Šolski proces se prilagaja neustreznemu javnemu potniškemu prometu – ne promet šolskemu procesu

Schools in Slovenia are increasingly adjusting their academic schedules to accommodate inadequate public transport systems rather than adapting transportation to meet educational needs, according to findings from a recent survey conducted by the Transition Justice Network. The research highlights how students and educators face daily challenges due to unreliable and poorly structured public transit options, forcing schools to modify curricula, reduce field trips, and implement alternative arrangements. The survey, which gathered responses from over 150 education workers across the country, revealed that more than 80 percent believe that both staff and students would prefer using public transport for commuting to school if it were properly organized and reliable. However, current conditions fail to meet this expectation, leading to frequent delays and early departures among students. Over 60 percent of respondents reported regular instances of students arriving late or leaving early due to unsuitable timetables, with nearly 40 percent indicating these issues occur daily. Educators have described the impact of these disruptions on teaching and learning processes. A principal from a gymnasium in the Savinja region noted that the school allows students "approved lateness," reviewing their travel schedules to permit delays or early departures. Another principal from the Goriška region explained that rising costs have led to rationalizing field trips, reducing their frequency and merging activities to maximize efficiency within a day, though this approach has reportedly diminished student interest and reduced the quality of educational experiences. A teacher at a secondary school highlighted the stress placed on students due to unpredictable public transport schedules, noting that train delays can reach up to 45 minutes, making it impossible for students to plan effectively. This unpredictability often results in missed assessments and other academic consequences. Over half of the surveyed individuals believe that public transport has deteriorated in recent years, while slightly more than a quarter feel it has remained stagnant. Key concerns cited include poor accessibility, inadequate routes, delays, and overall unreliability of the system. To mitigate these issues, nearly 80 percent of respondents indicated that schools frequently hire private bus companies for educational activities involving student transportation. Two-thirds of those surveyed identified rising costs as the primary challenge in organizing such services. More than 72 percent stated that schools must regularly adjust activities due to financial constraints faced by families. Among the main providers of transportation services used by schools, two companies, Nomago and Arriva, are prominently mentioned. According to Ajda Cafun, coordinator of the Transition Justice Network, these companies play a crucial role in the public transport system, raising questions about how public transportation should be organized and funded to meet both individual and educational needs. While these providers do not offer adequate public transport networks, they charge high fees for special school-related transport services. The findings underscore the hidden and unpaid burden imposed by the inadequacy of public transport and the commercialization of occasional school transport services. As schools continue to navigate these challenges, the need for a more sustainable and equitable transportation solution becomes increasingly apparent.