Academic Journal
'Alternative' Education Provision: A Mapping and Critique
| العنوان: | 'Alternative' Education Provision: A Mapping and Critique |
|---|---|
| اللغة: | English |
| المؤلفون: | Annie Taylor (ORCID |
| المصدر: | Oxford Review of Education. 2024 50(6):798-816. |
| الاتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Descriptors: | Nontraditional Education, Equal Education, Inclusion, Foreign Countries, Access to Education, Prevention, Educational Policy, Public Policy, Definitions |
| مصطلحات جغرافية: | United Kingdom (Scotland) |
| DOI: | 10.1080/03054985.2024.2373067 |
| تدمد: | 0305-4985 1465-3915 |
| مستخلص: | Permanent exclusion in Scotland has been all but eradicated, with one young person permanently excluded in 2022/23, and the rate of temporary exclusion has been consistently decreasing since 2007. However, a wide range of exclusionary practices other than formal exclusion impact children and young people's access to and experiences of education. This paper explores alternative education provision (AP) in Scotland, reflects on the quality and purpose of AP, and considers the grey areas between mainstream provision, exclusion prevention work, and 'alternative' provision. We compiled an inventory of AP in two Scottish local authorities, using desk research and interviews with local and national stakeholders, then mapped the provision we identified according to purpose, programme, and mode of provision. We identified a wide array of 'alternative' educational provision including a preponderance of part-time third-sector offerings and AP provided within mainstream schools, which may reflect the current prevention-focused Scottish Government policy approach to exclusion. We raise questions around what counts as alternative, explore issues around the instability of some provision, and highlight areas that require further research to ensure that those who are directed to AP are having their statutory entitlements met and receiving a meaningful education. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الانضمام: | EJ1443882 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0305-4985 1465-3915 |
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| DOI: | 10.1080/03054985.2024.2373067 |