Educational expectations of all-day schools: Educational promotion at open-attendance all-day schools in Switzerland

Abstract

In current debates on education, all-day schools are granted a central role especially in view of educational equity and improved individual educational support. However, whether all-day schools in the German-speaking part of Switzerland indeed offer learning opportunities in accordance with that is not known. This paper discusses educational expectations placed on all-day schools as well as current quality models and, looking at all-day schools in the German-speaking part of Switzerland, examines what role educational motives play in the establishing of all-day schools, to what extent school principals and teachers participate in conceptual development, what individualizing and differentiating elements of educational promotion are anchored within the offerings of all-day schools, and whether the offerings are influenced by features of school development.