School trafficking

To help alleviate the traffic build up that is expected as a result of major infrastructure projects such as the Skyway 3 and the NAIA expressway, Metro Manila Development Authority (MMDA) Chairman Francis Tolentino has proposed the adoption of a four-day school week. Many were quick to shoot down the proposal. Officials of the Coordinating Council of Private Educational Associations (COCOPEA), Catholic Education Association of the Philippines (CEAP) and Philippine Association of Colleges and Universities (PACU) believe that MMDA is “barking up the wrong tree.’” PACU chief legal adviser, Dean Antonio Abad stressed that government should “look for other ways to reduce traffic rather than close schools. After all, we are not the one causing it.” For its part, the Federation of Associations of Private School Administrators (FAPSA) is suggesting carpooling instead as a way to help in the decongestion. Amen to these comments. But for reasons unrelated to traffic, my four centavos is that the four-school-day scheme actually deserves a serious look.

There are various stakeholders to consult (and issues to consider) in deciding whether to adopt a four-day school week. At the forefront are the students and the teachers around whom the educational system revolves. We need to create an atmosphere conducive to student learning and teacher teaching. The personal and academic growth of the former and the professional development of the latter should be paramount considerations. The interest of a) parents’ performing their primary responsibility of rearing their children, b) the State in managing public expenditure and performing its role as parens patriae and c) the welfare of the community at large, should be taken into account as well.

Several states in the United States have experimented with the four-day school concept. It apparently started during the Great Depression of the 1930s when school districts had to cut down on expenses. It re-appeared in New Mexico during the oil crisis of the 1970s and is being used mainly in the rural areas of states where students have a longer commute. Today, more than 120 of the 15,000 school districts, in 17 states use four-day weeks.

So what has been the feedback received so far?

In respect of the students, there are statistics showing that the shortened schedule has resulted in kids being less tired and more focused in class. In turn, this has helped decrease absenteeism, raise test scores and even reduce disciplinary cases (probably since the students are more rested and less stressed).

On the other hand, critics claim that the schedule makes students struggle with their academic load because they did not attend class enough and had less contact with their teachers. Just like the “summer vacation syndrome,” this may lead to students easily forgetting their lessons and falling behind. They query as well whether the students stay focused for that extra amount of time they need to spend for each subject? And if they are absent, is it going to be more difficult to catch up?

However, the four-day proponents argue that if you spread the lost day over the four remaining days, this only translates to an increase of about 10 minutes per class period. And with the extra time, students are able to complete their homework and finish their projects over the extended weekend. Factor into the equation as well the practicability of online education. While access to this technology is currently limited to more affluent schools and families, it is another argument in support of less time needing to be spent in school.

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With regard to the teachers, advocates see the advantage of additional time to plan their lessons and check papers. Unlike students, teachers will remain on a five-day week but the free day can be used for additional preparation, professional development, student counselling or personal down time. “Giving teachers some time to breathe is important too,” proponents claim.

However, critics argue that the compressed schedule will make it harder for teachers and students as it will force them to take up lessons at a quicker pace. And while teachers have enough material to keep students busy for five days, keeping them occupied during their extra day off poses a real challenge. In this regard, community partners of U.S. school districts such as local churches and libraries have provided “fifth day” opportunities for the students.

As mentioned earlier, the main reason certain schools in the US has shifted to a four-day school week is to mitigate their economic condition. This is not an issue in the Philippines. However, such a scheme could bring financial advantages to families in the form of reduced transportation and baon costs. Unlike in the US where the extra day-off would compel working parents to incur an additional baby sitting or day-care expense, we have more stay-in mothers and yayas who may welcome the extra time spent with the kids. Speaking of the latter, families will also be able to plan and spend more “long week-end” vacations together.

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These are but some of the pros and the cons (merits and demerits in school lingo) in respect of the four-day school week scheme. In the US, “the jury is still out” on the verdict of whether its advantages outweigh the disadvantages. However, in examining the anecdotal evidence compiled so far, University of Southern Maine’s Christine Dons-Keller said that “the broadest conclusion you can draw is that it doesn’t hurt academics.”

If that is truly the case, and traffic issues aside, then the Philippines ought to start seriously examining the proposal. Perhaps DepEd should also pilot test the scheme in various schools to evaluate its suitability to the Philippine setting. –Dean Andy Bautista (The Philippine Star)