“The Else School”, Contributions To Application Of The Curriculum At School Level

Abstract

The National Program ”Week Else School” is dedicated to non-formal educational activities. The purpose of this program is involvement of all educational actors - students, teachers, parents, community - in activities non-formal, to encourage the participation of children, that to meet the interests and concerns them, to find and to highlight them in the talents and capabilities . Schools involved in the research answered a set of 7 questions on the organization of activities during ” The Week Else School”. After analyzing the results, the following can be observed. Organizational culture can influence the conduct of school activities throughout ”The Week Else School”. Particularly important is the specifics of school unit, geography and culture. Involving parents in school life during ” The Week Else School” is imperative. Regarding collaboration with other institutions, it is considered to be one of good quality, being listed unit of culture, universities, police, church, health centre, town hall, library, fire, entrepreneurs, centres for the disabled and elderly, diverse associations or NGOs. Activities in this period took into account the Learning opportunities and capitalizing classroom learning. A positive factor is that, in this time improving the relationship between teacher-pupil is made more active, through collaboration, involvement, responsibility, relationships are free and have the opportunity to know in other contexts. The added value of this program is developing civic skills, learning in a relaxed setting, non-formal, inter- and transdisciplinary.

Keywords: Non-formal education”The Week Else School”studentsteachersparents

1.Introduction

This research is part of a larger study conducted in 2015 at the Institute of Educational Sciences,

"Opportunities and challenges in the implementation of the curriculum at school level - primary and

secondary education" (Căpiță et al., 2015).

The National Program ”Week Else School” is dedicated to non-formal educational activities. The

purpose of this program is involvement of all educational actors - students, teachers, parents, community -

in activities non-formal, to encourage the participation of children, that to meet the interests and concerns

them, to find and to highlight them in the talents and capabilities. The research tools have allowed

correlations between concepts learned through non-formal activities, like the program "Else School" and

issues learned into school subjects, the reflection of these in the curriculum field. (Bostan, 2015, p.495)

Schools involved in the research answered a set of 7 questions on the organization of activities

during ”The Week Else School”.

2.Methodology

Schools participating in the research answered a set of 7 questions regarding organization and

conduct of activities during the "Week Else School".

1.Describe briefly how is elaborated and approved at school level, the program of activities

during "Week Else School".

2.Given the methodological framework text, exemplify how to involve parents in school life

during Week School Else.

3.Give some examples of collaborative projects with other institutions for the smooth running

of activities in "Week School Else "

4.Present synthetically 3-5 learning opportunities that can capitalize on classroom the activities

in "Week School Else"

5.Give some examples of practical solutions that you have used to overcome any difficulties in

"Week School Else"

6.How do you think can be stimulated the partnership school - family - community to the proper

performance of the activities in "Week School Else"?

7."Else School Week" bridge between formal and non-formal education, helping the

diversification of learning, adds novelty through a learning attractive and enjoyable, with a

friendly and relaxed atmosphere. Appreciate the added value of School Otherwise, with a

score of 1-5 and record any observations / comments in the table below.

3.Results and Discussions

After analyzing the results, the following can be observed.

The organizational culture can influence conducting of school activities during the "Week School

Else". Some schools have considered that are influenced largely manner because the school grant a

primary role for human, his issues and experiences. The defining aspects of the school are: the focus on

student and his activity; the focus on global observation; the orientation through interest that directs the

conduct of student; the interest in the social life of students; experimental explorations of human-

environment report. Particularly important is the specifics of school unit, geography area and culture. The

school board give due consideration to these non formal activities meant to capture the interest of children

depending on the possibilities limited, which it has a rural school. Other schools have considered that in

moderately manner because "predominate individual interests (lack of weeks of vacation between "The

Week Else School" and Easter brings an excitement among teachers because they do not have time to

organize activities in the family, leading to lack of involvement)". Regarding development and approval

of the map of activities at school level during this week, it appears that they are carried out according to

the methodology, so teachers, parents and students come with proposals for activities to which would like

to participate. There is an analysis of the materials needed to implement them and those eligible are put to

a vote. Ones that receive the most number of votes are approved and performed. Some activities achieved

in school are so desirable by students such that they want to repeat in every "Week School Else". The

Educational advisor organizes meetings with teachers and together they make a plan for the gymnasium

classes. Teachers and educators decide at level of Methodical Commission the activities which will be

planned.

Involving parents in school life during "Week Else" is imperative. Because children want to go on

trips to see new things (houses memorials, museums, monasteries, nature walks, plays, etc.) to attend

spectacles (made by themselves or someone else) or various kinds of competitions - sports, general

knowledge, etc., these cannot be achieved without the support of parents. The trips are sponsored by

parents, but there are cases in which for the children with a precarious financial situation, parents of others

to bear their costs. Activities proposed for Week Else are discussed in class and afterwards are briefed the

parents in the first meeting organized, where they express their views. Parents generally agree with a trip

or at most two outside of the village, with one or two shows for children because they are the ones who

bear the costs and a substantial part experiencing financial problems. Therefore in rural areas the

possibilities to pursue activities outside of school are limited because they include travel costs. In urban

areas a visit to a museum, a zoo, an economic unit or other institution etc. can be organized with

affordable costs for every family. Also the parents are the ones who help children to manufacture objects

or products to sell at the fair which is held to Feast School Days, participate to manufacturing of costumes

they need actors and dancers who play in show in honour of this event. Grandparents and parents are their

children's loyal viewers.

Regarding collaboration with other institutions, it is considered to be one of good quality, being

listed units of culture, universities, police, church, health centre, town hall, library, firelighters,

entrepreneurs, centres for the disabled and elderly, diverse associations or NGOs. The fact that this week

is before the feast of Easter, makes the partnership with the church to result in children's participation in

Holy Week at religious services or to paint eggs in the organized workshops. For example, the Faculty of

Letters, Ethnology section, children learned ancient techniques to paint of eggs or other specific habits of

Romanians. Creative activities such as "Dexterous hands" or "Story Time" took place at the Royal Court

in Targoviste. Municipalities have contributed seedlings of trees or roses which were planted in the school

yard by the children. Also they sponsored with diesel the school bus, so the price was borne easier by

parents. The Health education activities or hours of first aid were carried out with the support of the

medical staff from dispensary.

Activities carried out in this period were taken into account and making the learning opportunities

in classroom. Thus, excursions and hikes are an opportunity for knowledge of the beauties of the country,

observation of nature, flora, fauna and landforms; knowledge which can be assimilated are used

successfully in during of geography or biology class.

The visits to museums are sources of information ranging from art, history, science, engineering

and technology (Museum of Natural Sciences, Astronomical Observatory, Museum of History, ...).

Memories of these activities can inspire the hours of writing, design, physics or technology. The notions

that they have acquired by listening to the words of the guides at the Tower of Chindia about princes who

passed through the city of Targoviste and ones about the appearance printing and old documents that exist

here do nothing but to bring more hours of history, literature and religion. They are taught to protect the

nature through volunteering activities - planting trees, roses, gardening and arranging the schoolyard,

doings which can help them during class of civic culture or biology. Humanitarian activities undertaken at

the homes of elderly or disabled centres cultivate the spiritedness, make them more responsible and teach

them to appreciate what they have. During this week both students and teachers are known better, are

welded friendships; interact more easily with each other. Also are appreciated the theatre shows, music

auditions - classical music composers studying in Class VIII, the educational role of their, developing of

cultural sense. Discovery programs, workshops of Applied Mathematics or Experimental Physics awakens

curiosity, open the appetite for science and research. All this contributes to broadening the horizon of

knowledge of students. During School Else were involved NGOs in ecology activities or volunteering on

various topics of civic education or entrepreneurship (“A green school in a village green”, “To eat

healthy”, “All children are the same”).

Practical solutions to remedy the difficulties that appeared during Else School Week are generally

the same. Where the institution is not equipped with the necessary equipment for viewing of movies in

good conditions, plays or music, teachers come with their devices or call to the students and parents who

can do. The costumes and scenery needed for the staging of theater plays are done by teachers or are

borrowed. In the case of sports competitions, students bring sometimes balls, sacs in which to jump or

other sport objects. In unfavorable meteorological conditions, outdoor activities are canceled and are

using the reserve planning. For travel towards certain objectives, it seeks for help to local community,

who ensures the free transport. However, there are plenty of financial difficulties which were unable to

find practical solutions. Usually Mayors and Municipal Councils are receptive.

The partnership school - family - community can be enhanced by involving parents in school life;

realization of extracurricular activities which imply the community members such as: planting trees,

cleaning up the river, solutions for the way of leisure, promoting the school in community, community

involvement in school life, the achievement of common activities like "The little ones with those big"

achievement of debates on specific topics, roundtables etc. As an observation, activities funded /

sponsored have a greater impact and are appreciated by both students and parents.

It is promoted to attracting partners in sponsorship of educative activities, highlighting the

advantages of direct beneficiaries and their direct involvement in specific projects for the benefit of the

school.

Analyzing the responses of teachers appears that this type of activity is assessed as positive, highs

consisting in climate friendly, relaxed, emotional and secure collaboration between pupils. By moderate

appreciation are enjoyed "Diversification of activities and sources of information"; "Stimulating

creativity", "Collaboration between teachers" and "Stimulating children's interest in learning and self-

expression". Be noticed minimum assessments regarding to stimulating school-family-community

partnership, improving teacher-student relationship and the overall assessment of the contribution

program.

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Analyzing the responses of teachers appears that this type of activity is assessed as positive, the

maxim consisting in climate friendly, relaxed, emotionally secure and collaboration between pupils. From

the graph (fig.1) we see that minimum appreciations have been the stimulating the partnership of school-

family-community, improving teacher-student relationship and the overall assessment of the program

As observations, the participating schools have pointed out that, especially in disadvantaged

environments, is difficult to plan activities outside of the village due to the financial situation of parents

and because is difficult for teachers to draw up that folder for each travel. Also during time of the "Else

School" activities, rural parents are busy with farming household activities and their level of involvement

is lower.

The positive factors are that, during this time, are improved the relationships between teachers -

pupils, is made more active, collaborative involvement, responsibility, relationships are free, have the

opportunity to know in other contexts. "Else School" is period most awaited by children. It is the period

where they learn things more than useful in a nonformal and informal setting. It considers that it would be

preferable for the school year to have more periods like this, but without so many documents that give

teachers headache and disturbs the learning process regardless of how it is held. It imposes optimization

of bureaucratic aspects of this period, so that teachers to have time to prepare teaching activities.

Recording and success of activities in this period can be highlighted through a blog or a Facebook

page. In vision of participating schools, the program "Else School" is a bridge between formal and non-

formal education, contributing to the diversification of learning activities, bringing a touch of novelty by

learning attractive and pleasant, with a friendly and relaxed atmosphere.

The added value of this program is the development of civic skills, of learning in a relaxed setting,

nonformal, inter- and transdisciplinary. The experiences gained during this week can be harnessed on

class to subjects like biology, history, civics, physics, chemistry, language and communication,

geography, mathematics; each subject of framework plan can capitalize the manifestations of this

program. Children can post of the school blog the impressions or photographs from this period, thus

developing competences as digital literacy, social and civic, cultural awareness and expression and not

least communication in mother tongue and in foreign languages.

For the proper performance of activities during the program"The Week Else School", teachers

suggests approval and allocation of a special budget respectively financial support from the ministry.

3.1.The Week Else School - Indicators and Descriptors

As a result of research conducted we can suggest a few performance indicators, that to represent

the observable results anticipated of proposed activities, defined as acceptable levels of meeting the

targets projected. The levels of performance can be ranked in 'unacceptable'. 'acceptable', 'good', 'very

good' and possibly 'excellent'. Establishing the performance indicators, can be done in linking design and

assessment.

Characteristics of performance indicators are defined by: visibility - opportunity to identify and

direct observation; adequacy - track link with objective assessment; measurability; relevance.

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4.Conclusions

Based on research tools used in the 4 pilot schools, the resulting data allow us to identify the

common elements that we take into account Romanian schools when are implementing the program "The

Else School". These common elements structured as form of indicators, are represented not only by the

formal system as well as similar practices that incorporate schools' ethos.

We can formulate the following conclusions:

developing, approving of activities program for "week school else" and their organizing respects the methodology developed by the Ministry;

under the program are generally involved all stakeholders - students, teachers, parents, community;

the content and organization of the program allows to achieve educational goals which cannot be achieved in formal education;

the organizational culture of the school, the specificity of unit school, geographic area, weather condition can affect activities during the "Week else School";

parents are involved mainly financial, such in rural areas the opportunities to pursue activities outside of school are limited;

there is collaboration between the school, local community, local government (mayor, police), cultural institutions (museums, theaters, churches, universities) and various NGOs interested in education;

• the added value of the program is to valorize in classroom of the experiences / activities, dissemination of results, developing key skills in a non-formal setting, socializing and raising awareness among students and teachers;

• difficulties which may arise are mainly financial or bureaucratic;

• the program is appreciated as positive, highlighting the climate friendly, relaxed, emotional

and secure collaboration between pupils.

After analyzing the results, the following can be observed. Organizational culture can influence

the conduct of school activities through out ”The Week Else School”. Particularly important is the

specifics of school unit, geography and culture. Involving parents in school life during ” The Week Else

School” is imperative. Regarding collaboration with other institutions, it is considered to be one of good

quality, being listed unit of culture, universities, police, church, health centre, town hall, library, fire,

entrepreneurs, centres for the disabled and elderly, diverse associations or NGOs. Activities in this period

took into account the Learning opportunities and capitalizing classroom learning. As observations, has

been pointed out that for participating schools, especially in disadvantaged environments, is difficult to

plan activities outside of the village due to the financial situation of parents and for that teachers refuse to

draw up that folder for each travel. A positive factor is that, in this time improving the relationship

between teachers - pupil is made more active, through collaboration, involvement, responsibility,

relationships are free, have the opportunity to know in other contexts. It requires an optimization of

bureaucratic aspects of this period, so that teachers to find time to prepare the didactically activities. In

the opinion of participating schools, the ”Different School” program is a bridge between formal and non-

formal education, contributing to the diversification of learning activities, bringing a touch of novelty by

learning attractive and pleasant, with a friendly and relaxed atmosphere. The added value of this program

is developing civic skills, learning in a relaxed setting, non-formal, inter- and transdisciplinary.

Experiences during this week can be recovered from the classroom to all disciplines. ”The Week Else

School ” is a time awaited by children. It is the period where they learn things more than useful in a non-

formal and informal way. The content and organization of the program allows achievement of some

educational goals that cannot be achieved in formal education.

References

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3. Bostan, Carmen-Gabriela, (2015). Inter-and Transdisciplinary Issues Present in the School
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