Education for sustainable development in Swedish School-Age Educare – teachers’ views on constraints and possibilities
–Annika Manni, PhD, associate professor, Umeå University, Sweden and Eva Knekta, PhD, associate professor, Umeå University, Sweden
School-Age Educare is an integrated part of the Swedish compulsory school organisation, focusing on social relations, children’s interests and play. Although included in the national school curriculum, there is a lack of knowledge of if and how School-Age Educare currently work with the mandatory task of education for sustainable development (ESD). This article thus seeks to examine the educational potentials, but also a possible need for support, of School-Age Educare in relation to ESD. Through analysing 453 teachers responses to a questionnaire with open and closed questions, we reveal that most teachers find ESD important, but also want to learn more about it. There is potential in the educational task, and pedagogical approach, supporting ESD as a transactional and pragmatic approach. The constraints contributing to ESD lies in the somewhat absent awareness among the teachers themselves, but also in the limited resources and time available of carrying out sustainability education at the centers.
Sustainability through Multi-professional Cooperation in All-Day Schools from the Perspective of Social workers and Teachers: A Qualitative Study on All-Day Schools in Zurich, Switzerland
-Andrea Scholian, MA, research associate, Zurich University of Applied Sciences, Switzerland; Emanuela Chiapparini, PhD, professor, Zurich University of Applied Sciences, Switzerland; Christa Kappler, PhD, lecturer, Zurich University of Applied Sciences, Switzerland and Patricia Schuler Braunschweig, PhD, Professor, Zurich University of Teacher Education, Switzerland
In recent years, Switzerland has strongly promoted the expansion of extra-curricular care. Zurich is the first city to plan a gradual and successive introduction of All-Day Schools (Chiapparini, Schuler Braunschweig & Kappler, 2016). As a result of the introduction, All-Day Schools are shifting from mono-professional to multi-professional organizations (Idel & Schütz, 2018). Prior to All-Day Schools, most responsibilities were well defined and exclusive. The change in educational policy has softened the boundaries of these responsibilities and led to the introduction of room for exchange and sharing of roles in school lessons or extracurricular activities (Kunze & Silkenbeumer, 2018). Cooperation is a key factor in quality improvement and the successful interlinking of teaching and extracurricular activities (ebd.). According to Breuer (2015), there are three forms of cooperation with different goals as assistance, increase the participation of all participants and a critical exhance with the aims to increase quality. In this presentation, we address the findings of the research project “AusTEr – Negotiation Processes in All-Day Schools in Zurich”. Qualitative interviews with narrative passages (Schütze, 1983) were conducted with social workers and teachers and evaluated according to the Grounded Theory (Strauss, 1990). The results indicate that by expanding All-Day Schools, cooperation settings have been structurally created and more cooperation is taking place. Although the perspectives of social workers and teachers reveal the striking frequency of pragmatic goals, it is also possible to identify forms of cooperation that should allow for critical exchange and contribute to an increase in quality.