Time is the physical quantity that measures the duration or separation of events subject to change, the systems under observation, ie the period between the state of the system when it appeared a state X and the moment that X records a perceptible change for an observer (or measuring apparatus). Is the magnitude that you can sort the events in sequence, establishing a past, present and future, and gives rise to the principle of causality, one of the axioms of the scientific method.
School Day:
The regimen of lectures will begin on September 15, 2008 in early childhood education, primary education, compulsory secondary education and special education. The completion of the regular school system not be earlier than June 22, 2009.
now know two models of day School: School day
heading: The part time (25 hours) includes teaching hours in the morning and afternoon, and in many public schools, hours are 9.30 and 12.30 pm to 16.30, except in September and June, months when there are only morning classes.
school day continues: The journey continues, implemented only in some autonomous communities, concentrates all the classes in the morning, from 9 to 14.
However, we know that the Ministry of Education of the Andalusian Government has presented a draft of the new organization of time in the Andalusian school space, and would be regulated both the timing and the school day in our region. In this draft we read the following:
"Day eduacion school children, elementary education and special education"
During these stages, the students' academic horaios comprise veintico hours per week, including two hours of recreation , gradually distributed throughout unasemana. In addition, centers that has morning class, the tiempotranscurrido between seven thirty and nine o'clock ua present no formal activity.
Students attend the Center Monday-Friday, framed all in any of the model sepresentan:
a. weekly teaching hours only tomorrow.
b. school day of five weekly sessions morning and two in the afternoon.
c. school day of five weekly evening sessions and four afternoon
.
With regard to the relationship of the school day in other countries:
1. The school day more than 8 hours in length found in many schools (usually called bilingual), practically does not exist in the world, and less if you take the first years of schooling (5 / 6 years 8 / 9 years) which is not presented directly.
2. Doubling the length of school day that occurred in the middle of schools of the Autonomous City of Buenos Aires, and aims to generalize, or has taken aim to accomplish in the Province of Buenos Aires, and even in the rest of Argentina, does not seem to be based on the data obtained, the solution to any of the educational problems. If this fixes other social problems would have to raise it in those terms and not with the aim of giving "more education." This doubling will mean an increase of around 35% of the education budget on something that may be having a very low correlation with educational improvement.
3. The school day more than 4 hours for children under
5 / 6 years either in the world. There are institutions
Initial Level rooms have 5 years to 8 hours, and even rooms of 4 with that day. It would be useful to rethink this issue in light of the data here provide.
4. If we accept the hypothesis that what works in other countries can produce the same results in our respective adaptations to, we should consider the possibility of abandoning the idea of \u200b\u200ba single school day, and go to a progressive increase in scheme function of age: A
3 ½ hours at the initial level
About 4 ½ hours for first and second cycles of the EGB (or up to 7 th grade in those jurisdictions where it maintains the old system)
About 6 hours for the 3rd cycle GBS (or basic cycle of secondary
again in the old scheme)
About 7 hours for senior high school (or senior cycle of secondary education
).
5. also seems useful to increase the number of actual school days (teacher training days are not days of class even if the want to see as such) to 195 instead of 180 "theoretical" we currently have in most jurisdictions.
6. Although not direct targets of this investigation, since there have been several about it again confirms that the percentage of GDP is allocated to investment in education holds a very low correlation with education. Therefore
:
The mere raising of the education budget, which were used during this investigation the executive branch to enact into law drove, no guarantee as to improve the quality of education.
The draft law should be accompanied by the "how" will be spent this increase, yet, try to prevent the doubling is how to spend the school day, as has repeatedly expressed our Minister of Education.
La Argentina aims to bring its investment in education to 6% of GDP and is at least to note that the countries located in the top 10 places in the PISA 2003 assessments ordered by their results in mathematics, only 2 over 6 % of GNP for educational investment, and the average investment
those same countries is 4.6% of GDP.
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