EXPERIENCIAS BASADAS EN EL BARRIO DE RONDILLA EN VALLADOLID.

This section analyses whether investment in de-shifting can be justified based on findings from the previous chapters (especially the other countries cases presented in Chapter Three) and also based on the present day economic and education situation in the country. The rationalisation, which is based on the objectives behind de-shifting, will be further examined to consider whether this policy is the correct measure needed to achieve these aims.

5.7.1 DrawingontheCountryCases

Drawing on the countries’ cases presented in Chapter Three, it is worthwhile noting that the countries that have de-shifted their school system, that is Chile, Trinidad and

Tobago and Singapore were all in a better economic position at the time of their transition and therefore, could invest in the capital and human requirements. For example, in Chile de-shifting was successfully implemented together with the reforming of monetary returns to teachers. A range of incentives, such as doubling teachers’ salaries and providing additional financial rewards and PD were offered to the teachers. In the Maldivian case, it is unlikely that all teachers will be willing to work longer hours without compensation. However, the financial situation of the country may not allow such financial rewards. The country is in need of strict measures to reduce the external deficit.

A more recent example is the case of Singapore, one of the world’s most developed countries and clearly one that will not face any major financial constraints during the transition. The Maldives, although recently graduated from the list of LDCs, has an economy primarily dependent on tourism, which is highly sensitive to external shocks and natural disasters such as tsunamis. It has been highlighted that countries like Trinidad and Tobago had to postpone their commitments to de-shifting due to changes in their economic situation.

5.7.2 AnalysisoftheObjectivesBehindDe‐shifting

Justification of the policy of de-shifting has been based on the educational, economic and social situation of the country. However, this rationalisation needs to be assessed in terms of its effectiveness in realising the objectives and the opportunity costs of the investment.

The main objectives of the policy were to improve academic performance at all levels and to reduce private tuition, juvenile crime and the unemployment rate. The importance of teachers in the improvement of academic standards has been examined in Chapter Four, together with suggestions on how the quality of teachers can be improved through teacher education and PD. The lack of qualified local teachers in schools has been emphasised several times. The importance of PD, especially in dealing with classroom management (which leads to a loss of instructional time) ― and the need to cope with new pedagogical approaches ― have already been stressed. It is not evident if any measures are being put in place for the development of teachers. Simply de-shifting the school system might not have a significant impact on the quality of teachers and

their teaching. Quality of overall teaching may even fall if the transition leads employment of more teachers that are not trained.

The need to reduce private tuition and juvenile crime, although major concerns, have never been formally researched or analysed in the Maldives. The need for private tuition, according to a report by Naseer (2011), is due to the quality of teaching being low and due to teachers not teaching ‘fully’ during the allocated times. These aspects can again be related to improving the quality of teachers. According to Wajdhee (2011), the situation of juvenile crime in the Maldives has been exacerbated by students who never attend school and spend their day on the streets and these children are growing in numbers. He further stressed that it is the inability of the relevant government departments to identify them and take remedial action that has led the country into this situation. Again, de-shifting may not correct this situation. Moreover, from the current situation, even if formal school time ends at 2.30 pm and activities continue until evening, it still leaves time for students to loiter around and thus create truancy.

The fact that the country is experiencing high unemployment rates could be partially due to a lack of vocational subjects being taught in schools (due to the limited time). However, another reason, which is evident from the facts presented, is that education attainment at all levels (in all subjects) remains very low. This not only leads to unemployment but also reduces the opportunities for students to enrol in the country’s tertiary institutions which provide vocational and higher education.

All these points stress the importance of improving the quality of education provided in schools through improving teacher quality. This is also in line with UNESCO and MOE Maldives (2000) which notes that the current economic, social and political challenges can all be addressed through education by improving the quality and increasing its access. To answer Research Question Three, de-shifting obviously involves large costs. Given the country’s current economic situation such expenditure could lead to a reduction in investment in other areas. Given the importance of improving teacher quality and reducing the educational inequality within the country, de-shifting (at this point in time) may impose high opportunity costs and it is unlikely that the mandated objectives may even be achieved.