Relevant bibliographies by topics / Formal and Informal Education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Formal and Informal Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Formal and Informal Education"

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Tudor, Sofia Loredana. "Formal – Non-formal – Informal in Education." Procedia - Social and Behavioral Sciences 76 (April 2013): 821–26. http://dx.doi.org/10.1016/j.sbspro.2013.04.213.

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Mallett, Clifford J., Pierre Trudel, John Lyle, and Steven B. Rynne. "Formal vs. Informal Coach Education." International Journal of Sports Science & Coaching 4, no. 3 (September 2009): 325–64. http://dx.doi.org/10.1260/174795409789623883.

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The training of coaches is considered central to sustaining and improving the quality of sports coaching and the ongoing process of professionalisation. Sports coaches participate in a range of learning opportunities (informal to formal) that contribute to their development to varying degrees. In this article, we present our collective understanding on the varying types of learning opportunities and their contribution to coach accreditation and development. The authors presented these views (from a sports pedagogy perspective) as part of a workshop entitled “Formal vs. Informal Coach Education” at the 2007 International Council of Coach Education Master Class in Beijing. These reflections seek to stimulate the on-going, and often sterile, debate about formal versus informal coach education/learning in order to progress scholarship in coaching.
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Desimone, Laura M., Eric D. Hochberg, Andrew C. Porter, Morgan S. Polikoff, Robert Schwartz, and L. Joy Johnson. "Formal and Informal Mentoring." Journal of Teacher Education 65, no. 2 (November 22, 2013): 88–110. http://dx.doi.org/10.1177/0022487113511643.

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Pavicevic, Miljana, and Danijela Petrovic. "Differences between formal, non-formal and informal education." Zbornik radova Uciteljskog fakulteta Prizren-Leposavic, no. 9 (2015): 103–13. http://dx.doi.org/10.5937/zrufpl1509103p.

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Läänemets, Urve, Katrin Kalamees-Ruubel, Kristi Kiilu, and Anu Sepp. "CURRICULUM DEVELOPMENT CONSIDERING FORMAL, NON-FORMAL AND INFORMAL EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 286–95. http://dx.doi.org/10.17770/sie2018vol1.3182.

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Curriculum development for general comprehensive and also vocational schools needs consideration of the context, in which availability of non-formal and informal education (extracurricular activities=EA) plays an important role forming a meaningful whole with formal education. This pilot study attempted to find out what motivates students (aged 13–15) for participation and teachers organizing/supervising these activities. The methods used for data collection were questionnaires for students (n=258), focus groups of students (n=4), and interviews with teachers (n=8) which provided preliminary data for comprehension of the meaning of EA. The data were processed statistically and by content analysis. The results highlighted several important issues which should be considered when selecting and organizing the content for designing subject syllabi for formal learning specified in national curricula (NC) under changed learning environments, especially considering those created by ICT. Students mentioned the following factors: development of students’ self-awareness about ones abilities, acquisition of new knowledge a and skills, but also new friends and wider social contacts, new experience and satisfaction with creative work. The teachers mentioned students’ additional knowledge and skills they can use in their formal studies at school and engagement in activities widening their cultural horizons. EA can also provide material for decision-making for students’ potential choices for future education.
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Folkestad, Göran. "Formal and informal learning situations or practices vs formal and informal ways of learning." British Journal of Music Education 23, no. 2 (June 29, 2006): 135–45. http://dx.doi.org/10.1017/s0265051706006887.

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During the last decade there has been an awakening interest in considering not only formalised learning situations within institutional settings, but also all the various forms of informal musical learning practices outside schools. Informal musical learning outside institutional settings has been shown to contribute to important knowledge and aspects of music education. In this article, I will examine research studies which in different ways focus on formal and informal learning situations and practices or formal and informal ways of learning. I will consider the relationship between music education as praxis (music pedagogy) and as research, and the relationship between these two facets of music education and the surrounding society. I will identify four different ways of using and defining formal and informal learning, respectively, either explicitly or implicitly, each one focusing on different aspects of learning: (i) the situation, (ii) learning style, (iii) ownership, and (iv) intentionality. Formal – informal should not be regarded as a dichotomy, but rather as the two poles of a continuum; in most learning situations, both these aspects of learning are in various degrees present and interacting. Music education researchers, in order to contribute to the attainment of a multiplicity of learning styles and a cultural diversity in music education, need to focus not only on the formal and informal musical learning in Western societies and cultures, but also to include the full global range of musical learning in popular, world and indigenous music in their studies.
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Nefedova, G. M. "SPECIFICS OF INTEGRATION OF FORMAL, NON-FORMAL AND INFORMAL EDUCATION." Pedagogical Review, no. 3 (2017): 127–33. http://dx.doi.org/10.23951/2307-6127-2017-3-127-133.

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Murray, Priscilla. "Knowing Sex: Formal and Informal Sex Education." Paideusis 9, no. 2 (November 10, 2020): 21–32. http://dx.doi.org/10.7202/1073243ar.

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Carter, Candice C. "Restorative practices as formal and informal education." Journal of Peace Education 10, no. 1 (April 2013): 36–50. http://dx.doi.org/10.1080/17400201.2012.721092.

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Pankowska, Malgorzata B. "MOOCs as Supplement of Informal Education." International Journal of E-Adoption 9, no. 1 (January 2017): 10–25. http://dx.doi.org/10.4018/ijea.2017010102.

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The contribution covers discussion on informal university learning, which is a part of heutagogy. In the paper, the university learning is considered as autopoietic organization development as well as development of business organization strongly dependent on external knowledge resources. In general, university education space covers formal, informal, and non-formal learning. Nowadays, informal learning has an excellent opportunity for development, because of Web 2.0 ideas and solutions. In the paper, the architecture of informal learning environment is visualized in ArchiMate 4.0 beta version language. The main goal of the paper is to present informal learning architecture as supplement to the formal learning. The MOOCs (massive open online courses) are included in the architecture model for informal learning support.
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Dissertations / Theses on the topic "Formal and Informal Education"

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Feichas, Heloisa Faria Braga. "Formal and informal music learning in Brazilian higher education." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10020512/.

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Goodson-rochelle, Peggy A. "New Teacher Induction Programs in Tennessee: Formal, Informal, and Influential Practices." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2916.

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The researcher examined beginning teacher induction programs in large and small districts in Tennessee for the 1997-1998 school year. Types of induction, formal and informal, were examined. The study looked at the teacher attitudes of job satisfaction, job adjustment, and socialization into the profession of teaching. The research design included five questions with two hypotheses used for testing differences between teacher attitudes in large and small systems. Beginning first-year teachers were surveyed and asked to rate their induction program as to best practices. Teachers rated the occurrence of activities in seven areas and how supportive activities were in their roles as beginning teachers. The questions were tested and statistically analyzed using chi-square and analysis of variance procedures. No differences were found in the occurrence of induction activities in large and small systems. No differences were found in how supportive an event was in large and small systems. A difference was found in job adjustment between large and small systems, but not in job satisfaction or socialization into the profession. Recommendations for further research were made to augment the study.
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Bostain, Dyanne Strohkorb. "Information gathering by trustees for decision-making: Informal and formal sources." W&M ScholarWorks, 1988. https://scholarworks.wm.edu/etd/1539618597.

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The purpose of this study was to clarify the structure of information systems employed by trustees in higher education and to evaluate the relationships of these systems to decision-making. Communication and organizational theories characterizing the role of informal and formal information used by policy makers and top management in organizational decision-making provided the framework for this study. Studies of top-level corporate executives (Adams 1975; Quinn 1980; Jones and McLeod 1986) revealed executives' strong preferences for and substantial use of information from informal channels for planning and decision-making. These theories were integrated with the research of Ingram (1980) and Schmidtlein (1977) concerning information source use by trustees in higher education governance.;Trustees from a small public college and a small private college comprised the sample for this study. The 25 trustees who participated in the research had served at least one academic year on their respective college boards. A biographical questionnaire requesting certain demographic data was given to the study participants. Individual interviews asking the trustees to specify the sources of information they use when making decisions for their institution were conducted.;Frequencies and percentages were calculated to identify distinctive patterns of informal and formal information source use by trustees. Results illustrate similar preferences and use of informal information in decision-making by the trustees and senior executives. The study's findings verify that informal information plays an important role in the decision processes of trustees in higher education. Notable differences in information source use were identified among trustees from the public college and the private college.;Further systematic study and development of a theory describing the role of informal information in decision processes of trustees is needed in order to fully explain all aspects of trusteeship and governance of colleges and universities.
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Moreland, Rosemary. "Towards a learning society : a study of formal, non-formal and informal adult learning opportunities." Thesis, University of Ulster, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.386104.

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Silva, Albina Pinto Pais Tiago. "As aprendizagens não formais e informais no ingresso à Escola Secundária Padre António Macedo: possíveis parcerias com outras instituições de Vila Nova de Santo André." Master's thesis, Universidade de Évora, 2011. http://hdl.handle.net/10174/14528.

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Esta investigação teve como principal objectivo avaliar da presença dos contextos institucionais não formais e informais no conjunto das aprendizagens reveladas pelos estudantes que ingressaram, na Escola Secundária Padre António Macedo, no ano lectivo 2009-2010, e averiguar qual o contributo das instituições locais no seu percurso de aprendizagem. A abordagem metodológica assentou num dispositivo de matriz quantitativa, com o recurso ao inquérito por questionário a uma amostra de alunos. Observámos um potencial educativo na cidade proporcionado por instituições, onde se destacaram amigos, familiares e clubes desportivos, procurados pelos jovens para satisfazer a sua necessidade de conhecimento e ocupar tempos livres. Sendo as áreas com mais episódios de aprendizagens, extra escolares: saúde, cidadania, desporto e artes, os jovens reconheceramse detentores de conhecimentos propiciados pela comunidade e instituições locais; ABSTRACT: This research had, as main aim, to assess the presence of formal and informal institutional contexts in all the learnings revealed by the students who enrolled Escola Secundária Padre António Macedo in the year 2009-2010, and also to determine what contribution local institutions had in their learning. The methodological approach was based on a quantitative matrix device, by applying a questionnaire survey to a sample of students. We saw an educational potential offered by institutions in the city, where the highlights were friends, family and sports clubs, popular among young people to satisfy their need for knowledge and to occupy their free time. The areas with more episodes of extra school learning were: health, citizenship, sport and arts. Young people recognized themselves in possession of knowledge provided by the community and local institutions.
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Carvalho, Letícia Sandra Araújo. "O ensino informal e não-formal de música: metodologia e práticas pedagógicas para o ensino informal e não-formal de música percussiva." Master's thesis, Universidade de Évora, 2020. http://hdl.handle.net/10174/28659.

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O tema desta dissertação versa sobre o ensino informal e não formal de música. Este trabalho aborda o uso de metodologias informais e os ambientes não formais para o ensino de música percussiva. Foi realizada uma reflexão crítica baseada na Revisão de Literatura sobre o tema e uma abordagem metodológica qualitativa que permitiu a identificação de autores que abordam as temáticas a cerca das metodologias e dos materiais pedagógicos musicais, que tendem a contribuir no processo de ensinoaprendizagem de música. O objetivo foi valorizar as práticas musicais e percussivas transmitidas informalmente nos espaços não formais. A pertinência do tema justifica-se devido à experiência da autora como professora de música em escolas públicas no Brasil e em ONGs Brasil / Portugal. Conclui-se, ao fim da pesquisa, que são muitos os materiais pedagógicos que podem ser adotados para o ensino de música, como sejam: objetos alternativos; instrumentos tradicionais ou adaptados e até mesmo o corpo. Ressalta-se ainda a importância dos ambientes não formais que promovem atividades pedagógicas musicais; Informal and Non-Formal Teaching of Music: Methodology and Pedagogical Practices for Informal and Non-Formal Teaching of Percussive Music ABSTRACT: The theme of this dissertation is about informal and non-formal music education. This work addresses the use of informal methodologies and non-formal environments for teaching percussive music. A critical reflection was carried out based on the Literature Review on the topic and a qualitative methodological approach that allowed the identification of authors who approach the themes around musical methodologies and pedagogical materials, which tend to contribute to the music teaching-learning process. The objective was to value musical and percussive practices transmitted informally in non-formal spaces. The pertinence of the theme is justified due to the author's experience as a music teacher in public schools in Brazil and in NGOs in Brazil / Portugal. It is concluded, at the end of the research, that there are many pedagogical materials that can be adopted for teaching music, such as: alternative objects; traditional or adapted instruments and even the body itself. It is also emphasized the importance of non-formal environments that promote musical pedagogical activities.
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Howard, Caran Amber Crawford. ""I've always been for education": Mexicana/o participation in formal, non-formal, and informal education in the Midwest, 1910-1955." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1634.

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This dissertation provides a history of Mexicana/os' participation in three modes of education: formal, non-formal, and informal, in the midwestern states of Iowa, Kansas, Minnesota, and Missouri, from 1910 to 1955. Informed by Critical Race Theory and LatCrit Theory, the study addresses the social constructions of race, gender, and class as it analyzes how these ongoing and complex constructions influenced not only how dominant society structured and practiced education offered to Mexicana/os but also how Mexicana/os participated in education and made education work for them in parochial and public schools, in settlement houses, in churches and missions, and in familial and community settings.
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Visser, Alvin-Jon. "Rural students' local knowledge of learning in formal and informal contexts." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1002588.

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The general aim of this thesis is to illuminate the process of learning as it occurs in formal and informal contexts. The study focuses on South African scholars attending school in rural areas where the contrast between learning in formal and informal learning contexts is more pronounced than that in urban areas. The research draws on rural scholars' local knowledge of formal and informal learning contexts in order to gain a rich insight into how cognition is situated in different learning contexts. This is accomplished through investigating the structure of the respective learning tasks, the mediators involved, the task objectives and the means for achieving these objectives in the different learning contexts. The thesis draws on a socio-cultural approach to the study of cognitive development to probe the activity of learning in a formal and informal learning context. Through the use of a context sensitive methodological methods especially Participatory Rural Appraisal (PRA) tools and techniques, it was possible to illuminate tacit local knowledge structures and to get participants to actively explicate their understandings related to learning in different contexts The research results illustrate the assertion that the activity of learning is fundamentally situated in the learning context from which it arises. Learning is framed by the community of practice which structures affordances for situated learning, through mediation, within zones of proximal development. Learning in a formal context such as the school is often abstract, rule-based, standardised and theory related. Learners also find it difficult to reflect on the learning tasks and the mediational means used in a formal learning context. In contrast, the learning which takes place in an informal setting is often practical, individualised, flexible and environment based. This learning is structured around everyday activities and is dynamically defined and supported. In a situation where a learner is exposed to dislocated learning contexts, the essential goal of educational initiatives is to bridge the gap between the two. This can be achieved through mediators creating effective zones of proximal development which facilitate the individuals adaptation between learning contexts. Exposing rural scholars' local knowledge of learning in formal and informal contexts allows for a fuller understanding of the cognitive development structured within formal and informal communities of practice. It is this understanding that is necessary to address the situation where learning contexts, drawing on different knowledge bases find ways of thinking, prove challenging and/or conflicting to the scholar.
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Deleveaux, Gia. "Critical edutainment : an in-depth look at informal education at one facility." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103194.

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Through the lenses of critical pedagogy, cognitive psychology, marketing, curriculum development, traditional and informal education, and Black education, how one centre constructed and implemented critical edutainment is reviewed and scrutinized. The ethnographic study took place in a hyperreal (Baudrillard) setting using a bricolage of research methods: Seidman's 3-part interview protocol with workers and administrators; McMillan's focus group interview process with 9-12 year olds; participant-observation; field and reflective notes; and artefacts from external sources such as television broadcasts, newspapers, and official documents to gather and analyse data. In spite of its noble intentions, Gramsci's hegemony was witnessed and maintained through the centre's structure and organisation hence causing stress on the workers. Although the children and adults approved of the teaching and disciplinary acts, close regulation of their actions was done. Critical edutainment employs Vygotsky's zone of proximal development as it acknowledges the indigenous knowledges of adults and children and asks them to co-construct a curriculum that is cognitively, affectively, and socially relevant. It shows how curriculum construction, teamwork, accountability, and lessons learned from Black educators can be used to make a viable critical edutainment site that incites learning and fun.
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Cutforth, Alissa. "A Transition from Informal to Formal Proof in K-12 Mathematics." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492704092530259.

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Books on the topic "Formal and Informal Education"

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Gupta, Anil K. Women and formal and informal science. Ahmedabad: Indian Institute of Management, 2005.

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Trentin, Guglielmo, and Stefania Bocconi. Wiki supporting formal and informal learning. Hauppauge, N.Y: Nova Science Publishers, 2012.

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Plakitsi, Katerina, ed. Activity Theory in Formal and Informal Science Education. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6091-317-4.

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Sudiapermana, Elih. Model pengukuran sosial pada pendidikan nonformal dan informal. Jakarta: Nagara, 2011.

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Colardyn, Danielle. The learning continuity: European inventory on validating non-formal and informal learning : national policies and practices in validating non-formal and informal learning. Luxembourg: Office for Official Publications of the European Communities, 2005.

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Hager, Paul J. Recovering informal learning: Wisdom, judgement and community. Dordrecht: Springer, 2006.

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Zervas, Theodore G. Formal and Informal Education during the Rise of Greek Nationalism. New York: Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-137-48415-4.

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Hartono, Djoko. Mengembangkan pendidikan Islam informal: Sebuah model pendidikan alternatif & kritik atas sekolah formal di Indonesia. Surabaya: IAIN Sunan Ampel Press, 2012.

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Mitschke, Barry. The status of formal and informal outdoor/environmental education (O/EE) in Saskatchewan. Regina: Research Centre, Saskatchewan School Trustees Association, 1988.

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Organisation for Economic Co-operation and Development and SourceOECD (Online service), eds. Recognising non-formal and informal learning: Outcomes, policies and practices. Paris: OECD, 2010.

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Book chapters on the topic "Formal and Informal Education"

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O’Donnell, Gerard. "Informal and Formal Education." In Mastering Sociology, 61–70. London: Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-10247-1_6.

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O’Donnell, Gerard. "Informal and Formal Education." In Mastering Sociology, 59–68. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-17914-5_6.

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O’Donnell, Gerard. "Informal and formal education." In Mastering Sociology, 69–77. London: Macmillan Education UK, 1994. http://dx.doi.org/10.1007/978-1-349-13434-2_6.

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Wotherspoon, Terry. "Formal and Informal Indigenous Education." In Indigenous Education, 77–97. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9355-1_4.

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Schwier, Richard A. "Comparing Formal, Non-formal, and Informal Online Learning Environments." In The Next Generation of Distance Education, 139–56. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4614-1785-9_9.

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Edwards, Kate. "Education, Technology and the Disruptive Innovations Challenging the Formal/Informal Education Divide." In Informal Education, Childhood and Youth, 140–62. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137027733_10.

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Grant, Michael M. "Using Mobile Devices to Support Formal, Informal and Semi-formal Learning." In Emerging Technologies for STEAM Education, 157–77. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-02573-5_9.

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Donovan, Gregory T. "iLearn: Engaging (In)Formal Learning in Young People’s Mediated Environments." In Informal Education, Childhood and Youth, 270–81. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137027733_18.

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Daley, Joannah Portman. "Deconstructing Formal and Informal Learning Spaces with Social Networking Sites." In Digital Education, 219–38. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230118003_11.

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Goerisch, Denise. "Leading the Way: Youth-Led Non-formal Learning in the Girl Scouts." In Informal Education, Childhood and Youth, 257–69. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137027733_17.

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Conference papers on the topic "Formal and Informal Education"

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Dib, C. Z. "Formal, non-formal and informal education: concepts/applicability." In AIP Conference Proceedings Volume 173. AIP, 1988. http://dx.doi.org/10.1063/1.37526.

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Gorun, Adrian. "FORMAL AND INFORMAL STANDARDS IN INSTITUTIONALISED EDUCATION." In 15th International Multidisciplinary Scientific GeoConference SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgem2015/b53/s22.115.

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Stan, Cornelia. "Formal Mentoring Versus Informal Mentoring in Education." In 8th International Conference - "EDUCATION, REFLECTION, DEVELOPMENT". European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.03.02.18.

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Chow, K. O., K. M. Chin, S. K. S. Cheung, and G. T. L. Wong. "Formal and Informal Learning based on Web 2.0." In Web-based Education. Calgary,AB,Canada: ACTAPRESS, 2010. http://dx.doi.org/10.2316/p.2010.688-032.

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Sedlak, Otilija, Zoran Ciric, Dragan Stojic, and Aleksandra Marcikic Horvat. "SOCIAL FARMS – FORMAL AND INFORMAL EDUCATIONAL OPPORTUNITIES." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0775.

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Angélico, Maria José, Ana Paula Camarinha, António José Abreu, and M. Inês Braga. "VIRTUAL LEARNING ENVIRONMENTS: FORMAL ENVIRONMENTS VS INFORMAL ENVIRONMENTS." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.2096.

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Fazakas, Bogdan Paul, Ovidiu Claudiu Iuonas, Cosmin Porumb, and Bogdan Iancu. "Collaborative learning tools for formal and informal engineering education." In 2017 16th RoEduNet Conference: Networking in Education and Research (RoEduNet). IEEE, 2017. http://dx.doi.org/10.1109/roedunet.2017.8123745.

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Moldovan, Roxana, Bogdan Orza, Cosmin Porumb, and Serban Meza. "Blended Assessment Concepts for Formal and Informal Engineering Education." In 2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2017. http://dx.doi.org/10.1109/icalt.2017.112.

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Gorun, Adrian. "INFORMAL AND FORMAL CONTROL OF SOCIAL DEVIANCE THROUGH EDUCATION." In 14th SGEM GeoConference on ECOLOGY, ECONOMICS, EDUCATION AND LEGISLATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgem2014/b53/s22.083.

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Bechtel, Randy, and Sam I. Fuerst. "FOSTERING FORMAL AND INFORMAL GEOSCIENCE EDUCATION IN NORTH CAROLINA." In 66th Annual GSA Southeastern Section Meeting - 2017. Geological Society of America, 2017. http://dx.doi.org/10.1130/abs/2017se-291337.

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Reports on the topic "Formal and Informal Education"

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Carter, Becky. Strengthening Gender Equality in Decision-making in Somaliland. Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/k4d.2021.078.

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This rapid review searched for literature on how and why women continue to struggle in Somaliland to achieve formal political representation and to take on informal decision-making roles on local peace and political matters, from community to national levels. Women’s participation in peacebuilding and political decision-making in Somaliland is very limited. A key barrier is the clan system underpinning Somaliland’s political settlement. Entrenched and politicised, patriarchal clans exclude women (and other minority groups) from formal and customary leadership and decision-making roles. Other contributing factors are conservative religious attitudes and traditional gender norms. Structural inequalities – such as low levels of education, lack of funds, and high levels of violence towards women and girls – impede women’s participation. Some women are more disempowered than others, such as women from minority clans and internally displaced women. However, there is increasing disillusionment with clan politicisation and a growing recognition of women’s value. There are opportunities for framing gender equality in local cultural and religious terms and supporting grassroots activism.
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Lee, Insup. Extracting Formal Models from Informal Requirements and Using Them for Validation. Fort Belvoir, VA: Defense Technical Information Center, January 2009. http://dx.doi.org/10.21236/ada499764.

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Saunders, Vicky, Steven Roche, Morag McArthur, and Erin Barry. Barriers to formal and informal supports for refugee families in Australia. Child Family Community Australia, April 2017. http://dx.doi.org/10.24268/fhs.8338.

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Hall, Bronwyn, Christian Helmers, Mark Rogers, and Vania Sena. The Choice between Formal and Informal Intellectual Property: A Literature Review. Cambridge, MA: National Bureau of Economic Research, April 2012. http://dx.doi.org/10.3386/w17983.

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Farber, Henry, and Michael White. A Comparison of Formal and Informal Dispute Resolution in Medical Malpractice. Cambridge, MA: National Bureau of Economic Research, May 1993. http://dx.doi.org/10.3386/w4371.

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Killourhy, Kevin, Yee-Yin Choong, and Mary Theofanos. Taxonomic Rules for Password Policies: Translating the Informal to the Formal Language. National Institute of Standards and Technology, December 2013. http://dx.doi.org/10.6028/nist.ir.7970.

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Morales, Leonardo Fabio, Didier Hermida, and Eleonora Dávalos. Interactions between Formal and Informal Labor Dynamics: Revealing Job Flows from Household Surveys. Banco de la República, August 2019. http://dx.doi.org/10.32468/be.1090.

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Stoddard, Amy, Donna Lynch-Smith, Kate Carlson Wrammert, and Bobby Bellflower. Increasing Nurse Knowledge Using a Formal Lung Transplant Education Program. University of Tennessee Health Science Center, December 2020. http://dx.doi.org/10.21007/con.dnp.2020.0001.

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This quality improvement project was completed to show that a formal lung transplant education course for nurses caring for lung transplant patients increased their knowledge. An eight-hour education course was developed by experts in the field of lung transplantation. A pretest was administered before the education course. A posttest was administered to determine if knowledge was improved. A three-month follow-up test was administered to determine knowledge retention. Based on the data analysis, nurse knowledge improved after formal education. Item analysis determined what areas of educational content need to be the focus of quarterly education. The education course was adopted as formal training for transplant nurses.
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Enfield, Sue. Covid-19 Impact on Employment and Skills for the Labour Market. Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/k4d.2021.081.

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This literature review draws from academic and grey literature, published largely as institutional reports and blogs. Most information found considered global impacts on employment and the labour market with the particular impact for the very high numbers of youth, women, migrant workers, and people with disabilities who are more likely to be employed in the informal sector. There has been a high negative impact on the informal sector and for precariously employed groups. The informal labour market is largest in low and middle-income countries and engages 2 billion workers (62 percent) of the global workforce (currently around 3.3 billion). Particularly in low- and middle-income countries, hard-hit sectors have a high proportion of workers in informal employment and workers with limited access to health services and social protection. Economic contractions are particularly challenging for micro, small, and medium enterprises to weather. Reduced working hours and staff reductions both increase worker poverty and hardship. Women, migrant workers, and youth form a major part of the workforce in the informal economy since they are more likely to work in these vulnerable, low-paying informal jobs where there are few protections, and they are not reached by government support measures. Young people have been affected in two ways as many have had their education interrupted; those in work these early years of employment (with its continued important learning on the job) have been interrupted or in some cases ended.
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Iregui-Bohórquez, Ana María, Ligia Alba Melo-Becerra, María Teresa Ramírez-Giraldo, and Ana María Tribín-Uribe. Determinantes del acceso al crédito formal e informal : evidencia de los hogares de ingresos medios y bajos en Colombia. Bogotá, Colombia: Banco de la República, August 2016. http://dx.doi.org/10.32468/be.956.

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