ABSTRACT
This chapter looks at some overarching themes relating to policy. Constructions of parental partnerships vary considerably from country to country depending on structures, historical traditions and context. All project participants therefore used the same training manual and materials designed by the Croatian project team: Developing Teacher Competences for the Future. These materials were underpinned by theoretical and psychological perspectives and used a variety of collaborative activities to demonstrate and develop competence and understanding around partnership with parents and families. Some of the major differences between countries reflect the geographical, social and political landscape of the five countries involved, which have influenced the way notions of parental partnership are constructed. The relationship between parents and teachers and practitioners is highly contextual, in spite of the plethora of guidance material available. England has pockets of multicultural provision established over an extended period of time and a long tradition of inclusive practice.
