Alternatyvi mokykla: samprata ir kriterijai

LTStraipsnyje siekiama pateikti tikslesnę alternatyvaus ugdymo sampratą, nes ji gali būti labai įvairi ir priklausyti nuo alternatyvios mokyklos keliamų tikslų ir aplinkos, kurioje ji veikia. Kiekviena alternatyvaus ugdymo samprata savitai išryškina alternatyvaus ugdymo kriterijus, kuriais remiantis gali būti modeliuojama alternatyvi mokykla ir jos ugdymo sistema, atliepianti pačius įvairiausius besimokančiojo ugdymo(si) poreikius bendrojo ugdymo mokykloje, taip pat tuos alternatyvaus ugdymo kriterijus, kurie galėtų tapti postūmiu bendrojo ugdymo mokyklų kaitai. Alternatyvus ugdymas, kurio mokymo(si) priemonių (ir metodų) įvairovė suteikia galimybę prisitaikyti prie kiekvieno mokinio individualių poreikių, sudaro galimybes įsigyti pagrindinį ar vidurinį išsilavinimą tiems, kuriems keblu tai padaryti tradicinėje bendrojo ugdymo mokykloje. [Iš leidinio]Reikšminiai žodžiai: Alternatyvus ugdymas; Tradicinis ugdymas; Alternatyvi mokykla; Alternatyvaus ugdymo kriterijai; Bendrojo lavinimo mokykla; Alternative education; Traditional education; Alternative school; Criteria of alternative education; General education school.

ENThe article presents a specified concept of alternative education, since it may represent a wide variety of aspects and depend on the goals set up by an alternative school as well as on the environment where this school functions. Each concept of alternative education reveals the criteria of alternative education in its specific way. These criteria may serve as a basis for modelling an alternative school together with the system of education applied in it, which is able to satisfy most varied learners’ teaching/learning needs in a school of general education, or they may generate an impulse for changes in general education schools. Currently, the demand for an alternative (self-)education emerges: a particular variety of teaching/learning methods allows adapting to individual needs of each learner and provides a possibility of gaining basic or secondary education for individuals who are unable to do it in schools of traditional education. Generalising the concept of alternative education, an emphasis is laid on the meaning of the term "alternative", i.e. a possibility of free choice. Therefore, alternative education may be referred to as an aggregate of its characteristic features (philosophy of education, methodological approach, principles of organising work, additional services provided, and others), which embodies a paradigm of free education. The most essential criteria of alternative school include specific aims of education, school students from target groups, the content of education, which integrates school students’ personal experience, and various additional services.These criteria have an influence on the motivation of learning/teaching among school students of an alternative school, on the quality of (self-)education; also, they address the requirements imposed by contemporary society. A variety of alternative education criteria results in availability of a broad range of types of alternative schools; therefore, the definition of alterative school is hardly possible without determining its criteria. A specific alternative school may be defined through several essential criteria characteristic of all alternative schools, supplementing this list by features typical only of this particular education institution. [From the publication]