Alternative education

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Alternative education includes many different pedagogical approaches from mainstream pedagogy. Such an alternative learning environment can be found in state, charter, and independent schools as well as home based learning environments. Many alternative education emphasizes small class sizes, close relationships between students and teachers and a sense of community.

The legal framework for such education varies by region, and specifies any obligation to conform to mainstream standards tests and values

Alternative pedagogy approaches may include different structures, such as in open classes, different teacher-student relationships, such as in Quaker and free schools, and/or different curricula and teaching methods, such as at Waldorf and Montessori schools. The synonyms for "alternatives" in this context include "non-traditional," "non-conventional" and "non-standard". Alternative educators use terms such as "authentic", "holistic" and "progressive".

Video Alternative education

History, 18 to 21 century

Alternative education grew in response to the formation of standard and compulsory education over the last two to three centuries. Educators include Jean-Jacques Rousseau, Swiss humanitarian Johann Heinrich Pestalozzi; American transcendental Amos Bronson Alcott, Ralph Waldo Emerson, and Henry David Thoreau; founders of progressive education John Dewey and Francis Parker, and educational pioneers like Friedrich FrÃƒÆ'Ã‚Â¶bel, Maria Montessori, and Rudolf Steiner believe that education must develop a developing child on many levels: not only intellectually, but also morally and spiritually emotional and psychological. , and physically. After World War II the alternative Reggio Emilia approach to early childhood education was developed in Italy, introduced by Loris Malaguzzi.

Cultural critics such as John Caldwell Holt, Paul Goodman, Frederick Mayer and George Dennison have examined education from an individualist, anarchist, and libertarian perspective. Other authors, from Paulo Freire to American educators, Herbert Kohl and Jonathan Kozol, have criticized mainstream Western education from radical liberal and political standpoints. Arguments for approaches that serve the interests and style of an individual's learning are supported by research showing that the model responsible for the learner is more effective than those responsible for the teacher. Ron Miller has identified five common elements for educational alternatives:

Appreciate the person
Balance
Decentralization of authority
Noninterference between political, economic, and cultural spheres of society
A holistic worldview.

In modern times, at least in some areas, the legal right to provide alternative education has been established along with the obligation to provide education for school-aged children.

Maps Alternative education

Locality

Canada

Education in Canada is under the jurisdiction of the provincial government. Alternative education is provided in some public schools, such as Mountainview Montessori School, as well as in independent schools, such as Toronto Montessori Schools and Vancouver Waldorf School

Origins

Alternative education in Canada comes from two philosophical, Progressive and Libertarian educational perspectives. According to Levin, 2006 the term "alternative" was partially adopted to distinguish these schools from independent "free", parent-student-teacher-run schools that preceded them (and from some schools that evolved) and to emphasize board commitments for electives in the public school system. The progressive education tradition places emphasis on both the need to incorporate curricula and teaching to match the stage of child development and the gradual integration of children into adult societies through a planned learning experience. The sources of stimulation will come from the philosopher John Dewey in the United States, from the post of WW1 New School in England and Steiner/Waldorf schools in Europe. The Libertarian tradition focuses on the rights of parents and children to make their own educational and life choices. As noted by Levin "It is rooted in the belief to uphold individual freedom and the innate good of the child towards institutional and social obedience and the damaging influence of modern society."

School Type

In the 1980s there was a shift to special schools and/or programs for students who excel in academia, artistically gifted, or through programs that link schools with workplaces in cooperative endeavors. It may be considered a natural evolution of education to offer options rather than measures that are tailored for all approaches. Most alternative secondary schools under public jurisdiction offer independent study programs, basic skills programs, and high school with a mix of conventional and non-conventional courses, and art-focused schools. They also offer smaller classes, closer and more informal relationships with teachers, and greater flexibility in subject selection and time schedules. Recent developments in alternative education in Canada may follow the United States in their "School of Charter" movement. In the US, certain states have passed laws allowing the education department or local school board to issue a "charter" directly to each school that wants to operate independently. Alberta is the first province to have used this model.

India

Since the early 20th century, educators have discussed and applied various forms of alternative education, such as Rabindranath Tagore's Visva-Bharati University, Sri Aurobindo, Sri Aurobindo International Center of Education, Jiddu Krishnamurti Schools. Traditional learning in India involves students living in gurukulas, where they receive free food, shelter and education from a teacher ("teacher" in Sanskrit). Progress is based on tests given by teachers, and the system aims to develop the creativity and development of student personalities. Although the main education in India is based on the system introduced by Lord Macaulay, several projects aim to rejuvenate the previous method. Some students in the projects (and similar) do research in Sanskrit studies, Vedic studies, Vedic science, yoga and ayurveda. Others, after completing their education in gurukula, enter higher education.

Japanese

Japanese education is a national standard system under the Ministry of Education. The only alternative options have been accredited, private schools with more freedom of curriculum (including textbook options, public schools limited to government-approved textbooks), teaching methods and recruitment manuals. Almost all private schools require competitive entrance exams and tuition fees, with some scholarships available. Interest in alternative education was sparked during the 1980s by student violence and intimidation, school rejection, social anxiety disorder and, in the worst cases, suicide; the desire to allow young people to follow the global economy is an additional boost.

"Free schooling" is a term used to describe nonprofit groups (or independent schools) specializing in the care and education of children who refuse to attend standard schools. The first democratic school was founded in 1985 as a refuge for children who avoid school environments, and a number of other such schools have been established. In 1987, the first of seven Waldorf schools in Japan was founded, and other alternatives included the growing homeschooling movement.

In 2003 Japan introduced a Special Zone for Structural Reform (??????), under the policy of China's Special Economic Zone, which enabled the opening of government accredited schools providing alternative education. Two years later, the first school was founded.

Regardless of the high school fees, some parents send their children to international schools to get fluency in foreign languages â€‹â€‹(usually English). Although international schools are not certified by the Japanese government, many are approved by their home countries (US, Canada, Germany, France, Korea, and China) and some offer the International Baccalaureate program.

Philippines

United Kingdom

In 2003, there were about 70 schools in the UK offering education based on different philosophies of primary education, about half of which were Steiner-Waldorf schools. Summerhill School, founded by the U.S. Neill in 1921, was the first Democratic school; most since closing, except for Summerhill, Sands School, Park School and Small Acres School. Although such schools to date all payments, the introduction of a nationally funded Free School since 2011 has changed the educational landscape. So far only two of the funded "Free Schools" offer alternative education: Steiner Academy Frome, Somerset, and Steiner Academy Hereford.

United States

Educational alternatives exist at the primary, secondary and tertiary levels in four categories: school choice, independent schools and home-based education. Documents of the US Department of Education Country Regulations for Private Schools report the legal requirements applicable to K-12 private schools in each state, including curriculum requirements. The report states that it is intended as a reference for public and non-public school officials and state policymakers. The report confirms that similar areas of education are approached in various ways.

School options

Alternative public schools in the US include separate semi-autonomous schools, classes, programs, and "schools". Choice of preferred public schools is open to all students, although some have a waiting list. Among these are charter schools, incorporating private initiatives and state funding, and magnet schools, which attract students to specific programs (such as performing arts).

Independent school

Private or private schools have flexibility in staffing and educational approaches. Many of the Montessori and Waldorf schools (the latter are also known as Steiner schools, after their founder, Rudolf Steiner). Other independent schools include democratic schools or free schools, such as the Clonlara School, which is the oldest and continuing K-12 alternative school in the country, Sudbury schools, open-air schools, schools based on experience and school education using international curricula such as International Baccalaureate and Round Square schools.

Homeschooling

Families looking for alternatives for educational, philosophical or religious reasons, or if there is no alternative education nearby can choose a home based education. The minor branch is an unschooling, interest-based approach rather than a curriculum. Others enroll in an umbrella school that provides the curriculum. The homeschool course gives students a deep and personal interest in every subject they struggle or review. Some homeschool families form cooperatives, where parents who have expertise in a subject can teach children from a number of families while their children are taught by other parents.

Self-education

Self-directed investigations are recognized at all levels of education, from "unschooling" children to adult autodidacticism, and can occur separately from (or with) traditional forms of education.

CCA Alternative Education Program - District Departments ...

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References

School for Alternative Education, A Waldorf School in Delhi NCR by ...

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External links

Alternative school maps and education projects by Reevo, Alternative Education Network
Alternative Education Resources Organization (AERO)
International Association for Learning Alternatives
Informal Education
Special Education in Alternative Education Program (ERIC Digest E585)
National Coalition for Alternative Community Schools
National Association for Alternative School Law Support
The Reggio Children's Foundation
Eklavya (Indian education NGO)
Iowa Alternative Education Association
Oklahoma Technical Assistance Center
Learn to Cause (in Japanese)

Source of the article : Wikipedia

Alternative education

Senin, 25 Juni 2018