ERG SES F 05, Parallel Session F 05
The cooperation between various institutions and organizations for increasing results is wildly known in business area. It is also familiar to social, healthy and political bodies. In the area of education in Poland this topic has being rarely taken into account.
This paper is to show what teachers and administrative staff think about cooperation with organizations from their environment and how they perceive that cooperation.
The idea of multidisciplinary teams in Poland stared at the beginning of 90. XXth century. It was needed because of political and social changes, so coming into democratic society with open market and pre-client orientation. That is how the institutions were changing from thinking about just giving “care” to be more concentrated on the individual client.
The multidisciplinary team is the group of specialists and professionals who work together and share the same values and goals and create on that basis the new goals and values. They work together to diagnose and solve problems. They gather knowledge and abilities from different areas to be more effective in planning and conducting their activities.
In school team work is common when it comes to internal cooperation mostly. Teachers usually concentrate together on the didactical problems (e.g. mathematicians discuss together how to teach better algebra) or upbringing of pupils (e.g. what to do with the child who is always hitting other children). That kind of communication is important (just as Gold and Evans says) but it is not a multidiscipline team, it is more interdisciplinary team (Wilson and Pirrie) because there are too little various disciplines represented (or only one discipline is represented).
The example of multidisciplinary team is the M.A.K.A.B.R.A. association held in Krakow. It is shown in the article as a good practice of cooperation between various organizations located in the same area and cooperating for the local community (i.e. primary and secondary schools, universities, police, city guard, city government, etc.). Its aim is to educate, to activate pupils in social life, to help dysfunctional families and to secure pupils.
The goal of the article is to show that the real multi cooperation is possible and is worthwhile because school is no longer the expert in transferring the knowledge. The knowledge is everywhere and the problem is how to take best of it. That is why the role of school needs to change. The goal of contemporary school is to educate citizens of future international society, so people who will know how to create knowledge, how to build relations with others, how to manage themselves (their emotions, values). It needs to coexist within the society and cooperate with various institutions wildly.
1. Gold, A., Evans, J., Reflecting on school management, Farmer Press, 1998. 2. Hudson B., Inter-professionality and partnership: an obstacle to integrated care? An exploratory study of professional preferences, Nuffield portfolio programme report no.15, 2001. 3. Jefferies H., Chan K.K. (2004) Multidisciplinary team working: is it both holistic and effective?, International Journal Gynecol Center, 2004 4. Wilson V., Pirrie A., Multidisciplinary teamworking. Beyond the Barriers? A review of the issues, The Scottish Council for Research in Education, 2000.
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