This father and mother of Pamplona has recalled that in Navarra for 14 years a continuous day has been implemented in several educational centers, currently it is established in 55% of public centers and no setback has been planned: “On the contrary, it receives very positive ratings from parents, students and families. In addition, it has been better rated in those centers where there are many families that need it most, such as ghettized schools.” He considers that the singularity of the Navarro model is part of the success, as free after-school activities are offered at the center for those students who cannot leave before.

In his words, it is not a imposed model, since the change of schedules must be supported first by 60% of the cloister and 65% of the School Council, and then by more than 60% of the census of fathers and mothers to get the proposal through.

The Generalitat de Catalunya tells us about the pilotage performed in schools with continuous working hours, as the main consequences of the piloting are that the absenteeism of the students decreases (since they did not go to school in the afternoon) and that the conflicts of school are reduced, “which can be understood in relation to the elimination of the distance from two hours at noon or to the children acting more calm in the morning”.

8-9 hours in school

“There is a trend in recent times, which criticizes that the fact that today’s children who are tomorrow’s workers have 8-9 hours in an institution is the way to get used to working 8-9 hours in the future, and that it leads them not to fight for their rights of life, care or working conditions. It should also be noted that important pedagogues such as Tonucci are speaking in favour of children recovering in the afternoon and family hours.”

The debate is certainly on the table, which is worth examining in depth the consequences of one model and another beyond those circumstances.