An Exploratory Study for Out-of-School Education from The Perspective of Educational Publicness

This study explored the re-conceptualization of out-of-school education from the perspective of educational publicity, aiming to expand the discourse on the public nature of education beyond traditional school settings and examine the differing experiences of out-of-school education among various student groups. The research analyzed educational equality, curriculum universality, and outcome integration by comparing the out-of-school education experiences of school-attending students and non-attending adolescents, and evaluated the implications of expanding educational boundaries beyond schools. Results The study identified the need for new frameworks to support education both inside and outside school, found systematic differences in out-of-school education experiences as public education boundaries extended, and emphasized the necessity of transcending the traditional dichotomy between school and out-of-school education. Conclusions The findings suggest that expanding educational publicity requires breaking away from the conventional separation of school and out-of-school education, and highlight the need for institutional flexibility to facilitate seamless learner transitions between different educational environments.