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According to the UNESCO International Standard Classification of Education
(ISCED), the school
system has seven levels, see Table 3.
Special schools and facilities are incorporated within pre-primary, primary and
secondary education.
This issue is explored by comparative pedagogy
from the perspective of
comparisons between and among individual countries.
11.3 Alternative Schooling
Schools different from normal schools were formed at the turn of the 19
th
and
20
th
century. They were different because of their
learner-centred (pedocentric) approach;
activity and creativity of students (and teachers);
real complex education of the child (learner);
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community, i.e. educational forms and procedures
are developed jointly
by learners, teachers and parents;
student involvement in the world of work and expansion of the
educational environment beyond the school class framework. (for details,
see Průcha, 2001)
Alternative schools can be categorised by the time of their origin. The first
alternative schools are
reform schools
. The most famous schools include those
working on the basis of Walfdorf education, the theory of M. Montessori, Jena
plan, Dalton plan or pedagogical foundations of C. Freinet. Most of them are
also represented in the contemporary society.
New theories are also emerging with the growing
experience of pedagogues,
with the development of sciences about man and changes in the society. They
are used as the basis for new, alternative modern or contemporary schooling.
The current projects which are implemented in the local school system include
‘Začít spolu’ (
Starting Together), ‘Zdravá škola’ (Healthy School), or there are
also elements of the so-called open lessons, integrated thematic instruction or
global education. The concept of the so-called engaged
learning is also well
known.
For details on these schools, see monographs on individual
schools or overall
summaries on alternative schooling (see the sources of literature).
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