ECA has mixed feelings on reduced lunch hour

In a statement to the media, the ECA said its concern stems from the impact such a decision would have on the workplace, the crafting of positive mindsets and mental framing of future generations, and the overall quality of life in the country.

The ECA said, in theory a reduced lunch break would result in less time to socialise and reduced exposure to the risk of violence and accidents, shorter school hours to allow for more time for constructive after-school programmes and extra- curricular activities by students, and more available time for productive lesson- preparation by the teachers.

“On the other hand, shorter school time may result in a longer wait period on the school compound for students with working parents, and on the roads if awaiting transportation.

“This may create greater exposure to violence and accidents especially since adult supervision is significantly reduced after school hours.” The ECA said parents may request more time-off from work to collect their children, thereby negatively affecting productivity in the workplace.

“Reducing the lunch break may be detrimental to the children’s development as the break usually includes a period of rest that is important for the brain’s rejuvenation, and creativity.” Acknowledging the results of pilot projects and initiatives in various private schools, the ECA said violence is contained to a lesser extent in the primary system and is in fact much more problematic among secondary school students.

Questioning whether the proposal was a knee-jerk strategy, the ECA said it only takes a moment for a violent act or accident to occur and it may be more effective to enhance the level of supervision during break times.

Encouraged that education stakeholders are looking at ways to curb incidences of violence in schools, the ECA said it applauds the pilot project approach and consultative mechanism. However, it said details of the pilot project are not publicly available, and so it was unable to comment on the effectiveness of the methodology used which would have impacted the outcome.

The ECA said research has found that many successful programmes in developed countries centered on the programmes to improve social and emotional skills that have positive impact on school culture and academic development.

Calling for the curriculum to include important programmes that teach life skills, social development, ethics and that encourage participation in sport to ensure students’ holistic development, the ECA said, “This is especially vital as we endeavour to shape future employees, innovators and leaders that lend to a productive society.”