Dennis Minott | ‘Pools’ timetabling: Unyielding barrier to student success

Nearly a year ago, I penned a column on the pervasive ‘pools’ timetabling practice in Jamaican schools, a method I firmly believe is detrimental to student motivation and academic achievement.

Today, in the wake of the CXC’s latest report on June CSEC and CAPE candidate performances, my concerns have only deepened. The report, delivered by the CXC’s leadership, in Dominica, last week, paints an unflattering picture of the performance of our high school students in the premier exams that certify academic achievement for our pre-university students.

The ‘pools’ practice, though initially introduced a quarter century ago, with the best of intentions, has become a crutch for school administrators, leading to an educational environment that is increasingly unfriendly to learners. This outdated method, which groups students based on assumed common needs rather than individual aspirations and capabilities, is a significant factor in the overall decline in grade 11 and sixth-form high-school performance in Jamaica, and more broadly, across the CARICOM region.

CXC REPORT: A CALL TO ACTION

The recent CXC report reveals a worrying trend: declining performance in subjects critical for tertiary matriculation and career readiness. This decline cannot be attributed solely to students’ efforts or lack thereof. It is a reflection of systemic issues within our schools, chief among them the persistence of the “pools” timetabling practice. In a rapidly changing educational landscape, where personalised learning and student engagement are paramount, this practice is not only outdated, but also harmful.

The CXC leadership highlighted the need for educational reforms that align with the evolving needs of our students. Yet, despite these calls, our schools continue to cling to “pools” timetabling, a method that may have served some purpose decades ago but is now a barrier to meaningful academic success.

CASE FOR CHANGE

The ‘pools’ method, once a convenient solution for under-resourced schools, has become a symbol of complacency (laziness) and resistance to change. Its continued use reflects a failure to adapt to the diverse needs of our students, many of whom are disengaged and demotivated by a one-size-fits-all approach to education.

To address this crisis, we must advocate for learner-centred timetabling policies that recognize the unique strengths, interests, and aspirations of each student. Such policies would ensure that timetables are designed to maximize student engagement, foster critical thinking, and support academic excellence.

LEARNING FROM GLOBAL BEST PRACTICES

There are numerous examples from around the world where educational systems have successfully implemented more flexible and student-friendly timetabling practices. In Finland, schools have embraced personalised learning schedules that allow students to progress at their own pace. Singapore’s education system, known for its rigour and high performance, incorporates flexible scheduling that caters to the varying abilities of students. New Zealand has introduced timetabling software that uses AI to create optimised schedules that reduce student stress and improve academic outcomes.

In Canada, the province of Ontario has implemented a “blended learning” timetable, where students spend part of their week in traditional classes and the rest in independent study or project-based learning, tailored to their interests. In the United States, the Boston Public Schools system has adopted a “student-centred scheduling” approach, which allows for greater flexibility and individualisation in student timetables. In the United Kingdom, schools are increasingly using AI-driven tools to create dynamic timetables that adapt to the changing needs of students throughout the academic year.

ASC TIMETABLES

aSc timetables is a popular scheduling software that automates the creation of school timetables. It offers features such as automatic timetable generation, manual adjustments, classroom allocation, and conflict detection. The software is user-friendly and allows for multiuser access, making it ideal for schools looking to streamline their scheduling process. It also supports mobile access, enabling teachers and students to view schedules on their devices.

ZUNIA SCHOOL TIMETABLE SOFTWARE

Zunia offers a robust and customisable timetabling solution that caters to schools with complex scheduling needs. It allows for the creation of comprehensive timetables, taking into account teacher assignments, subject allocations, and available classrooms. The software provides real-time access to timetables, enhancing communication and coordination among students, teachers, and administrative staff. Zunia is designed to be user-friendly, making it accessible even to those without extensive technical skills.

APPOINTY EDUCATION SCHEDULING SOFTWARE

Appointy provides an all-in-one scheduling solution that can be used for class scheduling, student management, and resource allocation. It features automated reminders, booking automation, and staff management tools. Appointy is designed to reduce administrative workload and improve efficiency, making it a suitable option for schools aiming to modernise their scheduling processes. The software also integrates with various payment and calendar applications, which can be beneficial for managing school operations

These examples highlight the potential for technology and innovative thinking to revolutionise timetabling in our schools, making it more responsive to the needs of learners and, ultimately, more effective in preparing them for success.

ROLE OF POLICYMAKERS

The absence of appropriate policy guidelines from Ministry of Education on fit-for-purpose, up-to-date, learner-friendly timetabling is a significant oversight that must be addressed. It is time for our educational authorities to recognise the detrimental impact of “pools” and to take decisive action to reform our timetabling practices. This is not just about improving exam results. It is about creating an educational environment that nurtures the full potential of every student.

CALL FOR IMMEDIATE ACTION

The CXC report should serve as a wake-up call for all stakeholders in our education system. We are facing an avoidable crisis in our schools, one that requires immediate and sustained action. By moving away from the regressive “pools” practice and embracing learner-centred timetabling, we can create a more motivating and effective educational environment for our students. The time for change is now, and it is up to us to lead the way.

Dennis Minott, PhD, is the CEO of A-QuEST-FAIR. He is a multilingual green resources specialist, a research physicist, and a modest mathematician who worked in the oil and energy sector. Send feedback to a_quest57@yahoo.com or columns@gleanerjm.com.