Conference

2008 Safe Internet Use

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Highlights of previous SSBA conferences :-

2007 Developing a Parent Council and Encouraging Parental Involvement

2006 The Way Forward for Parental Involvement

2005 Parents in Partnership

2003 Partnerships and responsibilities

2002 SSBA is fit for the future

2001 Roadshow

2000 International
and published book
available here online

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Workshops
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Encouraging Partnerships in Education Around the World
as Partners with Professionals and Politicians
- Introductory Speech by Ann Hill

The Scottish School Board Association (SSBA) was formed in 1991 when Mouswald Primary School Board in rural Dumfriesshire sought such a partnership. It aims to promote and encourage partnerships in education and represents 70% of schools in Scotland, with a parent and teacher membership of almost 16,000. Almost 620,000 pupils are represented. SSBA connects educationalists, parents, pupils, and government at both local and national level (as well as members of local communities) to discuss and develop best practice which in turn leads to improved standards in schools. SSBA provides School Board training throughout Scotland, publishes literature for parents in education, holds conferences and workshops throughout Scotland and runs a Helpline for those connected through education.

SSBA is run by an elected Executive Board made up of one member from each of Scotland’s 32 local authorities and one member from a Special Educational Needs School.

This book was conceived in 1997 when a small comparative study was sponsored by the British Council and published by the Scottish School Board Association in order to examine similarities and differences in the modus operandi of Scottish School Boards and Spanish School Councils. The study revealed differences in the processes of selection and representation of the parental members; in the training and preparation provided; in parental powers and responsibilities and in the nature of ‘partnership’.

Despite the differences that emerged from this study a common denominator was the extent to which Scotland and Spain had formally involved parents in the school decision making process - a process underpinned by legislation and by a belief in democratic participation in school decision making.

The conference organised by the Scottish School Board Association in May 2000 ‘Encouraging Partnerships in Education Around the World - Parents as Partners with Professionals and Politicians - acted as a further stimulus.

Contributions to the book were invited to reflect upon the key themes of the conference - all of which are pertinent in considering the process of parental representation and involvement, viz:

• Recent and Current Legislation related to the formal role and representation of parents in school decision making

• Membership and powers accorded to School Boards, School Councils, Governors and similar representative groups

• Relationships between the local and central government

• The process of selecting/electing parental representatives

• The nature and provision of training

• Parental partnership with the teaching profession, existing and emerging

• Perspective on future role and extension of powers

Various studies including ‘Managing Schools - The European Experience’ have gathered together the experiences of managing schools indifferent European countries. There is evidence that where appointments are made in consultation with School Boards and local community representation there is a much greater concern for appointing a school director/headteacher appropriate and suitable for the particular school site and location. The local management of schools, greater school autonomy, and participative decision making is a notable feature in Denmark, Scotland, England, Wales, Sweden, and in Germany.

In the former communist countries, currently ‘in transition’ to a market economy, the regulatory role of the state in controlling people’s lives is being diminished as civil society plays an increasing part in influencing decision making. In the Baltic States, for example, the structure being provided for such participation is one which divides the responsibility for education amongst various levels of power, from Parliament to local government, to Boards of Trustees, to the school director and to the faculty council. Legislation passed in the 1990’s and new obligations placed upon the shoulders of school directors are seeking to increase local participation in school decision making, curriculum development and school development planning.

Such processes of decision making and increased accountability, both nationally and locally, have sought to involve wide and democratic representation. The involvement of parents in the broader process of school management is very much a part of this. Arguably, as the political legacy of totalitarianism declines, the increased participation of citizens in the social and political life of the former communist states will continue to expand.

Further afield evidence is also emerging that a participatory climate is fostering an increased and formalised role for parents in school decision making. Examples of such developments may be drawn from China, New Zealand and North America.

The process of encouraging ‘partnership with parents’ in school decision making will inevitably raise a number of issues. Some of these are the key themes of the conference. The contributions that follow raise further concerns, viz:

• the representativeness of parents in relation to the community at large

• the process of training and preparation made available

• the degree to which real ‘partnership’ is possible compared with ‘mere’ consultation or communication

• the constitution and membership of the School Board, School Council, governing body (or similar)

• the relationship between the chairperson (or representative of the parent group) and the school director/headteacher

• the process whereby the aims and purposes of the ‘partnership’ are established

• the process for defining responsibilities and roles

• the availability of alternative policies and practices which might enhance representation and/or impact on school decision making

It is hoped that this collection of case studies will assist and inform school directors/headteachers, parental representatives and educational administrators at a time when there is growing interest 'around the world’ in the notion of ‘partnership’ and in the processes of school decision making and local accountability.

Back to 2000 Workshop Index