THE IMPACT OF ALTERNATIVE SCHOOLS ON SOCIETY AND NATION
DOI:
https://doi.org/10.51200/mjbe.vi.3325Keywords:
alternative schools, society, nation, illiteracy, virtuous personalityAbstract
Alternative schools are established to provide education to a group of people who are marginalized from the national education system due to several factors such as economic, political and social. Alternative schools are also educational environments designed to cater to the educational needs of especially those from poor communities and refugees from neighbouring countries. The main purpose of this study is to explore the impact of alternative schools on society and the country. Nevertheless, the objective of this study is to determine whether the alternative schools can help in eradicating illiteracy in the community, to estimate whether the alternative school can alleviate social problems and to analyse whether schools can form a virtuous personality in every student. The independent variables are illiteracy eradication in the community, alleviation of social problems, and virtuous personality while the dependent variable is the perception of the impact of alternative schools on society and the nation. The questionnaire was converted into Google form and distributed in several Alternative Schools including Cahaya Society, Teratak Mahasiswa and Borneo Komrad where all three schools are located in Sabah. A total of 60 respondents answered and completed the questionnaire. The response was analysed after passing the reliability and the validity test. The hypothesis of the study was further analysed using inferential statistics, regression analysis. The result revealed that the Alternative Schools can eradicate poverty, alleviate social problems and for a virtuous personality among the students.
References
Abdul Manap, M. H., Harun, Z., & Othman, N. (2020). Penilaian pelaksanaan programme Pentaksiran Alternatif Sekolah Rendah (PASR) di sekolah rendah pendidikan khas integrasi [School Alternative Assessment Programmeme (PASR) implementation evaluation in special education integrated school]. Journal of Education Malaysia, 45 (1), 9 – 16. http://dx.doi.org/10.17576/JPEN-2020-45.01SI-02
Aron, L. Y. (2006). An overview of alternative education (research report). Urban Institute. www.urban.org/UploadedPDF/411283_alternative_education.pdf
Baccal, V. S., & Ormilla, R. C. G. (2021). The implementation of alternative learning system in public schools in Isabela,
Philippines. EDUCATUM Journal of Social Sciences, 7 (1), 19 – 29. https://doi.org/10.37134/ejoss.vol7.1.3.2021
Badariah, S. (2018). Pendidikan alternatif sebagai wadah keterangkuman sosial dalam kalangan pen duduk yang tiada
kewarganegaraan di Pulau Mabul, Sabah [Alternative education as channels for social inclusion among non-citizens people of Pulau Mabul, Sabah]. Jurnal Kinabalu, 24, 178 – 206. https://jurcon.ums.edu.my/ojums/index.php/ejk/article/view/1665
Dolhan, K., Mahbi, D. P. A., & Malie, Y. H. (2018). Meningkatkan kemahiran mengenal huruf dalam kalangan murid-murid prasekolah di sekolah berdasarkan pendekatan gambaran visual [Improving literacy skills among preschool students in schools based on a visual representation approach]. International Conference on Teaching and Education (ICoTE), 2, 1 – 19. https://jurnal.untan.ac.id/index.php/icote/article/view/33888/75676581946
Foley, R. M., & Pang, L. S. (2006). Alternative education programmes: Programme and student characteristics. The High
School Journal, 89 (3), 10 – 21. https://doi.org/10.1353/hsj.2006.0003
Hemmer, L. M., Madsen, J., & Torres, M. S. (2013). Critical analysis of accountability policy in alternative schools: implications for school leaders. Journal of Educational Administration, 51 (5), 655 – 679 www.emeraldinsight.com/0957-8234.htm
Hosley, N. S., Hosley, J., & Thein, M. (2009). Survey and analysis of alternative education programmes II (research report). Center for Rural Pennsylvania. https://eric.ed.gov/?id=ED540875
Idris, M. N. M. (2021, March 25). IPT perlu bekerjasama dengan kerajaan pulihkan sektor pendidikan [IPT need to work with the government to revive the education sector]. Utusan Malaysia. https://www.utusan.com.my/berita/2021/03/ ipt-perlubekerjasama-dengan-kerajaan-pulihkansektor-pendidikan
Lehr, C. A., Lanners, E. J., & Lange, C. M. (2003). Alternative schools: Policy and legislation across the United States (Research report). Institute on Community Integration (UCEDD), The College of Education & Human Development. https://files.eric.ed.gov/fulltext/ED502533.pdf
Kohn, A. (1999). The school's children deserve it. Houghton Mifflin. Menendez, A. L. (2007). Supports and enhancements designed for alternative school programming. Preventing School Failure: Alternative Education for Children and Youth, 51 (2), 19 – 22. https://doi.org/10.3200/PSFL.51.2.19-22
Paglin, C., & Fager, J. (1997). Alternative schools: Approaches for students at risk (Report, ED431042). Northwest Regional Educational Laboratory. https://files.eric.ed.gov/fulltext/ED431042.pdf
Perzigian, A. (2018). Social competence in urban alternative school. Journal of Perspective on Urban Education, 15 (1), 1 – 13. https://urbanedjournal.gse.upenn.edu/volume-15-issue-1-summer-2018/social-competenceurban-alternative-schools
Rosmilawati, I. (2017). Jalan panjang menuju sekolah alternatif: Refleksi pengalaman remaja kurang beruntung dalam meraih pendidikan [Behavior-focused the long way to an alternative school: Reflection on the experience of disadvantaged youth in achieving education]. Jurnal Eksistensi Pendidikan Luar Sekolah, 2 (1), 102 – 111.
http://dx.doi.org/10.30870/e-plus.v2i1.2952
North Cooc. (2019). Teaching students with special needs: International trends in school capacity and the need for teacher professional development. Teaching and Teacher Education, 83, 27 – 41. https://doi.org/10.1016/j.tate.2019.03.021
UNICEF. (2017). Children out of school in Malaysia: The Sabah context. Ministry of Education, Malaysia.
United Nations Educational, Scientific and Cultural Organization (UNESCO). (2014). Education for all 2015 national review: Malaysia. https://unesdoc.unesco.org/ark:/48223/pf0000229719
United Nations Educational, Scientific and Cultural Organization (UNESCO). (2016). Education 2030: Incheon Declaration and Framework for Action: Towards inclusive and equitable quality education and lifelong learning for all. http://unesdoc.unesco.org/images/0024/002432/243278e.pdf
Verdugo, R., & Glenn, B. (2006). Race and alternative schools: The new tracking. Hamilton Fish Institute on School and Community Violence.
Wan Roslili Abd Majid (2019, July 19) Ensuring every child has access to education. New Straits Times. https://www.nst.com.my/opinion/ columnists/2019/07/ 505717/ensuringevery-child-has-access-education
Wilkerson, K. L., Afacan, K., Yan, M. C., Justin, W., & Datar, S. D. (2016). Academic remediation focused alternative schools: Impact on student outcomes. Remedial and Special Education, 37, 67 – 77. https://files.eric.ed.gov/fulltext/EJ1194401.pdf
Wilkerson, K., Afacan, K., Perzigian, A., Justin, W., & Lequia, J. (2016). Behaviour-focused alternative schools: Impact on student outcomes. Behavioral Disoders, 41 (2), 81 – 94. https://doi.org/10.17988/0198-7429-41.2.81
Zolkoski, S. M., Bullock, L. M., & Gable, R. A. (2016). Factors associated with student resilience: Perspectives of graduates of alternative education programmes. Preventing School Failure, 60 (3): 231 – 243. https://files.eric.ed.gov/fulltext/EJ1194401.pdf
Downloads
Published
How to Cite
Issue
Section
Total Views: 301
| 
Total Downloads: 403
