Abstract
The traditional model of general education organization, which focuses only on the provision of human capital as a guarantor of welfare, cannot effectively achieve this goal without removing other barriers to the child’s development (OECD 2016). The acquisition of human capital also significantly depends on a person’s social and cultural capital. In addition to its traditional functions, a school can also provide social and cultural capital by providing a space for the interaction of various social networks, promotion of new ideas and cultural diversity, and the involvement of social partners in school activities (Healy 2001). An all-day school is one of the tools to provide children with social and cultural capital. Despite the existing disparities between a pupil’s achievement and the low level of their social and cultural capital (Shleider 2018), all-day schools are not widespread.According to John Elster (2000), the actions of an organization are determined firstly by opportunities and then by interests. Opportunities are determined by economic, institutional, and psychological constraints. The aim of this study is to analyze the institutional limitations of establishing an all-day school. Elinor Ostrom (2009) argues that the whole set of institutions that determine the situation of action (in our case, the establishment or non-establishment of an all-day school) can be divided into 7 groups: boundaries, positions, choices, aggregation, information, potential outcomes, and payoff institutions. The institutional limitations of all-day school establishment were analyzed in the study using a qualitative content analysis of documents on the principle of axial coding, distinguishing subcategories and categories. The results of the study showed that institutional constraints do not limit access to an all-day school, but there is a high concentration of power, lack of accountability for service quality, and parental costs that may limit access to services for children from lower-income families with the greatest social and economic disadvantages.
Highlights
Mokykla gali teikti ne tik ugdymo paslaugas, bet ir kultūrinį bei socialinį kapitalą, kas reikšmingai paveiks žmogiškojo kapitalo įgijimą – suteikti erdvę įvairiems socialiniams tinklams sąveikauti, skatinti naujas idėjas ir kultūrinę įvairovę, įtraukti socialinius partnerius į mokyklos veiklą ir pan. (OECD, 2001)
The acquisition of human capital also significantly depends on a person's
Participation in extracurricular activities and student achievement: evidence from German all-day schools
Summary
Mokykla šalia savo tradicinių funkcijų gali teikti ir socialinį bei kultūrinį kapitalą, suteikti erdvę įvairiems socialiniams tinklams sąveikauti, skatinti naujas idėjas ir kultūrinę įvairovę, įtraukti socialinius partnerius į mokyklos veiklą (Healy, 2001). Visos dienos mokykla – viena iš priemonių suteikti vaikams socialinį ir kultūrinį kapitalą. Nepaisant esamų skirtumų tarp mokinių pasiekimų, jų turimo socialinio ir kultūrinio kapitalo (Shleider, 2018), visos dienos mokyklos yra steigiamos vangiai. Galimybes savo ruožtu lemia ekonominiai, instituciniai ir psichologiniai apribojimai. Instituciniai visos dienos mokyklos steigimo apribojimai tyrime analizuoti taikant kokybinę dokumentų turinio analizę ašinio kodavimo principu išskiriant subkategorijas ir kategorijas. Kad instituciniai apribojimai neriboja galimybių steigti visos dienos mokyklą, tačiau yra didelė galios koncentracija, trūksta atskaitomybės už paslaugų kokybę mechanizmų, išlaidų patiria ir tėvai, o tai gali riboti paslaugos prieinamumą mažesnes pajamas turinčių šeimų vaikams: jiems labiausiai trūksta socialinio ir kultūrinio kapitalo. Pagrindiniai žodžiai: visos dienos mokykla, institucijos, švietimas, socialinis kapitalas, kultūrinis kapitalas
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