Local constellations of actors in the all-day education. A case study from Lower Saxony
Using an exploratory case study this paper analyzes the development process of a concept of all-day schooling. Based on the educational governance perspective the concept Cooperative All-Day Schooling in the city of Oldenburg is investigated in order to determine which actors besides the municipal administration are regularly involved in central decision making processes for the development of all-day schooling. Furthermore, specific access rights as well as negotiation positions of the actors involved in the project are interpreted. The results indicate a dominant role of the municipality, which is able to use its scope of action in order to implement a politically coordinated concept of all-day schooling against an initially negative attitude of the Federal Land ministry.
Education politics; Local politics; Case study; Educational governance; All-day schools; All-day education
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Journal for Educational Research Online/Journal für Bildungsforschung Online (ISSN 1866-6671)