Page 223 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 223
what can we learn from second-chance education programmes for adults ...
type of educational choices (Franklin & Streeter, 1992, 1995; Franklin et al.,
2007). Second-chance education programmes are designed in a way to of-
fer such a choice.
As mentioned in the introduction, second-chance education pro-
grammes can enrol different age groups of individuals and can vary ac-
cording to the content. Their main purpose is to offer a second chance to
attain educational qualifications to educationally, socially and culturally
disadvantaged individuals who are at risk or have already left mainstream
education for various reasons. In this section, we present the main prin-
ciples of second-chance education programmes we identified in our re-
view of second-chance education project reports, summaries, meta-analy-
ses and case studies (e.g. Black, Polidano, & Tseng, 2012; Efstathiou, 2009;
European Commission, 2001, 2013; McFadden, 1996; McGregora et al., 2015;
ROBIN project, 2016; Ross & Gray, 2005): the student-centred approach
to learning, the socio-emotional development of participants, supportive
teacher-student relationships, a supportive learning environment, interac-
tive teaching methods, and cooperation with the local environment. As ev-
ident from main descriptions in the next section, at some points it is hard
to describe a given principle as completely separate from other principles.
Since they together form a process, i.e. a specific approach to teaching and
learning, and since they are mutually and tightly connected, at times their
descriptions overlap.
Student-centred approach to learning
The main aspect that distinguishes most second-chance education pro-
grammes from mainstream education is their approach to teaching and
learning that is based on student-centred adult education approaches. This
means that, when designing the curriculum, programmes are sensitive to
social and cultural issues, individuals’ interests, aspirations and differenc-
es, and they recognise the capacity of students to engage in decisions about
their own learning and the capacity to be internally motivated for learn-
ing. As such, the student-centred approach enables students to mediate pre-
vious negative educational experiences and in this way they construct a
positive self-image as a learner. An example from Australia’s Boronia sec-
ond-chance school (McGregora et al., 2015) shows that for teachers the
biggest challenge of the student-centred approach is maintaining ESLers’
motivation for learning. There are days when students are amotivated for
learning and on such days support from teachers is of great importance. But
223
type of educational choices (Franklin & Streeter, 1992, 1995; Franklin et al.,
2007). Second-chance education programmes are designed in a way to of-
fer such a choice.
As mentioned in the introduction, second-chance education pro-
grammes can enrol different age groups of individuals and can vary ac-
cording to the content. Their main purpose is to offer a second chance to
attain educational qualifications to educationally, socially and culturally
disadvantaged individuals who are at risk or have already left mainstream
education for various reasons. In this section, we present the main prin-
ciples of second-chance education programmes we identified in our re-
view of second-chance education project reports, summaries, meta-analy-
ses and case studies (e.g. Black, Polidano, & Tseng, 2012; Efstathiou, 2009;
European Commission, 2001, 2013; McFadden, 1996; McGregora et al., 2015;
ROBIN project, 2016; Ross & Gray, 2005): the student-centred approach
to learning, the socio-emotional development of participants, supportive
teacher-student relationships, a supportive learning environment, interac-
tive teaching methods, and cooperation with the local environment. As ev-
ident from main descriptions in the next section, at some points it is hard
to describe a given principle as completely separate from other principles.
Since they together form a process, i.e. a specific approach to teaching and
learning, and since they are mutually and tightly connected, at times their
descriptions overlap.
Student-centred approach to learning
The main aspect that distinguishes most second-chance education pro-
grammes from mainstream education is their approach to teaching and
learning that is based on student-centred adult education approaches. This
means that, when designing the curriculum, programmes are sensitive to
social and cultural issues, individuals’ interests, aspirations and differenc-
es, and they recognise the capacity of students to engage in decisions about
their own learning and the capacity to be internally motivated for learn-
ing. As such, the student-centred approach enables students to mediate pre-
vious negative educational experiences and in this way they construct a
positive self-image as a learner. An example from Australia’s Boronia sec-
ond-chance school (McGregora et al., 2015) shows that for teachers the
biggest challenge of the student-centred approach is maintaining ESLers’
motivation for learning. There are days when students are amotivated for
learning and on such days support from teachers is of great importance. But
223
