Government policy affects alternative education when they change the priorities and the methodology of the lessons. The alternative education will be time-tabled within a certain amount of hours, but it is what is in the hours where the problem begins. The government will change their priorities on a regular basis and therefore will expect the teaching to adapt to the new targets. If, for example, reading is rated as poor in the system then the syllabus will change to reflect this. Of course, when one subject receives more time and attention it means that something else will have to suffer and of course the chances are that the thing that suffers will be the thing that fails the next time around.
It is very big business to discuss the present environmental problems that are prevalent everywhere in the world today. Therefore it is important to teach children about these problems as they affect their future. It may be possible to include these lessons within other lessons such as science or geography. This doesn’t mean a problem with time scale but it does mean a need to rearrange what is taught within a lesson’s structure. A lesson plan may follow a number of months and therefore a change of subject content may mean a change for a long period. A major theme change then means that books, paperwork and other materials may need replacing or altering, all things that cost money that many schools don’t have.
If a change is forced through at the wrong time it can have a serious effect on the children being taught depending on why they are receiving alternative education. Special needs children for example take longer to cover a subject and so the lessons will be gradual and built up over a longer period and any change can therefore spoil a whole term or longer. Similarly a highly gifted child may also respond poorly to any changes to their curriculum, again possibly causing a long period of confusion.
Therefore any changes must be fully planned and must be coordinated with local level education authorities, then discussions must take place with schools at an individual level. One discussion must revolve around how quickly any changes are enforced. It may seem simple at a high level to make a change to something but it is always much harder when it goes to a local level. Many things must be disscussed and taken into consideration before any changes are actually made. The performance tables and other rations must be secondary to the actual children and their education.