School development association

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Nowadays school development associations serve as non-profit development associations to promote the educational and upbringing concerns of a school , more rarely of several schools. They are usually an association of parents , legal guardians, teachers, children, young people, educators, friends, alumni and other sponsors, such as companies, freelancers and other committed citizens who, in addition to the budgetary funds, address the concerns of a school and its students want to support. In addition to foundations , companies ( sponsors ) and private individuals, school development associations are the most important sources of third-party funding for schools in Germany .

Like school foundations, they are always particularly active and grow in number (see van Lith 2000) when state funding is declining and children from economically disadvantaged families need support. According to initial estimates, there are more than 20,000 school development associations with over two million members in the Federal Republic of Germany. They not only provide financial support for the acquisition of learning aids, computers, school-complementary education and care offers (including all-day schools), but also play an important role in social equilibrium and in opening schools to their social environment; For example, at open days, school festivals, company contacts, practical professional projects, class trips, international contacts and in cooperation with other institutions such as sports clubs, social services, museums, theaters, music schools, universities, etc. Many school development associations are increasingly being used as organizational aids because they As registered associations organized under private law, they often open up opportunities that state-communal schools have so far not had, for example without long decision-making processes to hire auxiliary and freelance workers, to promote and organize projects, to run canteens, school cafés and public relations work. School development associations are therefore institutions for the action of voluntarily committed citizens, donors and founders of a free, democratic community.

School development associations can also contribute to an exacerbation of social imbalances, as schools in rich districts have more solvent school development associations. This means that the same financing for all schools is not guaranteed regardless of the school's social environment.

See also

literature

  • Ulrich van Lith: School development associations in the Federal Republic of Germany. Results of a survey, measures to fully utilize their potential . In: School law, information service for school management and school supervision . 4th year, issue 11/12 2000 and 5th year 1/2001.
  • Ders .: School foundations - institutional conditions for their support in times of declining national budgets . In: Better framework conditions for foundations !, Report on the 55th annual meeting of the Federal Association of German Foundations on May 20, 1999 in Bonn . Bonn 1999, pp. 183-197.
  • Ders .: Before new tasks? Exploring the role of school foundations . In: Foundation and Sponsoring . H. 5/1999, pp. 13-15.
  • Robert Bosch Stiftung: School development associations: A guide from practice for practice . Stuttgart 2006