Day school

A day school, also known as all-day school or simply as a day school, aims to accommodate students during a large part of the day. It is an alternative to after-school club and is partially operated as a cooperative association of school and after-school club. The day school sets itself apart from the one hand, against the normal school ( without lunch without (House ) task assistance or care outside of lessons) and the other hand against boarding schools, in which, moreover, depending on the children spend or adolescents also the evening, the night and the weekend.

The Leisure and teaching time are entangled in the ( bound ) day school and form a unit. Children must be registered for each day of the week, and attendance is mandatory. The students go depending on the school usually 16-17 clock home afterwards is often a late care available. Care facilities is ensured in many schools also autonomous days.

All-day schools are a type of school which increases in the course of gender equality policy and the debate about equality in their distribution. An already high penetration they have, among others, in France and Scandinavia.

The German Ministers of Education (KMK ) has redefined the term " day school " in October 2003. Then there are schools at primary or secondary level, in the week have a full-time offer on the morning's lessons addition, at least three days, including at least seven hours per day. All forms of all-day school ( day school in fully bonded, partially bonded, semi-open or open form ) have in common that every day of the all-day operation, a lunch will be provided and that the organization of all offers made ​​by the school or in close cooperation with the school. In Germany, there is no legal entitlement to a full-time school place.

• 3.1 North Rhine -Westphalia
• 3.2 Rhineland -Palatinate
• 3.3 Bavaria
• 3.4 Educational Activities for the day school

• 9.1 Germany
• 9.2 Austria
• 9.3 Switzerland

Scale of the concepts

In German-speaking countries, a distinction between the bound all-day school with mandatory participation in the all-day activities and the open day school ( in Austria shortly Open School ) in their afternoon often offer existing from joint ventures is no obligation to participate. The bound all-day school is further divided into fully -bound all-day school with a liability with respect to participation in the all-day activities for all pupils and the partially bonded all-day school, at a mandatory all-day offer is only for a part of the students, in general, for individual class trains.

All-day schools can have public, but also private sponsorships. Many non-government schools have full day - even beyond the requirements of a full-time school - on special educational concepts such as

• English as language of instruction
• Anthroposophical pedagogy
• Religious embedding
• Autonomous learning

Controversy

Per

As an advantage of all-day schools compared to the normal schools the opportunity to promote cooperation between students and teachers is called, as it usually looser approaching the afternoon than during the morning classes; it is placed a great emphasis on open learning. The class communities spend a long time together than in other schools, which affects the social life positively. The intense coexistence of pupils from different social / cultural backgrounds promotes mutual understanding. Furthermore, the schedule ( sequence of subjects, breaks, etc.) are (in principle) to better fit the needs of the students.

In order for the free time, which is very important for the individual development of a personality, does not come off in a day school, more artistic or athletic fields are located than in the normal school in the afternoon. The leisure hours of so-called interdigitated with the lessons. Often the deals are carried out by external extracurricular partners. This takes place a professional collaboration of different professional cultures of all-day schools, and students are given the opportunity to learn about additional offers / all-day and to use, where no other access would be.

Against the background of current social and demographic development it is considered useful to provide means of all-day schools ways that both parents can participate in the labor force, as the children are cared for a large part of the day. Unlike the similar concept school in the morning, afternoon Hort is the afternoon usually firmly into the school drain - with clear and unmistakable educational mission - built in, not an educational service.

Proponents of all-day school argue further with the PISA study in which some countries have cut off with all-day school tradition better than Germany or Austria. However, there are counter-examples: Norway scored worse, similar France and Sweden only slightly better results than Germany. In addition, the differences between various states have so many different reasons that PISA here just as in other school politically controversial issues compelling conclusions permits (see criticism of the PISA studies ).

Contra

Central knock-on effect of a full-day care is that the educational and visual influence of parents decreases to their child in favor of the influence of the school and the influence of the self-determined peer group. In addition, perish the necessary for the development of one's personality leisure the children.

In part, is also feared that the day school overcharge the students in their mental and physical performance, as well as the emotional attachment to parents and the family ties in general are weakened, while the children are exposed to other, increasingly bad influences such as behavioral problems classmates.

The fact that other countries with all-day school system, for example, Sweden and Canada, have done better in PISA, is attributed by critics to other circumstances. In many cases, the conditions such as the pupil - teacher ratio or the equipment of the schools were different and significantly better. Small learning groups and classes as well as good facilities ( teaching and learning resources) would help improve school performance. In addition, there is better the educational and therapeutic range for problem students. Problem cases were taken out of the class composite and especially encouraged. This is not or hardly possible in Germany.

The results of PISA have also led to political quick fixes with regard to all-day care as well as which lack a well- thought-out conception. Even researchers who hold the descriptive statements of PISA on power output for plausible draw the conclusions often taken with regard to the causes of low performance greatly in doubt.

The all-day school in the open form (see Open day school ) provides further criticisms with it. Firstly, as the community of students with one another is no longer guaranteed, since the non full-time students already go home for lunch, while the full-time students to stay in school, but what does not happen in their familiar classroom community. In addition, the all-day school is often seen in open form as " storage site" for pupils, as a kind of refuge in the school and not as an educational experience for pupils field.

Germany

The full-day school program of the Federation, the investment program Future Education and Care ( IZBB ) the government of Gerhard Schröder, was considered successful, but the Federal Court exercised massive criticism due to alleged misuse of funds provided by the federal government. 2002 Schroeder had promised before the election to invest four billion euros in the construction of approximately 10,000 full-time schools. Support from the federal states was hesitant. Later Schröder criticized in his government declaration of 17 March 2005 dealing with the money in the Conciliation Committee; Critics point out, the money had been used to strengthen the hergebrachte system, but not for the benefit of children and young people. Finally, the federal reform of the federal government made ​​it impossible to present a renewed all-day school.

The number of supporters of all-day schools is rising in Germany. There are about 6,400 full-time schools, especially in Berlin, Brandenburg, Bremen, North Rhine -Westphalia and Rhineland- Palatinate. The distribution of this all-day schools strode from the IZBB - funding program of the Federal advance explosively, probably as a consequence of the recent PISA studies on the results for Germany. In April 2011, the SPD presented a phased plan for the expansion of child care. He is expected to cost 23 billion euros.

The number of full-day kindergarten has increased.

2013 called for individual politicians of different parties, especially the SPD chairman Sigmar Gabriel and deputy CDU leader Thomas Strobl, a legal right to a place in a day school.

The area-wide expansion of the bound all-day school, in the participation in full-day classes for all students is compulsory and only 13% of all students (as of 2012) is visited, would the country, according to a study by the Bertelsmann Foundation nationwide 9.4 billion euros. costs

North Rhine -Westphalia

In North Rhine -Westphalia, the state government is based on the Open day school at the primary level. By 2007, every community in all-day programs for nationwide every fourth primary school child develop. This promotes the country compared to the municipalities ( the school administration offices ). The offers are to be designed in conjunction with extracurricular carriers, among other things of youth services, the voluntary welfare, sport and youth culture pedagogy. However, the sponsorship of the open all-day school is a private provider, not the school. With this offer, "under the roof of the school ," the school is sought as a " house of life", in the long term lessons and extra-curricular offerings are performed rhythmically - not the morning lessons and afternoon homework help and recreational activities.

By the year 2005 in the field of secondary education, almost all of North Rhine-Westphalia day schools Comprehensive schools. With the introduction of the baccalaureate after 12 years (previously 13 years) seems to use a new development here. Since high schools should teach the same material in less time, the amount of time devoted to each student increased. As you look at most schools decided against teaching children and youth daily 7 -hour, in many places a full school day was introduced. Comprehensive school advocates now fear a further loss level, since it is expected that full-time care will soon no longer be a reason for the choice of a total school enrollment of gifted students. Especially for single parents and dual earner afternoon care was an election theme.

While the percentage of fifth graders with gymnasialer primary school recommendation in 2002 to North Rhine-Westphalia comprehensive schools was 3.5 %, experts predict for 2010 below 1%.

Rhineland -Palatinate

Rhineland- Palatinate is the first state launched an all-day school expansion program in 2001, are in the assumed on the basis of a pedagogical framework 100 percent of the additional staff costs of the country. In addition, the country promotes investment in construction and equipment. Concept of the expansion program, it is oriented to the demand of parents step by step a comprehensive " educational quality " range of all-day schools to create. The all-day schools newly created is " all-day schools in offer form ," ie, Parents who want a full-day school program, their children report mandatory for a school year for four days a week 8 to 16 clock at. Participation in the all-day school offer is free. In the terminology of the KMK all-day schools are in the offer form as " partially bound " all-day schools. Due to the binding specified extended time frame can vary depending on needs and interests will find individually tailored support frameworks into account. For each day school of the conveyor of the emphasis of all educational activities, such as language support for children from migrant families, reading promotion, compensation measures in case of bad educational biography, encouraging the professional ability or gender-specific funding opportunities. Special attention is paid each day school on the composition of the learning groups and equal opportunities. In the school year 2010/11 is available in Rhineland-Palatinate next 72 mandatory and 305 open all-day schools ( of which 263 were supervising elementary schools ) 537 all-day schools offer form. With the aim to provide a responsive and regionally balanced network of all-day schools, 12 more schools will provide a full-day school program available from the school year 2011 /. Since the launch of the all-day school program in Rhineland- Palatinate the day school FSJler have become increasingly important for the operation. In the school year 2012/13 supported about 1100 FSJler the all-day school operations in Rhineland- Palatinate.

Bavaria

Since 2002, the education landscape in Bavaria has changed a lot in the field of all-day schools; their number has increased dramatically:

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

Participation in school full-day offers to sustainably promote students in their development of cognitive, social and motivational skills. In the field of all-day schools, a distinction in Bavaria two organizational forms: first, the organizational form of the open day school, which is a voluntary schools' where students can participate flexible in time following the morning classes and which can be organized into classes and by year of cross-stage groups and secondly, the organizational form of the bound all-day school, which also represents a voluntary schools' in which the students attend full-day classes in a rhythmical class offering.

The establishment of bound all-day trains was during the so-called main school initiative, initially restricted to secondary schools, particularly in deprived areas for further development of this educational program. In line with the objective to create more all-day programs in all types of schools, the Bavarian government has adopted a master plan for a comprehensive and needs- oriented expansion of all-day schools in all types of schools by 2013 on February 3, 2009. With implementation of this concept is bound to a regular day school, and extra curricular offer for a significant part of all Bavarian schools. The open day school, which offers previously held under the auspices of local authorities or voluntary organizations, was acquired in public schools for the school year 2009/10 as a school event under the sponsorship of the Free State. In the ' Bavarian Law on Education and Public Education ' the day school was accepted as a school-based offering that can be set up in bound or open form on the request of the school effort carrier.

Bound full-day schools in Bavaria according to KMK - definition partially bonded all-day schools in the form of full-time trains. Since participation is voluntary at a bound all-day activities, must ensure the freedom of choice between attending a half-day offer and the visit of a bonded all-day range in each grade principle, each bound day school in Bavaria. Lower bound all-day school is understood that a consistently structured stay in school at least 4 weekdays of each day more than 7 time hours for students to at least 16 clock is basically mandatory, are the mid-morning and afternoon activities of students in a conceptual context and the teaching of a full-day class is issued. The compulsory education is thus distributed in rhythmic form on the morning and afternoon. Select About the whole day lessons with practice and Studierzeiten and athletic, musically and artistically oriented support measures. Bound full-day schools offer differentiated support measures, teaching complementary and individual work and practice phases, a change in learning and teaching culture with innovative forms of teaching ( project work, weekly planning, etc.), a lunch catering, pedagogically designed tilt range, the opening of school, including qualified external partners and for developing social skills. In the bound all-day school teachers mainly be used. There are also external forces, such as care for the lunch time as well as for further funding and support measures. The entire daily schedule is here designed by the school and organized. In the school year 2010/11 full-day classes are a total of 761 schools in Bavaria furnished. The secondary schools have a total of 408 locations for the largest share. In addition, follow 239 primary schools, 93 special schools, 7 secondary schools and 14 secondary schools. Bound full-day schools have been set up mainly to secondary schools. Starting the school year 2009/2010 the primary and special schools were amplified included in the expansion program. In the school year 2010/11, approximately 38,000 students attend a bonded all-day class. From the school year 2011/12 a -coverage expansion in the area of public business schools, junior high schools and high schools is provided.

The open day school is a voluntary school-based offer of full-time education and care of students in grades 5 through 10 An open all-day schools can be established at secondary schools, special schools, secondary schools, business schools and high schools. For the support of students in grades 1-4 are additionally offers the so-called lunchtime supervision and extended lunchtime supervision available that allow already to 71 % of primary schools reliable support up to 15.30 clock in addition to the day-care facilities. The lessons on open all-day schools at the used predominantly in the morning hours in the classroom. Those students whose parents wish, then visit after the scheduled classes, the respective all-day programs. An open day school requires that at least four days of the week an all-day offer for the students is provided which includes a week at least twelve hours, that on all days of all-day school operation for the participating students a lunch is provided, and that the education and care services organized under the supervision and responsibility of the head and be done, and are available in a conceptual relationship with the teaching. The open day school, providing a binding catalog of services, which must include at least the offer a daily lunch meals, a reliable homework help as well as different type slope offers. If possible, the offer is to be supplemented by additional learning aids and promotional offers. The participation in the offers is voluntary. Students or their parents decide with the application for a compulsory registration for the duration of the school year. The minimum participation requirement in this case is two afternoons per week in the amount of time together at least six hours. This offer is basically free for the parents, with the exception of the cost of providing lunch, in public schools. At some schools, there is moreover often a need for additional care services, such as after 16 clock or on Friday afternoon. Such offers can be established under certain conditions. For this purpose, under certain circumstances may apply a parental contribution. With the approval of the open day school on the part of the Free State of Bavaria is this group formed for each a budget for staff costs is available. The group sizes are approximately 15 students in the secondary school types average of 20 in special schools. In the school year 2010/11, 72,000 students take part in the offerings of the open day care. http://www.km.bayern.de/eltern/schule-und-familie/ganztagsschule.html

Educational Activities for the day school

The German Road Safety ( DVW ) and the Insurers Accident Research ( UDV ) have developed an extensive range of all-day schools, and represent a selection of building blocks for all school types and levels available on the internet. With this initiative, Road Safety and the UDV appeal to all who want to initiate or support projects and measures of road safety education and mobility training at all-day schools: Road Patrol Leaders, teachers and head teachers, interested parents and all those who contribute in local networks for the implementation of projects. The additional time spent by students in the school, provides space for issues of road safety education and mobility training - particularly at secondary level. The full-day offers space for a broad understanding of mobility - far above the security aspect also. Biking, Inline Skating and related subjects come to meet the needs of the students according to things to do and AGs.

The offer of UDV and DVW includes numerous factual information and practical advice for instructors and supporters. At the individual building blocks can retrieve project descriptions on the internet.

Austria

In Austria there is an intense political debate over whether the general introduction of all-day schools and comprehensive schools would be useful. An alternative to improve the school system could be the extension of the range of full day and open schools. The first day school in Vienna was the Ganztagsvolksschule Köhler alley, which was completed in 1990.

Gusenbauer had in his last parliamentary election campaign (2006, SPÖ party winning most votes after Endauszählung ) used for a full-time school. However, this depends not only of the Social Democratic Party, but also by the coalition partner ÖVP. If the introduction of a full-time school should actually come, it should be done gradually to the schools with the technical means (such as living rooms, kitchens, etc. ) equip. 2001 launched a full-day school program. To target sat down to 2006 to build 300 new full-time schools and reached a number of 360 new GTS. The next goal by 2011 is to build another 200 GTS. March 2007: 399 new GTS.

Switzerland

In Switzerland, the discussion proceeds in the context of social change and equality policies. It is linked with the increasing use outside the family day care for preschool.

In June 2005, an interpellation took place in the National through Silvia Schenker for the promotion of a comprehensive day school offering and other family support day structures. The response of the Federal Council in September 2005 included, slightly shortened, the following points:

• The Federal Council is of the opinion that the establishment of day schools and other family support day structures significantly improves the compatibility of family and work. It also shares the assessment that such structures can promote equal opportunities in education.
• The federal government is ready to collect data together with the cantons, can provide the answer elements for this problem. This is can be done on other Pisa studies, but also on the periodic cantonal and federal government jointly carried out Swiss educational monitoring, among others.
• The Federal Council notes that the development has somewhat strengthened to family-friendly school organizational forms lately. For now, the introduction of block scheduling and other measures rather than the introduction of the actual day schools in the foreground.
• The constitutional division of responsibilities between the federal government and the cantons in education gives the federal government no possibility here directly regulating or to be promoting active. Therefore called the cantons in the first place.

In the cantons of Aargau and Basel-City, there are concrete political forays. So, for example, handed the club for day schools in Basel in December 2004, an initiative follows a:

The canton of Basel-Stadt is available in every school district ( Grossbasel -West, Grossbasel East, Little Basel and Riehen ) for at least a day-school program at the kindergarten and primary school. On the orientation stage there are at least in a school circuit, a day-school program. Parents participate according to their financial ability to support and subsistence costs.

The promotion of day schools runs parallel to ongoing since about 2000 massive increase in deals in the lunch tables in Switzerland. Also, a certain convergence of the two forms of care can be established: In the canton of Bern, for example lunch clubs are school closer organized, so that overall a day school concept arises, while offering other regions lunches increasingly task support and after-school care for the part to 18 clock. Increasingly, the term is also day structures for the two forms of care students used the beyond which also includes the type of care the student care center ( no lunch).

France

Full-day schools have the longest tradition in Europe in France. They are there since 1880., The day school begins with the voluntary pre-school ( école maternelle ), which can be visited from September of the year in which the third year of life is completed, up to the statutory mandatory school age of six. This is free of charge and is visited by more than 90 % of three year olds. It is close to the primary school ( école primaire ), the total secondary school ( collège unique) and the Lycée or vocational school. The class begins at 8:30 and ends at 16.30 clock clock, with subsequent care options in the pre-and primary schools. The state is responsible for complete supervision of the students both inside and outside the school building. The national Ministry of Education is also responsible for the cafeteria food, which is offered to all children. The payable contribution is graded according to the income of the parents. For children from large families the food is free.