By DANIEL ADEBOYE
According to the legendary George Patton, “Never tell people how to do things. Tell them what to do and they will surprise you with their ingenuity.”
This could not be truer in the quest to find a lasting panacea to the challenges that Nigeria’s educational system is being confronted with at the moment, little thanks to the hardship already being created by the removal of fuel subsidy, necessitating great measure of difficulty to school attendance, especially by students in non-tertiary educational institutions.
In my musing as an educationist, I have wondered what if teachers and students could savour the sweet taste of an extended weekend, indulging in an extra day of rest, rejuvenation, and exploration? Imagine the possibilities that would unfold with a four-day school week!
I strongly believe the nation’s education authority needs to break down the walls of orthodoxy and imbibe continuous dynamics of change as the global environment entails at this time.
Just picture yourself, as a dedicated teacher, relieved at the mere thought of a shorter workweek. The burdensome weight of commuting expenses, worsened by a staggering 150% increase in transportation costs, would soon be alleviated. The notion of teaching for just four days a week would undoubtedly bring a welcome respite, not only for you but for countless educators across the nation, despite its seeming novelty.
My thoughts on this was stimulated as I read a story about the State of Colorado in United States where an audacious district challenged the normative order. In May 2019, news broke out of the novel endeavour to implement a four-day school week. Curiosity piqued, the idea took hold, and my mind teemed with thoughts and possibilities.
Fast forward to the present, four years after, I have read another news about the decision of the Edo state government of Nigeria. Here, amidst a different context and for a different reason, the state government has embraced the concept of a three-day school week. Whatever is in the thoughts of that government and the authorities concerned, the truth here is that It is a tale of parallel innovation, reminiscent of Colorado’s trailblazing spirit, and it has captured my imagination. Could this be the beginning of a trend that spreads far and wide, transforming education as we know it?
In both Colorado and Edo State, the core principle remained consistent: condensing the school week while compensating with additional hours. Students and teachers alike would revel in the luxury of an extended weekend, brimming with possibilities. In Edo, Nigeria for instance, to help reduce the pressure on the fuel subsidy removal, schools would open for only 3 days (Monday to Wednesday). In the Colorado district, they adopted a 4-day week (Tuesday to Friday) to reduce the pressure and be able to cope with paying staff.
In both cases, while the students would attend school only on selected days, an extra one or two hours were added to each day to cover the curriculum. This approach allowed older students to explore a realm of freedom and self-discovery. They could opt to stay at home, engrossed in enriching online courses or even venture into the world, acquiring work experience and a taste of financial independence.
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Needless to state that the recent upheaval caused by the COVID-19 global pandemic has demonstrated that physical proximity is not the sole conduit for learning and work. The remarkable transition to online education witnessed in 2020 awakened us to the possibilities that lie within the realm of blended learning. The fusion of technology with traditional face-to-face instruction offers an enticing pathway to the future. With the advent of cutting-edge artificial intelligence technologies, the implementation of such a paradigm shift becomes all the more attainable.
Envision, if you will, a world where organizations seamlessly adapt to work shifts, granting their employees the liberty to choose specific working days. Some have even crafted entirely remote teams, eliminating the need for physical meetings. In this landscape, dear stakeholders of education, the four-day school week emerges as a natural progression.
Yet, I agree we must tread cautiously, for change must be orchestrated meticulously. As an advocate of this visionary shift, I propose a phased approach. Begin with a four-day week, allowing stakeholders to acclimate to this new normal gradually. Use this transitional phase to identify what works and what requires improvement, nurturing a culture of continuous growth and refinement. Let me suggest a few things that could be put in place to make this idea a reality:
First, a record of a productive extra day: imagine, on the coveted extra day, students passionately engaging in independent pursuits, honing their skills, and delving deeper into their chosen fields. While younger students delight in the freedom to play, learn, and explore, their older counterparts must demonstrate the fruits of their labor—a record of online work completed. This evidence could take the form of relevant professional courses or utilising a comprehensive learning management system. Teachers, too, would utilize this additional day for meticulous preparation, ensuring their lessons are captivating and aligned with the curriculum. They would also be required to partake in regular professional development, attending organized training sessions, workshops, and networking events once a month.
Second is continuous professional development for teachers. The essence of progress lies in our unwavering commitment to professional growth. As educators in the 21st century, living in the days of Artificial Intelligence (AI), we cannot remain stagnant while the world around us evolves. Embracing technology as a steadfast ally, we must equip teachers with the skills necessary to navigate the modern educational landscape. Training programs should empower teachers to harness the power of learning management systems, video conferencing tools like Zoom, Teams and Meet, and simple but effective assessment methods. Rather than fear the advent of artificial intelligence, we must embrace it as a tool to enhance our profession and maximize it for work purposes.
Third, a re-evaluation of the curriculum. As we march forward, our teaching approaches, content, and assessment methods must be examined, adjusted and adapted to the evolving needs of students. Flipped learning, where students absorb knowledge at home through technological resources and then engage in interactive discussions and practical applications in the classroom, emerges as a potent pedagogical approach. By leveraging technology, we ignite a spark within our students, enabling them to become active participants in their education.
Our curriculum demands a thorough reassessment, with technology as a steadfast companion to unlock new dimensions of understanding and engagement.
Fourth is the pedagogical use of technology. A seamless marriage between technology and teaching requires a sound pedagogical foundation, one that considers the unique affordances of technology and cultivates an environment where students become active creators, rather than mere passive consumers. A lack of this is a major cause of many failed school-technology integration projects. This pedagogy should permeate the minds of both educators and students, unifying their purpose and empowering them to unleash the full potential of technology.
In concluding this piece, I strongly believe the nation’s education authority needs to break down the walls of orthodoxy and imbibe continuous dynamics of change as the global environment entails at this time. Four days a week school days is not merely a whimsical notion but a tangible, transformative possibility for education. Through its implementation, we have the power to enhance student learning, uplift teachers’ morale, and optimize school finances. However, I agree we need to approach the future with caution and a spirit of adaptability. Stakeholders in the educational sector must hold themselves accountable for demonstrating evidence of online work and engaging in professional development. Our curriculum demands a thorough reassessment, with technology as a steadfast companion to unlock new dimensions of understanding and engagement. I have no doubt that a robust conversation around this new thinking would definitely berth a new order in the nation’s educational system, especially in the face of current realities.
*Adeboye is an Educational Technologist (08188907807 / itrysting.wordpress.com)
