Abstract
Internal totality and community orientation are two pivotal components, difficult to measure, in the literature on residential education (including both residential schools for the elite and group or congregate care and education programs for marginal youth). We propose a two-dimensional model based on historical research and contemporary study to define and differentiate these concepts. Internal totality can be measured through the links and balance between the formal curriculum, extra curriculum, and out of school (nonformal) activities; community orientation through links between the residential and ideological community, the local community, and the wider community. Implications for practice, policy, and further research are suggested.
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