Fundamental Pedagogy Jana Doležalová

External factors include civilisation and cultural, social, demographic, 
economic and political factors. All of them impact on the organisation and 
arrangement of the school system; political factors determine educational 
policy. 
Internal factors have a more conspicuous impact on an individual than 
external factors. They include the system of school organisation and 
management seeking system rationalisation and streamlining, as well as new 
and efficient management models. 
Effectiveness of schools may be assessed by the school’s outcomes and 
characteristics of educational processes. They are influenced by the following 
factors: 

goal-directed school management by its head; 

engaged headmaster deputy;

great involvement of teachers in the preparation and organisation of 
lessons;

agreement among teachers as to the performance of their professional 
obligations; 

exact time structuring of each day of instruction; intellectually-
demanding instruction; 

strong working atmosphere at school; 

instructional focus on given themes; 

maximum communication among teachers and students; 

frequent assessment of student performance; 

intensive cooperation between school and family; 

congenial school atmosphere for students and parents.

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Cooperation between family and school 
S. Střelec sees school as a system of services provided to the child (Střelec, 
2005) which is also why school should establish cooperation and partnership 
with family. 
This cooperation should be developed and encouraged for the purpose of 
mutual knowledge. Parents need to know about life at school, its intentions and 
outcomes of their children’s schoolwork. Teachers are, in turn, interested in the 
living conditions of children, their specific needs so that they could work with 
them at school on the basis of an individual approach. And since school also 
performs the protective function, it reacts to the signs of any family 
‘malfunctioning’ in the interest of the child. Teacher, as a professional, is 
expected not only to give advice but also raise the parents’ awareness with 
respect to education. 
To achieve the targeted partner cooperation between family and school, we 
also need to seek effective forms of cooperation, shape formal and informal 
cohesion of parents, families, democratise the relations between family, school 
and the public (which is also why school councils are established). 
School opens towards its surroundings. Parents are allowed to enter school, 
lessons; they are involved in school and out-of-school-hours activities (lectures, 
discussions; assistance in organisation of various events, etc.). Other possible 
forms of cooperation were specified by V. Tamášová (2006). Experience and 
specific cases can also be seen on the websites of many schools. 
Cooperation between family and school is influenced by associations of parents, 
unions of parents, parent clubs, sponsors, etc. 
Collaboration and cooperation between family and school has a primary impact 
on the child, which is why it should take place in the child's interest.