MTA-DE-PARTNERS Thematic journal issues

Horyzonty Wychowania 

Vol. 23. No. 66 (2024): School and Family - Collaboration, Partnership, Engagement

School and family cooperation is not a new topic, it is constantly present in the discourse on education, which in the 21st century is seen as one of the conditions for the success of societies. It is observed and experienced that there is a large gap between theory and practice in the field of cooperation, so there is a need for these issues to be constantly addressed by theoreticians and practitioners, in order to develop new solutions adequate to the specifics of the times in which we have come to function. Family and school are two important environments for development and upbringing. The educational success of children and young people largely depends on them. The school, in order to fulfill its tasks, must co-create with parents a school climate that will foster the integral develop-ment of students, but also enable the development of adults. Cooperation is a process that relies on human potential, and its quality and results will depend on these people. The authors of the various articles published in issue 66 of Horizons of Education con-vince us that cooperation should be always oriented towards the good of the student, be based on partnership, trust, dialogue, mutual concern, commitment that increases the sense of responsibility, the pursuit of the same goals and values. The basis of the created culture of cooperation is the mutual relationship between the interacting entities and the type of educational leadership prevailing in the school. Active involvement of parents in cooperation with the school has a positive impact on the involvement of stu-dents in the learning process. We hand over the texts referring to the various spaces of cooperation between school and family to the Rreaders. We hope that they not only can inspire, lead to reflection, further questions, and undertaking analysis, but also indicate the way of action, as well, so that the expected change can take place
 

 

Önkéntes Szemle

Vol. 4. No. 3. (2024) 

The fourth issue of Önkéntes Szemle online magazine deals with parental involvement and one of its forms, school volunteering. We considered the topic to be particularly important, because in Hungary, parents' school involvement and volunteering are framed by a highly centralized education system, narrow legal frameworks and the moderately low civic activity and volunteering rate of the entire population. As a result of all this, the aim of the studies - by analyzing the various aspects of parental involvement and volunteering - was, on the one hand, to give an idea - through the research of two non-representative groups (the Voluntary Survey and the MTA-DE Family and Teachers' Cooperation Research Group) - which of the parents and in what proportion they perform school and education-related voluntary activities outside of school. In addition, the individual studies also provide data on what factors hinder parents' school involvement and volunteering in Hungarian-language schools in Hungary and Transylvania and Transcarpathia. Thirdly, the individual articles also sought an answer to what specific activities parents' school volunteering is realized in. In other words, do they complement the lack of financial and human resources of the schools, or do they replace or contribute to raising the standard of education, as well as helping the teacher's work. These aspects were examined at the level of primary (lower and upper secondary) and secondary (high school, secondary school and non-secondary vocational training) educational institutions. The studies also highlighted that there is a significant difference between state and non-state educational institutions in terms of encouraging parental involvement in school. The first case study provides a special example of this through the presentation of two Waldorf schools. Due to resources and the special nature of the topic, the analysis did not include the examination of the voluntary activities of the parents of students with disabilities and special educational needs at school, but we wanted to show the advocacy activities of parents for the enforcement of the educational rights of children living with autism. they explain. Finally, in the review, we deal with questions related to the nature of parents' volunteering as a donation of time, which has general implications for volunteering as well.

 

Central European Journal of Educational Research

Vol. 5 No. 2 (2023): New Approaches to Family-School Partnership

Parental involvement is an inclusive, multifaceted phenomenon that has far-reaching benefits for children. By actively engaging in their children's education, parents can create a supportive learning environment that promotes academic success, social-emotional development, and strong family relationships in their homes. The involvement of parents in children's development is not just a responsibility; it is also an opportunity to connect with children, instill values into them, and nurture their holistic development and growth.

To be successful in school, it is not enough for teachers to do the work alone, it must be done in partnership with families as well. Even though the pupils are at the center of it all, the partnership between the school and the family is essential to its success. Some of the time, however, this partnership does not seem to be as clear-cut as it should be, such as when the school and family have different values, when the social status of parents and teachers differs, or when a child has a disability.

Last update: 2024. 09. 23. 10:14