Educational landscape

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Educational landscapes need all local actors involved in education to work together. Representatives of municipalities, federal states and civil society work in shared responsibility to improve the educational opportunities of children and young people as well as all citizens. Depending on the spatial and political development potential, local, communal and regional educational landscapes are shaped - terms that are usually used synonymously, although they conceal different conceptions of size. In many cases, local educational landscapes refer to smaller geographical units, such as neighborhoods, city districts or city districts. With regional educational landscapes larger units of responsibilities are mostly meant coherent as culturally or economically spheres of action are described, without thereby an organizational framework that must be connected, defined.

With its reference to the municipality as a regional entity, the term municipal educational landscape alone suggests clarity, even if municipalities - rural districts and urban districts - as local authorities also represent the lowest level of the spatial-administrative state structure. It can therefore be assumed that municipal educational landscapes are always meant, even though educational regions, regional networks or regional educational landscapes are still often spoken of. Whatever terminology will prevail in the future, it will not work without a clear reference to the municipality in the sense of an organizational framework with limits to competencies and responsibilities.

aims

When implementing educational landscapes, different goals are pursued, depending on the local conditions:

  • Transition management : Transitions between the educational institutions and stages should be optimally designed through intensified cooperation in the sense of a seamless educational chain.
  • Strengthening the location factor education: Motivation of the municipalities to invest in educational landscapes results from the knowledge that high-quality educational offers can represent an important location factor.
  • Promotion of integration: Educational barriers and access should also be opened up and designed for socially disadvantaged population groups (e.g. through participation in cultural or sporting activities).
  • Meeting the modern educational mandate: The educational mandate in the present is more complex than in the past. Among other things, it is about promoting stable personal development and imparting social skills, a mandate that traditional forms of learning and education (including imparting factual knowledge in frontal teaching) only partially do justice to. Corresponding structures are required to meet these requirements. A single school can no longer cope with the diverse challenges alone.
  • Individual support: Children and young people should be the starting point for the organization of educational and learning processes with regard to their individual potential.
  • Opening up educational institutions in the district: In order to be able to offer children and young people the full range of education, schools must open up to the district (schools as district centers), which requires networking and cooperation with other educational institutions.

The design of educational landscapes

For the design of educational landscapes, among other things, the cooperation of the local authorities responsible for schools and child and youth welfare is important. The first signs of this are evident: several cities have already set up a department for youth and schools in which the municipal school administration offices and the youth welfare office are brought together. In addition, it is also about integrated action in relation to local education policy, in that offices that traditionally work separately from one another (in addition to those responsible for schools and youth welfare, including the offices for economic development, urban planning, building management, etc.) include local education in their planning.

The structure and design of educational landscapes must be based on local conditions and negotiated by all actors involved. For the sustainable functioning of an educational landscape, it is important that the process is developed in a dialogical process between those involved who signal a basic interest and willingness to participate.

Principles

The concept of educational landscape is based on a holistic understanding of education, which assumes that successful educational processes require many and different suggestions and opportunities, whereby everyone must work together as best as possible. This expanded definition of education makes it clear that children and young people do not acquire competencies exclusively through formal learning processes in an educational or training institution. Often enough, their wild learning in everyday life, at work, in the family or in their free time is the basis of personal development and skills acquisition. Not least for this reason, an expanded understanding of education as a holistic approach is a prerequisite for a coherent design of the local education system, in which educational venues such as youth welfare institutions, music clubs, afternoon care, etc. see themselves as important educational partners alongside the school. Especially in all-day schools. the cooperation with education-loving parts of civil society is represented.

Background of the concept

The 12th Child and Youth Report concludes that cities need diverse educational locations and opportunities, and that the numerous educational and learning opportunities must be brought into a productive interplay.

Social science discourse on approaches to regionalization: The expression of social structures in concrete local conditions (e.g. at district level) is increasingly being considered and discussed.

As a joint initiative of the Federal Ministry of Education and Research and German foundations between 2009 and 2014, “learning on site” provided framework conditions for districts and urban districts in order to be able to develop and consolidate a coherent local education management.

Demand for greater control and structuring of education at the municipal level: Municipalities can organize early education, extracurricular and vocational education and training within the framework of the requirements of the federal and state governments. In school education, however, they are granted sole responsibility for external school affairs, while. internal school matters are reserved for the federal states. This includes the matters of the educational staff, the guidelines and curricula as well as the constitutionally secured state school supervision.

actors

The project to set up an educational landscape in a region, a municipality or a district can arise from various motivations. The respective constellations of actors are designed accordingly. Children and young people are considered to be important and serious contributors to educational landscapes because they are the main addressees of the educational projects.

In principle, all institutions that allow children and young people to participate in formal and informal learning processes can be represented. In addition to schools, these include youth welfare institutions and offers, cultural institutions, institutions in the field of health promotion, sport, training and employment promotion. Further links are made in the fields of afternoon care, homework organization, media education, child and youth protection, arts education, participation projects, intercultural work, etc.

Examples of educational landscapes

literature

  • P. Bleckmann, A. Durdel: Local educational landscapes . Perspectives for all-day schools and municipalities. VS Verlag für Sozialwissenschaften, Wiesbaden 2009, ISBN 978-3-531-16354-3 .
  • A. Duveneck: Understanding educational landscapes. On the influence of competitive conditions on practice. Beltz, ISBN 978-3-7799-3378-6 .
  • C. Solzbacher, D. Minderop (Ed.): Educational Networks and Regional Educational Landscapes . LinkLuchterhand / Wolters Kluwer, Munich 2007, ISBN 978-3-472-06780-1 .
  • C. Stern, C. Ebel, V. Schönstein, O. Vorndran (eds.): Shaping educational regions together. Bertelsmann Stiftung publishing house, Gütersloh 2008, ISBN 978-3-89204-983-8 .
  • O. Vorndran: How do you manage the development of educational regions? The example of the Paderborn district education region. In: SG Huber: Cooperative Educational Landscapes. LinkLuchterhand / Wolters Kluwer, Munich 2014, ISBN 978-3-556-06311-8 .
  • W. Weiss: Municipal Educational Landscapes. Opportunities, risks and perspectives. Juventa, Weinheim / Munich 2011, ISBN 978-3-7799-2431-9 .
  • D. Minderop: BildungsNetzWerken. A 'manual' for schools and their partners . Link, Cologne 2016, ISBN 978-3-556-06584-6 .
  • D. Minderop: Municipalities on the way to an educational landscape . A manual for municipal actors . Bertelsmann Foundation, Gütersloh 2014, ISBN 978-3-86793-577-7 .
  • St. G. Huber (ed.): Cooperative educational landscapes. Networks in and with a system . Link, Cologne 2014, ISBN 978-3-556-06311-8
  • Ernst-Wilhelm Luthe: Municipal educational landscapes - legal and organizational principles. ESV publishing house, Berlin 2008.

Individual evidence

  1. ↑ a b Aachen declaration by the German Association of Cities on the occasion of the “Education in the City” congress on 22./23. November 2007, p. 2. URL: ec.europa.eu  ( page can no longer be accessed , search in web archives )  Info: The link was automatically marked as defective. Please check the link according to the instructions and then remove this notice. (PDF) accessed on January 31, 2010.@1@ 2Template: Dead Link / ec.europa.eu  
  2. ↑ Education is more than school. Leipzig theses on the current debate on education policy, p. 12. URL: aba-fachverband.org (PDF) accessed on January 31, 2010.
  3. ↑ Ganztaegig-lernen.org ( Memento of the original from February 27, 2010 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. accessed January 31, 2010.  @1@ 2Template: Webachiv / IABot / www.ganztaegig-lernen.org
  4. ^ A b c W. Mack: Education in a socio-spatial perspective. The concept of educational landscapes. In: P. Bleckmann, A. Durdel (Ed.): Local educational landscapes . Perspectives for all-day schools and municipalities. Wiesbaden 2009, p. 64.
  5. ↑ U. Baumheier, G. Warsewa: Connected education landscapes. In: P. Bleckmann, A. Durdel (Ed.): Local educational landscapes . Perspectives for all-day schools and municipalities. Wiesbaden 2009, p. 25.
  6. ↑ U. Baumheier, G. Warsewa: Connected education landscapes. In: P. Bleckmann, A. Durdel (Ed.): Local educational landscapes . Perspectives for all-day schools and municipalities. Wiesbaden 2009, p. 23.
  7. ^ The role of education in the national urban development policy. Three theses, p. 1. URL: nationale-stadtentwicklungspolitik.de  ( page no longer available , search in web archives )  Info: The link was automatically marked as defective. Please check the link according to the instructions and then remove this notice. (PDF) accessed on January 31, 2010.@1@ 2Template: Toter Link / www.nationale-stadtentwicklungspolitik.de  
  8. ^ W. Mack: Education in a socio-spatial perspective. The concept of educational landscapes. In: P. Bleckmann, A. Durdel (Ed.): Local educational landscapes . Perspectives for all-day schools and municipalities. Wiesbaden 2009, p. 65.
  9. ↑ a b K. Schäfer: Challenges in the design of municipal educational landscapes. In: P. Bleckmann, A. Durdel (Ed.): Local educational landscapes . Perspectives for all-day schools and municipalities. Wiesbaden 2009, p. 237.
  10. ↑ a b Aachen declaration by the German Association of Cities on the occasion of the “Education in the City” congress on 22./23. November 2007, p. 1. URL: ec.europa.eu  ( page no longer available , search in web archives )  Info: The link was automatically marked as defective. Please check the link according to the instructions and then remove this notice. (PDF) accessed on January 31, 2010.@1@ 2Template: Dead Link / ec.europa.eu  
  11. ↑ Education is more than school. Leipzig theses on the current educational policy debate, p. 7. URL: aba-fachverband.org (PDF) accessed on January 31, 2010.
  12. ↑ Ganztaegig-lernen.org ( Memento of the original from November 21, 2008 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. accessed January 31, 2010.  @1@ 2Template: Webachiv / IABot / www.ganztaegig-lernen.org
  13. ↑ K. Schäfer: Challenges in the design of communal educational landscapes. In: P. Bleckmann, A. Durdel (Ed.): Local educational landscapes . Perspectives for all-day schools and municipalities. Wiesbaden 2009, p. 236.
  14. ^ W. Mack: Education in a socio-spatial perspective. The concept of educational landscapes. In: P. Bleckmann, A. Durdel (Ed.): Local educational landscapes . Perspectives for all-day schools and municipalities. Wiesbaden 2009, p. 62.
  15. ^ W. Mack: Education in a socio-spatial perspective. The concept of educational landscapes. In: P. Bleckmann, A. Durdel (Ed.): Local educational landscapes . Perspectives for all-day schools and municipalities. Wiesbaden 2009, p. 62 f.
  16. ^ The role of education in the national urban development policy. Three theses, p. 3. URL: nationale-stadtentwicklungspolitik.de  ( page no longer available , search in web archives )  Info: The link was automatically marked as defective. Please check the link according to the instructions and then remove this notice. (PDF) accessed on January 31, 2010.@1@ 2Template: Toter Link / www.nationale-stadtentwicklungspolitik.de  
  17. ↑ tor-zur-welt.hamburg.de ( memento of the original from June 3, 2014 in the Internet Archive ) Info: The archive link was automatically inserted and not yet checked. Please check the original and archive link according to the instructions and then remove this notice. Website Hamburg-Bildungszentrum Gateway to the World  @1@ 2Template: Webachiv / IABot / www.tor-zur-welt.hamburg.de
  18. ↑ Wutzkyallee neighborhood center. In: wutzkyallee.de. Retrieved February 28, 2017 .
  19. ^ Education and integration region Paderborn district - Paderborn district. In: bildungsregion-paderborn.de. Retrieved March 30, 2016 .