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stakeholders institutions are important to develop culture, learning and knowledge

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A leader school manages to integrate the institutions into the didactic activity

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School leader has a great opportunity to meet the different stakeholders to plan for the development of the school

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School authorities drafts many procedures, does not support de-bureaucratization of institutions, asks for many documents to the detriment of training with students. Those who support us permanently are local public authorities, town council providing counseling, school and staff development funds, offering projects for children and teachers, providing financial support for project development or obtaining authority documents.

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Structured courses selected as specific leadership actions are organized as a result of dynamic interaction between many leaders and audiences.

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All of the above mentioned parties are important for my school. The teachers as well as the students directly, but thr parents have equal significance for the Evolution of a school.

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Everyone involved in school students parents local community can affect positively the evolution of the school

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Schools tried to establish specific relationships with all the stakenholder groups. Each of them are conected and the succes is the rezult of a complex activity.

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Local authorities play an important role in the life and work of schools since we are funded by budgets that are distributed on local level by the Local municipalities. They also decide on our project applications concerning the infrastructural issues. They provide support on many other initiatives.
The business sector is quite important especially for specific vocations. They accept students for job shadowing, training etc but also provide financial and other kind of support when necessary.

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With each group in the chart, our school establishes specific relationships. We try to develop them through partnerships aimed at developing the institution and opening up to the community. There are people specifically called for the relationship with these groups.
Teachers, academics / researches, teacher training institutions collaborate for the purpose of professional training and career development. Students are the group with which most relationships are established, through the specifics of the training, only that students do not respond as a group with common leaders and goals, they behave only as individualities. We try to develop their team spirit, initiative, willingness to participate in common activities. Parents of children with good schooling come to school, are interested in pupils' results, others are mobilized harder and only with the insistence of teachers. As a group they fail to work, to collaborate.
School authorities drafts many procedures, does not support de-bureaucratization of institutions, asks for many documents to the detriment of training with students. Those who support us permanently are local public authorities, town council providing counseling, school and staff development funds, offering projects for children and teachers, providing financial support for project development or obtaining authority documents.

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Everyone, teachers, students, parents, ministry, local society, school leadership, teacher unions. Not all of them are working for the best of our school, at least as a result of their actio. Everyone has his own view about how the school should be working and usually each one criticizes the others.

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The school does not interact with the stakeholders on a regular or formal basis. Parents are rather disconnected from the school, the parents association helps the school financially. School authorities have a rather administrative relationship with the school, making sure that the school abides by the laws and doesn't follow behind schedules.

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School board members, administrators, and teachers They each want their work to have a positive impact on children, and their jobs are directly affected by the success of the school system. Parents desire a successful education system for their children, while the students themselves have an interest in receiving a good education. It's also the influence the education system has on government officials, like city councilors and state representatives, as voters may base their decisions on the way such officials support the school system.

In fact, the community as a whole is a stakeholder in its education system. This is because local schools educate future employees, business owners, and community leaders.

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Unfortunately they are not involved. Our schools is having a principal-centered organizational model and the only person who is able to connect with the stakeholders directly is the school principal and very few members of his close group. I wish there were more cooperation opportunities even involving risks and difficulties which I consider as learning, empowerment and enrichment opportunities in democratic environments.

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Unfortunately they are not involved. Our schools is having a principal-centered organizational model and the only person who is able to connect with the stakeholders directly is the school principal and very few members of his close group. I wish there were more cooperation opportunities even involving risks and difficulties which I consider as learning, empowerment and enrichment opportunities in democratic environments.

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The group of stakeholders I deal with in a regular basis in my school are definitely other teachers and, naturally, students, and the stakeholders I tend to deal less are policy makers and academics and researchers. As for students and parents, they have formal structures for participation and representation in the schools major decision structure. Either by leading formal roles as class leaders or through specific association, they are given seat in those structures, but there isn´t much access to information about how they actually participate and engage in discussions and decisions. I tend to think that most decisions end up being made by senior formal leader teachers, pedagogical coordinators and the schools director (management team).  This tends to create a climate of mistrust or disengagement between teachers and directors on one side and parent and students on the other, which do not contribute to healthy and happy experience.

Teachers tend to take on too much power and end up stressed and frustrated by the lack of motivation and engagement from students and parents.

Another relevant aspect is the fact that schools seem too distant from academic researchers, especially in the pedagogical area, leading to lack of real enhancement professional projects and processes which reflect on old, traditional and outdated practices.

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One of the points of contact are projects in which everyone can participate.

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I think the group we engage the most is parents . Most of our parents are completely disengage from school by the time they came to us, we work hard to revert that negative experience.
Also the schools that sent the students, we work closely and hard to stables a god working partnership with our feeders/;local schools.

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All the stakeholders presented in the diagram are important achieve the main goal of any school: learning and cultural growth for not only for students but also for the others parts as the process is based on sharing.

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The school authorities are the inspectorates, the ARACIP and the Ministry of National Education. They implement school law and labor law, monitoring the level of education of pupils and teachers. Local authorities: The City Hall, the Local Council provides the building and material equipment of the school. Parents get involved sporadically, especially in the classroom and less of the school. The City Hall, the Local Council and the parents have representatives on the Board of Directors, participating in decision-making on any issue of the school. Students are organized on the Students' Council, but their activity is rather limited, although this should not be the case. Teachers engage in lessons, subject-specific activity, and working committees when asked by school leadership.

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In my opinion all groups have to be not static,
but there will be an interchange of members

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In my school all groups of the diagram are represented, but there is no effective connection between them. I think we should make an effort so that the different groups could work together in a coordinated way.

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Without these groups school actually doesn't exist.They are : students,parents,school authorities,teachers and so on

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stakeholder typically refers to anyone who is invested in the welfare and success of a school and its students. a lot of people not always parents. It's necessary  to restore parent's confidence.

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I wprk in a primary school where cooperation both with the learners parents and the wider community has proved invaluable. Parents' association has beenn helping us with ICT infrastructure upgrade and the local authorities and the church of the area has helped us host two panhellenic conferences. As for our learners, they have always tried to assist the school in many different ways, from voluntary actions to entering competitions for prizes to be given to the school.

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Portugal
Portuguese schools have a structure that includes the direction/ principal and advisors, usually 4 or 5 , it dependes of the number of students; than a pedagogical Council and a general Council which includes students, parentes, teachers, operational workers; municipality and personalities, companies, or institutions, that used to work directly with the school. This year we had an election of a new general council and in the first meeting we had to choose what are the best parteners. It was choosen the fire department , bcecause they work together with school in several projects: environment protection; first aid courses...; an artisic institution ( music and theatre) and the Artelliry Regiment that used to work in sport education projects. However to be all together it doesn't mean that we are working together. Sometimes this general council works as a resistance or oposition to the principal... and all the importante decisions are not discussed. It is an important school body where is represented the true spirit of the school for better or worse.

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In my school, the most involved stakeholders are teachers and associations and companies. There are many projects involving the community in which my school operates as well.

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Apart from the teachers and the students who are absolutely necessary for a school to exist, our school also co-operates with parents individually to inform them about the progress of their children. Besides that there is a board of the parents that hasn’t been very active in the past few years and their role is mostly limited to help with some school events and try to fund children in financial difficulty with school excursions or even living expenses at times. The school leader is the one to contact them for everything they can provide the school with.

The school administration is also responsible to communicate with school authorities and other schools. With some other stakeholders such as universities, there is an appointed teacher as a contract person, the same thing works for school projects and their co-ordinator teacher who is responsible for the communication with project- involved stakeholders.

In my opinion the group we engage the most is the parents, however we notice that in the past few  years the parents are not so close to the school as they should be. Besides that a very important stakeholder are the local authorities who are responsible for the coverage of the functional expenses of our schools. It’s very important to establish good contact with the local authorities in order to open school to the local society and promote its work to local people. One problem that should be avoided in the case of local authorities is the danger of involvement of political parties in schools.

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Lucia, Italy. Who are stakeolders in a school system? It depends on the kind of schools. In a school for adult, also migrants/refugees: the common stakeolders are not enough..., also cuktural mediators are stakeolders, also the head of migrants shelter is a stakeolder, ministry of Interior, of Justice and of Foreigner affair are involved,  anyhow in the education system.

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Lucia, Italy. Who are stakeolders in a school system? It depends on the kind of schools. In a school for adult, also migrants/refugees: the common stakeolders are not enough..., also cuktural mediators are stakeolders, also the head of migrants shelter is a stakeolder, ministry of Interior, of Justice and of Foreigner affair are involved,  anyhow in the education system.

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Our school situation is particular as we are a fully independent school, a status that is not very common in my country. Hence in our school the stakeholders are: Teachers, students, parents and to a certain extend universities, the IBO & CIE.

Teachers: we have Subject coordinators, whose input is essential at academic level. Home room teachers play an important role in pastoral care.

Parents: each class has a parent representative. Those meet regularly with the SLT

Students: class representatives are elected. They form the student council.

Universities: in contact with the University counsellor

IBO, CIE: direct contact with Cambridge exam officer, PYP & DP coordinators

The only “problem” we have encountered in the past: parents input and requests have been given too much importance, which became detrimental to the school. With better systems in place, clear communication and transparency, the situation has been rectified.

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Come Coordinatrice di Dipartimento nelle varie riunioni previste mi interfaccio con i miei colleghi per programmare attività, confrontarmi, ascoltare richieste, proposte, valutare iniziative, prendere insieme decisioni.Come Cordinatrice di classe informo i genitori su andamento didattico e disciplinare degli studenti.Come docente delle discipline che insegno informo i genitori con incontri periodici pomeridiani e

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Stakeholders in a school are everyone in the community and society. We start with students for who everyone unites to make their learning journey successful and memorable. They are involved by having their say through student council we have in our school, they meet with teacher leader once a month and communicate their ideas through him to administrators. Teachers are also stakeholders as they are the real connection between the students and policymakers , and administrators. Parents they are involved by giving us constructive feedback and helping in organising different events which brings the school staff and local communities together.

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In education, the term stakeholder typically refers to anyone who is invested in the welfare and success of a school and its students, including administrators, teachers, staff members, students, parents, families, community members, local business leaders, and elected officials such as school board members, city councilors, and state representativesStakeholders may also be collective entities, such as local businesses, organizations, advocacy groups, committees, media outlets, and cultural institutions, in addition to organizations that represent specific groups, such as teachers unions, parent-teacher organizations, and associations representing superintendents, principals, school boards, or teachers in specific academic disciplines

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For my school any stakeholder contact is more or less occasionally. For a specified period of time, my school works good, involved, motivated in different projects, but when the project is gone very few connections with partners are still alive. Both school and stakeholders don't give enough consistency to their together work. Fortunately, students learn something anyway.

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Local authorities are not involved at all. Teachers, students and their parents are involved.

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In my school surely teachers are involved because they are called to build projects, initiatives, etc.; surely students are involved because we make them protagonist; surely parents are involved in school life because they support school and collaborate with teachers in education. Local authorities are a little involved and don't help us.

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4.1 Who are School Stakeholders?

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Institution and local autorities are not involved in our school work!

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In our school teachers, students, school authorities, academics and teacher training institutions are closely collaborating. Each group can be reached easily. We have teachers' board, students' parliament, school administration who share their areas of management, people responsible for collaboration with universities etc. However, parents (only formally but so far not practically) and local businesses are not included into decision making. Parents are not eager to contribute because we teach only senior students and their parents tend to believe them to be independent. Policy makers in our country little collaborate with schools. They rely more on uviversities and their research.

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As for my school I recognise some of the stakeholders mentioned in the diagram, students, school authorities, teachers training institutions and academics are well interwoven with the school management, what perhaps lacks in general is the contribution from the parents who often display little interest in the functioning of the school as a body and who only claim an education for their kids.

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several of the groups identified are involved at my school: from parents/carers (P&C, School Board) students (with SRC, leadership roles)academics/reserachers who are interested in  bilingual education from other schools, school authorities..

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In my school, the less present stakeholders are policy makers, who never attend, and academics / researchers. At this stage, parents participate less formally because the parent association is inactive. All other elements have an active participation according to their nature.

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parent who takes part As I teach in Primary school students are involved,but there isn't a formal group of students. As concerning parents we have two formal groups at two different levels: first of all there is a contact person for the class: he/she is the at the meeting with class teachers. This role is impportat because  if the teachers are able to establish a good relationship with him/ her there is a good probability he/she can engage all parents .
There is also a School Council in which are involved parents, teachers, other school staff  and the headteacher. Parents who are part of this Council are elected every three year and act as contact people between the shool and parents.  The most important decision concerning the school organization, extractivities, budget management  are  taken here. Even this Council is important and in my opinion a good leadership should make all effort to establish good relationship with the school Council.

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In my school the local community is poor involved

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In my school the real problem is the disinterest of families

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Rosaria, Italy                 Institutions and local authorities aren't always involved in our school work, but parents and students are present   

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Rosaria, Italy                 Institutions and local authorities aren't always involved in our school work, but parents and students are present   

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Romania

in my school parents and students are less involved in the process while authorities should do more or at least react when necessary

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stakeholder refers to a person who has an interest or concern in the organization at hand. So, in terms of education, a stakeholder is someone who has a vested interest in the success and welfare of a school or education system. School board members, administrators, and teachers,  Parents desire a successful education system for their children, while the students themselves have an interest in receiving a good education. Government officials, like town hall and state representatives, may base their decisions on the way such officials support the school system.

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Parents and students are quite involved in school life, while institutions are often absent or do not work for what their skills are.

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The stakeholders most involved in the school where I teach are teachers, school authorities and teacher training institutions. Parents and students are just involved in present school problems, while academic/researchers aren’t involved at all in my school activities. I engage most with teacher training institutions and my fellow colleagues in developing new teaching and learning practices and methods.

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parents and students are involved but local businesses and government could be involved more.

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stakeholder is to anyone who is invested in the welfare and success of a school and its students!

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Romania
Some colegues from my school understood the importance of community involvement and we develope project with these aims.

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In my school parents and students are very involved in the school's decisions and activities ... we have a lot of school and extra-curricular programs, especially in the primary cycle involving parents and local authorities.

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The groups, that are in tight relations in my school, are students, parents, teachers and school authorities. The class coordinator is responsible for successful communication among them . Policy makers have contacts via different surveys and inspections. Teacher training institutions and academics ? researchers seem not to have such an obviuos connection, although their impact is undeniable.

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In our kindergarten parents are very involved in children's life and activity. I respond with pleasure to any requests, participate in the projects and often contribute financially to their realization. Relationships with the local community are also very good.

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All these stakeholders are involved in my school but not directly... Apart from teachers, students and parents, all the others exist...but we do not work with them directly. They do not have direct access to our opinions, wishes or fears. I think that we would all profit from a   direct engagement of all of them. They are "so far away" that sometimes I think Distributed Leadership will be a myth...

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Tirana, Albania

All co-operation groups are very active and cooperative in our school. Participation of parents, trainee teachers, qualified staff, politicians, and many other actors. There is a very stable connecting bridge between all these structures.

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In my school teachers, students and parents are pretty much involved. Sometimes school advisors and school authorities are involved only when there is a problem demanding a solution. When parents are involved, there is always the risk of strong intervention in the teaching practice and the way that school works.

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In the first cycle school, parents are involved in counseling bodies with parents 'representatives in class councils and the parents' representative of the Institute at the Council of the Institute and in the Guardianship Body, elected by all their parents in their representation. Sometimes there is strong interference by parents who take command of teachers in their educational role and on what and how they should teach.

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In our school the Stekeholders, i.e. teachers-students-parents, are very much involved in my ways. They all have a smooth collaboration cause the basis is the same for all: to provide a better quality in the kids' education and taking good advantage of the time spent outside school hours as well.

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Our school is involved with most of the stakeholders. The closest relationship is with students, parents, teachers and school authorities though. We are also occasionally with police and fire departments. Because we go up to A-Level I think it would be benefitial to get more contact to other schools working with a similar concept to ours as well as universities and local businesses.

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In my school School Stakeholders are teachers, students and parents. We all get involved to provide our children with a quality education

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Italy
In my school teachers, parents, pupils are involved continuously in many ways. The problem is that decisions are taken from above and the is too much of bourecracy.
Other parties are involved occasionally and for special projects

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school stakeholders are those people involed in the success of education, in primis students who love learning and knowledge, passionate teachers, authorities involded in education and state that invests in culture.

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turkey
I m msth teacher . Math teachers meet once a month.  when we need to meet about  anything school managers and school staff , we  meet.  twice  a year,parents and school staff meet

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My institution, the County Center of Resource and Educational Assistance, coordinates the activity of school counselors working in schools in the county, methodically coordinates speech therapists,  school mediators who work mainly in schools with mixed ethnic school population, where extra support is needed for ethnic students, to reduce the risk of early school leaving and social exclusion. The institution therefore functions as a support structure for schools and the local community, providing counseling to educational units, methodological support to teachers, working directly with the families of children, with local authorities, and this implicitly leads to extremely close links with all categories stakeholders.In addition, one of the institution's extremely valuable experiences is the involvement as a partner from 2015 in a UNICEF  project,  funded by Norwegian funds. The project has redefined the local intervention model for child and family support, proposing a model of real, concrete involvement of different stakeholders in the educational field (through school counselors and mediators), social field (through community social assistants) and health field (through community nurses).  The model of socially integrated intervention to support disadvantaged children in risk situations has been experimented with this project at Bacau County, has proved to be a successful model and will be replicated at national level, with UNICEF's admission, governmental authorities, and local decision-makers. The model facilitates the concrete involvement of all stakeholder categories, in providing a minimum package of educational, social and medical services: pupils, parents, teachers, school management teams, policy makers, training institutions, research institutions. How exactly?

Students and their families are provided with services to identify their needs (education, social, health, professional training, etc.), counseling services, accompanying services and support to access the resources they need at community level, monitoring and periodic evaluation. To support these vulnerable families and children, my institution, CJRAE, works by school counselors and school mediators at school level, and our interventions are correlated with those of all other stakeholders:

- County Council, Local Councils, City Halls, Community Centers, Community Counseling Councils (acting through social workers and community nurses and their own support structures);

- County authorities in the field of health, in the educational field, authorities with attributions in the sphere of child protection,

- National research institutes (the Institute of Educational Sciences has carried out numerous studies on the implementation of the integrated intervention model and has carried out numerous training programs that benefited not only school counselors in our institution but also managerial teams in schools).

- Non-governmental partner institutions offer support, specialized training to the different categories of staff involved with school counselors on various topics (parenting education, non-discrimination education, intervention to prevent risk behaviors in adolescents, etc.)

- National Authorities (Ministry of Health, Ministry of
Education, Ministry of European Funds, Ministry of Labor, Family and Social
Protection, Ministry of Regional Development and Public Administration,
Romanian Parliament (through the support of the project, by assuming and
promoting legislative changes supports the model proposed by UNICEF,
experienced in Bacau County).

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everyone who is involved in school/center life should be stakeholder and take responsibiblity for their action

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everyone who is involved in school/center life should be stakeholder and take responsibiblity for their action

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All who is involved in school life any of ways are stakeholders, but only those who is seen every day in school are real stakeholders in many people mind

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Groups meet periodically as by calendar

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In schools in Greece the main stakeholders are the students, the teachers, the parents/carers, the local and national administration, the higer education intitutes and all those who understand and assess the importance of competence and succesful development of learners

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In my school, teachers, students, parents, school authorities, local authorities are interested in the school. It is true that teachers and students are the most important stakeholders. The presence of others is limited or even in place.

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Teachers, students and parents are involved closely in my school. I work in a preprimary school so the parents play a crucial role in everyday practice. They are usually interested in their children’ welfare and sometimes they overdo in their expectations from the teaching stuff. I don’t know what is happening in other countries but when I discuss this topic with my colleagues we agree that sometimes they are the ones that need guidance than their children need. This year I had some awkward situations. I was asked from some parents to implement rules to their children in their home in order to help them put their children to sleep in the right hour, to eat the proper food, or even to prevent their children to play with tablets or computers.   We usually have sessions with the parents that they want to know their children progress.

The other group of stakeholders is the municipality office which is responsible for our school building, and funds for our every day needs in school or cleaning supplies. The school leader is responsible to communicate and deal with them. Sometimes the collaboration with them is difficult.

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In my school, almost all the stakeholder groups mentioned on the diagram exist and interact.
But there is no Teacher Training Institutions involved: if we want Teacher Training, we have to look for it autonomously.
The Parents and the Students are the most important and the most involved in my school. Sometimes, the School Autorities give them much more attention than they should...
In my particular case, I am more involved with Teachers and Students and the Principal (when I need some special permission, such as publishing photographs of my pupils or even of the school in certain Projects - eTwinning Projects, in particular).
The School Community is not yet open to this kind of European Projects but... It will be in the next School Year!

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In my school parents are already greatly involved as stakeholders.  They matter because the decisions they make (for example, as parents, deciding whether to send their children) have an impact on the school. Schools are now expected to be responsive to the views of their stakeholders. They also matter because schools often need to work in partnership with them to achieve their goals. For example   raising funds, managing the transition between primary and secondary education, providing extended services to children and their families.

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I would say that at the school I used to work at teachers, students, parents and  school authorities are obvious. Above that I also like to mention employers/companies that I had relatively deep contact with because my students needed places to do media practice at. Also the local politicians are obvious stakeholders for the school. Not only for the rational and organizational thing to it but also that my media students could make productions within the county with their help. If were to choose what stakeholder I should work more on it would be employers/companies.

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Aliya Teachers ,students ,parents,school authorities and others are parts of school stakeholders

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Aliya Teachers ,students ,parents,school authorities and others are parts of school stakeholders

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In my school the group where there is less engagement is “Teacher Training Institutions”.

Teachers have many challenges that they face each day. Effective teacher training helps prepare teachers for these challenges. Teacher training programs that focus on particular subject areas.

It is in this context there is a greater need for training programs, workshops, and conferences which aim at equipping the teacher with new approaches to teaching, breakthroughs in pedagogy and providing insights into learning and teaching styles besides giving new recruits the much needed exposure to the art and science of teaching.

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The school organization must open its doors for the family to know and participate in the activities taking place inside and outside the school but organized by it. Teachers should initiate activities that give the family opportunities to participate with the child, to know the child in various situations, to enjoy with his child his accomplishments, to work together parent-child in different projects. I'll review some of the activities that can help educate parents:

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In my school there is a great interaction as the parents of the students, even though many of them do not have the autonomy to make decisions. We also have good partnerships with companies that collaborate with us.

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In greek schools teachers and students are the first and most important stakeholders. Moreover, Parents and school authorities are very much involved. The other parts are either limited present or not at all. A teacher can contact all the above groups but sometimes hierarchy  must be kept.

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The participation of the various stakeholders is essential to the Group's evolutionary and sustainability process, namely in achieving the strategic objectives defined in the Educational Project, so that it is pertinent to implement a clear strategy for improving communication and participation between stakeholders and the Group.
The problems of communication and participation identified result in part from the lack of knowledge or non-application of the concept of Social Responsibility of Organizations (RSO) by managers of non-grouped groups and schools and by the educational community, including external partners, as well as good Practices of other organizations in this field recognized by the communities where they are inserted.

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Two colleagues, one teacher and one administrative staff member, together with the Headteacher, participate in the meetings with the Parents Council. Sometimes, other colleagues/teacher leaders act as guest speakers: they discuss together with the parents about a cross-curricular project they are running. The parents are also involved in defining the annual theme of the next school year and they suggest activities which can be organized in the light of the theme. They are also asked to be ‘guest teachers’ about a specific topic for the students e.g. on the European Day of Languages, parents speaking another language, give an initiation lesson in the foreign language, their mother tongue.

Investing in developing cross-curricular and/or technology-enhanced projects in collaboration with the Teacher Training Institutions is awfully rewarding, for the students, the colleagues and the trainee teachers as well. A (pedagogical) coordinator as contact point/mentor is absolutely necessary.

Organizing internal ‘learning groups of teachers’ at school who work and learn together with academics/researchers and act as focus group is a lever for professional development and enhances the quality of education in the school. So is international eTwinning/Erasmus+ cooperation.

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School Stakeholders are all those people having a direct relationship with the school: teachers, students, parents, trainees, the minister, the regional ministry office,  the school operators.

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When I think in school satekeholders, I think in everybody. First, and more important, the students and parents. But everybody who works in school become a stakeholder too. We can not forget the political power, that begins in the Municipalities and ends in the government. But it grows, to the EU government and agencies that are related. In the end we have agencies like ONU and Unicef that become also stakeholders. Of course in the end, the students and parents are the stakeholder that is more interactive in school and with the school practice and policies, but is a great web of relations and conflicts.

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(Portugal)
I would like to concentrate on academics and teachers, because they are the groups  I belong. My opinion is that their work should be recognized inside our schools much more than they actually are. The academics and researchers should  work together with teachers and students in order to increase the quality of education. The academic work is not valued at all at a Portuguese teacher career. The teachers that became researchers only serve to give free formation and courses to the coleagues. At school it is possible to identify several leaders, especially informal ones: students, teachers, staff, parents. A distributed leadership would make thinks to function better. Anyway I think it´s a problem if the portuguese teaching system doesnot takes in account the academic work of their teachers.

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The immediate stakeholders are of course students, teachers and parents. There is also a close relationship with the university which sends students for practice and helping hands for the teachers. There are also the local authorities that contribute financially where needed. There is also a parents representative group who interact almost daily with teachers for the wellbeing of their children. All these stakeholders

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School Stakeholders are mostly school authority, teachers, parents and students. They are in contact mainly for the reason of evaluation on parents' meetings.

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In my country and especially in the schools i work there is a continuous effort to innovate the community and stakeholders around school. This effort made by the school director - principal and the teachers. The results are rather encouraging although there is litlle participation. I look forward for more and more acceptance and participation from all stakeholders

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The important stakeholders are the teachers, becuase they convey the policy makers' and the academics' ideas and resolutions to the students. All the parents are present in kindekarten, most of the parents are present in the Primary school. some parents are there in Junior High School, and no parents are there in Senior High School.

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In Greece as many colleagues have already stated, immediate stakeholders are parents/carers, students and teachers. But they do not always cooperate. In many cases they do confront each other. Teachers unfortunately are not respected and in many cases are accused of being lazy or having too much free time. A sad situation.

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Teachers and students constitute the main stakeholders in schools. thParents are invoved mainly through Parent - Teacher meetings and progress reports. There is a Parents' Council involving very few parents who have a very narrow remit. Formal leaders are the only point of contact with the Parents' Council. Policy makers, teacher training institutions and academic/ researchers are far removed and distant "shadows"   with whom teachers have little contact. Paperwork to formal leaders is the only real point of contact , which creates a chasm between stakeholders.

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In my school there are already some active members of those that are presented in the diagram. Students, parents and school authorities are the ones that I most engage with.

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The stakeholders exist. But really in greek edicational system you.feel like running a school alone. Only if you take the inititative and i should say the risk you could involve the students parents university and the local community. The fact is that each one of the stakeholders could contribute to a quality education for sure. It needs programming good managing and autonomy to make all of them work together

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I would say that all of the stakeholders groups mentioned in the diagram are present in the Portuguese school organisation. Their presence can be perceived at different levels and their influence is more or less exerted according to

their hierarchical representation in schools. I do believe that it is the intersection and communication of all these groups that will be able to provide the successful school we all aim at.

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I agree with Gabriela's account in Romania.