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Education Stakeholders' Collaboration Toolset

Promoting reflection on education stakeholders, collaboration structures, information sharing, and involvement for equity in learning within schools' autonomy. Explore participation patterns and democratic settings.

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Education Stakeholders' Collaboration Toolset

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  1. Stakeholders’ collaboration tool set Ana Paula Silva & M. do Carmo Clímaco CeiED/ ULHT

  2. 1. Aim • promoting a reflection on • who are the education stakeholders, • what structures exist for their collaboration, • how they are informed and involved in the school dynamics to foster equity in learning and in achievement, • within the context of schools’ autonomy

  3. Education stakeholders • a variety of actors: • all the ones having specific interests and direct responsibilities in the education delivery processes and outcomes. • school practitioners, • families, • students, • local authorities with responsibilities in the education provision, • researchers, • economic agents, • media and • citizens in general

  4. Example: ConselhoGeral, PT • a structure for the participation of partners in school life - the school governing board • Composition: • representatives of parents, teachers, other school staff, students, local authorities with responsibilities in education policies, other social, economic and cultural partners. • Tasks: • selects the school head, approves the school educational project and other normative tools, as well as both the annual budget and the accounts report.

  5. 2. Rational • The issues of participation fall both within the problematic of • school autonomy and • the ones of stakeholders’ capacitation to fully participate in school improvement policies and the respective implementation, namely in contexts of shared responsibility in democratic settings.

  6. Some evidences • Data show that parents, over other stakeholders, participate in school life in response to schools’ initiatives to integrate them in school life, and as target groups for information sessions on how to follow their students’ path and progress. • Data also show that parents participate in school as members of different boards. • The patterns of their participation vary from region to region, depending on each school dynamics.

  7. 3. Draft of the toolset scripts • Who are the education stakeholders and what structures exist for their collaboration in each European country? • What kind of information on the education delivery processes do the different stakeholders need, so that they may be involved in the discussion of the schooling issues? • What specific information do the school leaders, teachers, students, parents need to foster their role as educational partners? • What information the post bureaucratic school has to provide to guarantee equality in the access to “readable” information to the different partners? • Are social justice issues taken into account in the analysis of teaching provision and learning quality?

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