The Baston-Alexander-led initiative introducing a new pathway for high school students represents a significant step in the right direction. This approach prioritises student-centred learning, meeting children where they are rather than where they were expected to be. It is founded on the philosophy that every child can and must learn.

Currently, education in Jamaica follows a one-size-fits-all model, which has proven to be ineffective. The new pathway aims to tailor education to fit students’ individual needs rather than forcing them into a rigid framework. There is an excessive focus on standardised examinations, such as the Primary Exit Profile (PEP), rather than on fundamental educational building blocks like numeracy, literacy, and social skills. Statistics show that many students fall behind, while others experience burnout by grades seven and eight. Education can be both customised and individualised while maintaining general objectives and outcomes.

Another positive aspect of this initiative is its willingness to disrupt ineffective methods. By replacing the mandated grade seven curriculum with a focus on addressing learning gaps in basic literacy and numeracy, the approach acknowledges and responds to students’ needs. Extending the school leaving age and delaying exam sittings to allow for remedial education enhances learning outcomes. Keeping students engaged in education for a longer period also increases their chances of success.

The adoption of differentiated learning is essential yet often ignored. Research consistently shows that boys and girls learn differently, yet this factor is frequently overlooked in teaching methodologies. It is disappointing that the Jamaica Teachers’ Association does not host an annual forum to review and recommend new teaching strategies or share research findings on educational innovations. Leaders of boys’ schools and co-educational institutions should collaborate to identify best practices for teaching boys. Similarly, there should be discussions on accommodating child prodigies and integrating technical learning, innovation, and entrepreneurship into the education system. Dedicated trade schools — where students learn within a factory setting from product development to sales — could provide valuable hands-on experience.

All students, regardless of their academic achievements, should undergo assessments to ensure that their education is tailored to their strengths, whether in STEM (science, technology, education and mathematics), trades, or the arts. Assessments should not only identify learning disabilities but also uncover opportunities for success.

Technology-enhanced learning should be mandatory, establishing clear standards against which teachers can be held accountable. Additionally, teacher certification should be an annual requirement, with training taking place during summer holidays. Since teachers are entitled to vacation leave outside of school holidays, such a policy would not infringe on their rights but would require adjustments in practice and culture.

Jamaica must define the primary objectives of its education system and integrate them as early and as thoroughly as possible. Pursuing 14 subjects without mastery in any is counterproductive. A more focused approach should emphasise core subjects, such as mathematics, English language, English literature, science, entrepreneurship and innovation, information technology, history, and an elective in either trades/technical or the arts. A personal development course, covering financial management, civics, and sexual and reproductive health, should also be included.

Increasing the number of boarding schools could foster discipline, social skills, and enhanced learning outcomes while also providing care and protection. Ideally, each parish should have at least two boarding schools, or the number should be based on population size. These institutions should employ additional non-academic staff and volunteers to support students’ behavioural and social development, benefiting all students regardless of socio-economic background.

Continuing with the same ineffective strategies and expecting different results is futile. Jamaica requires new pathways for learning to ensure meaningful progress in education.

Jody J Grizzle is project coordinator for Digital Learning Innovation at The UWI Global Campus. Send feedback to the Jamaica Observer or marketing.communications@uwimona.edu.jm