PEDAGOGICAL PHENOMENON OF THE DANISH EFTERSKOLE

Abstract

The paper highlights the unique Efterskole pedagogy in Denmark which generates evidence of high-quality education for young people from the ages of 14 to 18 striving to choose their future path in life after finishing lower secondary school education before continuing on to upper secondary education. The author notes that the educational process in the Efterskole is grounded on the pedagogical theories by Grundtvig and Kold which emerged in the field of the Danish education in the nineteenth century. Efterskoles are subdivided according to different profiles and target groups into special needs schools and specialized schools with specific subject profile. It is stated that these schools have a common educational focus on general education and democratic citizenship equipping young people to manage challenges of modern society. The Efterskole educational programmes are considered, comprising such aims as to enhance the students’ independent critical thinking as well as to develop them as democratic and socially conscious citizens with a global outlook preparing for various life’s challenges. It is outlined that the Efterskole helps high school students build lasting friendships and relationships, expand horizons, and develop perspective on life. Through dialogue and active interaction, as students and teachers staying together in an educational community around the clock, students work on defining their own individual needs, interests, values and identity. Distinctive Efterskole pedagogy promotes a sense of positive personal relationship, shared values and shared responsibility, creates favorable conditions for developing students’ social and interpersonal skills as well as contributes to making them more autonomous learners and self-aware mature personalities.

Keywords

• Danish Efterskole
• democratic citizenship
• interpersonal skills
• responsibility
• secondary education
• well-rounded personality