Section Two

2.3.1 Overview of Multi-Shifting in Schools

The practice of „shifting‟ is used to provide adequate school spaces and will be examined in this section. The school day is structured as either the whole day basis or the multiple shift system. The trend in most countries is for the school day to be organised in a whole day structure. As was previously mentioned, when a school day is organised on a double shift system, it accommodates two different batches of children.

The first batch attends from early morning to about midday; then the other attends from midday to late afternoon. Both sets of pupil use the same school facilities and amenities;

however, they may be taught by the same set of or different teachers. It is worth mentioning that double shift system may be referred to by several terms depending on the contexts such as half-day, bi-sessional and double-sessional schools (Bray, 2000). In Jamaica it is called shift system. Based on Bray‟s (2000) analysis of double shift schooling, there is a broad continuum of nuances of double shift schooling as is shown in Figure 2.4.

End- on shifts Overlapping shifts

Differences in the duration of school week Teachers: taught by different or same

Two levels of education using one set of school facilities Rural / urban dichotomy influencing double shift schooling Day and boarding schools

Rotation of staff and pupils

Children and adults using one set of school facilities Ownership of school facilities

Figure 2.4: Differences in Shift Schooling (Bray, 2000)

The occurrences of shift schools are more prevalent in urban areas due to high

population densities and high cost of land (Bray, 2000). In addition, Linden (2001) states that the practice of shift schooling is prevalent in some countries; especially

developing ones. One of the limitations of Bray‟s (2000) work on „Double-shift Schooling‟ is his weak referencing on numerous occasions. This has lead to what may be viewed as unsubstantiated statements. For example, he states, “the relative strengths of each model [of shift school] have been carefully appraised in Jamaica” (p. 83). This raises the question of whose work is he referring to? This makes it rather difficult for

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the reader to access primary sources throughout his work for one to make first hand evaluation of the work referred to. One may assume that it is the work of Leo-Rhynie (1981) because he suggests it at the end of the text for further reading. However, the fact remains that this is simply an assumption. This compromises his work because conclusions have to be treated with caution since one is not in a position to make a value judgment especially in the area of research outcomes. Some of the concerns are what research approach and methodology were used, sample size, issues of ethics, the time the work was done. In essence, are conclusions based on sound empirical evidence or is it only anecdotal expressions? Similarly, Linden‟s (2001) observations may not have been based on empirical evidence and as such should be taken with caution.

However, his work brings to the fore some issues that are worthy of greater scrutiny (see Figure 2.5). These weaknesses further highlight the need for rigorous research in this area. This research is a response to this need.

Figure 2.5: Features of Double Shift Schools (Source: Adopted from Linden (2001)

1. Double shift schools are seen as substandard schooling and consequently attract poor public perception.

2. Double shift schooling is frequently seen as a temporary measure.

3. Double shift school doubles the pressure on school facilities therefore shortens their life span and increases maintenance costs.

4. There is a lack of evidence regarding cognitive achievements in double shift schools.

5. Usually weaker teachers are present in double shift schools.

6. With double shift schools there is usually a reduction in the curriculum offerings.

7. The enrolments in double shift schools appear to be from the disadvantaged sector of society.

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In Figure 2.5 numbers 1, 5 and 7 are critical issues in the operation of shift schools and have substantial implications on the education of pupils‟ learning in this type of school facility. Measures should be introduced to cushion the effects of these realities from the governing bodies of education in countries and at the point of implementation; the school level. Having discussed the practice of multi-shifting (particularly double shifting) in a general sense, in the next sections the background and implementation of the shift system in Jamaica will be explored.

2.3.2 Implementation of the Shift System in Jamaica

In Jamaica, the innovation of the shift system was first recommended by the Honourable Harold Haughton (former Director of Education in the Ministry of Education) in 1953. The rationales for his proposal were as follows:

1. Providing increased school space for increased school age children 2. Reducing overcrowding in primary schools

3. Acted as a answer to the then pending compulsory education

From the outset, the then Minister of Education, Honourable Edwin Allen, expressed misgivings, although he supported it. It was emphasised that the education strategy should be a temporary measure. In 1955 a new political party came to power and the proposal for the shift system was shelved. With another change of government in 1962, the shift system was introduced on a five year experimental basis in „staggered attendance‟ (now known as overlapping shift) in an All/Age school in St Andrew. The experiment ended in 1967. However, the prevailing harsh economic realities which prevented the option of building new schools, possibly made the shift system an attractive solution. It was described by the MOE as the “most readily applicable method of accommodating increased numbers of students in schools” and was reported to have led to significant reductions in overcrowding (MOE Annual Report, 1976-1977, p. 53).

Although the GOJ acknowledged the shift system as a mechanism to provide urgently needed school spaces and started putting this innovation in the design of school buildings, it was abandoned for another five years. Later it was reintroduced in 1972 on an „end-on‟ shift arrangement in two urban schools (a primary and a secondary). In this new arrangement each shift was viewed as separate school; with one principal and two vice-principals. Two years later the „In-Depth Report on Primary Education‟ made the recommendation that the shift system be continued in order to create enough school spaces for those eligible to access primary education. In 1974/75 two basic schools also experimented with the shift system. The school day spanned 8:30 am to 5:30 pm which

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resulted in the enrolment increasing by 63%. In 1975/76 there was an increase of 11 primary and All Age schools to 20 to 31 using the shift system. In the following year there was an increase of 8 primary and All Age schools operating on a shift basis (MOE Annual Report, 1976).

High population densities put strain on public amenities and facilities, one of which is school places for school age children. Initially, the shift system was only utilised in the urban areas where there is a gross shortage of school places and where schools were overcrowded by 50%. Table 2.1 gives an outline of the current distribution shift schools according to population densities, parishes and locations. In Jamaica, St Andrew, St Catherine and Clarendon are the parishes with the highest population densities and they have the greatest numbers of shift schools (n=11, 27 and 13 respectively; see Table 2.1 for further details). The present distribution of shift schools throughout the island (based on the education statistics of 2000-2001which was the reference point for this research where shift schools is concerned) is a far removed from the original picture in 1972. However, it is worthy of note based on the most current educational statistics of 2009-2010, of the 14 parishes operating shift schools, six parishes have the same number of shift schools. In five parishes, seven schools were taken off the shift system and in the remaining three parishes there were six additional schools that practised shifting. Technically, after almost a decade, only one school was de-shifted. St Catherine, the parish with the highest population density, had the largest increase of four. This suggests what could be deemed as the „unacknowledged permanence‟ of shift schools.

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Table 2.1: Shift Schools in Jamaica (MOEY&C Education Statistics 2000-2001&

Census 2001)