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<p>Just like the introduction of all-day education and childcare arrangements a&#xa0;good 25&#xa0;years ago, the legal entitlement to all-day support for children of primary school age, which is to be gradually implemented from the 2026/27 school year, is also linked to the expectation of contributing to the reduction of educational inequality. Educational injustice, which in the education debate following PISA and IGLU is often framed as a&#xa0;link between educational success and social background, is to be countered by creating equal starting opportunities for all children. In our article, we critically discuss the assumptions behind this claim in the form of five theses. To this end, we will first emphasise the problematic content of a&#xa0;concept of equal starting opportunities (theses&#xa0;1 to&#xa0;3), point out the need for a&#xa0;change in schools in cooperation with child and youth welfare services, present possibilities for designing all-day education and care that takes children’s agency into account (thesis&#xa0;4) and substantiate this with alternative concepts of educational equity theory (thesis&#xa0;5).</p>

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  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年6月1日

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  • Nina Thieme,
  • Tanja Grendel,
  • Markus Sauerwein

摘要

Just like the introduction of all-day education and childcare arrangements a good 25 years ago, the legal entitlement to all-day support for children of primary school age, which is to be gradually implemented from the 2026/27 school year, is also linked to the expectation of contributing to the reduction of educational inequality. Educational injustice, which in the education debate following PISA and IGLU is often framed as a link between educational success and social background, is to be countered by creating equal starting opportunities for all children. In our article, we critically discuss the assumptions behind this claim in the form of five theses. To this end, we will first emphasise the problematic content of a concept of equal starting opportunities (theses 1 to 3), point out the need for a change in schools in cooperation with child and youth welfare services, present possibilities for designing all-day education and care that takes children’s agency into account (thesis 4) and substantiate this with alternative concepts of educational equity theory (thesis 5).