The 1st Project Phase

We may assume that there are already numerous advisory and support systems in Europe regarding the cooperation of parents and school, thus the first project phase will take stock of such systems and mechanisms in the participating countries and publish these in the form of a European synopsis, which will include usable ideas and materials for schools. Additionally, this will enable those partner countries where parental involvement has not yet played an important role in the system to gain an overview of the situation in other countries.

The 2nd Project Phase

The second project phase aims to develop ideas and materials, on the basis of existing models listed in Phase1, for the intensification of the involvement of parents and families in the work of schools, taking into account their respective backgrounds of immigration according to country of origin and country of residence.

The 3rd Project Phase

In the third phase, the materials that have been produced will be checked for their compatibility in the respective partner countries, tested and improved. All phases will be accompanied by scientific consultants. The final product will be the publication of a package of materials, in printed and electronic form, for Teacher Education and Teacher Training in Europe, which will satisfy the demands of methodological variety, offer media support and be action-oriented.

Improving involvement of parents

With regard to the demographic development in the countries of the European Union, the project will make an important contribution to the continuing development of Teacher Education and work-based Lifelong Learning. The pre-condition of aiming at improving the involvement of parents from all corners of the population in school life is that mutual understanding and respect for people from different cultures will be encouraged through the materials that are to be developed.

Working with these materials should also lead to an improvement in school management, as improvement of parental involvement can only be achieved, if internal communication in schools as well as the links to the immediate social environment of the schools are intensified and made more effective.