Education and school day; Conflict of interest between teachers, parents and pupils.

Índex

INTRODUCTION……………………………………………………………………. 3

CHAPTER I. IN ORDER TO TACKLE THE SCHOOL DAY ISSUE………….. 4

1. What is the school day?.............................................................................................4
2. Why the school day is so polemical?........................................................................ 4
3. Necessary process to carry through a modification of the school day……………...7

CHAPTER II. OPINIONS AND EXPERIENCES OF THE DIFFERENTS PARTS AFFECTED BY THE ISSUE…………………………………………………………8

1. What Confederations and Federations  AMPAS think about the school day?……...8
2. What type of journey do other countries have?.........................................................10
3. What teachers think?................................................................................................. 10
4. Which are the advantages and disadvantages of continuing journey and the departure day?............................................................................................................................11
5. Which is the Academic assignment?.........................................................................13

CHAPTER III.  PRESS ARTICLES, STUDIES AND DOCUMENTS OF INTEREST…………………………………………………………………………….13

CONCLUSIONS………………………………………………………………………16

BIBLIOGRAPHY……………………………………………………………………..17

INTRODUCTION

The present work has the objective of to address one as clearly and precisely as possible the problems of the school day for teachers and thus for families and students since its analysis, this analysis does not focus on actual hours of work of teachers, but yes in the distribution of those working hours in a school day that is developed continuously or otherwise developed a school day in a part- time form.

For this, the study is carried out from different points of view, which are manifested in the hands of the teachers, parents of school-age students, different parents' associations, trade unions, and so on.

In Chapter I, we started with the concept of school day, starting from the two models established in Spain traditionally, split shift or part-time, in which students attend class in the morning and afternoon, and consequently teachers develop their hugging the work schedule and continuous school day where classes are held only in the morning allowing teachers equated to other public employees. Then why the controversy regarding the school day is studied, which focuses on four points where the first point is, the autonomy of schools, which allows families to changing the school day the school of their children (always by approval of a majority of parents); secondly, the handicak that the school day for students determines the working time of teachers, and consequently, the third point, which teachers claim a chord workday with other officials of the public administration, and Finally the omission of the views of parents associations which warn against the introduction of continuous shift in the education of children. Moreover in this first chapter also discusses the steps necessary to make it possible to change the school day as well as the process of changing the school day.

        Chapter II focuses on the different views and experiences of parties affected by the issue, from the perspective of the associations of parents, parents of students and teachers themselves in order to get to know different views and understand why their positions in relation to the school day. This chapter also a comparison of different types of school day in the major countries of the world, then expose the advantages and disadvantages of the different systems, in order to clarify a little more convenient and effective method is performed in relationship with the school day.

Finally, in chapter III, it is dedicated to the exhibition of various newspaper articles that have been published in recent years on the issue of our work, showing that the issue of the school day, while a subject for many banal, is not without controversy. Here we refer to various articles published in relation to the school day, which tries to further clarify the pros and cons of the various options for school day.

CHAPTER I

IN ORDER TO TACKLE THE SCHOOL DAY ISSUE

1. What is the school day?^[1]

        The traditional Spanish school day, but not the only one, is a part-time one: students assist to class between two sessions; one in the morning and the other one in the evening. On the other hand, we also have the continuous school day concentrate all the classes in the morning so students are able to enjoy their ‘free’ evenings.

Currently, student's’ school schedule determines also, teachers’ school schedule: when schoolmates assist to a part-time school, teachers’ workday who works in this centre is also part-time and the opposite, when schoolmates assist to a continuous school day, teachers’ workday is also continuous adding to this schedule their faculty meetings, tutorials, house work and so on..

The faculty is in favour of a continuous school day, since this suppose a progress of their laboral schedule; a laboral revindication and one of their trade union’s aim who demands teachers’ timetable to be more in keeping with the rest of the public servants.

Families’ main point is to determine if the continuous school day represents, also a progress in their child’s education and learning process.

2. Why the school day is so polemical?

        This question has a very large explanation as an answer but the main answer can be related to the issue of the majority of the autonomous community, the normative attribute to the families, the power to decide which type of school day do they want to

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