Epochal Key Problems as a Quality Criterion for All-Day Schools Education
Sprache des Vortragstitels:
Englisch
Original Tagungtitel:
ECER 2023 - The Value of Diversity in Education and Educational Research
Sprache des Tagungstitel:
Englisch
Original Kurzfassung:
In the course of various UN programs (UN Decade for Sustainable Development, Sustainable Development Goals), education is addressed as a central factor for the sustainable transformation of economy and society (Venkataraman, 2009). Extended education and all-day schools seems to be particularly relevant for this area, since on the one hand there are extended time and opportunity spaces as a supplement to classical teaching and on the other hand there are synergies in terms of content, since the usual goals and methods of extended education seem to be predestined for topics and forms of action of education for sustainable development (e.g. Stoltenberg & Burandt, 2014).
If the context-input-process-outcome model of school quality (e.g., Ditton, 2000) is used, the question of the quality of extended education arises in addition to contextual factors (endowment of resources and structural factors), pedagogical process quality, and impact: What should be the topics of Extended Education? Klafki (e.g. 1985/2007) sees epoch-typical key problems (such as the climate crisis or global social inequality) as the central content and the contribution to solving these problems as the central category of general education. Supplemented by the concept of leisure needs, this results in a model for the content quality for extended education.
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