Cape Verde Union Advocates for Supervised After-School Study, Not Extended Class Time
The Cape Verdean Teachers' Union (SINDPROF) has proposed supervised after-school study programs as a more effective solution than extending school hours to address the issue of children living on the streets. The government had announced plans to lengthen the school day to keep these children in safe spaces while their parents work. SINDPROF acknowledges the need to enhance educational support and opportunities for vulnerable youth but stresses the distinction between instructional time and educational accompaniment. The union argues that simply increasing class hours does not guarantee better educational quality, as lessons have specific pedagogical requirements. Instead, SINDPROF advocates for organized "Estudo Orientado Pós-Horário Escolar" (Supervised After-School Study) led by qualified professionals. This initiative would allow students to reinforce learning, complete homework, develop study habits, and engage in enriching activities. Union president Lígia Herbert emphasized that integrating street children into the education system must be gradual, humane, and welcoming, avoiding any sense of punishment or coercion. The union also highlighted that each child has unique learning capacities and supports an approach based on Howard Gardner's Theory of Multiple Intelligences. Approximately 200 minors have been identified by the Cape Verdean Institute for Children and Adolescents (ICCA) as living on the streets. Minister of Family, Inclusion, Social Development, and Labor, Adélsia Almeida, stated that the proposed measures are being coordinated with the Ministry of Education and may vary by municipality. The government is also considering strengthening extracurricular activity centers (ATLs) and creating new reception facilities.
The Cape Verdean government's proposal to extend school hours as a means to protect street children reflects a common policy response to social vulnerability, aiming to provide safe environments during parental work hours. However, SINDPROF's counter-proposal for supervised after-school study highlights a critical distinction between custodial care and pedagogical enrichment. This suggests a potential disconnect between the state's immediate need for containment and the union's focus on educational efficacy and child development. The union's emphasis on individualized learning approaches, inspired by Gardner's theories, points to a more nuanced understanding of educational needs that extended, potentially standardized, class time might not address. The challenge lies in designing interventions that are both protective and genuinely beneficial for the children's long-term educational and social integration, balancing immediate safety concerns with the principles of effective pedagogy and child welfare.
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