Abstract:
Extended education can be conceptualised in a broad or holistic sense and encompasses formal, non-formal and informal learning. It takes place inside and outside schools, often in children's neighbourhoods or communities, and may involve different actors and institutions such as schools, after-school care, social work, sports clubs, or youth work. Learning outcomes for children in extended education can be framed as the acquisition of life skills and behaviours required for active citizenship.
Not everyone has the same ideas about education and about the skills and competences that children should acquire. Such conceptions may depend on personal situations, the (professional) interests of different stakeholders and personal or professional values. A group of Australian researchers have collaborated with representatives from Austria and Switzerland to explore the extent to which different stakeholders share a common understanding of extended education and how this concept is negotiated. This paper will share insights from this international collaboration. It will discuss the analysis of local developments and how they can be translated for opportunities for learnings in other countries.
Not everyone has the same ideas about education and about the skills and competences that children should acquire. Such conceptions may depend on personal situations, the (professional) interests of different stakeholders and personal or professional values. A group of Australian researchers have collaborated with representatives from Austria and Switzerland to explore the extent to which different stakeholders share a common understanding of extended education and how this concept is negotiated. This paper will share insights from this international collaboration. It will discuss the analysis of local developments and how they can be translated for opportunities for learnings in other countries.