Cooperative Development Partnership of two All-day Primary Schools (KEG)

The project "Cooperative development partnership of two all-day primary schools. Tandem development across borders of federal states – a model project for the promotion of co-operative instruction and school development at two all-day primary Schools (KEG)" evaluates the joint development partnership of an East and a West German all-day primary school meant to promote school developmental processes at the levels of school, instruction and professionalism of staff.

Project Description

The model project focused on a cooperation between two innovative primary schools located in different federal states in East and West Germany and their joint development partnership. The development partnership with model character was meant to promote school developmental processes at the levels of school, instruction and professionalism of staff, focusing on promotion of health, inclusion as well as individualization and differentiation at school entry of students.
Scientific monitoring was conducted by a research alliance of the BBF and the University of Bremen. It was based on a concept of formative practice research, aiming to provide school actors with process-related knowledge in yearly intervals.
Qualitative assessment and evaluation procedures were applied to monitor professional learning communities on specific topics during their joint study days and reciprocal hospitation visits. Within this framework, the schools heuristically conceptualized together developmental steps for both locations, implemented them as a team and evaluated them by collegial intervision.
On the basis of case studies, the project centered on the crucial and as yet unsolved question of what particular added value such a bilateral developmental tandem holds as the smallest type of network, for schools that are already highly developed, which effects it bears particularly regarding the promotion of cooperations within and across schools, for governing instructional school development and professionalization and what conditions can be identified for the success or failure of the process to be considered in the case of transferring the project to other schools.


The project was funded by the Ferderal Ministery of Education and Research (BMBF).


Project Management

Project Team

  • Birte Marquardsen (BBF)
  • Lars Kirstein (BBF)

Project Details

Project type: Third-Party Funded Project
Completed Projects
11/2010 – 12/2013
Contact: Sabine Reh