However, these approaches are often threatened by competing priorities such as academically-oriented exams - sending a clear message to students about what is actually important. Since exams are a driving force in many education systems, one approach to encouraging a reorientation of classroom life towards sustainability would be to incorporate ESD more centrally into exams -not through the superficial inclusion of content, but by requiring a demonstration of relevant problem-solving and application skills, as well as critical thinking in relation to that content. Ultimately, for ESD to be successful, it will be important for MoEs to re-evaluate existing exam structures and assessment mechanisms, as well as other common drivers such as textbooks, and rework those drivers so that students, teachers, principals and supervisors have incentives to work with ESD more earnestly and comprehensively. While existing exam structures and contents do not yet reflect a strong commitment to ESD, the basis for the ongoing development of CXC exam structures and related syllabus development is grounded in the concept of the creation of‘the Ideal Caribbean Person’ (Jules 2011), as defined by the heads of government of the Caribbean Community (CARICOM).