially if you reside in the Caribbean [inflation, price gouging and all].

​Everyone has a dream school. Or to be more general, for those thinking about college/university, there is a school they would love to attend. It is natural to reach for the stars. In some cases, reaching for the stars takes us beyond what is visibly achievable or practical. Is that so wrong? 
 
What I have learned over the years is that everyone’s idea of ‘dream school’ is relative. For example, Harvard isn’t everyone’s ultimate dream school. Ivy league schools may be ideal for some; however, a dream school is quite subjective and varies at the individual level. 

While dreams are encouraged, there is always room for pragmatism and logic. There are cases where the bigger picture should be at the forefront of decision making. In other words, higher education should make career sense, financial sense and academic sense.
 
I’m reminded of when a certain school in Washington D.C (and no, not Howard University), was my dream school. This school became my dream school because I stayed on campus as part of a summer program I attended. I loved everything I saw and experienced there. It became the dream. However, in the grand scheme of things, it wasn’t the right fit based on my own circumstances. I did achieve my dream of studying abroad but it wasn’t at this school nor was it in Washington D.C.   I attended a smaller school that was better known for the field of study I had chosen, where there were greater opportunities for internships and was one plane ride away from home. My parents were equally ecstatic when they saw the cost was significantly lower than the ‘dream’ choice. Looking back now, logic and pragmatism prevailed for me in the end without taking away from the bigger goal.
 
Education is a tool that should be used to gain knowledge and skills from which one can create a livelihood.  These days, whatever knowledge and skills obtained should be versatile enough to allow someone to create different revenue streams. Therefore, an investment in education should bring equal and/or greater return. 
 
Here are some questions in pursuit of your champagne dreams:

  1. How much are you willing pay for your education?
  2. Is your dream school within your reach academically and/or financially?
  3. Is your dream school meeting all of your academic, personal and financial preferences? 
  4. What will be the return on this investment?
]]><![CDATA[Blocked!!]]>Mon, 16 Dec 2019 12:57:44 GMThttps://www.thestudentcentre.net/advisors-blog/blockedPicture
It’s the best way to describe the months following my last blog post. On top of a very crazy schedule, I was suffering from writer’s block. Trust me; it wasn’t that I lacked a topic to write about. It was the exact opposite. There were too many issues and matters that I wanted to touch and the overstimulation of multiple thoughts resulted in a long-term block. This year was not short of issues and matters that resonated with me. Many of which resulted in several internal mental discussions and in some cases full blown debates. One issue that stomped me on several occasions was the Barbados Secondary Entrance Examination, better known as ‘The Common Entrance’.
Every year, without fail, persons argue for the discontinuation of this examination. Factors for its removal stems from colonialist ties; non-alignment with current educational assessment practices; emotional trauma caused by societal stereotypes and stigmatization of schools in Barbados and the list goes on and on. From the scholastic arguments to the anecdotal sentiments, the debate surrounding this ‘Math, English and Writing’ test continues to make headlines. 
 
Truth be told, this exam is not unique to Barbados, in fact, many English-speaking Caribbean countries, conduct their version of ‘The Common Entrance’. There are some variations with the implementation of the exam, but the concept of an entrance exam for secondary school is not uncommon. Globally, the use of an assessment in school placement is quite common. 
 
Now, before you start to alert your emotions, let me ask and answer the question that you may be itching to ask, ‘What does the Common Entrance have to do with college and university?’ Before some of you gather the pitch forks or even brave the comment section, there are some parallels between this examination and college/university placement that one can draw from. In fact, in the grand scheme of things, while both are relevant to different stages of a student’s life, there are similar themes that cross over. Let me explain. Looking at ‘The Common Entrance’ and college/university placement, one observes three similar themes: 1) Expectation vs Reality; 2) School Hierarchy and 3) Level of Readiness.  
 
Before an analysis, opinion or position can be cleared, I believe that we must compartmentalize the issues. In this blog, I will make an attempt to do so by discussing these themes. 
 
Expectation vs Reality
Both ‘The Common Entrance’ and College/University Placement entail managing expectations. Firstly, the expectations of the student; the expectations of parents; the expectations of teachers; and finally, the expectations of society. 
 
We all have dreams and aspirations. When it comes to choosing a school, many of us have a dream school in mind; whether we are 10yrs old, 18yrs old or even 30yrs old. In the end, expectations are often balanced by reality. The truth is, we may have our dreams, but the outcome is usually based on our actual circumstances. What you put in determines the outcome. Additionally, what you put in is also based on your environment and whether it was conducive for you to be able to perform at optimum. For example, adequate parent support, the right teaching style for your learning capabilities, a safe environment to learn (whether at home or school), the right diet etc. These are just some of the key components that help to determine the outcome.  
 
When thinking of a dream school, we must therefore ask ourselves these main questions: 1) What is our own individual optimum performance?; 2) Are the adequate requirements to perform at optimum in place?; 3) Do our individual circumstances and optimum performance fall within range of our dream school?; and 4) If no, are we prepared and/or able to put in place the provisions required to achieve our dream?
 
School Hierarchy
Hierarchy is human. Hierarchy is often used to market and promote, for example, consumer goods, vacation destinations, services etc.  With schools there is no difference. Hierarchy exists and it plays a role in determining expectations and in some cases reality. In many cases, hierarchy is a social construct and therefore can be very subjective. Let me explain. School hierarchy is not a product of nature. It is created by human expectations; which varies at both the micro and macro level.  A school may rank high or low based on location, facilities, programming, admission cut off marks, fees, student demographics, alumni, achievements or downfalls of its faculty, students and alumni, business and social networks etc.  
 
A number of these factors shape the public’s view of an institution, on an individual and societal basis. This view may vary among different segments of the population due to individual social, financial, and/or sometimes political circumstances. The priority of what determines a top and/or preferred institution will vary from person to person.  Additionally, there are systematic measures put in place to solidify hierarchy. When it comes to college/university placement, rankings tend to play a major role in the choice of a student and/or parent.  Ranking systems are upheld by both public and private players in higher education, making it a legitimate benchmark for shaping school hierarchy.  Therefore, from my observations, there are two types of school hierarchy in higher education: 1) Systemic Hierarchy, which is driven by influential and decision-making entities at the highest level within mainstream society and 2) Social Hierarchy, which is driven by an individual or a group of individuals within segments of the population.  
 
With ‘The Common Entrance’, school hierarchy is upheld through the assignment of cut off marks determined by both schools and the Ministry of Education. However, school hierarchy is also driven and maintained through public perception regarding schools on the islands. Many of the other factors mentioned earlier which shape an individual’s view of a top or preferred school also play a major role when it comes to school hierarchy in Barbados. Therefore, when it comes to ‘The Common Entrance’ and school hierarchy, I ask these questions: 1) Is the concern about ‘The Common Entrance’ based on the process used to determine a school’s cut-off marks or it is based on the school a student is placed based on their result?  Or let me make this simpler: 2) Is the concern more about the student’s exam result or where the student is placed? 
   
Level of Readiness
Just recently, I had a deep conversation with one of my parents and ‘The Common Entrance’ debate came up. What they said about the exam resonated with me until now, so I had to include it in this piece.  They pointed out, “It is not about the exam, but it is about the journey to the exam“. Now based on the discussion, what I took from their view was that the examination itself was not the problem but there were key elements missing from creating an enabling environment to ensure optimum student performance. This led me to think about readiness and how ready are our students for the next stage of their academic careers at all levels.  Readiness within the context of this piece would include: 1) Academic readiness; 2) Financial readiness; 3) Emotional readiness and 4) Physical readiness. These readiness factors all play a role in determining whether a student commences and/or ends studies. 
 
 ‘The Common Entrance’ was designed to assess and place students into an institution to pursue their secondary level education. The average age range for students to take this exam is 10-11yrs. Note the use of the word average, which suggests that there are instances where a student could younger or older when sitting the exam. Therefore, the level of readiness comes into question.  Based on a student’s individual circumstances, all key elements may be in place which could either have them ready to sit ‘The Common Entrance’ before the average age or after the average. Not everyone will be ready at 10 or 11. 
 
It is the same concept when it comes to college/university placement. Completion of secondary school may not equal to being ready for a college/university education. Some students may be ready to progress to a college/university level education before or after the average age for college/university admission. It is all a matter of readiness.  Therefore, it is important that persons are assessed at varying stages to measure the level of development that has taken place to improve readiness.
 
While my parent’s statement was specific to ‘The Common Entrance’, I believe it applies to after the exam and beyond. Education is a life-long learning experience with various stages and levels of development to undergo throughout all life stages. Therefore, while it is critical to ensure readiness to progress to the next level of education; however, it is equally important that measures are in place to ensure a student can achieve success throughout the journey.  It always amazes me when after school lessons discontinue after completion of ‘The Common Entrance’. Anyone familiar with Newton’s Laws would understand why I believe that lessons should continue even after the exam. Readiness is fluid and therefore, assessment to determine readiness is always required. 
 
When it comes to readiness and ‘The Common Entrance’ I would like to the pose the following questions for consideration: 1) Is there a need for an assessment when progressing into another stage of learning and development? and 2) Does ‘The Common Entrance’ provide an opportunity for assessment of readiness?
 
The debate regarding ‘The Common Entrance’ will continue as long as the exam continues to be practiced as a method of assessment and school placement. In my view, most the angst and discontent with the exam is predicated on the three main themes discussed above. While I believe that there is always room to change, adjust and modify, based on changing times and contexts, complete abandonment without a well thought out replacement system can be even more destructive. 
 
The change that is being requested may be valid; however, it is important to ensure that the system to be implemented can meet with general consensus. Therefore, can we improve on the system ensuring that a standardized and inclusive curriculum is practiced by all schools while leaving room for a sector that includes private and/or ‘elite’ schools?  Can we preserve what works while building towards an improved educational system without going around in circles?
 
It all boils down to one simple question: Are we educating for the local market, local needs and demands or are we producing globally adaptable and responsible citizens to succeed beyond 166 square miles?
                                                                                                                             
I am sure that the debate will continue.
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