![]() Social hostility reflected itself in prejudices and bullying. Using a qualitative approach, which included focus group interviews with 10 participants, the study found that social hostility and an impetus to pursue their academic work, defined the experiences of these dropouts. The implications of these experiences for educational leadership were explored. Ten learners who previously dropped out of school described their experiences in school subsequent to re-enrolling. ![]() The study investigated experiences of dropouts in schools in rural secondary schools in the Eastern Cape, South Africa. This research could provide insight toward the future direction of education, both in Canada and in other countries. The comparison of Colombia’s and Canada’s alternative public schools enhances understanding of alternative schools and provides models for incorporating best practices for learning into public schools. Using Farrell’s “Common Features of the Alternative School Programmes” as an ideal type, this paper conceptually compares the Escuela Nueva school system in Colombia with alternative public schools in Canada. Little research has been done on a third type of alternative school-publically funded alternative schools that are accessible to any child. ![]() Some alternative schools function privately, following specific ideologies others focus on at-risk children. There are, however, alternatives to traditional schools. This causes concern not only because modern research reveals a clear understanding of the human mind and how people learn, but also because society’s needs have radically changed in the past century. Although educators know how students learn, many schools do not practically and sustainably implement best practices for student learning. This paper compares alternative public schools in Colombia and Canada. It highlights key implementation and contextual issues to address whether multigrade teaching is to contribute meaningfully to sustainable human development. Evidence from 10 case studies, which involved 25 multigrade teachers, shows that while multigrade teaching seems a useful medium to promote social outcomes necessary for SHD, the ways in which it is implemented, and the context in which this is done, matter. Using a qualitative approach, this article examines multigrade teachers’ views about multigrade teaching and group-work as its methodology, and the extent to which teachers use group-work to promote measures relevant to SHD – such as peaceful social interaction, shared responsibility, and civic participation. The multigrade teaching debate has largely ignored the possibility that aspects of the multigrade teaching process could be utilised to support sustainable human development (SHD). Because the diversity and differences among learners is sharply increased in a multigrade class, the interaction processes and curricula aspects are affected. Furthermore, with multigrade teaching there is scope for ‘interactions’ among learners of, inter alia, different ages, levels of maturity, grades, and abilities. Multigrade teaching is seen as a means to overcome the effects of the teacher shortage and, through the opening of access to basic education, to contribute towards achieving Education For All (EFA). ![]() But one challenge facing the education sector is a shortage of teachers in different phases of the school system. Education has an enormous role to play in efforts to promote and achieve sustainable development in South Africa.
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