Presentation is loading. Please wait.

Presentation is loading. Please wait.

School-Community Collaboration: Experiences, Qualities, Perspectives Dr. Harald Payer, ÖAR Regionalberatung GmbH CoDeS Working Conference Vienna, 1 May.

Similar presentations


Presentation on theme: "School-Community Collaboration: Experiences, Qualities, Perspectives Dr. Harald Payer, ÖAR Regionalberatung GmbH CoDeS Working Conference Vienna, 1 May."— Presentation transcript:

1 School-Community Collaboration: Experiences, Qualities, Perspectives Dr. Harald Payer, ÖAR Regionalberatung GmbH CoDeS Working Conference Vienna, 1 May 2012

2 3_Kommunikation/Folien/ÖAR Vorstellung/Folienmaster.pot The BMUKK-Pilot Study 2008 – The Project Pilot study for exploring instructive school-community-partnership projects across Austria / commissioned by the BMUKK within the „Initiative for Democracy“. Research based on online-investigations and expert interviews from 16 selected theme-related networks and associations. Sample of 19 pioneering school-community-partnerships from all 9 federal states in Austria. Broad range of topics: local waste disposal actions, solar energy projects, water efficiency projects, student´s parliament, common cultural events and exhibitions, collaboration activities with the local economy, strategic positioning of schools as regional competence centers, etc. etc.

3 3_Kommunikation/Folien/ÖAR Vorstellung/Folienmaster.pot The BMUKK-Pilot Study 2008 – The Workshop Expert workshop on „Co-operation between Schoools and Communities – Examples, Experiences, Visions“, Salzburg, Octobre For the first time school principals, teachers, mayors, community employees and educational experts shared their experiences about conditions and success factors for viable collaboration. 35 participants were representing 13 school-community partnerships, including experts from the Association of Austrian Cities and Towns, the Association of Austrian Municipalities, the Austrian National Youth Council, and Akzente Salzburg.

4 3_Kommunikation/Folien/ÖAR Vorstellung/Folienmaster.pot The BMUKK-Pilot Study 2008 – The Workshop Each partnership was represented by both the school and the community delegates: 5 tandems came from large cities (Vienna, Innsbruck), 7 tandems from small and middle-sized municipalities. The represented school types were main general secondary schools, technical and vocational colleges, higher general secondary „academic“ schools, and primary schools. Main results of the BMUKK-Workshop: 1.The role of the key stakeholder groups 2.Criteria of sustainable school-community-partnerships 3.Recommandations for further investigations

5 3_Kommunikation/Folien/ÖAR Vorstellung/Folienmaster.pot The BMUKK-Pilot Study 2008 – The Workshop

6 3_Kommunikation/Folien/ÖAR Vorstellung/Folienmaster.pot The BMUKK-Pilot Study 2008 – The Workshop

7 3_Kommunikation/Folien/ÖAR Vorstellung/Folienmaster.pot The BMUKK-Pilot Study 2008 – Main Results The 4 relevant key stakeholder groups – prinicipals, teachers, pupils and representatives of the communities like majors and managing directors may contribute in different roles:  principals: implementation of the partnership into the school development; motivation of teachers and pupils; networking, lobbying and public relations;  teachers: enabling partnership projects (first steps); coordination of concrete projects – regularly in the framework of regular lessons; convincing the colleagues of the benefits of the partnership (advocacy);  pupils: new quality of learning, learning of co-operation;  mayors & managing directors of the municipalities: supply of financial resources, public relations towards local media;

8 3_Kommunikation/Folien/ÖAR Vorstellung/Folienmaster.pot The BMUKK-Pilot Study 2008 – Main Results Common elaboration of 4 basic criteria for sustainable school- community-partnerships: 1.Sustainability 2.Participation of pupils and students 3.School development 4.Community devevelopment

9 3_Kommunikation/Folien/ÖAR Vorstellung/Folienmaster.pot Criteria of Sustainable S-C-Partnership Sustainability:  The partnership is designed to be long-termed or even permanent, that means:  The partnership goes beyond a single and temporary project and lasts longer than one school year.  The partnership provides an organisational frame which can be used for several projects.  The partnership yields a lasting benefit for all involved groups.

10 3_Kommunikation/Folien/ÖAR Vorstellung/Folienmaster.pot Criteria of Sustainable S-C-Partnership Participation of pupils and students:  The partnership is characterized by voluntary contribution and active participation in decision-making of pupils and students (new quality of learning), that means:  Pupils and students are actively involved in initiating, implementing and evaluating collaborative projects.  Pupils and students are actively involved in the support structures established for school-community partnership.

11 3_Kommunikation/Folien/ÖAR Vorstellung/Folienmaster.pot Criteria of Sustainable S-C-Partnership School development:  The partnership is part of the school development, that means:  The contribution of the partnership to school development is embodied in school documents, e.g. in the school´s mission statement.  The partnership fosters the quality of life and the quality of teaching and learning in school.  The school administration establishes procedures and responsibilities within the school to support the partnership.  The partnership is taking advantage of the specific strengths of the school location and of the partners involved.

12 3_Kommunikation/Folien/ÖAR Vorstellung/Folienmaster.pot Criteria of Sustainable S-C-Partnership Community development:  The partnership contributes to the involvement of the school in the community development, that means:  The partnership with the school is embodied e.g. in municipal council resolutions or in the comunity mission steatement.  The partnership contributes to the increase of quality of life in the community and fosters identification with the community.  Steering structures are established in the community in order to consolidate the school-community partnership.  The partnership takes advantage of the special strengths of the community and of the partners involved.

13 3_Kommunikation/Folien/ÖAR Vorstellung/Folienmaster.pot Map of 2 Logics – Hierarchy and Collaboration SCHOOLCOMMUNITY Partnership Project Hierarchic Systems:  Hierarchy makes decisions possible.  Main mode of coordination is line management.  Leadership in an organisational context.  Managers do their homework (strategy, controlling, HRD etc.) to ensure that the organisation is viable and successful.  Ultimately the aim is to ensure the survival of the organisation. Collaboration Systems:  Negotiation makes decisions possible (negotiation above partners, objectives, rules of the game, responsibilities, procedures, evaluation etc.).  Main mode of coordination are common rules of the game and mutual partnership.  Steering in an interorganisational context.  Collaboration partners do their homework to ensure to keep attractive partners.  Ultimately the aim is to achieve sustainable results in the field.

14 3_Kommunikation/Folien/ÖAR Vorstellung/Folienmaster.pot Thank you for your curiosity!


Download ppt "School-Community Collaboration: Experiences, Qualities, Perspectives Dr. Harald Payer, ÖAR Regionalberatung GmbH CoDeS Working Conference Vienna, 1 May."

Similar presentations


Ads by Google