According to this BBC news article, Uruguay continues to be a leader in utilizing the simple laptops designed by One Laptop Per Child and distributed through a national organization here known as CEIBAL.

CEIBAL has already distributed nearly 400,000 laptops to primary school students across the country, reaching full saturation.  Now, Uruguay is placing orders for a new version of the laptop designed specifically for high school students.

What happens when an entire country makes the internet accessible to every student in school?  Uruguay is betting on education technology investment as a key strategy for personal and vocational development of its citizens beginning at the age of six, and it is pushing that technology to address the needs of older students.

In addition to the 90,000 updated OLPC laptops ordered, Uruguay is also ordering 10,000 computers from a rival firm as a way to see how students choose to use each.

There’s something thrilling about seeing kids in the countryside sitting on their front porches using the laptops provided by the government.  Listen, I’m a big believer in children playing outdoors and having unstructured time, but giving kids in rural areas a chance to connect to the internet–just like their big-city peers and those in more “advanced” countries–is a brilliant move on the part of the Uruguayan government.

I’m looking forward to seeing how this investment plays out in the next 10-20 years.

Blake Boles has written a remarkable how-to handbook that is destined to change the lives of young people across North America. In College Without High School: A Teenager’s Guide to Skipping High School and Going to College, he offers a step-by-step plan to help students envision their best educational experience and make the most of the time they would have spent in high school.

We didn’t have Blake’s book when our youngest daughter was figuring out how to do high school differently. As a freshman, she spent a year as the only foreigner at her high school in Mexico, and then started taking Spanish classes at a local university in Buenos Aires alongside college students from the U.S. After a great semester of college courses, enrolling in high school seemed like a huge step backward, so she took advantage of some wonderful opportunities to work with tutors and mentors and then spent a summer in Oregon taking a full load of college courses while preparing for her GED tests. That fall, at 16, she enrolled as a freshman at an American college in Buenos Aires, and the following year, she got a nice scholarship/grant package when she transferred as a junior to a private college in upstate New York at the age of 17. She spent the summer doing an independent research project in Argentina and is excited to complete her BS this December just two weeks after she turns 19.

But that’s just her story. Her three older sisters also pursued alternative routes, and there are many, many ways to prepare for and get into college without attending high school. Blake’s book is full of tips and stories to help students plot their own best path.

I had the chance to interview Blake between his sessions leading the Not Back to School camp for teens. He shared some thoughts about the book.

You had an epiphany in college while majoring in astrophysics. Tell us about that—and where it led you.

Since early in high school, I had a passion for physics. Getting high grades in my math & science classes and watching the movie “Contact” also nudged me in that direction. So, I entered UC Berkeley under the astrophysics major and studied it diligently for two years. It was in my third year that cracks started forming in the edifice. In quantum physics I started to see that astrophysics was really just hardcore math, and I began to question my motivations for becoming a professional astronomer. Luckily, that same semester a friend from a 1-unit elective class handed me a book by famed public-school-teacher-turned-homeschool-advocate John Taylor Gatto.

Like a chainsaw, Gatto quickly cut through every assumption I held about the necessity and benefits of regular public schooling. I consumed his book in three days and immediately did a Google search for related authors, which led me to Grace Llewellyn, The Sudbury Valley School, Summerhill, and John Holt. Within two weeks I saw that my passion for astrophysics, genuine but faltering, was no match for the immense intellectual curiosity I held for alternative education. I scoured Berkeley for a design-your-own-major option, argued and pleaded, and eventually got my way. For the next two years I studied alternative education exclusively, following a plan of my design. My curriculum included volunteering at a local “free school”, reading Gatto’s gigantic Underground History of American Education, taking numerous upper division education courses, and designing and leading my own elective course for undergrads (entitled “Never Taught to Learn”). The intellectual and emotional high that I derived from self-directing my college studies was the major epiphany of my young adulthood, and it set the foundation for later writing College Without High School.

What advice can you give to students who have parents who remain unconvinced of this alternative path to a college degree?

Parents should be rightly skeptical of anyone peddling college admissions snake oil–there’s a lot out there. My ultimate response to skepticism is: Look at the evidence. Look at MIT or Stanford’s online admissions guidelines for homeschoolers. They don’t want high school diplomas. They don’t want some perfect equivalent of 4 years of high school classes. They want teens who have taken personal initiative and designed meaningful, independence-building activities for themselves. They want teens who have boldly explored the realms of business, international travel, and college-level research prior to convincing themselves that they actually need college. Traditional high school is very often a handicap in pursuing these character traits. And while not every college has explicit homeschool admissions policies like MIT and Stanford, the logic remains the same: colleges want dynamic, innovative teens who leave the cookie-cutter approach behind for greener pastures.

Skeptical parents often compare their child’s college preparatory journey to their same journey of yesteryear. It’s important to realize that high school diplomas don’t hold nearly the same cachet today as they did a few decades ago. Community colleges are much easier to get into as a teen, and dual- or early-enrollment programs abound. The biggest bureaucratic hurdles exist in public college admissions, but an easily obtained GED can soothe those ruffled feathers. These facts are the kind of evidence that parents should seek out to decide whether their fears are founded or unfounded.

What tips do you offer to students who have been in public or private schools through the 8th or 9th grade and are now considering preparing for college without high school?

My book is actually written for just those teens: the ones who have attempted to diligently follow school’s path but have only met disillusionment and boredom in the process. (Middle school is usually when this sets in.) A majority of the teens interviewed in my book made their unschooling decision in 9th grade.

What’s most important for a teen making the transition away from traditional school is to identify, as specifically as possible, their personal dreams and goals. Read the books that have always caught your eye in the bookstore. Take the train to visit your friend three states away. Build a computer in your garage or spend six hours a day writing music. Unschooling should be a “moving toward” something, not “moving away”. Once these values are clear, they should start pursuing them ruthlessly–and then figure out how college prep can be mixed into the brew. Following this order (interests first, college prep second) is vital for maintaining enthusiasm and self-motivation as an unschooler.
If a teen doesn’t know what truly excites them (as often happens with first-time school refugees), a short “deschooling vacation” might be in order. This is a period of time during which no structured academics are required, no schedule is followed, and parental nudging is kept to a minimum. The point is for the teen to push through the “no one is going to tell me what to do” barrier and enter “I have to motivate myself” land.

Though you encourage students to get creative about designing a personalized college-prep education, you suggest they prepare for and take standardized tests like the SAT or AP tests. Why not continue their alternative approach by finding other options for admission?

The SAT is certainly not required for all college admissions as a homeschooler., but the vast majority of traditional schools require at least one traditional academic achievement indicator (SAT, ACT, GED) and often more (SAT Subject, AP). The good news is that these tests have always existed independently of high school, and for that reason, it’s easy to prepare for them as a homeschooler. Grab a few SAT study guides, figure out exactly where your weak spots are, review hard in those areas, and take the test when you see fit. It’s a self-directed and results-oriented approach to college prep.

In view of the financial challenges facing many families, what’s your advice for those who need to reduce their college costs?

Community college is a golden bullet for financial hurdles. Many of the college-bound unschoolers with whom I work start community college around age 16, gather a significant number of transferable credits (or an Associate’s degree) by 18 or 19, and have lots of cool adventures along the way. Then they’re ready to apply (or transfer) into a 4-year school with sophomore or junior standing, saving thousands or tens of thousands of dollars.

What options do you recommend for those interested in increasing their knowledge of the world and themselves?

As you argue excellently in The New Global Student, international immersion provides teens with an incredible wealth of self-knowledge. But many teens don’t want to participate in a packaged tourist program that carefully clings to the beaten path, and many parents won’t let their teens leave the beaten path alone. The solution lies somewhere in the middle–in finding a program that provides some modicum of safety and structure while providing teens with ample time to explore a new culture and learn from the common travel mistakes that they’ll inevitably make.

To find such opportunities, I recommend that teens first explore Idealist.org and search for volunteer positions specific to their age and desired location (using the “advanced search” feature). Often these programs provide a host family, English-speaking support network, and both structured and unstructured time. Another option (for those who don’t mind getting their hands dirty) is WWOOF: World-Wide Opportunities on Organic Farms. In exchange for a small number of hours of farm work each day, students get to enjoy total immersion in the rural life of a foreign country. Both volunteering and “WWOOFing” offer the coveted combination of low cost and high immersion that a globetrotting teen seeks. There are also, of course, my own Unschool Adventures (http://www.unschooladventures.com) and Homeschool Leadership Retreats (http://www.homeschoolleadershipretreats.com) that strive to offer a similar experience.
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I highly recommend Blake’s book to any middle school or high school student seeking more excitement and engagement in their educational journey. Smart parents should buy this book for their kids and be bold enough to encourage them to forge ahead in new ways. To learn more, visit http://www.CollegeWithoutHighSchool.com

I’ve been having a discussion with a homeschooling advocate about the terminology we use to describe those who are putting together a creative blend of their best education options. Most people understand what homeschooling is and have their own impression about what it looks like. Many picture a young child reading aloud or studying at the kitchen table while Mom is listening or checking in, perhaps preparing lunch or helping another sibling as well. It’s a nice, homey image of family and a supportive learning environment.

But once kids hit about 14 or 15, the image changes. Many who see homeschooling as a viable option for younger students view it as limiting for teenagers. They question whether the parent has the background to be a good teacher in the subjects students need to study during the high school years, and they assume that the student has a limited social environment and few opportunities for self expression, critical thinking and community involvement.

Now, this may be the case for a minority of homeschooling families, but I know perfectly well that most teen homeschoolers are very actively involved in learning in a variety of settings—college courses, online courses, volunteer work, jobs, community activism, study abroad, etc. They are not merely receptacles for Mom’s knowledge or the facts in their text books–they are self-directed learners who embrace their freedom to discover more about the world and themselves in whatever way is most intriguing to them.

Still, the image of the isolated teen homeschooler persists. This is why I chose to use the term Bold Schoolers. These students of traditional high school age are stepping away from the Old School “four-by-four” model: four years of high school followed by four years of college. Bold Schoolers include homeschoolers who are not limited to the school-based path to a high school diploma, but the term also applies to those who attend school during certain years, choose to blend high school and college through dual enrollment or select from a wide range of options available.

Then there’s the issue of unschoolers. These students are really a subset of homeschoolers in that they are not enrolled in school but rather learning in ways that are independent of the traditional school system. They might be using curricula designed for homeschoolers, but more often, they are following their interests and deepening their knowledge and experience in a variety of ways without following a set series of courses.

The problem with the term “unschooling” is what it conjures to those who are unfamiliar with it. For some, it represents an anarchist approach to education, a sort of anti-school mindset that many (especially those in education) find disturbing or detrimental. For others, it sounds like a woo-woo concept that encourages little Johnny to daydream all day in the name of personal growth.

Both homeschooling and unschooling are valid and extremely valuable approaches to education, but despite the increase in the number of families embracing these models, the bias against them remains.

By using the “Bold School” term, I’m simply saying that the traditional approach to education (the older model) is but one option. Families are free to help their kids learn in the ways they find most enticing and enriching. And yes, in our culture, it does take a certain amount of boldness to step off the track and do things differently.

Semantics aside, the real issue is this: the traditional k-12 or k-16 model is not for everyone, and those who opt to engage in alternative ways of learning should be supported and encouraged. EVERY student–including those enrolled in schools–should have access to the options that are most likely to lead them to their most thrilling and fulfilling learning experiences.

Whether kids stay in school, stay home, smart out, or blend their options, their parents must serve as mentors who help their sons and daughters make the best choices. The high school years should not be characterized by passive learning in ANY setting, whether that’s at school, at home, or in front of the computer. No matter what we call it, the education our kids need is the one that allows them to challenge themselves and contribute and collaborate with others in all kinds of exciting ways.

Let’s get bold about helping them create that.

I’ve been having fun connecting with Amy Tiemann, author of Mojo Mom: Nurturing Yourself While Raising a Family. I’d been following her updates on Facebook and knew that her book had been rereleased recently, so I was interested in seeing how her book launch was going. It turns out we have the same agent!

Amy has a PhD from Stanford and was a science teacher for years before choosing to stay home as a new mom. She started writing the book she wished she had as a new mother–one that describes not just how to care for a baby but how a mother can care for herself as well. She wrote Mojo Mom to help other women reinvent themselves after becoming mothers.

In addition to her great website/blog at MojoMom.com, Amy offers podcast interviews of all kinds of interesting women. Last Friday, she posted an interview she’d done with me about The New Global Student along with her conversation with a woman who is reinventing herself in Tulum, Mexico.

Check out the podcast here.

And just to show what a fan she is (I am so honored!) take a look at my Amazon page
Amy’s the first one to write a review! And she’s very honest about her own educational journey (head down, PhD at 27) and how the book made her wish she’d taken a few little detours along the way….

Cheers to you, Amy!

That’s the title of a chapter in my book dealing with the AP program and why it’s not the best choice for motivated (or even not-so-motivated) high school students. I’ve quoted a couple of experts and I offer my suggestion for a superior option (two, actually) but the bottom line is this: the Advanced Placement program has become a victim of its own success.

I’m not the only one who feels that way. This week, Jacques Steinberg of The New York Times wrote an article about the results of a recent Fordham Institute study that polled a thousand AP teachers across the United States. He summarizes one of the key findings this way: more than half are concerned that the program’s effectiveness is being threatened as districts loosen restrictions on who can take such rigorous courses and as students flock to them to polish their résumés

Exactly.

There’s been tremendous growth in the number of students signing up for AP courses, and this is generally considered a positive thing–more kids willing and able to take rigorous courses makes everyone feel successful. But here’s the problem: 90 percent of the teachers said the increased numbers are due to more students who want their college applications to look better. Only 32 percent attribute AP growth to more students who want to be challenged at a higher academic level.

So, we’re churning out more AP students who think they’re gaining an edge, we’ve got more teachers (and college admissions officials) questioning whether these kids really have what it takes to do well at a university, there are more parents urging their kids to take as many AP courses as they can, and plenty of schools administrators are scrambling for ways to make them look like they are offering rigorous courses to their students. Meanwhile, the College Board is making money with every AP exam taken. Cha-CHING!

Gosh, this sounds kind of like the SAT/SAT-prep issue, which has millions of students spending their time preparing for a test that is relevant only because the test-makers promote it as such. When are we going to stop listening to the College Board and start considering better options for our kids?

It’s a game, people. And it’s completely avoidable. In fact, those who bypass AP in favor of more relevant options are sailing right past their test-crazed classmates. (much more on this in the book, which comes out in just a couple of weeks!)

Fred Wilson is a venture capitalist and the mastermind behind Union Square Ventures. Ever since I heard about his brilliant Hacking Education gathering in New York a few days ago, I haven’t been able to wipe the grin off my face.

Picture this: a room full of creative entrepreneurs, educators and assorted thinkers sitting around a big table for six hours and talking about how to change education. Disruptive innovation. E-learning. Online games and collaboration. Thinking about school and what it means, what it looks like. You’ve got my personal hero, Sir Ken Robinson, giving the welcome address, and the rest of the time it’s just open for discussion.

Now add a live Twitter stream on a big screen, which allows those present to add their thoughts without having to demand floor time (can you picture this in a classroom for kids who aren’t likely to raise their hands but have something very significant to ask or add?) There’s a steady flow of Tweets from those in the room AND from those who are following these Tweets on Twitter. (I’ve really gotten into Twitter lately. Follow me and I promise to follow you, too!)

I wish I could have been there, but frankly, I’m thrilled just knowing that it happened, I truly believe that we are reaching a critical mass in terms of new thinking about education, and we’re about to hit the tipping point when the Old School approach to education is considered not only outdated but actually detrimental for most students. Hello, Bold School!

And yet, as delighted as I am about the shift and the discussions among the edurati, there’s something missing.

It’s the parents. Because when it comes to hacking education, the biggest barriers won’t be technology or teachers or government. The biggest obstacle to overcome will be the parents–or, more precisely, their fears about the future for their kids if they choose to do things differently.

I get it. I’m a parent of four recently-launched daughters (ages 18, 19, 21 and 22, including three college grads, one senior and one completing her master’s in May) and I know how hard it is to let go of the standard approach to education. Even when I know in my head that this bold new option is better than that old one, I want some proof. It’s hard to feel convinced unless you can look around and see stunning examples of success among those who’ve taken a different path.

What I think many ed gurus don’t recognize is how scary it is for parents to risk feeling like, well, bad parents. You can show us the best tech tools on the planet, introduce us to the brightest tutors just a click away and yet we still worry, “What if my student can’t get into a decent college because I decided to get all innovative and encouraged her to do homeschooling or skip the SAT or get a GED or study online? What THEN?” Even if we know that tuition is outrageous and that our kids could learn more easily and quickly online or by simply reading books on their own, we still feel like we have to nudge our kids toward a college degree or else we’ve FAILED them.

And so we do what everyone else is doing: we hang that scarcity banner across our kid’s shoulders and say, “There are not enough spots in those colleges you like, and there’s not enough money available, so you’d better get your butt in gear, mister/missy, and study for those tests or you’ll never get in and get aid.”

Ack.

I feel this pain. I wrote my book for parents and I acknowledge their concerns while also giving them a loving kick in the rear. Nothing will change unless parents can release their own fear and ego (I refer to this one-two punch as “fego”) and it is absolutely critical that we appeal to the hearts and not just the minds of the moms and dads fretting about the future.

Too often, academics and entrepreneurs come up with fabulous ideas that they think will revolutionize education without considering those who REALLY drive the education carpool in the US–the parents. They’re the ones paying for immersion preschools and international high schools and SAT tutors and AP tests and college applications and on and on.

Well, let me just tell you that parents are sick and tired of footing the bill for an increasingly long list of must-have extras. They don’t want to be marketed to unless what you are selling is helping them SAVE MONEY AND/OR TIME while giving their kids a better education. They don’t want add-ons. They want alternatives. And most of all, they need to be convinced that what you’re offering will really WORK for their kids and not just line the pockets of those investors and inventors.

They’re right there. They are sitting on the edge. All you have to do now is show them that the alternatives are not only more accessible but absolutely advantageous.

Oh, and one more thing: they are waiting for you to go first.

Education hackers, disruptive innovators, and edurati: Go public about how you are walking away from the traditional track with your own kids. Until they see that happening–and see the RESULTS–parents won’t be able to budge, even though it’s what they want more than anything.

I’m not a big fan of Kaplan. I think the test prep people make a lot of money by stirring up fear about an unnecessary test (the SAT). And though I think online courses are great, I’ve heard enough sad tales about Kaplan University that I would be cautious about recommending it, despite its legions of satisfied students.

But man, I love this ad. I give props to Ogilvy & Mather for understanding what adult students need to hear, and for putting together a compelling ad that really captures both the frustrations and the possibilities of adult students intent upon learning skills for a 21st century global economy.

My suggestion: absorb the message and find your own best combination of education options to develop YOUR talents.

This week, USA Today did a piece on The Princeton Review’s 100 Best Value Colleges for 2009. They’ve got a top private college list (with Harvard, Princeton, Yale, Stanford–the usual suspects–in the top ten) and one for public institutions.

The problem with these lists is that they are largely based on student and administrator comments, and obviously, these folks might offer rave reviews of their particular schools. However, it’s not likely to be a very objective list in terms of Real-World value. Just because Harvard students think they’re getting a great education and they’re happy with their financial aid package doesn’t mean the education they are getting is more VALUABLE once it’s time to get a job. In fact, most employers will tell you they don’t spend much time considering the value of one school over another–all they care about is that their prospective employees have a reasonably relevant degree—plus some experience, good skills, flexibility, a good work ethic and plenty of enthusiasm.

Lists that promote the Ivies and near-Ivies just feed into the fear that parents and students have about the future: “In an uncertain economy, I guess it’s best to go with the brand name because I don’t trust that I/my student will have the skills to be successful without it.”

Sad.

That, in a nutshell, is why families are willing to go through the stress and financial hardship required to send their kid to a “top” school. It’s all about fear. After all, if you had faith in your kid to do well, you wouldn’t need to rely on that old-school, old-boys’ idea of getting ahead through college connections.

So, if a fancy college degree can’t promise value in terms of guaranteed success (and it can’t), it might be better to gauge the value of a college education in more balanced terms: the academic quality, the costs, the aid granted, and a number of other factors. In other words, if a student is rarin’ to go, very motivated and confident in their ability to do well in the world–without relying on a brand-name diploma–where might he or she choose to go to college?

If you’re not so scared that you fall for the better-go-for-the-brand-name bit, there’s another list you need to check out. It’s from Kiplinger’s. The Kiplinger Letter, launched in 1923, remains the longest continually published newsletter in the United States. In 1947, Kiplinger’s created the nation’s first personal finance magazine, and they’ve been serving up valuable info on that topic ever since.

They’ve got their own list of public institutions that offer the biggest bang for the buck. Check out their list of Best Values in Public Colleges 2008-2009

Learn about the methodology behind the list here.

The numbers keep rising:  more students are turning to online courses (distance learning programs) to earn a college degree. 

This article in the Boston Globe offers reasons why more adults are finding online courses to be the perfect learning solution for those facing long commutes, inflexible work schedules and the demands of parenting.  Of course, younger students with fewer time issues are quick to sign up for online courses as well, and many of them are finding the format far more enriching than a classroom experience.

In addition to the logistical advantages, online learning offers benefits to those who appreciate a chance to review class lectures or prepare their discussion comments.  Missed that lecture point?  Read it again.  Not sure what to say but want to add to the class discussion?  Spend some time thinking or researching your point, then type up your comments in the online class forum. 

Though it’s still possible for the talkative (or typing fiends) to dominate the discussion, the beauty is that you don’t have to listen to one or two classmates go at it during YOUR class time.  As an online student, you can skim through the comments from the guy who always goes off on a tangent and focus on the ones that are more relevant. 

More learning, less frustration with lecture hogs. 

Beautiful.

There’s been a lot of buzz about the differences between online learning and homeschooling thanks to a recently-aired episode of “Supernanny” in which two high school girls taking online courses end up enrolling in a traditional school due to concerns about the quality of their educational experience.  Read more here. 

It’s important to understand that homeschooling involves (ideally, anyway) supervision from parents so that students are working on their assignments while receiving direction and support from an adult who may or may not be a “trained” teacher.  Homeschooling can be a fantastic option for families willing to devote themselves to it. 

Homeschooling may or may not include online courses.  Most homeschool families are choosing to incorporate a variety of technology options in their kids’ education and this can be a terrific way to enhance learning and get students connected to other students as well. 

Online learning, on the other hand, is a relationship between a student at home and a teacher out there somewhere who is offering instruction, assignments, and support on an individual basis to those who have signed up for a particular course.  Online courses–indeed, online schools–can also be extremely beneficial and absolutely valid and valuable as educational options. 

But it is also true that online learning requires a certain amount of direction or at least support in the beginning stages.  The first couple of online courses might be a bit bumpy as it’s necessary to learn a new way of turning in assignments and contributing to class discussions.  Students must also have enough motivation to get up, turn on the computer, and stay up to date on coursework and tests.  The schedules can be very relaxed or very rigid,  depending on the program, but in either case, it’s up to the student to pay attention and get the work turned in on time.  Though there may be a parent present to assist and encourage, it’s not a given nor is it part of the program.  Ideally, online students have both a caring parent and an engaged and supportive teacher to help them. 

The “Supernanny” episode showcased two sisters, ages 15 and 17, who were having a hard time with their online courses and not getting the support they needed to do well in their program. (They were also in charge of caring for younger siblings while their parents worked full-time jobs.) 

I think it’s a waste of time to talk about whether online learning, homeschooling, or traditional schooling is “best” for our kids.  Savvy parents recognize that their kids need to have a bit of everything in order to get a truly relevant education that prepares them for the global economy. 

Why?  Because our kids are likely to take online courses in the workplace, they are likely to work at home at some point, and they are likely to work in a group setting with others in an office.  Whatever we do to prepare them for ALL THREE of these work settings will help them develop the skills they need to thrive.