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Study on the Development of All-day Schools (StEG)

The Background

The setup and enhancement of all-day school provisions plays an important role in educational debates. The federal states as well as the federal government are currently not only investing in a better provision of children and youths with all-day schools, but they are simultaneously also engaged in improving the pedagogical work and lessons at these schools. Recently, the conversion and equipment of schools was financially supported by the investment programme "Zukunft Bildung und Betreuung" (IZBB) – [Future of Education and Care]. The Study on the Development of All-Day Schools was conducted within the IZBB framework.

Apart from this support, schools making their way to becoming all-day institutions also need information on the conditions of successful all-day schooling. However, little systematic knowledge has existed in this respect. So far, little research exists as to how such educational opportunities are developed and introduced and what consequences an all-day concept bears on all participants in a school, but also for its social environment.

The Study

Since 2005, the"Study on the Development of All-day Schools" (StEG)was conducted as a nationwide research programme for investigating all-day schools and all-day schooling opportunities. The German Institute for International Educational Research (DIPF; Prof. Klieme), the German Youth Institute (DJI; Prof. Rauschenbach), the Institute for School Development Research (IFS; Prof. Holtappels) and the Justus-Liebig-University Gießen (Prof. Stecher) jointly assessed a large number of schools. The project is subject to a close communication with the Länder states. It is funded by the Federal Ministry of Education and Research.

The Objectives

With regard to the scarce existing scientific evidence on the effects of all-day schooling, the study aims at answering a multitude of important questions, for instance:

What are the conditions to introducing all-day schools?
What prerequisites prove helpful in this process, and which are problematic?
What kind of support is available to all-day schools in the introductory stage as well as later on in their work?
What pedagogical and organisational models exist for all-day school concepts?
Is the learning and teaching culture affected by the introduction of all-day school provisions?
Are all-day schools accepted by parents and students?
Are parents and students satisfied with the all-day school provisions?
How does the all-day school affect the development of personalities and achievement of the participating students?

Layout of the Study

The study was designed as a multi-perspective survey. Hence, all of the groups participating in all-day schooling – school heads, teachers, other pedagogical staff, parents and students – were asked to fill in a questionnaire particularly tailored to their needs. The groups of persons were not only questioned once, but they were interviewed at three points in time (2005, 2007, and finally in 2009) with a period of approximately 18 months in between. This longitudinal assessment allows for an observation of changes and developments of all-day schools over a period of several years. The assessments were carried out bythe IEA Data Processing Center in Hamburg.
The assessment aimed to collect information regarding the work, pedagogical effects and specific problem areas of all-day schools. An inspection of individual schools or a comparison of schools was not intended. The questionnaires were assessed anonymously and in accordance to strict data protection regulations. Participation in the interviews was voluntary.

Findings

Findings from this study have been reported in a brochure as well as numerous und book and journal articles. The final volume summarising all three waves of assessment wll be published by Juventa in August 2011.