(Original post by TSRFT8)
So you dont think longer school days are beneficial in equipping kids to be more competent in this current job market?
There is a inequality of wealth and education is every country, what do you expect everyone to be paid the same amount? lol
More time in school = More time for subjects to be taught, which thus means children will have covered the curriculum and have more time to see teachers if they need help etc..
I was going to edit my other post with this paragraph but since you've replied I'll just put it here.
You seem to be obsessed by this idea (and yes, I mean obsessed, this type of reasoning is obsessive) that more hours in school =(1) kids do more work =(2) kids learn more =(3) they get better university places and jobs. There are assumptions at each stage of this chain of reasoning. For the first equality, you're assuming that students will work at a fixed rate for the whole day which simply isn't the case. And for the second equality you're assuming more work in ANY form will translate to better learning. Off the top of my head I can think of many factors which confound this idea:
- Concentration and motivation are affected by the start of the school day, the length of the school day, sleep, the amount of hours of continuous learning etc.
- Different schools and teachers will convey the curriculum at different rates.
- Some lesson structures and forms of work are more effective than others at aiding memory.
- Since the curriculum will remain the same size, the pace of lessons on average would have to be slowed, which has unquantifiable effects on ease of retention etc.
- Homework is also important to learning and different schools set different amounts of it. What effect would this change have on the amount of homework and what knock on effect would that have on, for instance, independent learning?
As for the third equality, and this also addresses your point "So you dont think longer school days are beneficial in equipping kids to be more competent in this current job market?", this is generally not going to be the case. In your career you use a small subset of the knowledge you actually gain during school. What's more important and generally applicable are the skills you acquire through learning and experience. The specific dates of the reigns of English kings probably aren't particularly important to remember off by heart. What is very useful though in learning History is the ability to do case studies, look at evidence, compare sources and draw your own conclusions. So what
you learn is easily much more important than the flat amount you are learning. In the jobs market, having high grades is useful for 'signalling' to an employer that you are smart but after you gain a decent amount of experience it's not overwhelmingly important.
So determining whether adding an hour to the school day, for instance, will improve performance is not as simple as you are making it out. To answer that question, you need input from case studies, controlled analysis of statistics, education psychologists and professors, and what employers and universities actually want. This tends to give answers that can be counter-intuitive to the dogmatic idea that more work = better. (And targeting Michael Gove, that traditional methods are or were better). Cambridge university opposed the abolition of AS levels and doesn't support students doing more than three A levels. Employers are usually more concerned about a lack of specific skills, some which can't be easily taught as part of a rigid curriculum (business skills), and some of which could be just as easily solved by focussing resources into key areas (less RE, more Maths.) There has been a lot of noise about sleep deprivation causing a lack of concentration in school, partly caused by early school days which are out of sync with the natural clocks of teenagers. If we actually want to improve education, we should be focussing on the recommendations that are made by experts on a daily basis rather than making purely symbolic actions like increasing the length of the school day, which we don't know will have a positive effect on outcomes.