The College of Pedagogues of Catalonia (COPEC) questions whether the reduced working day that schools have maintained in September has educational benefits. The students of the majority of public centers have not started classes in the usual split hours, morning and afternoon, but in reduced morning hours – the same as the last week of June – to make the measure compatible with the number of hours that teachers work during the month of September. The Ministry of Education has hired monitors to carry out extracurricular activities in the centers in the afternoons, when there are no classes. The advancement of the school year in Catalonia has been widely rejected due to the successive teachers’ strikes, now the pedagogues doubt that the measure has compensated: “The students have lacked the authority of the teacher throughout the day and workshops have been held that they are not connected to the school curriculum “, Joan Gamero, member of the College of Pedagogues, explains to NIUS. The educators point out that this lack has become more evident in highly complex and special education schools: “They are centers that in the afternoon need clear references for teachers and the monitors, in many cases, do not have adequate training,” they add. . They explain that due to this problem, many families with children with special needs, such as students with autism, have been forced to stay home with their children in the afternoons. The entity affirms that the measure has not compensated in economic, social, or training costs and that it has aggravated the differences between the public school and the concerted one: “In the majority of concerted centers the usual schedule has been made, with classes in the morning and in the afternoon. Here the damage has hardly been noticed, on the contrary, because they have done more days of class”, explains Gamero who thinks that it has not fulfilled the objectives of the Government: “The equity that they promulgated has not been achieved” , account. The concerted centers have been able to work full-time since there are different labor regimes, the concerted and the public. A beginning of the course “like a camp” According to COPEC, many public centers have moved away from the educational function in the afternoons: “It has given the impression that the school was a nursery or warehouse to keep the children until the parents can go to pick them up. This is not education”, argues Gamero. “The afternoons have been like the famous intensive days that are held at the end of the course. The problem is that the intensive days, for a whole month, focused on only three hours of class a day. Then in the afternoons they had to cover the file because the parents can’t come pick them up,” she adds. The students themselves do not take this type of day either and the pedagogues say that it gives the impression that it is “like a camp.” “If the measure is to balance the situations and so that everyone has the same opportunities and that families reconcile, the result has not been positive,” they say. COPEC explains that teachers have been “stressed since May because they knew there would be a bad end of the year,” they say. “They have not had time to unite the teams and now in October they find that they start again with morning and afternoon schedules.” Once again, the teachers of students with specific needs have had an even more complicated transfer between the teaching staff that “it has not been possible to coordinate 100%”. The entity asks that measures “as important” as advancing the start of the course “not be taken only from the political point of view”, because “we must take into account its pedagogical implications”. They ask that teachers and families be heard. The pedagogues ask for a White Week in the middle of the course The entity also proposes that the educational calendar have a few days off for the students, “in the middle of the second term, which is when they are most tired”, explains Gamero. Here a new problem would emerge, that of reconciling families. Copec proposes addressing it with “educational responsibility” and with a vision of the entire community that involves “the participation of city councils and other entities.” Cope asks the Department of Education to analyze “the educational benefits that compensatory measures entail in the advancement school year in order to train students in the best conditions”, they explain. the next courses in the best possible way.