Alternative Education

What is Alternative Education?

describes different approaches to teaching and learning other than state-provided mainstream
education, usually in the form of public or private schools with a special, often innovative
curriculum and a flexible program of study which is based to a large extent on the individual
students interests and needs (Raywid, 1988; Koetzsch, 1997; Aron, 2003; Carnie 2003)
covers all educational activities that fall outside the traditional school system (including special
programs for school dropouts and gifted students, home schooling, etc.) (Sliwka, n.d.)
Alternative Learning System
is a parallel learning system to provide a viable alternative to the existing formal
education instruction. It encompasses both the non-formal and informal sources of
knowledge and skills (Republic Act 9155)
Alternative systems include, but are not limited to: (CHED Memorandum)
Distance Education
Expanded Tertiary Education Equivalency and Accreditation Program
Ladderized Education
E-Learning
Open Learning
Limitations and Considerations
Maslowtoffler.com states that it is a separate school, or a separate program within the school,
that utilizes one or more alternative methods of providing the curriculum as it meets the
following criteria:
Is chosen by the pupil, parent or guardian, or both
Involves pupils, teachers, and parents or guardians in planning and carrying out an
educational plan
Allows flexibility in teachings styles, curriculum, and classroom scheduling
Pursues the school districts educational goals established for all children, but uses
learning techniques that are conductive to each pupils individual learning styles
Is designed to be responsive to each pupils way of learning, rate of learning and
motivation for learning
Who avails alternative education?
At risk students
Working students
Students with special needs
Students with unique learning styles
What does Alternative Education cover?
Covers the educational plan in line with certain standards
Considers learners needs and preferences
Balances the learners development with the demands of his society
Features an Open-Ended Learning Community
Responds to Cultural Demands
Alternative Education is PERSONALIZED LEARNING

What triggered and developed the rise of alternative education?

A list of Available Alternative Education Worldwide

Alternative School
Early Childhood
Alternative Teacher
Education
Certification
Education Voucher
Autodidacticism
Experiential Education
Blended Learning
Forest Schools
Charter School
Free School
Computer-Based Training
Gifted Education
Contextual Learning
Helen Doron Method
Coyote Teaching
Homeschooling
Cuisenaire Rods
Humanistic Education
Dalton Plan
Industry-Oriented
Deschooling
Education
Distance Education
Inquiry Education
Dogme Language
Instructional Theory
Teaching
Life-Wide Learning
E-Learning
M-Learning

Minimally Invasive
Education
Montessori Method
Online Tutoring
Opportunity School
Out-of-School Learning
Outdoor Education
Place-based Education
Special Education
Sudbury School
Umbrella Education
Universal Preschool
Videobook
Vocational Education
Waldorf Education

Legal Bases of Alternative Education (Philippine Context)

1987 Philippine Constitution
Section 1. The State shall protect and promote the right of all citizens to quality education at all
levels, and shall take appropriate steps to make such education accessible to all.
Section 2. The State shall:
(1) Establish, maintain, and support a complete, adequate, and integrated system of education
relevant to the needs of the people and society;
(2) Establish and maintain a system of free public education
(3) Establish and maintain a system of to deserving students in both public and private
schools, especially to the underprivileged;
(4) Encourage non-formal, informal, and indigenous learning systems, as well as self-learning,
independent, and out-of-school study programs
(5) Provide adult citizens, the disabled, and out-of-school youth with training in civics, vocational
efficiency, and other skills.
Batas Pambansa 232
The State shall promote the right of every individual to relevant quality education, regardless of
sex, age, creed, socio-economic status, physical and mental conditions, racial or ethnic origin,

political or other affiliation. The State shall therefore promote and maintain equality of access
to education as well as the enjoyment of the benefits of education by all its citizens.
RA 10533- Enhanced Basic Education Act of 2013
Section 8. Inclusiveness of Enhanced Basic Education. In furtherance of Section 3 of the Act,
inclusiveness of enhanced basic education shall mean the implementation of programs designed
to address the physical, intellectual, psychosocial, and cultural needs of learners, which shall
include, but shall not be limited to, the following:
8.1. Programs for the Gifted and Talented.
8.2. Programs for Learners with Disabilities.
8.3. Madrasah Program.
8.4. Indigenous Peoples (IP) Education Program.
8.5. Programs for Learners under Difficult Circumstances.
RA 9155 Basic Education act of 2001
SEC. 2. Declaration of Policy. It is hereby declared the policy of the State to protect and
promote the right of all citizens to quality basic education and to make such education
accessible to all ... Such education shall also include alternative learning systems for out-ofschool youth and adult learners. It shall be the goal of basic education to provide them with the
skills, knowledge and values they need to become caring, self- reliant, productive and patriotic
citizens.
Ra 7722 Higher education act of 1994
Cheds Manual of Regulations
- To make quality education accessible to a greater number of qualified students who are otherwise
isolated by geographical location, personal or work commitments, time constrains and conventional
course structures

Prepared by: Patriluz C. Manongsong

IV-13 Honors Class BSE English
THE PRINCIPLES OF ANDRAGOGY AND THE PSYHOLOGICAL PERSPECTIVE
A. THE PRINCIPLES OF ANDRAGOGY
I. Andragogy
According Malcolm Knowles, andragogy is the art and science of adult learning, thus
andragogy refers to any form of adult learning
(Kearsley, 2010 as cited by Culatta, 2013 at
http://www.instructionaldesign.org/theories/andragogy.html).
II. History of Andragogy
Alexander Kapp coins the term "Andragogy" (15 Mar 1833)
He uses it to refer to the importance of lifelong learning and the development of an
adult's character and practical skills. Though he did not define it or establish a theory about it,

and it remains unclear whether he came up with the term himself, his book is the first know use
of the term.
Lindeman publishes "the Method of Teaching Adults" (15 Mar 1926)
As a part of the movement known as the "Neue Rightung" (new direction) of adult
education. Lindeman reflected on questions such as the purpose, the content and the
methodology to be used in adult education, and named these reflections "Andragogik".
Nevertheless, as it was used as a proposed antonym for demagogy, and discussed in a eminently
theoretical discourse, the term did not catch on yet.
Malcolm Knowles introduces the term in North America (15 Mar 1968)
In 1968 Malcolm Knowles publishes his paper "Andragogy, not Pedagogy", introducing
the term to the North American and other English speaking academics. The term soon gathered
momentum and became widely associated with Knowles' ideas.
(Retrieved from http://www.timetoast.com/timelines/history-of-andragogy )
III. Knowles 5 Assumptions Of Adult Learners
In 1980, Knowles made 4 assumptions about the characteristics of adult learners
(andragogy) that are different from the assumptions about child learners (pedagogy). In 1984,
Knowles added the 5th assumption.
1. Self-concept
As a person matures his/her self concept moves from one of being a dependent
personality toward one of being a self-directed human being
2. Adult Learner Experience
As a person matures he/she accumulates a growing reservoir of experience that becomes
an increasing resource for learning.
3. Readiness to Learn
As a person matures his/her readiness to learn becomes oriented increasingly to the
developmental tasks of his/her social roles.
4. Orientation to Learning
As a person matures his/her time perspective changes from one of postponed application
of knowledge to immediacy of application, and accordingly his/her orientation toward
learning shifts from one of subject- centeredness to one of problem centeredness.
5. Motivation to Learn
As a person matures the motivation to learn is internal
(Knowles 1984:12 as cited by eLearning Industry, 2014 at
http://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles).
IV. Knowles 4 Principles Of Andragogy
In 1984, Knowles suggested 4 principles that are applied to adult learning:
1. Adults need to be involved in the planning and evaluation of their instruction.
2. Experience (including mistakes) provides the basis for the learning activities.

3. Adults are most interested in learning subjects that have immediate relevance and impact
to their job or personal life.
4. Adult learning is problem-centered rather than content-oriented.
(Kearsley, 2010 as cited by eLearning Industry, 2014 at http://elearningindustry.com/theadult-learning-theory-andragogy-of-malcolm-knowles)
B. THE PSYCHOLOGICAL PERSPECTIVE
I. Definition of Intelligence
Intelligence refers to intellectual functioning. Intelligence quotients, or IQ tests, compare
your performance with other people your age who take the same test. (American Psychological
Association, 2014)
II. Two-Factor Theory of Intellectual Ability
Proponent: Charles Spearman (1863-1945)
First systematic psychometrician and father of classical test theory (Jensen, 1994)
He is the pioneer of the statistical technique called factor analysis
He discovered a general factor (g) in correlations among mental tests
(cited by Plucker, 2013 at http://www.intelltheory.com/spearman.shtml)
This theory states that any cognitive performance is a function of two factorsthe general
ability common to most cognitive performances and an ability specific to a given test.
G Factor
Mental energy. There is only one G Factor
Common and general factor associated with every intellectual performance.
The great variety of mental tests all measure something in common, but to varying
degrees.
S Factor
Every intellectual activity involve a specific ability pertaining to that particular activity.
There are many S factors.
Other Factors
Preservation- represents the inertia of the individuals supply of mental energy
Oscillation- the extent to which individuals supply of mental energy fluctuates from time
to time
Will- motivational personality factor that enters into the taking of mental/ intelligence
tests
(Praveen, M. 2014. Retrieved from
http://www.authorstream.com/Presentation/aSGuest118433-1238235-spearmantheory-of-intelligence/)
III. Two Types of Intelligence
Proponent: Raymond Cattell (1905-1998)

 He pioneered the use of multivariate analysis that allowed researchers to view

individual's as a whole and study aspects of human behavior that could not be studied in
a lab setting.
He is best known for :
16 Factor Personality Model
Fluid and Crystalized Intelligence
(Cherry, K. (2014). Raymond Cattell Biography (1905-1988). Retrieved from
http://psychology.about.com/od/profilesal/p/raymond-cattell.htm)
Fluid Intelligence
Fluid intelligence is defined as the ability to solve new problems, use logic in new
situations, and identify patterns.
It is flexible and adaptive.
Crystallized Intelligence
Crystallized intelligence is defined as the ability to use learned knowledge and
experience.
(Education Portal, 2014)
IV. Hierarchy of Learning
Proponent: Robert M. Gagn (1916-2002)
He is best known for his "Conditions of Learning" which identified the mental conditions
of learning and was published in 1965
He is a major contributor to the systematic approach of instructional design.
He identified the Five Types of Learning and the Eight Conditions of Learning.
(Specht, 2008 at http://edtech2.boisestate.edu/spechtp/575/learningtheorist.html)

Five Types of Learning

Domain

Definition

Verbal Information

Stating facts, names, labels, or

describing organized bodies of knowledge

Intellectual Skills

Using discriminations, concepts,

and rules to solve problems

Motor Skills

Executing body movements in coordinated fashion

Attitude

Choices we make to behave in certain ways

Cognitive Strategy

Using ways to control one's thinking and learning processes

(Hannum, 2005 at http://www.theoryfundamentals.com/gagne.htm)

Eight Conditions of Learning

The hierarchal structure is listed lowest to highest, you must master each step before
reaching the next.
1.
2.
3.
4.
5.

Signal learning: the learner makes a general response to a signal

Stimulus-response learning: the learner makes a precise response to a signal
Chaining: the connection of a set of individual stimulus & responses in a sequence.
Verbal association: the learner makes associations using verbal connections
Discrimination learning: the learner makes different responses to different stimuli that
are somewhat alike
6. Concept learning: the learner develops the ability to make a generalized response
based on a class of stimuli
7. Rule learning: a rule is a chain of concepts linked to a demonstrated behavior
8. Problem solving: the learner discovers a combination of previously learned rules and
applies them to solve a novel situation
(Specht, 2008 at http://edtech2.boisestate.edu/spechtp/575/learningtheorist.html)
V. Proficiency Theory of Adult Learning
Proponent: Alan B. Knox
He is an Adult Education Professor at the University of Wisconsin.
He wrote the Proficiency Theory of Adult Learning.
He identified the seven modifiers of adult learning.
Condition- physical state of learner
Adjustment- of the learner to the environment
Relevance- meaningfulness of the task to learners

(ERIC, 2014 at http://eric.ed.gov/?id=EJ235556)