|M.Sc Student||Ofra Yechiely|
|Subject||The Interdisciplinary Implications of the Implementation of|
Five Day Scool Week, and 8 Hour Scool Day
|Department||Department of Architecture and Town Planning||Supervisor||Professor Emeritus Churchman Arza|
|Full Thesis text - in Hebrew|
This research focuses on an examination of varied aspects involving one educational policy- the transition to an 'extended school day (ESD) and five day school week (FDSW)', and its relevance to spatial planning. The policy of ESD & FDSW was chosen to be the focus, due to its potential importance for the educational system and institutions, as well as to social, spatial and physical aspects that affect the management of the neighborhoods and cities being served by the educational institutions.
Over a relatively lengthy period of time, approximately 15 years, the policy of ESD & FDSW was only partially applied but did not disappear from the public agenda. Throughout this period, six main initiatives were identified that were linked to the policy of ESD & FDSW. These initiatives were studied and the information compiled from them was used to analyze the relationship of the policies to various social and planning aspects, such as contribution to the advancement of disadvantaged groups, efficient use of public and private resources, and advancement of female participation in the work force.
The findings reveal that, on the one hand, extension of the school day contributes to efficient use of municipal resources. On the other hand, because the school infrastructure reflects educational and economic-based divisions of the population, reliance on this infrastructure contributes, even if unintentionally, to the separation and division of population sectors. This separation might further reduce the accessibility of the disadvantaged population sectors to quality human capital and to resources, e.g. local knowledge and social support systems.
In addition, the extended school day constitutes an arena for the formation of various types of partnerships and between various parties. This is an opening for the introduction of intervening parties in the educational system and through it, the municipal system. In the absence of conditions of honest cooperation, extra-territorial characteristics of power and resources, which differ from the territorial local 'life', might undermine and erode the locally-dependent cultural and social aspects.