SCHOOL-LEVEL BODIES WHICH INCLUDE PARENT REPRESENTATIVES

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The role of parents in decision-making at school level depends on whether parents are included on school administrative councils or management bodies. Where this is the case, their sphere of influence across a range of areas may vary considerably. They may have decision-making powers or exercise a consultative function, or enjoy neither of these. In Finland, Sweden, and to a lesser extent the Netherlands and the United Kingdom (Scotland), the powers given to school-level bodies which include parent representatives depend on the school concerned.

Parent representatives have a consultative role (fifteen countries or regions) or decision-making powers (eleven countries or regions) in the development of the school educational plan or school action plan. Only in Denmark, Cyprus, Iceland, Liechtenstein and Turkey do parents' representatives have no intervention or consultative role in this area.

With respect to rules governing everyday school activities, the situation also varies considerably from one country to the next. There are decision-making powers for parents on school-level bodies in eleven education systems and a consultative role in fifteen others. And in Cyprus, Slovakia, Iceland, Liechtenstein and Turkey there are neither decision-making powers nor a consultative role in this area.

In contrast, parents do not have any formal influence on decisions with respect to the expulsion or suspension of pupils in just over half of European education systems, and they have a consultative function only in Belgium (German-speaking Community), Estonia, Cyprus, Lithuania, Hungary and Austria. Seven countries give parent representatives access to full decision-making powers in this area, but in some countries this power is restricted to lower secondary education.

The recruitment of teachers and the termination of teaching contracts is not commonly a matter for school- level bodies which include parent representatives. Only in Belgium (Flemish community), Ireland and the United Kingdom do such bodies have decision-making powers in this area. In Denmark, these bodies have only a consultative role while in Finland the role played varies according to the school concerned. In all countries, the arrangements responsibilities for teacher recruitment are mirrored, with only a few differences, by the powers arrangements for the termination of teachers’ employment.

Similarly, decisions regarding teaching content are very rarely a matter for school-level bodies which include parent representatives. The Czech Republic, Denmark, Germany, Estonia, Ireland, Luxembourg and Hungary offer a consultative function and only the United Kingdom (England, Wales and Northern Ireland) offers decision-making powers in that area.

The picture is rather more mixed with respect to whether school bodies which include parent representatives contribute to deciding which optional lessons are to be provided in the school, and there is also some variation in decision-making between educational levels: parents have consultative role regarding the provision of optional lessons in primary education in the German-speaking Community of Belgium, Portugal and in secondary education in France. There are no consultative or decision-making powers in fifteen countries. Decision-making powers exist in Denmark, Germany and the United Kingdom (England, Wales and Northern Ireland), while parents have a consultative role in Belgium (Flemish Community), the Czech Republic, Ireland, Italy, Lithuania, Luxembourg, Hungary, Poland, Portugal (primary level), Slovakia and Norway.

In Denmark, Germany, Spain and Austria parent representatives do have decision-making powers in relation to the choice of textbook, while in Belgium, the three Baltic States, France (lower secondary education), Italy, Luxembourg, Poland, Portugal and the United Kingdom (Scotland) bodies including parents have a consultative role in this regard.

Figure B16: Power exercised in eight areas,

by school council/boards which have parent representatives, compulsory education, 2006/07

School educational plan, school action plan Rules governing everyday school activity Expulsion and suspension of a pupil Decisions regarding teaching content Provision of optional lessons Acquisition of textbooks, educational software, etc. Recruitment of teachers Termination of teachers’ employment

TR NO LI IS SCT ENG WLS NIR SE FI SK SI RO PT PL AT NL MT HU LU LT LV CY IT FR ES EL IE EE DE DK CZ BG BE nl BE de BE fr UK Left Primary Right

Secondary Decision-making power

Neither decision-making power nor consultative function

Not applicable Consultative function Power depends on the school concerned Source: Eurydice.

Additional notes

Belgium (BE nl): Parents on school bodies in the private grant-aided sector do not have decision-making or consultative powers with respect to the recruitment of teachers or the termination of their employment.

Greece: Pupils in primary education may not be expelled or suspended. There are two boards: the School Committee (Sxoliki Epitropi), with responsibilities' for infrastructure and school finances and the School Council (Sxoliko Symboulio), with responsibilities for the school environment and climate.

Spain: The 2006 Act on Education gives head teachers more powers in relation to expulsion and suspension of pupils, as it gives them the responsibility of guaranteeing mediation in resolving conflicts and of imposing the corresponding disciplinary measures on pupils although, when the disciplinary measures adopted by the head are the result of student misconduct seriously damaging to the school community, the School Council, at the request of parents or tutors, can review the decision taken and propose appropriate measures, if applicable

Italy: The expulsion and suspension of pupils at secondary level is decided by a school-level body. The participation of parents in this body depends on internal school regulations. At primary level, expulsion and suspension is not regulated and rarely occurs in practice.

Slovenia: Complaints concerning disruptive pupils may be made to the school council, which has decision-making powers over the transfer of such pupils.

Slovakia: The powers of school councils with at least four parent representatives were extended in 2003 by legislation on state administration and self-government in education which came into force on 1st January 2004.

United Kingdom (ENG/WLS/NIR): The school governing body establishes the strategic framework for school rules, curriculum and staffing. The head teacher takes decisions within this framework. Specific regulations apply to the decision to expel or suspend a pupil. In England and Wales, this decision is made only by the school head but must be reviewed by the governing body. In Northern Ireland, the decision to expel is made by the board of governors in all categories of school except controlled schools.

Additional notes (Figure B16 – continued)

Turkey: Parents do not take part in school bodies regarding the above issues; regulations are made by the central bodies of the Ministry of National Education. School bodies do not have the authority to make arrangements on the above issues except in drafting a strategic plan. Every school has to produce a strategic plan including a school action plan. The nature of strategic planning requires the participation of all stakeholders including parents but it is not a common practice. Parent's participates in school activities via the School-Parents Union that may organise workshops in order to improve education and instruction and also co-operates with school administration on everyday activities.