REDUCING SOCIAL EXCLUSION IN EDUCATION: A CONCEPTION OF ALL DAY SCHOOLING

Odeta Merfeldaite, Daiva Penkauskiene, Jolanta Pivorienė, Asta Railiene

Abstract


Growing disproportion between different social groups, migration, unemployment, busyness of parents, not safe outside environment – there are just few general aspects of social life that influence concept and organization of all day schools. The purpose of the article is to analyse the possibilities of decreasing social exclusion in education by implementing all day school conception. In order to achieve research goal, secondary data analysis was done by applying multi stage sample. Research data shows that all day school phenomenon is not new in European education. States have to deal with inequalities in social life and education – to minimize learning results gaps, to compensate shortage of social skills, to prevent risky behaviour, to ensure safe environment and care at school and use all day school model as the mean to face these challenges. All day schools have purpose to serve as best as possible to students and their families by providing individual help, using benefits of longer time at school, specialists supervisions, community support. Social life realities and unique contexts form not unified models of all day school.

Keywords


all day school; family; social exclusion; student

Full Text:

PDF

References


Addressing Exclusion in Education. A Guide to Assessing Education Systems Towards More Inclusive and Just Societies (2012). UNESCO

Ališauskienė, M., Baltrušaitytė, G., Bučaitė-Vilkė, J., Indriliūnaitė, R., Leonavičius., V., Maslauskaitė, A., Petkevičiūtė, R., Schröderis, I. W., Tamutienė, I., Tereškinas, A., & Žilys, A. (2015). Socialinė atskirtis ir geras gyvenimas Lietuvoje. Kaunas: Vytauto Didžiojo universitetas.

Armstrong, T., & Armstrong, G. (2004). The Organizational, Community and Programmatic Characteristics that Predict the Effective Implementation of After-School Programs. Journal of School Violence, 3, 93–109.

Arnoldt, B., Kuhn, P. H., & Züchner, I. (2011). Entwicklung von Sozialverhalten in der Ganztagsschule. Wirkungen der Ganztagsteilnahme und der Angebotsqalität. In N. Fischer, H. G. Holtappels, E. Klieme, T. Rauschenbach, L. Stecher, I. Züchner (Hrsg.), Ganztagsschule: Entwicklung, Qualität, Wirkungen (S. 246–266). Weinheim und München: Juventa Verl.

Bettmer, F. (2007). Soziale Ungleichheit und Exklusion – Theoretische und empirische Bezüge im Kontext von Schule und Jugendhilfe. In F. Bettmer, S. Maykus, P. Franz, & A. Richter (Hrsg.), Ganztagsschule als Forschungsfeld (S. 187–212). Wiesbaden: VS Verl.

Bolívar, A. (2012). Justicia Social y Equidad Escolar: Una Revisión Actual. Revista Internacional de Educación para la Justicia Socia, 1 (1), 9–45.

Briggs, A., & Simons, J. (2014, August 12). Only a matter of time? A framework for the most effective way to lengthen the school day in England. Retrieved from https://policyexchange.org.uk/publication/only-a-matter-of-time-a-framework-for-the-most-effective-way-to-lengthen-the-school-day-in-england/

Deregulation Act. Schedule 16. Schools: Reduction of Burdens (2015). Retrieved from http://www.legislation.gov.uk/ukpga/2015/20/notes/division/5/124

Den Besten, O. (2010). Visualising social divisions in Berlin: Children's after-school activities in two contrasted city neighbourhoods. Forum: Qualitative Social Research, 11 (2), Art. 35. doi: http://dx.doi.org/10.17169/fqs-11.2.1488.

Diaz, A. M. (2010). School memories of young people with disabilities: an analysis of barriers and aids to inclusion. Disability and Society, 25, 163–75.

Dobert, H., Echard, K., & Sroka, W. (2004). Conditions of School performance in seven countries. Múnster: Waxmann.

Dumbliauskienė, M., & Braukylaitė, S. (2010). Šeimų socialinės atskirties teritorinė sklaida Lietuvoje. Geografija, 46 (1–2), 43–51.

Extending school time: Low impact for moderate cost, based on moderate evidence (2017, August 16). Retrieved from https://educationendowmentfoundation.org.uk/pdf/generate/?u=https://educationendowmentfoundation.org.uk/pdf/toolkit/?id=153&t=Teaching%20and%20Learning%20Toolkit&e=153&s=

Field, S., Kuczera, M., & Pont, B. (2007). No more failures: Ten steps to equity in education. Paris: OECD Publishing.

Gkoratsa, A. (2014). The impact of Greek “all-day” school on teachers’, students’ and parents’ lives (Doctoral dissertation). Retrieved from http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607545

Haapasalo, I., Välimaa, R., & Kannas, L. (2010). How comprehensive school students perceive their psychosocial school environment? Scandinavian Journal of Educational Research, 54 (2), 133–150.

Hill, M., Davis, J., Prout, A., & Tisdall, K. (2004). Moving the participation agenda forward. Children & Society, 18, 77–96.

Hobby, R. (2014, February 3). Teachers could benefit from a longer school day – discuss. The Guardian. Retrieved from https://www.theguardian.com/teacher-network/teacher-blog/2014/feb/03/longer-school-day-teacher-working-hours-holiday

Honey, A., Emerson, E., & Llewellyn, G. (2011). The mental health of young people with disabilities: the impact of social conditions. Social Psychiatry and Psychiatric Epidemiology, 46, 1–10.

Holtappels, H. G. (2007). Ganztagsschule entwickeln und gestalten – Zielorientierung und Gestaltungsansätze. In K. Höhmann, H. G. Holtappels, I. Kamski, & T. Schnetzer (Hrsg.), Entwicklung und Organisation von Ganztagsschulen: Anregungen, Konzepte, Praxisbeispiele (S. 7–44). Dortmund: IFS.

House of Commons Education Committee (2014a). Underachievement in Education by White Working Class Children: First Report of Session 2014–15. Retrieved from http://www.publications.parliament.uk/pa/cm201415/cmselect/cmeduc/142/142.pdf

House of Commons Education Committee (2014b). Underachievement in Education by White Working Class Children: Government Response to the Committee's First Report of Session 2014–15 (2014). Retrieved from https://publications.parliament.uk/pa/cm201415/cmselect/cmeduc/647/647.pdf

House of Commons Official Report. Parliamentary Debates (Hansard), Wednesday 16 March 2016, Volume 607, No. 134 (2016). Retrieved from https://publications.parliament.uk/pa/cm201516/cmhansrd/chan134.pdf

Junttila, N. (2010). Social competence and loneliness during the school years: Issues in assessment interrelations and intergenerational transmission. Turku: Publications of the University of Turku.

Lettau, W. D., Radisch, F., & Fussangel, K. (2016). Ganztagsschule und Chancengleichheit: Systematiken der Teilnahme an offenen Ganztagsschulen. In N. Fischer, H. P. Kuhn, & C. Tillack (Hrsg.), Was sind gute Schulen? Teil 4. Theorie, Praxis und Forschung zur Qualität von Ganztagsschulen (S. 94–113). Immenhausen: Prolog Verl. (2016).

Ludwig, H. (2005). Die Entwiklung der modernen Ganztagsschule. In V. Ladenthin, & J. Rekus (Hrsg.), Die Ganztagsschule: Alltag, Reform, Geschichte, Theorie (S. 261–278). Weinheim und München: Juventa Verl.

Lynch, K. & Baker, J. (2005). Equality in education: the importance of equality of condition, Theory and Research in Education, 3, 131–164.

Machin, S. (2006). Social Disadvantage and Educational Experiences. Paris, OECD.

Macrae, S., Maguire, M. & Melbourne, L. (2003). Social exclusion: exclusion from school. International Journal of Inclusive Education, 7, 89–101.

Magalhães, A. M., & Stoer, S. R. (2002). A nova classe média e a reconfiguração do mandato endereçado ao sistema educativo. Educação, Sociedade & Culturas, 18, 25–40.

Mansell, W. (2014, March 21). The debate over longer school days. Financial Times. Retrieved from https://www.ft.com/content/381f8ad0-9311-11e3-b07c-00144feab7de

Martins, J., Vale, A., & Mouraz, A. (2015). All-day schooling: Improving social and educational portuguese policies. International Electronic Journal of Elementary Education, 7 (2), 199–216.

Merfeldaitė. O., Pivorienė J., Penkauskienė D., & Railienė A. (2017). Visos dienos mokyklos įgyvendinimo praktika:užsienio šalių patirtis. Socialinis darbas, 15 (2), 42–55.

Muñoz, J. M. E. (2005). Valores Institucionales de la Escuela Pública: ideales que hay que precisar y políticas a realizar. In J. M. E. Muñoz, A. G. Pallas, G. M. Ceron, & X. R. Sala (Eds.), Sistema educativo y democracia: alternativas para un sistema escolar democrático (pp. 9–40). Barcelona: Ediciones Octaedro.

Nicaise, I. (2012). A smart social inclusion policy for the EU: The role of education and training. European Journal of Education, 47(2), 327–342.

Nowicki, E. A., Brown, J., & Stepien, M. (2013). Children’s thoughts on the social exclusion of peers with intellectual or learning disabilities. Journal of Intellectual Disability Research, 58 (4), 346–357. doi: 10.1111/jir.12019

Pfeifer, M., & Holtappels, H. G. (2008). Improving learning in all-day schools: Results of a new teaching time model. European Educational Research Journal, 7 (2), 232–242. doi: https://doi.org/10.2304/eerj.2008.7.2.232

Põder, K., Kerem, K., & Lauri, T. (2013). Efficiency and equity within European education systems and school choice policy: Bridging qualitative and quantitative approches. Journal of School Choice: International Research and Reform, 7 (1), 1−36.

Pulkkinen, L. (2002). Social development and its risk factors. In L. Backman, & C. van Hofsten (Eds.), Psychology at the turn of the millennium: social, developmental, and clinical perspectives. Vol. 2 (pp. 53–76). East Sussex: Psychology Press.

Pulkkinen, L. (2005). The Organization of a School Day in Finland and the Conception of the “Integrated School Day” in the MUKAVA Project. In F. Radisch, & E. Klieme (Eds.), Ganztagsangebote in der Schule. International Erfahrungen und empirische Forhugen. Bildungsreform Band 12 (S. 41–69). Bonn: Bundesministerium für Bildung und Forschung.

Rajala, R. (2017). Joustava koulupäivä Suomessa. Retrieved from http://www.tallinn.ee/mok/RiittaRajalaJoustava-koulupaiva-Suomessa

Rauschenbach, T. (2015). Ganztagsschule – ein Projekt ohne Konzept. In T. Hascher, T. S. Idel, S. Reh, W. Thole, & K. J. Tillman (Hrsg.), Bildung über den ganzen Tag: Forschungs- und Theorieperspektiven der Erziehungswissenschaft (S. 23–38). Opladen. Berlin: Budrich Verl.

Reh, S., Rabenstein, K., & Fritzsche, B. (2011). Learning Spaces without Boundaries? Territories, Power and how Schools Regulate Learning. Social & Cultural Geography, 12 (1), 83–98. doi: http://dx.doi.org/10.1080/14649365.2011.542482

Snowdon, A. (2012). Strengthening communities for Canadian children with disabilities. The Sandbox Project: Toronto, ON.

Taljūnaitė, M. (2004). Pilietybė ir socialinė atskirtis šiuolaikinėje Europoje. Filosofija. Sociologija, 4, 46–49.

Taljūnaitė, M. (2001). Valstybės institucijų įvaizdis ir organizacinė elgsena. Vilnius: LTU.

The Changing of School Session Times (England) (Revocation) Regulations 2011 No. 1954 (2011). Retrieved from http://www.legislation.gov.uk/uksi/2011/1954/made

Thoidis, I., & Chaniotakis, N. (2015). All-day school: A school in crisis or a social pedagogical solution to the crisis? International Journal of Social Pedagogy – Special Issue “Social Pedagogy in Times of Crisis in Greece”, 4 (1), 137–149.

Witcher, S. (2003) Reviewing the terms of inclusion: Transactional processes, currencies and context. London: Center for Analysis of Social Exclusion.

Woessmann, L., & Schütz, G. (2006). Efficiency and equity in European education and training systems: EENEE analytical report No. 1. Retrieved from www.eenee.de/dms/EENEE/Analytical_Reports/EENEE_AR1.pdf

Steiner-Khamsi, G., & Waldow, F. (Eds.) (2012). World Yearbook of Education 2012. Policy borrowing and lending in education. London and New York: Routledge.

Worrall, P. (2013, April 19). Should we make the school day longer? Retrieved from https://www.channel4.com/news/factcheck/factcheck-should-we-make-the-school-day-longer?intcmp=search_results_page_bottom_p1

Züchner, I. (2015). Was ist eine Ganztagsschule? In T. Hascher, T. S. Idel, S. Reh, W. Thole, & K. J. Tillmann (Hrsg.), Bildung über den ganzen Tag (S. 133–150). Opladen: Budrich.




DOI: http://dx.doi.org/10.17770/sie2018vol1.3255

Refbacks

  • There are currently no refbacks.