English Information  

Here you can download the English StEG flyer and an overview of the study's design:

Steg flyer (PDF, 403 KB)
Design of the study (PDF,85 KB)

Basic information of the study can be found below

Background

The introduction and enhancement of all-day schools plays an important role in educational debates. Currently, the federal states and the federal government are not only investing in an improvement of the availability of all-day schooling for children and youths. They are equally engaged in enhancing teaching quality at the pertinent schools. The conversion and equipment of schools is financially supported by the investment programme "Zukunft Bildung und Betreuung" (IZBB) – [Future of Education and Care]. Apart from this type of support, all-day schools require information as to how an all-day school can best succeed. In this respect, little nationwide valid research exists.

The Study

In 2005, a nationwide research programme was launched by the "Studie zur Entwicklung von Ganztagsschulen" (STEG) - [Study on the Development of all-day schools]. The German Institute for International Educational Research (DIPF; Prof. Klieme), the German Youth Institute (DJI; Prof. Rauschenbach) and the Institute for School Development Research (IFS; Prof. Holtappels) jointly assess a large number of schools. The project is subject to a close communication with the Lander states. It is funded by the Federal Ministry of Education and Research (BMBF) and the European Social Fund.

Objectives

With regard to the scarce existing scientific evidence on the effects of all-day schooling, the study aims at answering a multitude of important questions, for instance:

• What are the conditions to the introduction of allday schools?
• What prerequisites prove helpful in this process, and which are problematic?
• What kind of support is available to all-day schools in the introductory stage as well as later on in their work?
• What pedagogical and organisational models exist for all-day school concepts?
• Is the learning and teaching culture affected by the introduction of all-day school provisions?
• Are all-day schools accepted by parents and students?
• Are parents and students satisfied with the all-day school provisions?
• How does all-day school affect the development of personalities and achievement of the participating students?

Results

Results from the first assessment have been available since spring 2007:

H.G. Holtappels, E. Klieme, T. Rauschenbach and L. Stecher (eds.) (2007). Ganztagsschule in Deutschland. Ergebnisse der Ausgangserhebung der „Studie zur Entwicklung von Ganztagsschulen“ (StEG). Weinheim: Juventa.

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