Category funding

organisational challenges for alternative education

Selecting and training staff Some US school districts require staff who work in alternative provision to possess the highest levels of teacher qualifications as well as additional training in relevant areas such as counselling, special education and therapeutic approaches (Foley & Pang, 2006). However, many US states also face chronic shortages of staff and have […]

who has access to alternative education?

Administrative guidelines generally offer a list of those eligible for alternative education including: school refusers and phobics, young parents, those with chronic illness as well as descriptors of those characterised variously as ‘marginalised’, ‘vulnerable’ ‘at risk’ or ‘disengaged’ and/or ‘disruptive. These lists are very specific when attached to funding. Indeed, one of the consequences of […]