We have now completed sixteen case studies of alternative education provision across England, Northern Ireland, Wales and Scotland. We are also about to consult with some key stakeholders in the field – academics and alternative education providers. The literature review published here as blog posts, is the basis of the questions for this initial consultation.
On June 4th we will be asking the following questions:
- What definition of alternative education should be used in a quality framework?
- How should the mission of alternative programmes be described, and how might this affect a quality framework?
- Does the language used to describe students and alternative programmes matter? What terminology should be used in a quality framework?
- Should the same expectations of, and criteria for, quality apply equally to all types of alternative education, or should they be differentiated? If so, on what basis?
- Should a quality framework use a common list of best practices?
- If so, which are most important to include?
- Should concerns about alternative education practice also inform a quality framework?
- Are any of these issues of concern more important than others?
- What outcomes should be expected of alternative programmes? Should these be common to all?
- How should they be measured and assessed?
- Should there be a quality framework for alternative education?
- What kind of quality approach should be used – standards, audit or fit for purpose?
- Who should be involved in developing it?
- Would a kite-mark approach be useful for the sector and for schools? How would it work?
We would of course be happy to hear the views of any interested readers of the blog about these questions.
quality in alternative education 
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