In the article "Rethinking school", Fritz+Fränzi's parents' magazine has collected the 20 most important questions that parents in Switzerland are currently concerned about - from the quality of teaching and homework to equal opportunities and childcare. The findings show that school is not only a place of education, but also a reflection of social expectations - and a decisive factor in balancing family and career.
Schools today face challenges that go far beyond curricula or grade pressure. Children are growing up in a complex, rapidly changing world - and need a school that gives them stability, encourages curiosity and prepares them for a self-determined life. Many parents want more than just knowledge transfer: they hope for genuine relationships, an environment that allows for individuality and a learning culture in which children are allowed to grow - with all their strengths and weaknesses.
However, the reality is often different. The school system seems rigid in many areas, teachers struggle with tight guidelines and too few resources, parents worry about meeting the increasing performance requirements. It is not uncommon for children to lose confidence in themselves - and in the institution of school. It has been evident for a long time what schools could do better: prioritizing relationships before assessment, learning out of genuine interest, shared responsibility and an attitude that enables development.
Good teaching succeeds where there is enough time, space and support. Differentiation - i.e. individualised support depending on the level of learning - is central to this but only works if schools are appropriately staffed. Team teaching, smaller learning groups or pedagogical support are not luxury ideas, but a basic prerequisite for genuine equal opportunities. The same applies to the integration of digital media: tablets alone do not make for modern teaching. The decisive factor is the didactically sensible use - and the expertise of teachers, which must be strengthened through targeted training and further education.
Another focal point: homework. Many families perceive it as a burden. Studies show that the learning effect depends heavily on the quality of the tasks - and on whether they are adapted to the child's individual level of development. For younger children in particular, less is often more. It is also important that learning can take place not only outside of school, but increasingly within it - especially where parents are unable to provide much support.
For many families, childcare and daytime structures are still pressing issues.. The need for reliable extracurricular childcare is increasing - but the provision varies greatly from canton to canton. In many regions, there is a lack of sufficient places or continuous day structures. A genuine all-day school with learning times, lunch, support programmes and leisure activities are still a dream of the future in many places. However, this would be a key step toward easing the balance between family life and work – and reducing educational inequality early on.
After all, being successful in Switzerland still heavily depends on one’s social background. Children from educationally disadvantaged households or with a history of migration often start the education system at a disadvantage - and it is not possible to compensate for this sufficiently. Early education, targeted language support and low-threshold support programmes can make a big difference here - if they are consistently implemented and funded.
Parents play an important role in everyday school life. However, not all families have the same opportunities to get involved. Schools should not overburden parents but rather involve them as partners on an equal footing - with clear communication, mutual trust and transparent responsibilities. Teachers also benefit from being able to cooperate with parents without any additional burden. After all, everyone is ultimately pursuing the same goal: the well-being and development of the children.
Change in the education system requires courage, openness and a willingness to question old structures. It does not happen overnight, and political processes are often lengthy. However, change is possible - if it comes from within. When children are perceived as subjects, not as objects of instruction. When teachers see themselves as learners and school leaders create the necessary space for development. When parents think for themselves, participate and children are allowed to take responsibility.
At profawo, we experience daily how closely the education system is linked to the reality of families' lives. If there is a lack of childcare facilities, school hours are not compatible with working hours or children lack individual support, it is not only family life that suffers - but also work-life balance. This is why we are committed to sustainable structures: with family-friendly working models as well as company-supported childcare and counselling services that take the pressure off parents.
Trust, relationships and shared commitment are key. Change begins on a small scale: in the classroom, in the family, in dialogue. Every step counts - because education is relationship work. And it starts with all of us.
Source reference
This article is based on the article "Rethinking school: answers to the 20 most important questions" from the parents' magazine Fritz+Fränzi, written by Sandra Markert.