What is an ''Educational System'' and why to need alternatives

The education system is a cornerstone of modern societies, designed to provide individuals with the knowledge, skills, and values required to succeed in life. People all over the world allocate about a quarter of their time and life to education - which is enormous - and governments allocate large sums from the state's budget. We can say that on a global level the term, the concept, and the entity of "education" are invested by the collective mind and wallet with responsibility but also with colossal power.

However, despite its crucial role, the traditional model of how to do education is increasingly analyzed and criticized for its limitations and inefficiency in meeting the diverse needs and aspirations of those who, in direct or subtle ways, invest in this concept. In response, alternative education systems have emerged, offering innovative and flexible approaches to teaching and learning. Let's first explore (I) what an educational system is and (II) why alternatives to the traditional model are needed or at least hailed with amiability.

The history of educational systems begins with ancient civilizations such as China, Greece, and Rome. They considered that the transmission of knowledge, skills, and cultural values to the younger generations would represent an act of great value. Thus they developed various forms of schooling to achieve this purpose. As we know, the first early educational systems were often elitist, the prerogative of the nobility, and limited to the considered upper social classes. During the Middle Ages, the Catholic Church took over the dominant role in education, establishing schools and universities. But their curriculum emphasized religious studies, Latin language, and classical literature, with little attention given to science for example. We are still talking about the years when the sun moved around the earth was an absolute fact of scripture and could not be disputed. Education remained a subject matter under consideration, albeit one that may not necessarily engender much excitement, enthusiasm, or access. The Renaissance came with a renewed interest in classical learning and humanism. This fact led to the development of new proposals for the then-customary social field, new approaches, and especially the development of new educational institutions. The printing press enabled the widespread dissemination of knowledge, and historically speaking, the rise of the middle class created for the first time a demand for education beyond the elite. New forms of schooling emerged, such as the Jesuit system, which combined classical studies with practical training and a strong emphasis on character formation. But it was the industrial revolution that brought massive changes in education. The purpose of education has transmuted from preparing a small elite for leadership roles to providing the masses with the basic skills of literacy, and numeracy, especially for the jobs now new-created by the innovations of the industrial revolution. Public schools were established as a means of providing and so education systems became more and more centralized and bureaucratic. We can henceforth talk about mass schooling and standardization of curriculum and assessment. So the first education systems were now being created. In the 20th century, educational systems experienced significant expansion and diversification as societies recognized the role that education played between economic development and social mobility. New forms of schooling emerged, such as vocational and technical schools, community colleges, and distance education. At the same time, the social market started conditioning with specialized and accredited studies, towards access to many jobs. The curriculum has been expanded to include science, technology, and social studies, and new pedagogies have been developed to accommodate diverse learning needs and styles. And yet, in the past three decades, a novel phenomenon has emerged whereby education fulfilled its axiological function, and humanity- the mass populace more precisely- began to generate not only knowledge products but also to invent new categories of work, fields, and jobs that are completely independent of the labor market.

And now, for the first time in history, the role of mass education in this ''educational system - social market'' partnership, is no longer necessary. The evidence has become a growing recognition of the limitations of educational systems and a call for alternative approaches that more realistically reflect the needs and aspirations of 21st-century learners.

But prior to delving into alternative educational initiatives, it would be prudent to briefly explore the fundamental nature of educational systems, as well as the components that coalesce to form such systems.

Therefore, an educational system can be defined as a set of interconnected and interdependent components that work together to facilitate the transfer of knowledge, skills, and values from one generation to another. To be considered a system, an educational framework must exhibit certain characteristics, including a. structure, b. coherence, and c. interdependence. In other words, the different components of the system must be organized logically, be consistent with one another, and rely on each other to function effectively.

The components and actors within an educational system can vary depending on the specific context and level of education. However, mandatory components and actors include:

Curriculum: The set of planned learning experiences, including subject matters, learning objectives, and teaching methods.
Teachers/Instructors: The individuals responsible for facilitating learning and delivering the curriculum.
Students/Learners: The individuals who engage in the learning process and acquire knowledge, skills, and values.
Assessment/Evaluation: The process of measuring learning outcomes and evaluating the effectiveness of the educational system.
Resources: The tools, materials, and infrastructure required to support teaching and learning.
Policies and Governance: The laws, regulations, and institutions that guide the operation of the educational system.

Currently, public education systems are developed with various objectives, such as improving academic performance, preparing students for the labor market, and promoting social growth. Achieving these goals typically involves prioritizing the use of technology, implementing data-driven educational approaches, and integrating diverse perspectives and experiences into the curriculum. In addition, contemporary education systems prioritize equity and inclusion, striving to provide equal opportunities for all students, regardless of their background or socioeconomic status. This includes ensuring that students with disabilities, language barriers, and other obstacles that may hinder their ability to succeed in school receive adequate resources and support. So if you were to design an educational system today you would find yourself forced to take into account multiple other aspects as well as many other factors, including cultural values, societal expectations, technological advances, and –at least educational research.

An alternative education system embodies a series of pedagogical approaches that differ from the classical education offered to the masses. These alternative systems are characterized by the focus on the individual and his development and not on his ''educated osmosis'' with society. Thus, the concern is mainly on the experiences of individualized education. At the same time, the facilitators adapt the educational course according to the individual needs and interests of the students. Often, they give priority to learning with a practical component, of an experiential nature, and creativity, critical thinking, and problem-solving skills becomes valued. According to Jones (2018), alternative education systems are beneficial for students who do not thrive in conventional educational settings.

The emergence of alternative education systems can be attributed to several factors. One of the primary causes is the growing recognition of the limitations of the traditional education system in meeting the diverse needs of learners. Moreover, advances in technology have facilitated the delivery of education in more flexible and personalized ways, leading to the development of online learning and other alternative approaches. Another significant factor driving the emergence of alternative education systems is the rising demand for a more comprehensive approach to education that encompasses not just academic learning but also social and emotional development. Alternative education systems often prioritize social and emotional learning, emphasizing the cultivation of positive relationships, empathy, and self-awareness. Another important factor driving the emergence of alternative education systems is the increasing demand for a more holistic approach to education that addresses not just academic learning but also social and emotional development. Alternative education systems often prioritize social and emotional learning, and place a greater emphasis on fostering positive relationships, empathy, and self-awareness. It is therefore easy to understand, the perspective that presents alternative education as a pioneering concept that offers a fresh and innovative approach to learning, but which especially differs from the rigid and standardized methods used by mainstream education.

But the roots of alternative education are not new. They can be traced back to the visionary philosophy of Jean-Jacques Rousseau in the 18th century. He advocated a child-centered approach to education, emphasizing natural abilities and self-discovery.

In response to the changing times, alternative education has emerged as a solution to meet the diverse needs of students. But the first alternative schools were established in the 19th century, initially providing access to education to working-class children who were excluded from traditional systems. So it seems that without having the initial intention to revolutionize the educational paradigm, for example, the iconic Montessori Method, developed in Italy by Maria Montessori in the early 1900s, ended up precisely by revolutionizing alternative education with its practical activities and emphasis on freedom and creativity. The era of 1960s and 1970s was marked by significant social and political changes that prompted a renewed interest in alternative education. This led to the establishment of schools like the Summerhill School in England and the Sudbury Valley School in the United States, which prioritized the values of student autonomy and self-directed learning. In the following decades of the 1980s and 1990s, alternative education continued to gain momentum, with the emergence of magnet schools, charter schools, and homeschooling. These institutions provide more options for students and parents by offering specialized curricula and personalized learning experiences. Below is an abridged academic chronology tracing the emergence and evolution of alternative education :

18th century: Jean-Jacques Rousseau, a philosopher and educational theorist, advocates for a child-centered approach to education that prioritizes natural abilities and self-discovery in his influential work "Emile, or On Education."
19th century: Alternative schools are established to provide education to working-class children who were excluded from traditional systems.
1900: Maria Montessori revolutionizes alternative education with her Montessori Method, which emphasizes hands-on activities and freedom of creativity.
1919: Waldorf education, also known as Steiner education, is founded by the Austrian philosopher Rudolf Steiner. This approach focuses on a holistic, interdisciplinary curriculum that incorporates the arts, movement, and hands-on learning.
1920s: Summerhill School, founded by A.S. Neill in England, promotes self-governance and student-led learning.
1960s-70s: Progressive education, influenced by the works of John Dewey, gains popularity in the United States. This approach prioritizes experiential learning and democratic participation.
1970s-80s: Alternative schools expand to cater to diverse populations, including students with special needs, and new approaches emerge such as Reggio Emilia, which emphasizes the importance of social interaction, collaborative learning, and creative expression.
1990s-00s-present: Alternative education continues to evolve and diversify, with the emergence of online and hybrid learning models, homeschooling, unschooling, and more.

Presently, alternative education continues to thrive and evolve, with new models and approaches emerging all the time. The legacy of alternative education is one of innovation, flexibility, and adaptability, paving the way for a brighter and more dynamic future in education. Alternative education systems are proving to be a growing field. Both in terms of interest and terms of the possibility of implementation. In recent years, there has been a significant increase in the development of new models and approaches to alternative education, which has introduced online learning, blended learning, and personalized learning right alongside the already classical outdoor classes. These initiatives aim to offer at least interesting possibilities for education in the 21st century. If ''alternative'' a hundred years ago meant nature and "Nido" type classes, one of the major trends in alternative education today turns out to be the use of technology. The widespread adoption of online learning, even for a short period, has renewed the ways people invest in the entity of education, giving it new dimensions. The use of digital tools and platforms in education has also opened up new ways of collaboration and communication. For instance, the rise of massive open online courses (MOOCs) has allowed people around the world to access high-quality, elite education from top universities for free or at low cost. Another trend in alternative education is the emphasis on competencies development. Many alternative education models prioritize competencies such as critical thinking, creativity, problem-solving, and collaboration, which are highly valued in today's rapidly changing job market. Alternative education is also increasingly focused on social-emotional learning, recognizing the importance of cultivating emotional intelligence and well-being in learners. Despite these positive developments, alternative education still faces challenges. One of the main challenges is the lack of recognition and support from mainstream education systems. Alternative education models often work outside of the traditional education system, which can lead to a lack of funding, lack of resources, as well as doubts on the part of the collective metal. Additionally, alternative education may be inaccessible to some learners due to socioeconomic factors or geographic limitations. In conclusion, alternative education is an area with exciting possibilities for the future of education. The ever-increasing use of technology, the emphasis on skills development, and the emphasis on social-emotional learning are all trends that will probably continue, but not for many people, because the foreboding air is floating in the educational field, causing massive searches for solutions and alternatives. However, there are still challenges to overcome in terms of recognition and accessibility. Educators and policymakers must work together to address these challenges and ensure that education continues to breathe fresh, evolve, and thrive.