Family-school partnership in the conditions of transition

Abstract

The starting premise of the paper is that the development of each individual is largely influenced by the direct or indirect effects of social conditions. It also points out that the characteristics of macrosystemic environment significantly affect the functioning of the microsystemic environment, especially when it comes to the functioning of family and school as microsystemic environments that are crucial for the development of the individual. In this context, bearing in mind the changes and challenges caused by the transition, the paper draws attention to the need for a joint action of family and school based on the principles of partnership. The paper also discusses the current difficulties in the functioning of the family-school system which occur in the conditions of transition, as well as possibilities of overcoming them in order to achieve the prerequisites for an effective partnership of family and school. Of particular importance is the role of school in providing a space for parental involvement in school activities which could contribute to laying the foundations for substantial cooperation.

Keywords

• family
• school
• partnership
• transition