The results of the first PISA-study in 2001 started a reinforced public discussion on the quality of education in Germany (cf. BMFSFJ 2005, p. 103). The social relevance of a good school education is growing nowadays because it forms the foundation of a knowledge-based society. Consequently, access to education has significant influence on integration, participation and the future prospects of young people (cf. Baumheier/Warsewa 2009, p. 19; cf. Höhne 2008, pp. 823 and 828f.).

Within the debate on educational policy, research and practice a comprehensive understanding of education establishes which acknowledges formal and non-formal educational processes as well as corresponding educational settings (cf. Olk 2008, p. 951; cf. BMFSFJ 2005, pp. 128 and 139; cf. Deutscher Städtetag 2007, p. 1). As a result "space" is becoming a central category of education (cf. Mack 2007, pp. 19-20). Cities and neighborhoods with their manifold educational settings form the basic framework for educational processes. It is here, where education and urban planning meet and relate to each other. First insights on a close relationship between education and urban development have been generated in model projects of the German National Urban Development Policy (cf. Biernath et al. 2009, pp. 2-3). Although, a close connection between education and urban development seems evident, the relationship has not yet been systematically investigated. The two fields of policy, action and research are mostly considered separately (cf. Fritsche/Rahn/Reutlinger 2011, pp. 50-51).

The paper to be presented at the conference shall discuss first insights on contextual interfaces, linkages and interdependencies of educational policy and urban development policy in Germany. The discussion will include connections between the two policy fields at federal, state and municipal level. Aim of the contribution is to define cross-cutting issues which relate to educational policy and urban development policy at the same time. Furthermore, aims and strategies of action addressing those cross-cutting issues shall be explored for both policy fields. Concluding, potentials and restraints of an exchange and collaboration of the two fields will be discussed.

The research questions to be answered are:

• Which contextual interfaces, linkages and interdependencies exist between educational policy and urban development policy at federal, state and municipal level in Germany?
• Which aims and strategies of action addressing cross-cutting issues of educational policy and urban development policy are discussed within the two policy fields?
• Which potentials and restraints does an exchange and collaboration between the two policy fields bear?

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