In the course of modernization, the framework of the relationship between family and school has changed. Accordingly, a diversification of family forms as well as a growing flexibility in the field of employment have an important impact on sometimes tense interactions between family and school. Increasing expectations within the fields of education and family life have already led to the establishment of pedagogical, didactical, and organizational concepts of all-day schools. Considering the complexity of education in everyday life it becomes obvious that the processes of education could also be enhanced within the family and within other social settings. Therefore, a systematic connection between family as a non-instutionalized and all-day school as an institutionalized place of education is required but has been neglected so far.
Taking these developements and requirements into account, analysis focuses on processes of education which are embedded in the daily life of 12-15 year olds attending an all-day school. Special attention will be paid to the interaction between family and the school in order to explore the missing link between family background, individually acquired competencies, socially demanded, and school-related competencies. The research findings will help to identify familial preconditions for successful processes of education. With respect to progressive approaches of co-operation between families and all-day schools, the research findings will also provide new perspectives on concepts of parental participation.


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