Extended school day and extracurricular activities offer: policy designs in European countries
DOI:
https://doi.org/10.20952/revtee.v16i35.18894Keywords:
Extended school day, Extracurricular activities, Policy DesignAbstract
The article aims to analyse and compare extended school day and extracurricular activities policy designs in European countries. After mapping the policies of the 37 countries that make up the European Commission's Eurydice Network, 6 countries were selected for comparative analysis: Germany, Austria, Spain, France, Italy and Portugal. The comparative study focused on types of extension and political instruments in order to characterize policy designs. Four types of extension in the school day were found: extracurricular activities that complement and/or are articulated with the school curriculum; supervised care before the school day; supervised care at lunch; supervised after-school care. The comparative research identified several policy designs, with similarities and differences among European countries, highlighting both analogous political choices and different options and strategies related to the way the State regulates, finances and provides extended school day and extracurricular activities policies.
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References
Autor, 2020.
Comissão Europeia. (2018). Agência de Execução relativa à Educação, ao Audiovisual e à Cultura. Eurydice. Carga Horária Letiva Anual Recomendada no Ensino Obrigatório a Tempo Inteiro na Europa – 2017/18. Eurydice – Factos e Números. Luxemburgo: Serviço das Publicações da União Europeia.
Dale, R. (2004). Globalização e educação: demonstrando a existência de uma “cultura educacional mundial comum” ou localizando uma “agenda globalmente estruturada para a educação”?. Educação e Sociedade, 25(87), 423-460. https://doi.org/10.1590/S0101-73302004000200007
Eccles, J. S., Barber, B. L., Stone, M, & Hunt, J. (2003). Extracurricular activities and adolescent development. Journal of social issues, 59(4), 865-889. https://doi.org/10.1046/j.0022-4537.2003.00095.x
Escolano Benito, A. (2000). Tiempos y espacios para la escuela: ensayos históricos. Madrid: Biblioteca Nova.
España. (1996). Las actividades extraescolares en los centros educativos. Madrid: Artegraf.
European Commission. (2022). EACEA. Eurydice. National Education Systems. Recuperado de: https://eacea.ec.europa.eu/national-policies/eurydice/national-description_en
Fermoso, P. (1994). Pedagogía social: fundamentación científica. Barcelona: Herder.
Fernández Enguita, M. (2001). La jornada escolar. Barcelona: Ariel.
Ferrer, F. (2002). La educación comparada actual. Barcelona: Ariel.
Fisher, N., Radisch, F., & Schüpbach, M. (2014). International perspectives on extracurricular activities: Conditions of effects on student development, communities and schools – Editorial. Journal for Educational Research Online, 6(3), 5–9. https://doi.org/10.25656/01:9684
Fischer, N., & Theis, D. (2014). Extracurricular participation and the development of school attachment and learning goal orientation: the impact of school quality. Developmental Psychology, 50(6), 1788-1793. https://doi.org/10.1037/a0036705
Geppert, C., Bauer-Hofmann, S., & Hopmann, S. T. (2012). Policy Reform Efforts and Equal Opportunity – An Evidence-Based Link? An Analysis of Current Sector Reforms in the Austrian School System, CEPS Journal, 2(2), 9-29.
Gimeno Sacristán, J. (2010). O significa o currículo? In: Gimeno Sacristán, J. (Ed.). (2010). Saberes e incertezas sobre o currículo. Porto Alegre: Penso, p. 16-35.
Hagemann, K., Jarausch, K. H., & Allemann-Ghionda, C. (Ed.). (2011). Children, families, and states: time policies of childcare, preschool, and primary education in Europe. New York: Berghahn Books.
Howlett, M., & Mukherjee, I. (2014). Policy design and non-design: Towards a spectrum of policy formulation types. Lee Kuan Yew School of Public Policy Research Paper, 2(2), 57-71. http://dx.doi.org/10.2139/ssrn.2461087
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Ireland. (2007). Action Plan on School Age Childcare. Dublin: Government Publications.
Italia. (2009). D.P.R. 20 marzo 2009, n. 89 – Revisione dell’assetto ordinamentale, organizzativo e didattico della scuola dell’infanzia e del primo ciclo di istruzione ai sensi dell’articolo 64, comma 4, del decreto-legge 25 giugno 2008, n. 112, convertito, con modificazioni, dalla legge 6 agosto 2008, n. 133.
Muller, P., & Surel, Y. (2002). A análise das políticas públicas. Pelotas: Educat.
Nóvoa, A. (2009). Professores: o futuro ainda demora muito tempo. Lisboa: EDUCA.
OECD - Organisation for Economic, Co-operation and Development. (2021). Education at a Glance 2021: OECD Indicators. Paris: OECD Publishing.
Pereyra, M. A. (2005). A vueltas con la jornada y los tiempos escolares en el comienzo de una nueva época. Recuperado de: http://www.observatoriodelainfancia.es/oia/esp/documentos_fi cha.aspx?id=551.
Pfeifer, M., & Holtappels, H. G. (2008). Improving Learning in All-Day Schools: results of a new teaching time model. European Educational Research Journal, 7(2), 232-242. https://doi.org/10.2304/eerj.2008.7.2.232
Pires, C. (2019). Escola a Tempo Inteiro em Portugal: as ideias e o “modelo” de implementação da política pública de educação. InterMeio: Revista do Programa de Pós-Graduação em Educação, 25 (50), 15-29.
Plantenga, J., & Remery, C. (2013). Childcare services for school age children: a comparative review of 33 countries. Luxembourg: Publications Office of the European Union.
Portugal. Ministério da Educação e Ciência. Portaria n.º 644-A/2015, 24 de agosto de 2015.
Pulkkinen, L. (2005). The Organization of a School Day in Finland and the Concept of the “Integrated School Day” in the MUKAVA Project. In: Radisch, F., & Klieme, E. (2005). Full time offers in school: international experiences and empirical research. Berlin, p. 41-69.
Radinger, T., & Boeskens, L. (2021). More time at school: lessons from case studies and research on extended school days. OECD Education Working Papers, n. 252, 1-154.
Radisch, F., & Klieme, E. (2005). Full time offers in school: international experiences and empirical research. Berlin.
Slenning, K. (2005). The organisation of a school day in Sweden Backgrounds and ongoing debates All Day Schooling in Sweden – an Overview. In: Radisch, F., & Klieme, E. (2005). Full time offers in school: international experiences and empirical research. Berlin, p. 70-80.
Tenti Fanfani, E. (2010). Estado del arte: escolaridad primaria y jornada escolar en el contexto internacional. Estudio de casos en Europa y América Latina. Buenos Aires: UNESCO.
Testu, F. The organisation of a school day in France. Backgrounds and ongoing debates. Managing young people’s time: Why? For whom? How? In: Radisch, F., & Klieme, E. (2005). Full time offers in school: international experiences and empirical research. Berlin, p. 25-40.
Trevisanello, D. (2021). A Scuola Costruimmo Il Pitarofono. La Scuola a Tempo Pieno Nel Comune di Mira (1975-1980). 2021. Tesi di Laurea (Corso di Laurea in Storia) - Università Ca' Foscari Venezia, Venezia.
Triani, P. (2017). Il tempo pieno nella scuola primaria italiana. Studium Educationis, 8 (2), 81-92.
Trilla, J. (1998). La educación fuera de la escuela: ámbitos no formales y educación social. Barcelona: Ariel.
Unesco. (2012). International Standard Classification of Education - ISCED 2011. Montreal: UNESCO.
Wilkin, A., White, R., & Kinder, K. (2003). Towards extended schools: a literature review. London: Department for Education and Skills.
Comissão Europeia. (2018). Agência de Execução relativa à Educação, ao Audiovisual e à Cultura. Eurydice. Carga Horária Letiva Anual Recomendada no Ensino Obrigatório a Tempo Inteiro na Europa – 2017/18. Eurydice – Factos e Números. Luxemburgo: Serviço das Publicações da União Europeia.
Dale, R. (2004). Globalização e educação: demonstrando a existência de uma “cultura educacional mundial comum” ou localizando uma “agenda globalmente estruturada para a educação”?. Educação e Sociedade, 25(87), 423-460. https://doi.org/10.1590/S0101-73302004000200007
Eccles, J. S., Barber, B. L., Stone, M, & Hunt, J. (2003). Extracurricular activities and adolescent development. Journal of social issues, 59(4), 865-889. https://doi.org/10.1046/j.0022-4537.2003.00095.x
Escolano Benito, A. (2000). Tiempos y espacios para la escuela: ensayos históricos. Madrid: Biblioteca Nova.
España. (1996). Las actividades extraescolares en los centros educativos. Madrid: Artegraf.
European Commission. (2022). EACEA. Eurydice. National Education Systems. Recuperado de: https://eacea.ec.europa.eu/national-policies/eurydice/national-description_en
Fermoso, P. (1994). Pedagogía social: fundamentación científica. Barcelona: Herder.
Fernández Enguita, M. (2001). La jornada escolar. Barcelona: Ariel.
Ferrer, F. (2002). La educación comparada actual. Barcelona: Ariel.
Fisher, N., Radisch, F., & Schüpbach, M. (2014). International perspectives on extracurricular activities: Conditions of effects on student development, communities and schools – Editorial. Journal for Educational Research Online, 6(3), 5–9. https://doi.org/10.25656/01:9684
Fischer, N., & Theis, D. (2014). Extracurricular participation and the development of school attachment and learning goal orientation: the impact of school quality. Developmental Psychology, 50(6), 1788-1793. https://doi.org/10.1037/a0036705
Geppert, C., Bauer-Hofmann, S., & Hopmann, S. T. (2012). Policy Reform Efforts and Equal Opportunity – An Evidence-Based Link? An Analysis of Current Sector Reforms in the Austrian School System, CEPS Journal, 2(2), 9-29.
Gimeno Sacristán, J. (2010). O significa o currículo? In: Gimeno Sacristán, J. (Ed.). (2010). Saberes e incertezas sobre o currículo. Porto Alegre: Penso, p. 16-35.
Hagemann, K., Jarausch, K. H., & Allemann-Ghionda, C. (Ed.). (2011). Children, families, and states: time policies of childcare, preschool, and primary education in Europe. New York: Berghahn Books.
Howlett, M., & Mukherjee, I. (2014). Policy design and non-design: Towards a spectrum of policy formulation types. Lee Kuan Yew School of Public Policy Research Paper, 2(2), 57-71. http://dx.doi.org/10.2139/ssrn.2461087
Howlett, M., Ramesh, M., & Perl, A. (2013). Política Pública: seus ciclos e subsistemas - uma abordagem integradora. Rio de Janeiro: Elsevier.
Ireland. (2007). Action Plan on School Age Childcare. Dublin: Government Publications.
Italia. (2009). D.P.R. 20 marzo 2009, n. 89 – Revisione dell’assetto ordinamentale, organizzativo e didattico della scuola dell’infanzia e del primo ciclo di istruzione ai sensi dell’articolo 64, comma 4, del decreto-legge 25 giugno 2008, n. 112, convertito, con modificazioni, dalla legge 6 agosto 2008, n. 133.
Muller, P., & Surel, Y. (2002). A análise das políticas públicas. Pelotas: Educat.
Nóvoa, A. (2009). Professores: o futuro ainda demora muito tempo. Lisboa: EDUCA.
OECD - Organisation for Economic, Co-operation and Development. (2021). Education at a Glance 2021: OECD Indicators. Paris: OECD Publishing.
Pereyra, M. A. (2005). A vueltas con la jornada y los tiempos escolares en el comienzo de una nueva época. Recuperado de: http://www.observatoriodelainfancia.es/oia/esp/documentos_fi cha.aspx?id=551.
Pfeifer, M., & Holtappels, H. G. (2008). Improving Learning in All-Day Schools: results of a new teaching time model. European Educational Research Journal, 7(2), 232-242. https://doi.org/10.2304/eerj.2008.7.2.232
Pires, C. (2019). Escola a Tempo Inteiro em Portugal: as ideias e o “modelo” de implementação da política pública de educação. InterMeio: Revista do Programa de Pós-Graduação em Educação, 25 (50), 15-29.
Plantenga, J., & Remery, C. (2013). Childcare services for school age children: a comparative review of 33 countries. Luxembourg: Publications Office of the European Union.
Portugal. Ministério da Educação e Ciência. Portaria n.º 644-A/2015, 24 de agosto de 2015.
Pulkkinen, L. (2005). The Organization of a School Day in Finland and the Concept of the “Integrated School Day” in the MUKAVA Project. In: Radisch, F., & Klieme, E. (2005). Full time offers in school: international experiences and empirical research. Berlin, p. 41-69.
Radinger, T., & Boeskens, L. (2021). More time at school: lessons from case studies and research on extended school days. OECD Education Working Papers, n. 252, 1-154.
Radisch, F., & Klieme, E. (2005). Full time offers in school: international experiences and empirical research. Berlin.
Slenning, K. (2005). The organisation of a school day in Sweden Backgrounds and ongoing debates All Day Schooling in Sweden – an Overview. In: Radisch, F., & Klieme, E. (2005). Full time offers in school: international experiences and empirical research. Berlin, p. 70-80.
Tenti Fanfani, E. (2010). Estado del arte: escolaridad primaria y jornada escolar en el contexto internacional. Estudio de casos en Europa y América Latina. Buenos Aires: UNESCO.
Testu, F. The organisation of a school day in France. Backgrounds and ongoing debates. Managing young people’s time: Why? For whom? How? In: Radisch, F., & Klieme, E. (2005). Full time offers in school: international experiences and empirical research. Berlin, p. 25-40.
Trevisanello, D. (2021). A Scuola Costruimmo Il Pitarofono. La Scuola a Tempo Pieno Nel Comune di Mira (1975-1980). 2021. Tesi di Laurea (Corso di Laurea in Storia) - Università Ca' Foscari Venezia, Venezia.
Triani, P. (2017). Il tempo pieno nella scuola primaria italiana. Studium Educationis, 8 (2), 81-92.
Trilla, J. (1998). La educación fuera de la escuela: ámbitos no formales y educación social. Barcelona: Ariel.
Unesco. (2012). International Standard Classification of Education - ISCED 2011. Montreal: UNESCO.
Wilkin, A., White, R., & Kinder, K. (2003). Towards extended schools: a literature review. London: Department for Education and Skills.
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Published
2023-12-31
How to Cite
Parente, C. da M. D. (2023). Extended school day and extracurricular activities offer: policy designs in European countries. Revista Tempos E Espaços Em Educação, 16(35), e18894. https://doi.org/10.20952/revtee.v16i35.18894
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