Alternative Education is expected to meet the needs of those students who are not ensuing in conventional setting. Students are provided with several options that can lead to graduation. They are offered with support services that are essential to their success (Fantini, 2005).
Alternative education has models, which are based on the programs philosophy and the desires of the students (Fantini, 2005). There are those that follow a community affiliation model that features alliance with the larger community.
Some combine academics with a vocational intervention that focuses on making school more meaningful at the same time preparing students for the workforce (Cantrell, 2001). The programs offered range from actual schools to programs within schools to single classrooms. By year 2000, it was estimated that over 15 percent of the students enrolled in public education and in some countries, a student attended a public school that he wanted.
Since 1500, there have been private schools, insular schools or home schooling alternatives for those, who could manage to pay for himself or herself or whose beliefs dictated an exacting loom to education. Current history Alternative schooling has become widely important especially in public schools. It originated in United States but it is gaining popularity in other nations (Greene, 2006). The developments that we see in these schools originated from an effort of parents and teachers.
They were experimenting how they can discover better ways of educating their sons and daughters and amalgamate educational ideas from some of the acknowledged educational leaders. It is important to note that practices developed in early schools of choice are contributing to local, state, and national efforts to improve public education in all countries (Fantini, 2005). Alternative schooling that has succeeded for more than thirty years is not only considered to be effective in teaching all kinds of students but also highly attractive to parents and students (O’Brien & Thesing, 2001).