The Concept Model For Out-of-school Education

Programs

Lecturer :Rani Fairus M. Hum

Compiled By:

Dandi Rizki(0304193152)

Zikril Mulia

Nisya Rahmaini Marpaung

Fitriyana

Ulfa Dayanti

English Departement

Of The Islamic University Of North Sumatera

 2022

Chapter I
Introduction

A.Background of Study
Education is a process of integrating individuals who are experiencing growth into community
collectives. In educational activities there is development in learners’ potential to meet their personal
and collective well-being in the community. As a conscious effort, education is directed to prepare
learners through guidance, teaching, and practice in order to fill certain roles in
The society of the future. In the opening act of the constitution of the republic
In the year 1945, a column of sentences illuminated people’s lives, the meaning of the calima is closely
linked to education. Education becomes an instrument to realize intelligent societies and nations,
education that must be properly designed and implemented. One factor for realizing national
intelligence and advanced education is the creation of a reading culture within communities. With an
ambitious education and reading culture that has rooted in society, there will be intelligent societies and
nations in its life
Section 13 of the national education system, containing a line of that education
It consists of formal, informal, and informal education that can complement and enrich one another.
The three courses of education are a unified sub system to achieve the objectives of national education.
Nonformal education comes down to the primary purpose of national education, that is to brighten
people’s lives; Develop the whole Indonesian person, who is faithful and obedient to the almighty and
virtuous Lord, has the ability and skill of physical health and the spirit, a stable and self-sufficient
personality, and a sense of responsibility
Society and nationality.
On this occasion, therefore, the writer wrote a paper on the concept of a model for out-of-school
education (PLS) that is part of a nonformal education.
B. Problem Formulation
1. What is an after-school education?
2. What is the concept of a model for extraterrestrial education?
3. What are some characteristics of a model model of a school education program?
C. Purpose of writing
After studying this paper, we are expected to be
1. Understanding an education beyond school.
2. Knowing the concept of model model of an out-of-school education program.
3. Knowing the characteristic model model of a school education program
 CHAPTER II

DISCUSSION

2.1 The Concept of Extended School Education

According to (Rasberry, 1992), the concept of an extended school year was first defined in a 1983
presidential commission report entitled A Nation at Risk. The report recommended that education
officials and state legislators consider lengthening the school calendar to 200-220 days per year. There
commendation was based on declining academic performance and comparisons with the education
systems of other industrialized countries. And furthermore, (Cheminais, 2007) stated that extended
schools are therefore seen to have a dual role: to help raise standards and support the wider community.
This acknowledges the link between children’s circumstances and their learning, but it does not
necessarily mean that once a child’s external barriers to learning and participation have been removed
that their learning difficulties will disappear. They may not, especially if no changes are made in
relation to tailoring teaching and providing appropriate personalized learning experiences.

(Oideachais & Lear, 2006) point out that the extended school provides a range of services and
activities, sometimes during or beyond the school day, to help meet the needs of children, their families
and the wider community. Extended schools will engage in collaboration and partnership with
neighboring schools and statutory and voluntary and community sector organizations operating in the
community. The high level outcome areas based around a central outcome “Living in a Society which
respects their rights” are: being healthy, enjoying, learning and achieving, living in safety and with
stability, experiencing economic and environmental well-being, and contributing positively to
community and society.

The extended school is a school which views working with its pupils, families and community as an
essential element in raising the standard of pupils’ achievement; builds partnerships with neighbouring
schools, the further education sector and other statutory, voluntary, business and community
organisations to develop and deliver better services for the community as a whole and for children and
young people and their families in particular; helps to strengthen families and communities through
providing opportunities for lifelong learning and personal development; and uses its accommodation
flexibly and outside of school hours for the good of learners and the community (Oideachais & Lear,
2006, p. 3).

Extended education has become one of the fastest growing fields in education systems. During the past
few decades, there have been an increasing number of studies in this area. However, as mentioned
earlier, extended education in each country and region has evolved with its own term, historicity, and
social background. A variety of programs exists from early childhood to adult education levels. Such
diverse and dynamic nature of extended education is the most fascinating aspect of research in this
area. However, it is also true that research in extended education may not progress further if we fail to
conceptualize its meaning and scope (Bae, 2018).

Dryfoos, 1993; 1994 (in Wilkin, White, & Kinder, 2003) noted that the integration of education, health
social and human services at the heart of a full-service school, can be traced back to work undertaken
in the 1980s. Furthermore, the actual term ‘full-service school’ was said to have originated in Florida
legislation, which required the State Board of Education and the Department of Health to ‘jointly
establish programmes in local schools to serve high risk students in need of medical and social
services’.

(Bae, 2018, p. 159) Found that many researchers have attempted to create a definition of extended
education. However, due to the variety of goals, scopes, learning structures, and providers, a uniform
definition of extended education is very challenging. However, it seems many researchers agree that
extended education is not part of the regular curricular activities and is typically offered before and
after school, and at locations outside of the school site. Taking this into consideration, the best
approach to explain and describe extended education is to identify the common concepts that may be
widely applicable to various aspects of extended education programs and activities across various
nations.

The important concepts of extended education are (Bae, 2018, pp. 159-160):

- Intentionally organized learning and developmental programs and activities,

- Incorporation of teaching and learning and/or developmental processes that typically occur
between adult professionals and young participants,

- Implementation outside of the allotted school time, including before school, after school, and
during the summer/winter break,
 - Implementation in the school context -although some programs take place at locations outside
of the school site, and

- Participation is typically on a voluntary basis

Consequently, to explore the meaning of concepts, it is essential to understand the social context and
historical background in which the concepts are established, used, and interpreted (Bae, 2018, pp. 153-
154).

2.2 The Model of Extended School Education

They are four models of extended school education as follows (Bae, 2018, pp. 157-159):

1. School reform-driven model

In this model, extended education is considered as an education reform initiative. This model shows
that it has been developed to address the public concerns about the problems of public schools—
particularly the less open and less flexible regular curriculum. One example is the afterschool programs
in Korea that were introduced to promote student centered education. Another example is the extended
schools in England that were initiated to extend the role of schools in the support for children, families,
and the community.

2. Youth development-driven model

In this model, extended education is understood as a means for helping local children and youth
develop their skills, aptitudes, and talents – e.g., leadership, communication, decision-making, self-
esteem, dependability, and personal control. Extended education programs have been generally
developed and maintained by local professionals, activists, and the community.

3. Social needs-driven model

This development model implies that extended education, as a social institution, is part of the ecology
of the entire society. In this case, extended education is expected to deal with the social needs and other
environmental factors of the community. In recent years, the kinds of extended education that meet
these societal needs are increasing. Examples include language programs for immigrant and minority
students, child-care services for dual income families, summer camp for students who are left behind,
etc.

4. Social reproduction-driven model

Extended education in this model is understood as a vehicle for social reproduction. This model points
out that extended education has been developed based on the belief in upward mobility through
education, and affluent families may have better access to quality extended education programs that
help their children enhance academic achievement.

The experience of group living, of collaborative work, of putting oneself in someone else’s position
that acting implies, helps the pupil to take self-responsibility, to develop emotional intelligence and
learn to solve problems, to self-decenter, to understand and accept differences, to be more supportive,
and therefore to choose for dialogue rather than violence. Ultimately, as mentioned above, it helps the
pupils’ overall education, promoting a humanistic and proactive culture (Mendes, Leandro, Campos,
Fachada, Santos, & Gomes, 2021).

2.3 The Program of Extended School Education

Compared to “programs,” the term “activities” implicitly shows the participant-oriented nature of
extended education and often anticipates the “accidental learning” of children. Examples are summer
camp, play, sport club, arts club, and leisure time activities. The most frequently cited theory
supporting children-centered extended education activities might be the positive youth development
theory, Benson, Scales, Hamilton, & Sesma: 2006, (in Bae, 2018, p. 155). When it comes to “offering,”
the oxford dictionary defines it as “a thing offered, especially as a gift or contribution.” With this
definition, it may be perceived as a provider-led initiative even though it does not intend to deliver the
sense of “provider-oriented intervention.”

While “activities” are more likely to be student-centered service, “offering” has the connotation of a
school-centered approach. Further investigations on the origin of this term may be of interest. Finally,
whether it is called activities, programs, or offering, what is important is that they are not part of the
regular curriculum, and they are offered outside the school hours. In addition, the providers include not
only schools but also a variety of private vendors (Bae, 2018, p. 156).

A key feature of extended schools policy to date has been to encourage 3 or more schools in the same
geographical area to collaborate and work together in partnership, otherwise known as “Clustering”.
Clustering has many benefits such as the sharing of resources and expertise or being able to offer joint
programmes for pupils and the local community (Education, 2018).

The program of extended school education has benefits for all pupils (Oideachais & Lear, 2006, p. 5) to
improved learning and achievement, increased motivation and self-esteem, improved access to
specialist support to meet pupils’ wider needs, increased positive attitude towards learning, enhanced
opportunities to learn new skills and talents and develop existing skills and talents, and improved health
and well-being.
 CHAPTER III

CONCLUSION

The report recommended that education officials and state legislators consider lengthening the school
calendar to 200-220 days per year. There commendation was based on declining academic performance
and comparisons with the education systems of other industrialized countries.

Extended schools will engage in collaboration and partnership with neighboring schools and statutory
and voluntary and community sector organizations operating in the community. The high level
outcome areas based around a central outcome “Living in a Society which respects their rights” are:
being healthy, enjoying, learning and achieving, living in safety and with stability, experiencing
economic and environmental well-being, and contributing positively to community and society.

During the past few decades, there have been an increasing number of studies in this area. However, as
mentioned earlier, extended education in each country and region has evolved with its own term,
historicity, and social background.

The Model of Extended School Education

1. School reform-driven model

2. Youth development-driven model

3. Social needs-driven model

4. Social reproduction-driven model

 REFERENCE

Bae, S. H. (2018). Concepts, Models, and Research of Extended Education. International Journal for
Research on Extended Education, 153-164.

Cheminais, R. (2007). Extended Schools & Children’s Centres. Milton Park: Routledge.

Education, T. D. (2018). Extended Schools Programme 2018/19.

Mendes, P. C., Leandro, C. R., Campos, F., Fachada, M., Santos, A. P., & Gomes, R. (2021). Extended
School Time: Impact on Learning and Teaching. European Journal of Educational Research, 353-365.

Oideachais, & Lear. (2006). Extended Schools. UK: Investor in People.

Rasberry, Q. (1992). The Extended School Years: Is More Necessarily Better? EDRS, 1-9.

Wilkin, A., White, R., & Kinder, K. (2003). Towards Extended Schools: A Literature Review. National
Foundation for Educational Research.