Open all-day school

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In contrast to the all-day school, the open all-day school (OGS, or “open school”) is mainly based on the classic teaching structure of the half-day school and offers an additional, voluntary afternoon program after class. At the beginning of the school year, the parents decide whether their children take advantage of the all-day offer. Independent organizations often take on this form of care.

Content

Common contents of the open all-day school:

  • Having lunch
  • Supervision of homework
  • Funding offers
  • Leisure time
  • Working groups on topics such as creativity, sport, music

The all-day school should not be a "half-day school with soup distribution". Rather, it should use the old pedagogical idea of ​​being closer to children's reality.

The educational concept

The educational concept is usually created jointly by the school management and the provider. The following points are given special attention throughout:

  • Individual support and opening up of learning opportunities through a pedagogy of diversity that consistently takes into account the different learning requirements of the students, such as talents, learning attitude, the learning environment in the parental home and previous knowledge from the everyday world
  • Change of lessons and learning culture by linking lessons, additional offers and free time over the morning and afternoon, for example a solution from 45-minute intervals, space for free lessons and for projects
  • Social learning across different age groups through offers that promote living and learning in community, respectful interaction with one another and social competence
  • Participation through improved opportunities for codecision, co-creation and shared responsibility for parents and students
  • Opening up schools through cooperation with child and youth welfare, social and cultural institutions and local businesses
  • Creative leisure activities by including extracurricular offers, for example from youth welfare, music schools, sports clubs
  • Qualification of the staff through appropriate further training for school management, teachers, pedagogical staff and partners outside of school

costs

The financing of the costs is regulated differently in the federal states.

In some federal states, for example in North Rhine-Westphalia , the municipalities, as school authorities, levy a parental contribution and have freedom in this regard. Usually this is done with a social component (staggering the parental contribution according to income and / or a reduction for siblings). This is handled very differently in the individual municipalities. As a rule, the parents also pay the fee for lunch.

In other federal states, such as Lower Saxony , the personnel costs of all-day schools - and thus the costs of offers that go beyond regular lessons - are financed by the state. If students take part in lunch, this is paid for by parents. Some school authorities finance a partial amount, as part of the education and participation package , up to 100% of the cost of lunch can be covered by the school authority.

With the investment program “Future Education and Care” (2003–2009), the federal government supported the establishment and expansion of more all-day schools. This was used to finance construction measures in particular.

Promotion of the open all-day school in North Rhine-Westphalia

  • The state of North Rhine-Westphalia supports a basic amount of currently 700 euros per school year and child. In addition, teaching positions are allocated according to a key of 0.2 teaching positions per 25 children. Instead of 0.1 teaching positions, a fixed amount of 235 euros per child can be used. The amounts increase for children with special educational needs.
  • The municipality is obliged to finance a further 410 euros per student, this can be refinanced through the parents' contribution or in addition.
  • Starting in 2015, the basic amount of the state of North Rhine-Westphalia will increase twice, in the following years once by 1.5%. The prerequisite for this is that the municipality adds the same percentage to the municipal compulsory share.
  • The maximum amount of the parental contribution is not regulated by law. In North Rhine-Westphalia, a circular (No. 8.2) stipulates that parental contributions may not exceed a maximum of 170 euros. The municipalities can also make more than the minimum amounts available to the sponsors. This leads to very different financial resources in the municipalities.

staff

In order to ensure qualified work, an educational specialist ( educator , social pedagogue , teacher, etc.) was agreed to be the head of the open all-day schools concept . This educational professional is supported by several people with an educational background, such as B supports music and dance teachers, artists from the field of presentation and design, psychological specialists, trainers, parents with educational qualifications, volunteers, students and pupils. In addition, every school is obliged to pay a certain hourly rate, usually 0.1 teacher position per 25 children, in the all-day school. Furthermore, cooperation partners are advertised for the extracurricular offers that expand the range of leisure activities.

The composition of the staff is viewed critically by some authors - throughout all federal states. The main lines of conflict ran between the teaching staff of the school on the one hand and the staff in the all-day sector on the other. The teaching staff is considered to be hostile to innovation. The learning world of the institution is not a living environment for the children. The lessons are also too top-heavy. The factual influence of the employees in the open area on the entire school complex is formally desired, but actually not given. Co-operation without real participation, according to Appel and Rutz, creates problems. The mere fact that the employees have different qualifications creates an increased need for advice among each other; the consequence of this is, among other things, the increased frequency of conflicts.

Paying the teachers prevents them from seeing the situation of the other staff; they show little understanding for them.

Design of the offer

The offer of the open all-day school is aimed particularly at the needs of working and single parents. Hugo-Christian Dietrich makes practical suggestions:

  • Plan and implement activities for students together
  • School newspaper
  • Embellishment of the school
  • Course for mediators
  • Design of a school garden
  • Working in the cafeteria
  • Film and media projects
  • ecological projects
  • social design in the district

There are also extracurricular activities available:

Projects can be developed from the specific world of the children if one deals with the social and cultural world of the child.

advantages

In principle, the open all-day schools have great advantages over the conventional schools:

  • They make the work of the parents possible and thus secure the child's social environment
  • The children are carefully looked after
  • They offer the children numerous opportunities for discussion and experience with adults
  • Children can work on the lesson in peace
  • The all-day area offers children musical, sporting, social and cognitive experiences
  • They strengthen everyone's participation in school life
  • They support the socialization of migrant children

literature

  • Stefan Appel, Georg Rutz: All-day school manual - practice concepts, handouts. Schwalbach, Wochenschau-Verlag, 2004, 4th edition
  • Norbert Kühne : All-day and open - the work of the open all-day elementary school in: Katrin Zimmermann-Kogel, Norbert Kühne: Practical book social pedagogy. Bildungsverlag EINS, Volume 3. Troisdorf 2007. pp. 193–208; ISBN 978-3-427-75411-4

Web links

Individual evidence

  1. ↑ Stefan Appel: The variety of concepts and space allocation for all-day schools require the increased use of the media (pp. 40–47) in: Stefan Appel et al.: Yearbook All-Day School - Investments in the Future - 2005. Schwalbach, Wochenschau-Verlag, 2004, 4th edition
  2. ↑ a b c d Norbert Kühne: All day and open - the work of the open all-day elementary school in: Katrin Zimmermann-Kogel, Norbert Kühne : Praxisbuch Sozialpädagogik. Bildungsverlag EINS, Volume 3. Troisdorf 2007. pp. 193–208; ISBN 978-3-427-75411-4 ; P. 197
  3. ↑ Good education in all-day schools. Website of the Federal Ministry of Education and Research, accessed on April 1, 2017
  4. ↑ a b Stefan Appel, Georg Rutz: All-day school manual - practice concepts hand calculations. Schwalbach, Wochenschau Verlag, 2004, 4th edition
  5. ↑ Practical learning, social engagement and practical ethics in the Vermoor all-day school in Stefan Appel, Georg Rutz: All -day school manual - practical concepts of hand calculations. Schwalbach, Wochenschau Verlag, 2004, 4th edition
  6. ↑ Ulf Preuß-Lausitz: All-day schools design in: Hessische Lehrerzeitung 10/2005