Civil society in educational governance. Different roles and their significance for cooperation with schools

Abstract

As civil society engagement in schools becomes increasingly important, there is a need for a conceptual framework to position civil society actors within educational governance. This article puts forward a proposal for such a framework, considering civil society actors in various roles, such as supporters, interest representatives, or service providers. The example of all-day schools and sports clubs shows that successful cooperation depends on different legal, structural and political framework conditions, which must therefore be considered in governance processes.