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Parents, School and Community


Education and training institutions are situated in communities. However, the nature of the relationship between them differs across Europe. In some countries, there is not only a close physical relationship, but historically the school has prioritised the community as the basis of its pedagogy and curriculum. In other countries, the particular social, cultural and religious character of the community has been overshadowed by values and principles derived from a strong national project.

Following the implementation of devolution policies, and the development of regional and local management structures and partnerships, education is now included in a range of social, cultural, economic and local networks.

Does this reorientation which emphasizes the central role of the community in school development open schools those social groups who have historically been excluded?

What lessons might we learn from those countries who have managed to implement inclusive community policies, and how might these lessons be transposed in different kinds of settings?

What real voice do parents have in school development, to influence the education of their children? Does parental involvement affect pupil attainment?

And, to what extent do young learners also have a voice in the education settings that they find themselves in?

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