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An alternative college or university is one that offers an education, and in some cases a lifestyle, that is intentionally not mainstream compared to other institutions. Through the use of experimental and unconventional curricula and offering choice to students as to what and how they will study, such institutions distinguish themselves from ...
Arizona Conservatory for Arts & Academics [1] (ACAA) is a public and a non-tuition college preparatory charter school. It serves grades for K–12 and serves non-traditional schedules and Methodology. The school has two separate campuses one for Elementary school (K–5th grade) and the other for Secondary school (6th–12th grades). It ...
Recognized forms of post-secondary learning activities within the domain include: degree credit courses by non-traditional students, non-degree career training, college remediation, workforce training, and formal personal enrichment courses (both on-campus and online). [1] [2]
The following are tertiary education institutions, or programs within parent institutions, that are specifically intended for non-traditional students in North America. Canada [ edit ]
Historically, for-profit education has offered open admissions to non-traditional students, convenience of schedule and location, instructors with workplace knowledge, and real world vocational training rather than traditional training. Critics of Wall Street-backed for-profit educators, however, have questioned these perceived benefits.
Alternative education in Canada stems from two philosophical educational points of view, Progressive and Libertarian. [8] According to Levin, 2006 the term "alternative" was adopted partly to distinguish these schools from the independent, parent-student-teacher-run "free" schools that preceded them (and from which some of the schools actually evolved) and to emphasize the boards' commitment ...
An alternative school is an educational establishment with a curriculum and methods that are nontraditional. [1] [2] Such schools offer a wide range of philosophies and teaching methods; some have political, scholarly, or philosophical orientations, while others are more ad hoc assemblies of teachers and students dissatisfied with some aspect of mainstream or traditional education.
Other institutions (for example, a number of Bible colleges and seminaries) choose not to participate in the accreditation process because they view it as an infringement of their religious, academic, or political freedom. [4] Some government jurisdictions exempt religious institutions from accreditation or other forms of government oversight. [5]