Povzetek
V prispevku želimo izpostaviti pomen in nujnost kakovostnega partnerskega sodelovanja vrtca in šole z okoljem, gledano skozi njihovo družbeno odgovornost. Družbena odgovornost vzgojno-izobraževalnih institucij se odraža v poslanstvu, ki se uresničuje z aktivnostmi za razvoj spodbudnega in varnega učnega okolja za vse udeležence vzgojno-izobraževalnega procesa. V prispevku se oziramo tudi na nekatere izzive, s katerimi se srečujejo vzgojno-izobraževalne institucije pri sodelovanje z okoljem in poudarjamo nujnost in korist kakovostnega in učinkovitega načrtovanja in upravljanja sodelovanja z vsemi javnostmi v okolju, s katerimi vrtec in šola sodelujeta. Pri sodelovanju z okoljem vrtci in šole nujno izhajajo iz namena uresničevanja potreb in pričakovanj svojih javnosti, na način, da izhajajo iz pedagoških načel in največje koristi za otroka/učenca/dijaka. Odločajo se za sodelovanja, ki prispevajo k kakovostnemu izvajanju programa in kakovostnem vzgojno-izobraževalnemu delu. V zadnjem delu prispevka podajamo predlog oziroma primer razdelitve javnosti vrtca oziroma šole, glede na njihov pomen za posamezno institucijo, kar omogoča vodstvu kakovostno načrtovanje sodelovanja. V prispevku podajamo tudi primer načrtovanja sodelovanja s posameznimi javnostmi iz okolja.
Abstract
Challenges of school cooperation with the environment
The paper points out the importance and necessity of a quality partnership collaboration of kindergartens and schools with the environment, perceived through their social responsibility. The social responsibility of education institutions is reflected in their mission, which is realized through activities for the development of a stimulating and safe learning environment for all participants in the education process. In the paper, some of the challenges that education institutions face when cooperating with the environment are explored. An emphasis is put on the necessary and beneficial quality and effective planning and management of cooperation with all publics for the kindergartens and schools in their environment. In the process of this cooperation, kindergartens and schools truly serve their purpose to fulfill the needs and expectations or the public by following the pedagogical principles and ensuring the greatest benefits for the child/pupil/student. They choose cooperation that contributes to the quality implementation of the program and quality education work. In the last part of the paper, a proposal or rather an example shows which publics of kindergartens or schools are important for an individual institution which supports leadership in quality planning of cooperation. In the paper, an example of planning cooperation with individual publics from the environment is shared.