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CONTENT AND FUNCTIONAL SPECIFICS OF EFTERSKOLES IN DENMARK

The article focuses on the content and functional specifics of efterskoles, post-secondary secondary schools in Denmark. It is emphasized that efterskoles in Denmark have changed significantly in content and procedure since their founding by Cold. It is noted that the schools under study are distinguished by the breadth of subject specialization and target groups of students with certain special needs. All of these schools, which are the subject of our study, share the key values of focusing on both comprehensive education and the personal development of each student. They are based on the idea of combining academic learning with “practical life learning” as a preparatory tool for all aspects of life based on the educational philosophy of “an individual in the community”. Solidarity, community and unity are key concepts in the Danish efterskoles. It is stated that the ethos of many post-secondary secondary schools in Denmark is that they reflect the diversity of society and thus offer numerous opportunities for personal, vocational and cultural development. Danish efterskoles ensure the development of students’ independent critical thinking, creativity, and they are considered the centers of education of responsible citizens with formed global competence. In these schools, students have more opportunities to develop their talents in various fields. Training and education in these educational institutions are based on the principles of equality, mutual respect and active cooperation of all participants in the educational process. Compared to public schools in Denmark, efterskoles have been shown to have considerable freedom in terms of, for example, developing their own curriculum, teaching methods and organizing the educational process according to the political, religious or pedagogical orientation of the school. The content and procedural features of the two largest efterskoles in Denmark, Ranum Efterskole College and Østerskov Efterskole, are highlighted.
Keywords: Danish efterskoles; Danish high school students; harmonious personal development; key competencies; global competence; intercultural understanding; curriculum; game pedagogical technologies.
 