All day school

from Wikipedia, the free encyclopedia

An all-day school , also known as an all-day school or simply a day school , is a school that aims to accommodate students for a large part of the day. It is an alternative to after-school care and is partly operated as a cooperation network between school and after-school care. The all-day school is differentiated on the one hand from the normal school (without lunch , without (house) help or supervision outside of the lessons) and on the other hand against boarding schools in which the children or young people also spend the evening, the night and, depending on the weekend, the weekend .

The free time and the teaching time are intertwined in the (bound) all-day school and form a unit. Children must be registered for every day of the week and attendance is mandatory. Depending on the school, the students usually go home between 4 p.m. and 5 p.m., after which late care is often offered. In many schools, childcare is also guaranteed on autonomous days.

All-day schools are a type of school that is becoming more widespread in the course of gender equality policy and the discussion about equal opportunities . They are already widespread in France and Scandinavia, among others .

Scale of Concepts

In German-speaking countries, a distinction is made between the tied all-day school with compulsory participation in the all-day program and the open all-day school (in Austria short open school ), which often consists of working groups and does not require participation. The tied all-day school is further differentiated into fully tied all-day school with an obligation regarding participation in the full-day offer for all pupils and the partially tied all-day school , in which there is a compulsory full-day offer for only some of the pupils, generally for individual class trains.

All-day schools can be publicly or privately sponsored .

controversy

Per

One advantage of all-day schools compared to normal schools is the possibility of promoting cooperation between students and teachers, since it is usually more relaxed in the afternoon than during the morning lessons; greater emphasis should be placed on open forms of learning . The class communities spend longer time together than in other schools, which should have a positive influence on social life. The intensive coexistence of students of different social / cultural origins promotes mutual understanding. Furthermore, the timetable (sequence of subjects, breaks, etc.) can be better adapted to the needs of the students.

So that the individual development of a personality is not neglected in an all-day school, in the afternoon lessons z. B. more artistic or sports subjects accommodated than in a normal school. According to the idea, the so-called leisure hours can be linked with the lessons. Often the offers are carried out by external cooperation partners outside of school. As a result, there is professional cooperation between different professional cultures at all-day schools, and schoolchildren are given the opportunity to get to know and use additional offers / all-day offers to which access would otherwise be difficult.

Against the background of the current labor market and demographic developments, it is considered sensible to use all-day schools to create opportunities for both parents to be able to take part in working life to a greater extent, since the children are looked after for a large part of the day. In contrast to the similar concept of school in the morning and after- school care in the afternoon , the afternoon is usually firmly integrated into the school routine - with a clear and unambiguous educational mandate - and not just educational support.

Proponents of all-day school also argue with the PISA study, in which some countries with an all-day school tradition performed better than Germany or Austria. However, there are also counterexamples: Norway achieved worse results, France similar and Sweden only slightly better than Germany in the first surveys. There are also numerous countries with an all-day school system that do worse than Germany in PISA. In addition, the differences between different countries have so many different reasons that PISA does not allow conclusions to be drawn either here or in other controversial issues relating to school policy (cf. criticism of the PISA studies ).

Contra

The main effect of all-day care is that the educational influence of parents on their child decreases in favor of the influence of the school. In addition, the children lose the free time they need to develop their own personality. Offers from extra-curricular educational institutions can only be used under difficult conditions. Associations, churches, music schools etc. complain that children and young people have less time available to devote themselves intensively to extracurricular activities. This ultimately results in an impoverishment and uniformity of the educational landscape.

In some cases, it is feared that the all-day school will overwhelm the students in their mental and physical performance and that the emotional bond with the parents and the family ties in general will be weakened, while the children will, on the other hand, be more exposed to bad influences such as classmates with behavioral problems. The mostly high noise level and constant stress levels are also problematic for development, because many children experience the school environment as stressful.

Critics also attribute the fact that individual countries with an all-day school system, for example Canada, performed better in PISA to other circumstances. In many cases, the framework conditions, such as the student-teacher ratio or the equipment in schools, are different and considerably better. Smaller study groups and classes as well as good equipment (teaching and learning materials) would help improve school performance. In addition, the educational and therapeutic offer for problem students is better there. Problem cases would be removed from the class network and specially promoted. This is not or hardly possible in Germany.

The PISA results would also have led to political snap decisions with regard to all-day care, which lack a well-thought-out concept. Even researchers who consider the descriptive statements of PISA about performance output to be plausible, considerably doubt the conclusions that are often made regarding the causes of poor performance.

Various studies have since shown that the expansion of all-day schools has not led to a significant increase in performance. “In a system comparison of the performance of primary school children in schools with and without all-day schools, there are no indications of a funding effect in favor of all-day schools for the reading skills of primary school students at the federal level.” The same applies to the question of equal opportunities, which should be improved by all-day schools : "Against the background of the goal of decoupling educational success and social origin, it is desirable that all-day schools reach those pupils with their offers who grow up under disadvantageous and / or stressful conditions. Research findings that show the development status of schools in the middle of the last Decade, show clearly that the all-day elementary schools have only partially achieved this goal to date. "

The all-day school in open form (see Open all-day school ) brings with it further points of criticism. On the one hand, the community of the students with one another is no longer guaranteed, since the non-all-day students go home at noon while the all-day students stay in school, which does not happen in their familiar class community. In addition, the all-day school in open form is often seen only as a “storage place” for students, more or less as a place in the school and not as a field of educational experiences for students.

Germany

The all-day school program of the federal government, the investment program Future Education and Care (IZBB) of the government of Gerhard Schröder , was considered to be successful, but the Federal Court of Auditors exercised massive criticism for alleged misuse of the funds made available by the federal government . In 2002, before the election, Schröder promised to invest four billion euros in the construction of around 10,000 all-day schools. Support from the federal states was hesitant. Schröder later criticized in his government statement of March 17, 2005 the handling of the money in the mediation committee; Critics point out that the money was used to strengthen the traditional system, but not for the benefit of children and young people. Finally, the federalism reform made it impossible for the federal government to submit a new all-day school program.

The number of supporters of all-day schools is increasing in Germany. There are around 16,488 all-day schools [as of 2014], mainly in North Rhine-Westphalia , Bavaria , Baden-Württemberg , Lower Saxony , Schleswig-Holstein and Rhineland-Palatinate . The proportion of pupils nationwide who are in an all-day school increased from 9.8% in the 2002/2003 school year to 39.3% in the 2015/2016 school year.

The spread of these all-day schools made explosive progress from the IZBB funding program onwards, which is likely to be due to the results for Germany of the last PISA studies. In April 2011 the SPD presented a step-by-step plan to expand childcare. It envisaged costs of 4 billion euros for the first stage 2012–2015, and a further 23 billion euros for the second stage by 2020.

The number of all-day kindergartens has also increased.

In October 2003 the German Standing Conference (KMK) redefined the term “all-day school”. According to this, schools in primary or lower secondary level offer all-day courses on at least three days a week in addition to morning classes, which include at least seven hours a day. All forms of all-day school (all-day school in fully bound, partially bound, semi-open or open form) have in common that lunch is provided on all days of all-day operation and that all offers are organized by the school or in close cooperation with the school. In Germany there is no legal right to a full-day school place.

In 2013, individual politicians from different parties, in particular the SPD chairman Sigmar Gabriel and the deputy CDU chairman Thomas Strobl , demanded a legal right to a place in an all-day school.

A nationwide expansion of the bound all-day school, in which participation in all-day classes is mandatory for all students and which is only attended by 13% of all students (as of 2012), would cost the federal states 9.4 billion euros nationwide, according to a study by the Bertelsmann Foundation costs.

The coalition agreement between the Union and the SPD provides for parents to be granted a legal right to all-day care at primary schools from 2025. However (as of 2019) there are still over a million places missing.

According to a study commissioned by the Bertelsmann Stiftung, investments in expanding all-day care will pay off in the long term. Provided that all-day schools employ qualified staff and there are educationally effective offers, disadvantaged children could achieve higher qualifications through learning support and thereby improve their income opportunities in the long term. In addition, the improved compatibility of work and family would mean that more parents would work full-time. Overall, this would lead to higher government revenues and lower spending on social assistance.

North Rhine-Westphalia

In North Rhine-Westphalia, the state government relies on open all-day schools in the primary sector. By 2007, all-day programs for every fourth elementary school child in the country are to be created in every municipality. The state promotes this towards the municipalities (the school administration offices). The offers should be in cooperation with extracurricular organizations u. a. of youth services , the voluntary welfare , sport and youth culture education are designed. However, the open all-day school is sponsored by a private sponsor, not the school. With this offer "under the roof of the school", the school is strived for as the "house of life", in which long-term lessons and extracurricular activities are carried out rhythmically - i.e. not lessons in the morning and homework supervision and leisure activities in the afternoon.

Up until 2005, almost all all-day schools in North Rhine-Westphalia were comprehensive schools in the secondary level . With the introduction of the Abitur after 12 years (previously 13 years), a new development seems to have started. Since grammar schools are supposed to teach the same material in a shorter time, the number of hours per week increases for each student. Since most schools spoke out against teaching children and young people 7 hours a day, all-day operations were introduced in many places. Supporters of comprehensive schools now fear a further decline in level, as it is to be expected that all-day care will soon no longer be a reason for gifted pupils to choose to attend comprehensive school. In the case of single parents and double earners in particular , afternoon care was a motive to choose.

While the quota of fifth graders with a grammar school recommendation in North Rhine-Westphalian comprehensive schools was 3.5% in 2002, experts calculated under 1% for 2010.

Rhineland-Palatinate

Rhineland-Palatinate was the first federal state to start an all-day school expansion program in 2001, in which 100 percent of the additional personnel costs are borne by the state on the basis of a pedagogical framework concept. In addition, the state promotes construction investments and equipment. The concept of the expansion program is - oriented to the demand of the parents - to create step by step a comprehensive "pedagogically high quality" offer of all-day schools. The newly created all-day schools are “all-day schools on offer”, i. H. Parents who want all-day schooling have to register their children for a school year for four days a week from 8 a.m. to 4 p.m. Participation in the all-day school offer is free. In the terminology of the KMK, the all-day schools are considered to be "partially linked" all-day schools. Due to the binding, extended time frame, individually tailored funding concepts can be taken into account depending on needs and interests. For every all-day school, the support aspect is in the foreground of all educational offers, e.g. B. language support for children from migrant families, reading support, compensatory measures in the event of an unfavorable educational background, the promotion of professional ability or gender-specific support offers. Every all-day school pays special attention to the composition of the learning groups and equal opportunities. In the school year 2010/11, there are 72 compulsory and 305 open all-day schools in Rhineland-Palatinate (including 263 supervising primary schools) and 537 all-day schools. With the aim of creating a needs-based and regionally balanced network of all-day schools, further schools will offer all-day schools from the 2011/12 school year. Since the start of the all-day school program in Rhineland-Palatinate, FSJ students have become increasingly important for the operation of the all-day school . In the 2012/13 school year, around 1100 FSJ students supported all-day school operations in Rhineland-Palatinate.

Bavaria

The school landscape in Bavaria in the field of all-day schools has changed a lot since 2002; their number has increased sharply:

  • 393 open and tied all-day schools in the 2002/03 school year
  • 1,187 open and 761 tied all-day schools in the 2010/11 school year

Participation in all-day school offers is intended to sustainably support students in their development of cognitive, social and motivational skills. In Bavaria there are two types of organization in the field of all-day schools: On the one hand, there is the organizational form of the open all-day school , which is a voluntary school offer in which students can participate flexibly after the morning lessons and which can be organized in groups across classes and grades on the other hand, the organizational form of the bound all-day school , which is also a voluntary school offer in which the pupils attend a rhythmic teaching offer in all-day classes.

As part of the so-called Hauptschulinitiative for the further development of this educational offer, the establishment of bound all-day trains was initially limited to Hauptschulen, especially in socially disadvantaged areas. In line with the objective of creating more all-day schools in all types of schools, the Bavarian State Government decided on February 3, 2009 an overall concept for a comprehensive and needs-based expansion of all-day schools in all types of schools by 2013. With the implementation of this concept, the all-day school will become a regular, additional and educational offer for a considerable part of all Bavarian schools. The open all-day school, which was previously run by municipalities or independent organizations, was taken over as a school event by the Free State in state schools in the 2009/10 school year. In the 'Bavarian Law on Education and Teaching', all-day school has been included as a school offer that can be set up in bound or open form at the request of the respective school expenditure provider.

Tied all-day schools in Bavaria are, according to the KMK definition, partly tied all -day schools in the form of full-day trains. Since participation in a tied all-day offer is voluntary, every tied all-day school in Bavaria must in principle guarantee the freedom to choose between attending a half-day offer and attending a tied full- day offer in each grade. Tied all-day school is understood to mean that a consistently structured stay in the school on at least 4 days of the week of more than 7 hours a day is mandatory for students until at least 4 p.m., the morning and afternoon activities of the students are conceptually related and the lessons in an all-day class is given. The compulsory lessons are thus divided into rhythm in the morning and afternoon. Throughout the day, lessons alternate with practice and study periods and support measures geared towards sports, music and art. Tied all-day schools offer differentiated support measures, individual work and practice phases that complement the lessons, a changed learning and teaching culture with innovative forms of teaching (project work, weekly plan work, etc.), lunch, a pedagogically designed inclination area, the opening of schools with the involvement of qualified external partners and offers to promote social skills. Teachers are predominantly employed in the all-day school. There are also external workers, for example for looking after lunch and for other support and care measures. The entire daily routine is designed and organized by the school. In the 2010/11 school year, all-day classes were set up at a total of 761 schools in Bavaria. The main schools with a total of 408 locations have the largest share. There are also 239 primary schools, 93 special schools, 7 grammar schools and 14 secondary schools. Tied all-day schools have so far been set up primarily at secondary schools. Starting with the 2009/2010 school year, the primary and special schools were increasingly included in the expansion program. In the 2010/11 school year, around 38,000 pupils attended an all-day class. From the school year 2011/12, a nationwide expansion in the area of ​​state business schools, secondary schools and grammar schools is planned.

The open all-day school is a voluntary school offer of all-day support and care for students in grades 5 to 10. An open all-day school can be set up at secondary schools, special schools, secondary schools, business schools and grammar schools. For the care of pupils in grades 1 to 4, in addition to the day-care facilities, the so-called lunchtime supervision and extended lunchtime supervision are available, which already enable reliable supervision up to a maximum of 3:30 p.m. at 71% of all primary schools. As usual, lessons at open all-day schools take place mainly in the morning in class. Those pupils whose parents so wish then attend the respective all-day offers after the scheduled lessons. An open all-day school requires that a full-day offer is made available to the students on at least four days of the week, which includes at least twelve hours per week, that lunch is provided for the participating students on all days of the all-day school and that the educational and care offers are organized and carried out under the supervision and responsibility of the school management and are conceptually related to the lessons. The open all-day school thus offers a binding catalog of services, which must at least include the offer of daily lunch, reliable homework supervision and various inclination offers. If possible, the offer should be supplemented by additional learning aids and support offers. Participation in the offers is voluntary. By registering, the pupils or their parents decide that they are required to participate for the duration of one school year. The minimum obligation to participate is two afternoons per week for a total of at least six hours. This offer is generally free of charge for parents at state schools, with the exception of the cost of lunch. In addition, at some schools there is often a need for additional care offers, e.g. B. after 4 p.m. or on Friday afternoon. Such offers can be set up under certain conditions. A parental contribution may be required for this. With the approval of the open all-day school on the part of the Free State of Bavaria, it provides a budget for the personnel expenses for each group formed. The group sizes for the secondary school types are on average 20, for special schools around 15 pupils. In the 2010/11 school year, around 72,000 students took part in the open all-day care.

Educational offers for all-day school

The Deutsche Verkehrswacht (DVW) and the Accident Research of the Insurers (UDV) have developed an extensive range for all-day schools and have made a selection of modules for all school types and levels available on the Internet. With this initiative, Verkehrswacht and the UDV address everyone who wants to initiate or support projects and measures for road safety and mobility education in all-day schools: Verkehrswacht employees, teachers and school principals, interested parents and everyone who contributes to the implementation of projects in local networks. The additional time that students spend in school provides space for topics related to road safety and mobility education - especially in secondary education. The whole day offers space for a broad understanding of mobility - far beyond the security aspect. Cycling, inline skating and related topics meet the students' need for leisure activities and work groups.

UDV and DVW offer a wide range of factual information and practical tips for course instructors and supporters. Project descriptions for the individual modules can be found on the Internet.

Austria

In Austria there is an intense political debate about whether the general introduction of all-day schools makes sense. An alternative to improving the school system could be to expand the range of all-day schools.

The first all-day school in Vienna was the Köhlergasse all-day elementary school , which was completed in 1990. Alfred Gusenbauer campaigned for an all-day school in his last National Council election campaign (2006, SPÖ party with the highest number of votes after the final count). However, this depends not only on the SPÖ, but also on the coalition partner ÖVP. If an all-day school should actually be introduced, this should be done step by step in order to equip the schools with the technical means (such as common rooms, kitchens, etc.). In 2001 an all-day school program started. The goal was to set up 300 new all-day schools by 2006 and a number of 360 (as of March 2007: 399 new all-day schools) was achieved. The next goal by 2011 was to build 200 more all-day schools. From the 2010s onwards, under Faymann, there was again a tendency to expand the various forms (all-day, open school , campus care ) within the framework of school autonomy , and also to promote extracurricular care at the same time.

Switzerland

The Feldblumen schoolhouse in Zurich-Altstetten is the oldest public day school in Switzerland. It opened in 1980. In Switzerland, the discussion takes place in the context of social changes and gender equality policy. It is related to the increasing use of day care outside the family in the pre-school sector.

In June 2005 took place interpellation in the National Council by Silvia Schenker to promote a nationwide day education provision and other family support structures days. The Federal Council's response of September 2005, slightly abbreviated, comprised the following points:

  • The Federal Council is of the opinion that the creation of day schools and other day-to-day structures that support families significantly improve the compatibility of family and the world of work. He also shares the view that such structures can promote equal opportunities in education.
  • The federal government is ready to collect data with the cantons that can provide answers to this problem. This can be done, among other things, through further Pisa studies, but also through the periodic Swiss education monitoring to be carried out jointly by the cantons and the federal government.
  • The Federal Council notes that the trend towards family-friendly forms of school organization has increased somewhat recently. For the time being, the focus is on the introduction of block times and other measures and less on the introduction of actual day schools.
  • The constitutional division of tasks between the Confederation and the cantons in the education system gives the Confederation no opportunity to take direct regulatory or promotional action here. The cantons are therefore primarily challenged.

There are concrete political initiatives in the cantons of Aargau and Basel-Stadt . For example, the association for day schools in Basel submitted an initiative in December 2004 with the following wording:

The canton of Basel-Stadt provides at least one day school offer at kindergarten and primary level in every school district (Grossbasel-West, Grossbasel-Ost, Kleinbasel and Riehen). At the orientation level, there is a day school offer in at least one school district. The parents contribute to the care and subsistence costs according to their financial means.

The promotion of day schools in Switzerland runs parallel to the massive increase in the range of lunch options that has been going on since around 2000 . There is also a certain convergence of the two forms of care: in the canton of Bern, for example, lunch tables are organized closer to the school, so that a day school concept is created, while in other regions lunch tables are increasingly offering task support and afternoon care in some areas until 6 p.m. The term day structures is also used more and more frequently for the two forms of childcare, which also includes the form of childcare (without lunch).

France

All-day schools in France have the longest tradition in Europe. They have existed there since 1880. All-day school begins with the voluntary pre-school ( école maternelle ), which can be attended from September of the year in which the third year of life is completed until compulsory schooling at the age of six. This is free of charge and is attended by well over 90% of three-year-olds. This is followed by the primary school ( école primaire ), the comprehensive secondary school ( collège unique) and the Lycée or vocational high school. Lessons start at 8.30 a.m. and end at 4.30 p.m., with subsequent childcare options in the pre-school and primary schools. The state is responsible for providing seamless care for students both inside and outside the school building. The national Ministry of Education is also responsible for the canteen food, which is offered to all children. The contribution to be paid is graded according to the parents' income. Meals are free for children from large families.

See also

literature

  • Schüpbach, Marianne & Lilla, Nanine (Eds.): Extended Education from an International Comparative Point of View. Wiesbaden, 2019. ISBN 978-3-658-27172-5
  • Schwetje-Wagner, Hiltrud and Wagner, Andreas: Against the planning of childhood. All-day school - or room to live? Göttingen 2016, ISBN 978-3-525-70181-2
  • Mattes, Monika: The All-Day School Project: New beginnings, reforms and crises in the Federal Republic of Germany (1955--1982), Cologne, 2015.
  • Hans-Josef Holtappels: All-day school. Expectations and possibilities. Opportunities and Risks, Essen 2004.
  • Kubina, Christian; Hans-Jürgen Lambrich, ed., The all-day school. Taking stock - laying the groundwork - perspectives, Wiesbaden 1991
  • Ladenthin, Volker; Rekus, Jürgen (Ed.): The all-day school. Everyday life, reform, history, theory. Weinheim - Munich 2005
  • Ludwig, Harald: Origin and development of modern all-day schools in Germany, 2 vols., Cologne 1993
  • Rekus, Jürgen (ed.): All-day school in pedagogical responsibility. Munster 2003.

Web links

Wiktionary: All-day school  - explanations of meanings, word origins, synonyms, translations

Germany

Austria

Switzerland

United States

Worldwide

Individual evidence

  1. ↑ Katharina Wrohlich: Family and Education in Agenda 2010: Goals, Measures and Effects. (PDF; 123 kB) In: Vierteljahrshefte zur Wirtschaftsforschung Vol. 77 No. 1, pp. 90–97. DIW Berlin, 2008, accessed on August 21, 2009 . P. 93
  2. ↑ Catholic news service kath.net, https://www.kath.net/news/11445
  3. ^ Forum e, VBE Association Journal, September 2004, p. 6
  4. ^ Association of the Bavarian Economy V. (Ed.): Interim balance sheet for all-day primary schools: supervision or rhythmization? Assessment. Münster 2013, p. 58
  5. ↑ Ibid.
  6. ↑ All -day school program - a prime example of cooperative federalism - criticism of the Court of Auditors completely exaggerated. www.tauss.de, May 11, 2006, accessed on January 27, 2010 .
  7. ↑ a b No consistent school reform. All-day school Light. TAZ, March 25, 2008, accessed April 5, 2009 .
  8. ↑ Bernhard Eibeck: renovation of old structures instead of education reform. An interim balance sheet of the investment program for all-day schools. (PDF; 941 kB) (No longer available online.) In: Sozialextra. September 2005, archived from the original on January 20, 2015 ; Retrieved April 6, 2009 .
  9. ↑ https://www.kmk.org/fileadmin/Dateien/pdf/Statistik/GTS_2014_Bericht_Text.pdf
  10. ↑ More and more children are attending all-day schools. In: time online. October 17, 2017. Retrieved October 17, 2017 .
  11. ↑ spd.de May 10, 2011: By 2020: SPD wants legal entitlement to all-day offers in daycare centers and schools ( Memento from August 20, 2011 in the Internet Archive )
  12. ^ KMK definition of all-day school. (PDF) GEW-NRW, archived from the original on January 20, 2004 ; Retrieved April 6, 2009 .
  13. ↑ Legal entitlement to all-day schools: Gabriel wants to abolish homework - for more equal opportunities. Focus, September 1, 2013, accessed September 2, 2013 .
  14. ↑ Care of school children in the afternoon: 70 percent of parents want all-day schools. Focus, August 3, 2013, accessed September 2, 2013 .
  15. ↑ Expansion of all-day schools is progressing, but study criticizes conceptual vacuum / Only 13 percent of pupils attend an all-day school. In: press release. Bertelsmann Stiftung , June 5, 2012, accessed December 8, 2013 .
  16. ↑ a b Swantje Unterberg: All-day schools pay off - also for the state. In: www.spiegel.de. March 22, 2019, accessed March 24, 2019 .
  17. ^ Norbert Kühne : All-day and open - the work of the open all-day primary school, in: Praxisbuch Sozialpädagogik Volume 3, Bildungsverlag EINS, Troisdorf 2007, ISBN 978-3-427-75411-4
  18. ↑ Equal opportunities and promotion . Bavarian State Ministry for Education and Culture. Retrieved April 16, 2019.
  19. ↑ Mechthild Veil. 2002: “All-day school with tradition: France”. From politics and contemporary history . B41 / 2002