qm_en

coACTION Quality Management Page 10/14 June 2025  They provide valuable feedback on instruction, the learning environment, and the school climate (e.g., through surveys, pupils’ council).  Their motivation, engagement, and self-responsibility are crucial for their own learning success and indirectly contribute to school quality.  Where possible and sensible, pupils should be involved in processes that directly affect them. The Parents: The Partners in Education Parents are important partners in educational work and contribute significantly to the school's success.  They provide feedback on the school's communication, their children's care, and school offerings.  They support their children in learning and strengthen the connection between home and school.  Involvement in parent-teacher associations or school forums provides an important platform for co-creation. Other Key Individuals and Groups: In addition to the main stakeholders mentioned, there are other important individuals and groups who contribute to quality management: Pedagogical and Administrative Staff (after-school care, school assistants, secretariat) support pedagogical work and ensure smooth operations and a pleasant school climate. Their feedback on administrative processes or infrastructure is valuable. School Psychologists, Social Workers, Special Needs Educators bring specialized knowledge, support pupils and teachers, and contribute to inclusion and well-being at the school. The Ministry of Education and the local School Authorities set the legal and educational policy framework, provide guidelines, and support schools in quality development. Collaborations with external partners (e.g., associations, companies, universities) can broaden educational offerings and provide new impetus for school quality. Quality Management in schools is thus a complex interplay of many stakeholders. Only when everyone recognizes their role, engages, and actively cooperates a sustainable quality culture can emerge, which advances the school as a whole.