Functionality of the Educational Institution-Family Partnership: Theoretical and Praxiological Benchmarks

Abstract

The article explores the functionality of the partnership between educational institutions and
families, conceptualized as a strategic framework for inter-institutional cooperation aimed
at addressing educational issues of shared interest. Partnership functionality is examined
through a systemic and interactionist lens, emphasizing the interdependence of its
components and the need to establish a reference framework of functionality indicators. To
ensure the effectiveness of the partnership, the paper conceptualizes a set of defining
characteristics of a functional educational partnership. This is followed by the presentation
of study results on the kindergarten-family partnership, which reveal three distinct levels of
functionality: high, medium, and low. Additionally, the article outlines the conditions for
optimizing the educational partnership, developed in alignment with functionality
indicators, and provides recommendations for both parents and teachers to enhance
cooperation among educational agents and strengthen the overall functionality of the
institution-family partnership.