Executive Summary

The aims of this study were fourfold: to determine the indicators of successful alternative education programmes/providers, consider the hallmarks of quality, and successful outcome, as well as to investigate the experiences of principals/schools with different providers. This report combines the results of a literature review documenting quality indicators, as well as an exploratory study.

Under the alternative education policy, the Ministry of Education provides funding for education programmes for young people, aged 13 to 15 years, who have become alienated from school.The criteria for young people being placed on an alternative education programme include that the young person has:

The project was conducted in three areas of New Zealand: a North Island city, a provincial town and a South Island city. The study design included conducting three initial focus groups, as well as a more generalised telephone survey. Initially a literature review was used to inform themes in alternative education provision. These were developed into a schedule of enquiry areas for focus group discussion. Participants in these groups were representative of Alternative Education Consortium Providers. They were invited to share their views regarding effective provision of alternative education programmes. The three focus groups were held across the localities indicated above. A list of quality indicators was developed from these groups which formed the basis of a telephone survey. This extended generalisation of the focus group data, by telephone interviewing a wider audience in the same geographic areas.

The results of the study strongly reflected the international review of literature. Alternative education for alienated students is seen as the response to a global problem, that the system of public education is failing to meet the challenge of demographic and social change, and children are unprepared for the workplace (Glasser, 1992). Provision to meet the needs of these students has frequently developed out of community initiatives which are responsive to specific local requirements, any attempts at standardisation are seen as counter to effective programmes.

The major question posed by the study was, what do effective worthwhile programmes look like? Although complex, consensus was reached by most providers that there are five areas associated with effective provision. These areas also confirmed in the research literature are:

1. The place where the programme operates
2. The students
3. The students' families
4. The programme curriculum
5. The programme providers

Each of these aspects are now summarised below:

1. The Place where the Programme Operates

Quality programmes need to be in compact settings that are unlike school. They may be conducted indoors or out, and students feel a sense of programme ownership because in the small group their voice is heard. A sense of emotional security is engendered, and their personal interests are reflected in the programme and the room décor. These features encourage improved attendance and socially acceptable behaviour that are at the basis of effective alternative education programmes.

2. The Students

The students are supported to make a commitment to the programme, and an attempt is made in quality provision to value students' achievements and recognise the difficulties of the adolescent life-stage, by encouraging peer support, and conditions to promote self esteem.

3. The Students' Families

Students' families are perceived as very important in terms of reinforcing the programme at home and partnership with programme providers. Whilst family disruption may also be contributory to student failure, the importance of trying to build a relationship with the family for the benefits which can accrue is a first priority for alternative educators.

4. The Programme Curriculum

Effective alternative programmes offer more individualised curriculum support than the mainstream. They deliver literacy, numeracy and other areas of content knowledge, as information required by students in real life situations in order to maximise learning opportunities rather than presentation in "subject packages." Diagnostic assessment is important to provide guidance in planning individualised programmes.

5. The Programme Providers

There is a team of providers, which is most effective when it operates collaboratively, providing support for team members as well as for students. Team members are involved in a multidisciplinary approach of providing health, educational, social and emotional support for students. Alternative educators need to develop warm relationships with their students, as well as helping them with basic life needs. There is evidence to suggest that initial recruitment for the role is often on personal attributes that need to be promptly supported by appropriate training in behaviour management, counselling and special needs. The importance of having trained teachers who have a professional approach to education must be emphasised. However it is recommended that pre-service teacher training is supplemented by specialist courses.

The following is a list of indicators using the above categories, which describe the main components of quality provision in more detail. These were developed as a result of the accumulation of information from Focus Groups and verified in the Telephone Survey.

Quality Indicators of Alterantive Education Programmes What does a quality Education Programme look like?

Quality education programmes have characteristics that can be described according to the following aspects:

1. The place where the programme operates
2. The students
3. The students' families
4. The programme curriculum
5. The programme providers

1. The Place where the Programme Operates:

2. The Students in the Programme:

3. The Students' Families:

4. The Programme Curriculum:

5. The Providers of the Programme:

In summary, quality education programmes need to be entirely attuned to the individual student, by an immediate assessment of needs, and a supportive environment that will re-engage the student with learning. Whilst alternative education programmes should be accountable and afford the very highest level of professionalism, they cannot be standardised. This would run counter to meeting the criteria laid down by the quality indicators.