Learning From Alternative Schools to Enhance School Completion

International organizations, such as the Organisation for Economic Co-operation and Development (OECD), as well as governments in OECD member countries are implementing policies aimed at increasing secondary school completion rates. Some decades ago, the senior secondary years were an exclusive option for an elite minority. Now, a common expectation is that they will cater to 90% or so of young people. However, too often the practices in contemporary schooling contexts have not kept up with this change. In particular, there is extensive evidence that concerning numbers of socially and educationally marginalized students are rejected by, and themselves reject, mainstream schooling. As a result, in many jurisdictions alternative educational provision has been central to re-engaging young people and enabling their secondary school completion. Such provision includes “flexible,” “second-chance,” or “alternative” schools that, although not all the same, often have in common an inclusive and democratic approach to educating young people who have not been well served in mainstream schools. Rather than such alternative schools being seen only as a useful “stop-gap” measure for marginalized students, they offer a valuable opportunity to re-imagine education. Such sites demonstrate structural, relational, and curricular changes that enable a range of education and learning options. First, in terms of structures, practical support and wraparound services are central to removing or alleviating structural barriers and clearing a path for learning. Second, supportive relationships are significant in enhancing the quality of young people’s educational experiences and outcomes. In particular, connectedness and partnerships are key factors. Finally, a diverse curriculum is needed to facilitate an education that is meaningful and authentic, and builds the capabilities young people need in the 21st century. Initiatives aimed at speaking more meaningfully to young people who have traditionally been poorly served by schooling are at the core of many alternative schools, but they are also present in outstanding mainstream schools. These innovations offer inspiration for reform across all schools, for all students. Embedding such reform through broad systemic change in mainstream schooling is necessary to facilitate an education for all young people that is: meaningful in holistic ways, democratic and respectful, supportive and enabling, and equips them with the skills and knowledge to progress their hopes, dreams, and imagined futures.

The Relationship Between user Education Costs and Secondary School Completion Rates in Samburu East Sub-county, Kenya

The study aimed at investigating the relationship between user education costs and secondary school completion rates in Samburu East Sub-county, Kenya. The descriptive survey research design was adopted. The study was guided by influential theory by Finn (1993). The study targeted a population of 254 Form four students derived from 7 secondary schools in Samburu East Sub-county, Kenya. The sample size of the study was 156 form four students. The 7 schools included in the study were sampled based on the fact that they had student cohorts who sat for the Kenya Certificate of Secondary Education examination. Data was collected using a questionnaire. The instruments were validated using content validity; also, validity was ensured through expert opinions. Piloting was done and reliability was tested using Pearson Product Moment Correlation. The coefficient value of above 0.7 was obtained; therefore, the questionnaire was reliable. The response was obtained using a stratified and simple random sampling technique. Data were analysed using descriptive and inferential statistics. Quantitative data was analysed using mean, frequencies, percentages and Pearson Correlation Coefficient. The findings were presented in tables. The hypothesis at a threshold of 0.5 alpha level was tested using the Pearson Correlation Coefficient. The researcher concluded that the provision of personal effects by parents and the provision of lunch programs encouraged secondary school completion rates in the study locality. The study recommended for collaboration with the parents by sensitising them the need for supporting their children's education by providing the implementing management practices that can improve secondary school completion rates.