Journal articles: '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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Zakharova, Olga Vladimirovna, Lyudmila Grigor'evna Suvorova, and Anton Viktorovich Zakharov. "Peculiarities of informal environmental education." Педагогика и просвещение, no. 3 (March 2020): 10–28. http://dx.doi.org/10.7256/2454-0676.2020.3.33617.

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The goal of this article is to determine the most significant from the perspective of visitors and experts characteristics of environmental educational program. The object of this research is the informal environmental education, while the subjects is the curriculum of informal environmental education implanted in ethnographic nomad camp the House of Northern People. Special attention is given to the conceptual and formal characteristics of the examined program. The authors’ contribution consists in determination of characteristics that affect the audience and change their attitude towards surrounding environment. Analysis is conducted on the theoretical research dedicated to modern environmental education and determination of basic characteristics; conceptual and formal characteristics of the curriculum; three types of responses that allowed identifying the most effective characteristics of the curriculum. The scientific novelty consists in the complex method of research, which suggests the analysis of several types of responses for determining most effective characteristics of educational program, as well as in description of the unique platform for realization of this program. The theoretical significance of this work is associated with the search for an optimal set of conceptual and formal characteristics of educational programs that form responsible environmental behavior. The conclusion is made that environmental education is impossible in the old educational paradigm. Therefore, the author offers informal vocational environmental education based on the wisdom of indigenous peoples and containing elements common to the modern environmental education. However some characteristic require further development. The conceptual characteristics did not find reflection in the responses, although the formal characteristics of environmental education are mentioned (emotional and aesthetic impact, informal nature, involvement in the discussed questions, and events in form of games). The analysis of examination carried out by the pedagogues demonstrates the presence of almost all characteristics of educational program. The acquired results be used for improving the program under consideration, and curricula of environmental education overall.

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Zamir, Sara. "APPRAISING THE IMAGE OF FORMAL EDUCATION BY INFORMAL EDUCATORS." Problems of Education in the 21st Century 76, no. 3 (June 15, 2018): 406–14. http://dx.doi.org/10.33225/pec/18.76.406.

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Discussion about the need for professionalization has accompanied the development of informal education from its very early stages. Some people believe informal education is staffed by temporary players whose main value derived in part from the fact that their work embodies the principles of altruism, hence they need no professional training. In contrast, others believe that work in this field is complex, hence appropriate training settings should be set up for those working in informal education as well. The aim of this research was to evaluate the perception of formal education by informal education educators. The research methodology is qualitative; it employs a structured interview of the participants and a semiotic analysis of pictures that participants were asked to provide that they felt represented the formal education system. The main findings of the semiotic analysis clearly show that the pictures chosen raise connotations of rigidity, emptiness, loneliness, sadness, insufficiency and boredom. Those images are strongly connected to the debate of recruiting resourceful and capable teachers to formal education systems in the era of accountability. Keywords: formal education, informal education, informal code, semiotics.

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Matei, Ani, and Lidia-Gabriela Herciu. "Romania between low and high: the validation of non-formal and informal education. Legislative framework analysis." International Journal of Learning and Teaching 8, no. 4 (October 31, 2016): 245. http://dx.doi.org/10.18844/ijlt.v8i4.459.

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Recognition of non-formal and informal learning is a priority for the policy agendas of all countries. Although learning usually takes place in a formal context, much of the learning is done either non-formal or informal. Experience and skills obtained in non-formal or informal context cannot be used in employment due to lack of opportunity for certification.Recognition and validation of non-formal and informal learning outcomes contribute to the visibility of human capital, capitalizing it to the whole society in various ways.Non formal and informal learning specific issues is part of the European agenda for some time. Since 2001 began a series of initiatives to recognize competencies acquired in this way, the results varied from one Member State to another.In December 2012 the European Council adopted a recommendation for validation of non-formal and informal education. Therefore, by 2018 all Member States must build and deploy national systems of recognition of skills acquired through non-formal and informal.Keywords: validation, formal education, non-formal education, informal education, human and intellectual capital

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Liceras-Ruiz, Ángel. "Mass media, non-formal education and social representations on violence." Comunicar 13, no. 26 (March 1, 2006): 207–14. http://dx.doi.org/10.3916/c26-2006-32.

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Mass media, through their programs, news and the informal education they spread, show social representation on reality, being the ones referring to violence of great importance in our culture. In order to investigate on the educative influence of mass media in the social representations on violence and the social practices that such representations favour, its characteristics and their school discussion make specific the content of this paper. Los medios de comunicación de masas, a través de sus programas e informaciones y de la educación informal que difunden, contribuyen a conformar representaciones sociales sobre la realidad que muestran. Entre ellas, las referidas al fenómeno de la violencia constituyen hoy día un componente de enorme importancia en nuestra cultura social. Indagar sobre la influencia educativa que ejercen los medios de comunicación en la configuración de representaciones sociales sobre la violencia y las prácticas sociales que tales representaciones favorecen, sus características y su tratamiento escolar concreta el contenido de este artículo.

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Doukas, Christos. "Connecting Formal and Informal Learning in Science." International Journal of Learning: Annual Review 13, no. 10 (2007): 33–40. http://dx.doi.org/10.18848/1447-9494/cgp/v13i10/44589.

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Krystoň, Miroslav. "Leisure Education in Context of Informal Education." Lifelong Learning 1, no. 1 (2011): 33–43. http://dx.doi.org/10.11118/lifele2011010133.

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The concept of lifelong and lifewide learning creates a space for different types of educational activities. In consequences of social changes and life style, we put more importance to learning activities of informal character besides formal learning. One of the informal learning typical forms is the leisure education. The thesis analyses historical bases, system characters and specific character types of leisure education.

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Carrier, Sarah J., Kylie S. Hoyle, and Sarah C. Luginbuhl. "Bringing Informal Science Education to Elementary Pre-service Teacher Preparation." Journal of Interdisciplinary Teacher Leadership 2, no. 2 (July 1, 2017): 32–37. http://dx.doi.org/10.46767/kfp.2016-0018.

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The purpose of this study was to explore how a health-based informal science education course, as part of an elementary undergraduate teacher preparation program, influenced pre-service teachers’ ideas about formal and informal science teaching and learning. Additionally, the study explored how the course impacted their understandings of the value of bridging informal science to supplement formal instruction. Qualitative study data were gathered through two (mid- and end-of-semester) focus group interviews with five pre-service teachers enrolled in a health-based informal science course. Analysis of data indicated that the inclusion of informal science education experiences during PST preparation has the potential to support novice teachers’ developing ideas about science teaching and learning including ways to connect science to students’ lives and make science engaging and meaningful. Findings are reported in four key themes that emerged from the data: (a) formal teacher preparation and informal education, (b) connections between formal and informal science education, (c) personal and professional collaborations, and (d) benefits of informal science education.

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van Loon, Karsten A., Pim W. Teunissen, Erik W. Driessen, and Fedde Scheele. "Formal Versus Informal Judgments: Faculty Experiences With Entrustment in Graduate Medical Education." Journal of Graduate Medical Education 10, no. 5 (October 1, 2018): 537–42. http://dx.doi.org/10.4300/jgme-d-18-00120.1.

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ABSTRACT Background Entrustment of residents has been formalized in many competency-based graduate medical education programs, but its relationship with informal decisions to entrust residents with clinical tasks is unclear. In addition, the effects of formal entrustment on training practice are still unknown. Objective Our objective was to learn from faculty members in training programs with extensive experience in formal entrustment how formal entrustment relates to informal entrustment decisions. Methods A questionnaire was e-mailed to all Dutch obstetrics and gynecology program directors to gather information on how faculty entrusts residents with clinical independence. We also interviewed faculty members to explore the relationship between formal entrustment and informal entrustment. Interviews were analyzed with conventional content analysis. Results Of 92 programs, 54 program directors completed the questionnaire (59% response rate). Results showed that formal entrustment was seen as valuable for generating formative feedback and giving insight into residents' progress in technical competencies. Interviewed faculty members (n = 12) used both formal and informal entrustment to determine the level of resident independence. Faculty reported they tended to favor informal entrustment because it can be reconsidered. In contrast, formal entrustment was reported to feel like a fixed state. Conclusions In a graduate medical education program where formal entrustment has been used for more than a decade, faculty used a combination of formal and informal entrustment. Informal entrustment is key in deciding if a resident can work independently. Faculty members reported being unsure how to optimally use formal entrustment in practice next to their informal decisions.

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Orhan, Melike. "The place and importance of informal education in the freshman year experience of architectural education." Cypriot Journal of Educational Sciences 15, no. 6 (December 31, 2020): 1707–19. http://dx.doi.org/10.18844/cjes.v15i6.5328.

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Formal architectural education is inadequate for students in the current dynamic world where visual content and speed have become determinative. Particularly, freshman-year architecture students have difficulties in this process. In order to facilitate this process, dynamic methods, in which the student is interactive, should be included more in formal education. Informal education methods should be used complementary to formal education in terms of achieving the required skills and development along with knowledge. The aim of this study is to emphasise the requirement, importance and practice methods of informal education to make the education process more efficient for freshman-year architecture students. The quantitative research method is used in the study, and a survey is conducted with the sample group of selected freshman-year architecture students. With the results of the survey, it is tried to determine which informal learning the students preferred and found useful in the process of obtaining information. As a result, informal education methods, their contribution to the education of freshman-year architecture students, the results of this contribution and the student learning outcomes are evaluated. Keywords: Architectural education, formal education, informal education, freshman-year architecture students, architecture courses;

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Sukholova, M. A. "«FORMAL» AND «NON-FORMAL» EDUCATION IN UKRAINE IN THE CONTEXT OF NEW SOCIO-CULTURAL CHALLENGES." Innovative Solution in Modern Science 7, no. 43 (December 27, 2020): 61. http://dx.doi.org/10.26886/2414-634x.7(43)2020.5.

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The article discusses the definitions of «formal» and «non-formal» education as varieties of lifelong learning in the context of foreign and Ukrainian scholars. The author outlines the semantic field of «lifelong learning» in the coordinates of interdisciplinary research, basic approaches and interpretations of scientists. The author determines essential characteristics of formal, non-formal and informal education; identifies their priorities and key differences that identifies one type from another: formal education from non-formal – the difference lies in the fact that the latter is an addition or an alternative to the formal, as well as in the official recognition or non-recognition by the state or authorized non-state qualification bodies obtained on the basis of educational achievements. The distinctive feature of informal education is that it is not institutionalized and possesses such features as: a period of study, age, gender, regional, religious characteristics, the right to choose an educational institution or facility, training program or field of study, educational and professional programs.Key words: lifelong learning, non-formal education, formal education, informal education.

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Apple, L. Eugene. "Formal and Informal Registration as Marketing Tools:." Journal of Marketing for Higher Education 4, no. 1-2 (July 22, 1993): 273–93. http://dx.doi.org/10.1300/j050v04n01_19.

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Gállová, Tereza, and Vladimír Jůva. "Rozvoj neformálního vzdělávání sportovních trenérů." Studia sportiva 12, no. 2 (January 3, 2019): 122–35. http://dx.doi.org/10.5817/sts2018-2-12.

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The development of a sports coach is a complex and long-term process in which his education plays theessential role. In addition to formal education, the modern concept of lifelong learning also emphasizesnon-formal and informal learning. However, this area of log life education of sports coaches is not yetsufficiently empirically explored.We conducted two questionnaire surveys in 2011 (n = 142) and 2016 (n = 142). They aimed to describenon-formal education and informal learning among selected coaches and to find out whatfuture educational opportunities these coaches have and what limits they identify in their furthereducation. The comparison of the investigations was aimed at determining whether, after five years,the non-formal and informal education of selected sports trainers developed.The data we find compared to 2011 and 2016 show some improvement in the access of selectedcoaches to non-formal and informal learning. The results also indicate institutions that participatedirectly or indirectly in coaching, where there are reserves in non-formal education and informal learningof sports coaches.

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Sizova, Irina A. "Museum as an Active Participant in Continuing Education." Vestnik Tomskogo gosudarstvennogo universiteta, no. 464 (2021): 225–31. http://dx.doi.org/10.17223/15617793/464/25.

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The article presents a qualitative analysis of museum educational products. These products have been studied in terms of the possibility of their use in formal, non-formal and informal education. Thus, the role of the museum as an actor of continuing education has been determined. The role of continuing education in the educational process is becoming more obvious for most participants, and informal education plays a huge role in this process. It is urgent now to develop high-quality educational environment. Due to museums and their offline and online educational products, it is possible to get success. The author analyzed educational activities of leading Russian and foreign museums. As a result, the possibilities of museums as an educational institution for formal, non-formal and informal education were determined. Formal education is characterized by the network interaction of educational organizations and museums when the museum educational resources are included in the educational process. The largest number of museum educational products in traditional and innovative forms is made for non-formal or supplementary education. The traditional forms of museum educational resources include excursions, game formats for acquaintance with the exposition/exhibition (quests), museum master classes, interactive classes, as well as offline continuing education programs for a professional audience. The innovative forms include intra-museum programs, for example, performances, thematic classes within the museum’s profile, and Internet resources such as pages of official museum sites, online academies of museums, museum groups on social media, official museum channels on YouTube, webinars, virtual museums. Thus, non-formal educations could be in onsite or online training forms. Informal education can apply the museum’s resources both in traditional forms and in an innovative one. The museum online resources such as online museum games, massive open online courses (MOOC), and podcasts have the highest priority in this area. Museums and universities cooperate to get high-quality competitive educational online resources. In conclusion, it is possible to speak about a new stage in the development of museum educational activity. This stage is characterized by increasing attention to professional education by adding formal and non-formal (supplementary) educational programs, and, simultaneously, increasing the role of informal education due to online technology. It should be emphasized that museum staff could develop museum educational products for formal and non-formal education independently, but it is advisable for museums to intensify cooperation with universities to enter the online education market.

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Burghardt, M. David, and Deborah Hecht. "Designing Informal Vs Formal Education Activities—What We Have Learned." International Journal of Designs for Learning 11, no. 2 (May 15, 2020): 39–45. http://dx.doi.org/10.14434/ijdl.v11i2.27321.

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This paper examines the differences and challenges encountered when trying to create informal blended (virtual and hands-on) engineering design STEM activities. It contrasts the creation of STEM activities for formal and informal learning environments, stressing that the differences extend far beyond the length of the activity or depth of any learning goals. The discussion begins with an examination of differences between the two learning environments that need to be taken into consideration. These differences include the physical environments, organizational structures, and the goals or reasons for the delivery of STEM activities in both environments. The paper continues by explaining why curriculum developers must be mindful of the context that will be implementing the activities, including space and time availability. The facilitators who deliver STEM activities are likely to have very different backgrounds in formal school settings compared to informal settings. Furthermore, it is important to recognize that youth in informal settings often push back when activities seem too “school-like.” The paper concludes by presenting a detailed examination of the iterative process used to develop blended engineering design STEM activities in an informal setting. This process involved several revisions and tests of materials with youth in informal settings.

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Hess, Juliet. "Finding the “both/and”: Balancing informal and formal music learning." International Journal of Music Education 38, no. 3 (April 22, 2020): 441–55. http://dx.doi.org/10.1177/0255761420917226.

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This article explores the informal and formal learning experiences of 20 activist-musicians. Multiple activist-musicians utilized the informal learning strategies Green identifies. More than half of the participants, however, bemoaned the lack of more formal music education. They noted that they valued informal musical learning practices and also wished that they had experienced more of a balance between formal and informal music learning strategies in their music education. Many of the participants identified as being self-taught. In interviews, they shared ideas about teaching themselves and “figuring things out” musically. They discussed both wanting to move away from theory and needing theory. They further preferred a structured approach to education before moving to a more “free” pedagogy. Ultimately, they noted that the human relationships intrinsic to musicking may transcend the need for “training.” This article concludes by exploring implications of implementing a balance between formal and informal learning for K-12 schooling and teacher education.

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Antić, Slobodanka. "Informal learning seeks its place in formal education contexts." Psiholoska istrazivanja 21, no. 1 (2018): 41–60. http://dx.doi.org/10.5937/psistra1801041a.

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Hargreaves, David J. "Intercultural perspectives on formal and informal Music learning." DEDiCA Revista de Educação e Humanidades (dreh), no. 1 (March 1, 2011): 53–66. http://dx.doi.org/10.30827/dreh.v0i1.7152.

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This paper reviews some of the changes and developments that have occurred in music education over the last decade, following Hargreaves and North’s (2001) international review. I describe some recent developments in England, in which change has been very rapid, and in which education has had a high political profile, and then consider the three main issues which emerged from our international review, namely curriculum issues; the aims and objectives of music education; and the relationship between music in and out of school. I go on to describe two theoretical models which were developed as a result of my work with the Qualifications and Curriculum Authority (QCA) in England: these are models of the different opportunities in music education, and of its intended outcomes. The first of these reveals the importance of the differences between formal and informal music learning, both of which can take place inside as well as outside schools. I conclude by reflecting on the power and ubiquity of music in young people’s everyday lives, which mean that music education policy should reflect and capitalize upon this power.

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Rodríguez Illera, José Luis. "Educación informal, vida cotidiana y aprendizaje tácito." Teoría de la Educación. Revista Interuniversitaria 30, no. 1 (June 30, 2018): 259–72. http://dx.doi.org/10.14201/teoredu301259272.

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Este artículo propone una revisión del concepto de educación informal, conectándolo con los contextos de actividad y aprendizaje que se dan en la vida cotidiana, y con el tipo de cuestiones a explicar que no aparecen de manera clara en la educación formal. Estas incluyen, entre otras, predisposiciones para comportarse en situaciones sociales, formas y tipos de decisiones, pertenencia y participación en comunidades, evolución de la identidad personal.Se ha realizado una indagación bibliográfica y conceptual, en especial de autores que han explorado formas de aprendizaje poco consideradas en teoría de la educación, así como de los conceptos asociados de aprendizaje implícito, tácito, y de la idea de contextos de aprendizaje. Como resultado se propone una nueva clasificación de las formas de educación informal, así como las ventajas y problemas asociados a un enfoque basado en contextos de aprendizaje.

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Armstrong, Kirk J., and Thomas G. Weidner. "Formal and Informal Continuing Education Activities and Athletic Training Professional Practice." Journal of Athletic Training 45, no. 3 (May 1, 2010): 279–86. http://dx.doi.org/10.4085/1062-6050-45.3.279.

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Abstract Context: Continuing education (CE) is intended to promote professional growth and, ultimately, to enhance professional practice. Objective: To determine certified athletic trainers' participation in formal (ie, approved for CE credit) and informal (ie, not approved for CE credit) CE activities and the perceived effect these activities have on professional practice with regard to improving knowledge, clinical skills and abilities, attitudes toward patient care, and patient care itself. Design: Cross-sectional study. Setting: Athletic training practice settings. Patients or Other Participants: Of a geographic, stratified random sample of 1000 athletic trainers, 427 (42.7%) completed the survey. Main Outcome Measure(s): The Survey of Formal and Informal Athletic Training Continuing Education Activities was developed and administered electronically. The survey consisted of demographic characteristics and Likert-scale items regarding CE participation and perceived effect of CE on professional practice. Internal consistency of survey items was determined using the Cronbach α (α = 0.945). Descriptive statistics were computed for all items. An analysis of variance and dependent t tests were calculated to determine differences among respondents' demographic characteristics and their participation in, and perceived effect of, CE activities. The α level was set at .05. Results: Respondents completed more informal CE activities than formal CE activities. Participation in informal CE activities included reading athletic training journals (75.4%), whereas formal CE activities included attending a Board of Certification–approved workshop, seminar, or professional conference not conducted by the National Athletic Trainers' Association or affiliates or committees (75.6%). Informal CE activities were perceived to improve clinical skills or abilities and attitudes toward patient care. Formal CE activities were perceived to enhance knowledge. Conclusions: More respondents completed informal CE activities than formal CE activities. Both formal and informal CE activities were perceived to enhance athletic training professional practice. Informal CE activities should be explored and considered for CE credit.

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Vivatsurakit, Tanthaka, and Jessica Vechbanyongratana. "Education–Occupation Mismatch and Its Wage Penalties in Informal Employment in Thailand." Asian Development Review 38, no. 1 (March 22, 2021): 119–41. http://dx.doi.org/10.1162/adev_a_00160.

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This study examines the incidence of vertical mismatch among formal and informal workers in Thailand. Using the 2011, 2013, and 2015 Thailand Household Socio-economic Surveys, the study analyzes the relationship between vertical mismatch and wage penalties and premiums across four types of workers: formal government, formal private firm, informal private firm, and informal own-account workers. The incidence of overeducation is modest among the oldest cohort (8.7%) but prevalent among the youngest cohort (29.3%). Government employees face the highest overeducation wage penalties (28.2%) compared to matched workers, while in private firms, informal workers have consistently higher overeducation wage penalties than formal workers. Educated young workers are increasingly absorbed into low-skill informal work in private firms and face large overeducation wage penalties. The inability of many young workers to capitalize on their educational investments in Thailand's formal labor market is a concern for future education and employment policy development in Thailand.

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Souto‐Otero, Manuel. "Validation of non‐formal and informal learning in formal education: Covert and overt." European Journal of Education 56, no. 3 (July 2, 2021): 365–79. http://dx.doi.org/10.1111/ejed.12464.

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Virkkula, Esa. "Informal in formal: The relationship of informal and formal learning in popular and jazz music master workshops in conservatoires." International Journal of Music Education 34, no. 2 (November 30, 2015): 171–85. http://dx.doi.org/10.1177/0255761415617924.

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Cuc, Maria Claudia. "The Influence of Media on Formal and Informal Education." Procedia - Social and Behavioral Sciences 143 (August 2014): 68–72. http://dx.doi.org/10.1016/j.sbspro.2014.07.359.

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Yamat, Hamidah. "Managing Linguistic Diversity through Informal and Non Formal Education." Procedia - Social and Behavioral Sciences 7 (2010): 707–13. http://dx.doi.org/10.1016/j.sbspro.2010.10.096.

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Jusik, Piotr. "Formal and Informal Use of TA Counselling in Education." International Journal of Transactional Analysis Research & Practice 11, no. 1 (June 30, 2020): 64–74. http://dx.doi.org/10.29044/v11i1p64.

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We thank the previous publishers for permission to re-publish this article, which previously appeared as Jusik, P. (2017) Formal and Informal Use of TA Counselling in Education. Edukacyjna Analiza Transakcyjna, 6, 67-85. We have retained the structure and referencing of that article. This article applies role theory and thus clarifies the differences between educators and counsellors who use transactional analysis as a method of conceptualising their work to support growth and development of learners. Educators are seen as facilitators of growth that results from acquiring knowledge, skills and understanding, whereas counsellors emphasise growth resulting from introspection based on relational experiences with the practitioner. Furthermore, counselling interventions can be differentiated into formal and informal work that show considerable differences in terms of contract, roles, levels of containment and confidentiality. Several transactional analysis models have been described in the context of formal and informal interventions. Relevant case studies have been presented to show how the concepts are applied in an educational environment. The author suggests that transactional analysis counsellors need to bring awareness into the roles that they hold and their ability to account for role differences will make their interventions more robust.

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Salisbury, Andrew J. "Mechanisms for popularizing science through formal and informal education." International Journal of Mathematical Education in Science and Technology 18, no. 4 (July 1987): 535–45. http://dx.doi.org/10.1080/0020739870180405.

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Peeters, Jeltsen, Free De Backer, Tine Buffel, Ankelien Kindekens, Katrien Struyven, Chang Zhu, and Koen Lombaerts. "Adult Learners’ Informal Learning Experiences in Formal Education Setting." Journal of Adult Development 21, no. 3 (July 29, 2014): 181–92. http://dx.doi.org/10.1007/s10804-014-9190-1.

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Costa, Sebastiano, Francesca Cuzzocrea, and Antonella Nuzzaci. "Use of the Internet in educative informal contexts. Implication for formal education." Comunicar 22, no. 43 (July 1, 2014): 163–71. http://dx.doi.org/10.3916/c43-2014-16.

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Media use plays an important role in the social, emotional, and cognitive development of young individuals and accounts for a large portion of their time. For this reason it is important to understand the variables that contribute to improve the use of the Internet as a source of information and knowledge in formal and informal contexts. How is it possible to exploit the huge potential of this tool to help people learn? What are the cognitive and social characteristics that help individuals experience the Internet without being overwhelmed by its negative effects? What skills are needed to select and manage information and communication? What type of Internet use creates new relationships and ways of learning? A sample of 191 subjects was examined to determine certain characteristic differences between subjects with high and low levels of Internet use. The results show that individuals with high levels of Internet use have higher extroversion and openness scores. The research analyses the use of the Internet in informal contexts to determine the benefits that may result from Internet use in education which may include the development of the skill set necessary to evaluate information critically and analytically and build independent attitudes. El uso de Internet ofrece un importante espacio para el desarrollo social, emocional y cognitivo de los jóvenes y ocupa gran parte de su tiempo libre. Por lo tanto, es muy importante observar algunas variables que contribuyen a mejorar su uso como fuente de información y conocimiento en contextos formales e informales. ¿Cómo, entonces, aprovechar el enorme potencial de esta herramienta para ayudar a las personas en su aprendizaje?, ¿cuáles son las características cognitivas y sociales que ayudan a utilizarla sin que les afecte negativamente?, ¿qué habilidades se necesitan para seleccionar y gestionar la información y la comunicación?, ¿qué tipos de usos de Internet suscitan aprendizaje y nuevas y diferentes relaciones? En una muestra de 191 sujetos se examinan las diferentes características entre los sujetos con alto y bajo nivel de uso. Los resultados muestran que los individuos con alto nivel de uso de Internet tienen una puntuación más alta en lo que se refiere a las características de extroversión y apertura. La investigación se basa en un marco teórico que parte del análisis del uso de en un contexto informal para llegar a una reflexión sobre las posibilidades y ventajas que pueden derivarse de su uso en la educación, y del conjunto de habilidades que es necesario desarrollar para utilizar y evaluar la información de manera crítica y analítica y para construir una mente abierta y una actitud independiente.

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Karkoulian, Silva, Leila A. Halawi, and Richard V. McCarthy. "Knowledge management formal and informal mentoring." Learning Organization 15, no. 5 (July 18, 2008): 409–20. http://dx.doi.org/10.1108/09696470810898384.

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Gunadi, Andi Ahmad, Zulfitria Zulfitria, and Aswir Aswir. "Studi Kelayakan Taman Pendidikan Al – Qur’an Sebagai Sumber Belajar Pendidikan Nonformal." Jurnal Iqra' : Kajian Ilmu Pendidikan 4, no. 1 (June 2, 2019): 71–86. http://dx.doi.org/10.25217/ji.v4i1.457.

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Al Qur’an Learning Centres for Children (Taman Pendidikan Al-Qur’an) was supposed to be a complimentary nonformal education for both formal and informal education that many shared in society. This article was to analyze whether a feasibility study in terms of learning situation or education environment based on nonformal one. The research used a qualitative with descriptive design. The informants were derived from the managers Al Qur’an Learning Centres for Children , social figures and students’ parents. The results showed that Al Qur’an Learning Centres for Children as a informal education facility that complements formal and informal education was feasible to be maintained and developed to complete the religious-based on learning material both formal and informal education. In conclusion, learning situations or learning environments influence the feasibility as a learning resource for non-formal education. Keywords: Feasibility Study, Al Qur’an Learning Centres for Children, Nonformal Education

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Rosin, Arnold J., and Leah Abramovitz. "FORMAL AND INFORMAL FRAMEWORKS FOR TEACHING GERIATRICS." Educational Gerontology 23, no. 2 (January 1997): 91–103. http://dx.doi.org/10.1080/0360127970230201.

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Ng, Hoon Hong. "Towards a synthesis of formal, non-formal and informal pedagogies in popular music learning." Research Studies in Music Education 42, no. 1 (October 2, 2018): 56–76. http://dx.doi.org/10.1177/1321103x18774345.

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Informal pedagogy is closely associated with popular music practices, its methods known to engage students in authentic music learning that develops critical and independent thinking skills, social skills, creativity and self-identity, among others. However, formal and non-formal pedagogies also have relevant roles to play in popular music learning in the classroom, though their roles and interactions with informal pedagogy may require exploration. A recent survey conducted in Singapore schools suggests that a significant number of music teachers have never engaged their students in popular music practices, and they have no confidence in adopting appropriate pedagogies to effectively enable popular music learning. This article seeks to address the issue by reviewing relevant pedagogies and how they are employed in popular music programmes in two Singapore secondary schools. I will first examine the current discussion on formal, non-formal and informal pedagogies and their implications for music teaching and learning. Secondly, I will relate the discussion to two empirical case studies which adopt these learning approaches in popular music classes to examine their applications and how they interact in actual classroom situations. Based on this, I will suggest that a synthesis of these pedagogies in constant, complementary dialogue within and beyond the classroom paves the way towards a complete and holistic curriculum and learner experience.

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Slabko, Volodymyr, Marianna Marusynets, and Olga Strelnik. ""FORMAL" AND "NON-FORMAL" EDUCATION IN THE DIFFERENTIATION OF INTRINSIC PROPERTIES." Educational Discourse: collection of scientific papers, no. 15(7-8) (September 6, 2019): 76–89. http://dx.doi.org/10.33930/ed.2019.5007.15(7-8)-6.

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The article analyzes the definitions of "formal" and "non- formal" education as varieties of lifelong learning in the context of foreign and Ukrainian scholars. The meaningful field of "lifelong education" in the coordinates of interdisciplinary research and basic approaches and interpretations of scientists is outlined. The essential characteristics of formal, non-formal and informal education are determined; their priorities and key differences that distinguish them from one another: formal education from non-formal education (alternative to formal education). The difference between information education is that it is not institutionalized, but also in terms of: term of study, age, gender, regional, religious, as well as the right to choose an educational institution or educational institution, field of training and specialty, educational and educational - professional programs.

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Hofstein, Avi, and Sherman Rosenfeld. "Bridging the Gap Between Formal and Informal Science Learning." Studies in Science Education 28, no. 1 (January 1996): 87–112. http://dx.doi.org/10.1080/03057269608560085.

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Christie, M. J. "Formal Education and Aboriginal Children." Aboriginal Child at School 14, no. 2 (May 1986): 40–44. http://dx.doi.org/10.1017/s0310582200014280.

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All children, black or white, learn a lot more outside the classroom than inside it. All normal children, by the time they go to school for the first time, have already learnt to speak their mother tongue, have learnt who they are and where they fit into their family or community, and have learnt a vast range of behaviours which are appropriate (and inappropriate) for members of their culture. They have learnt all these through the informal process of socialization which affects all members of every culture throughout their lives. In traditional Aboriginal society, for example, hunting and food preparation skills, the traditional law, patterns of land ownership and important stories from the past, were all learnt informally in the daily life of the family. Only some sacred knowledge would be transmitted formally in a ceremonial context.

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Gopura, Sumith, Alice Payne, Deepthi C. Bandara, Laurie Buys, and Leena Seneheweera. "Fashion education in Sri Lanka: the nexus between formal and informal education." International Journal of Fashion Design, Technology and Education 12, no. 1 (April 26, 2018): 23–34. http://dx.doi.org/10.1080/17543266.2018.1467500.

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Carroll, Christine Leanne. "Seeing the invisible: Theorising connections between informal and formal musical knowledge." Research Studies in Music Education 42, no. 1 (March 28, 2019): 37–55. http://dx.doi.org/10.1177/1321103x18824641.

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This article explores the perceived disconnect between informal and formal musical knowledge, through a focused case study which aligned students’ informal knowledge with aspects of the formal curriculum. The upper high school or senior secondary student participants had a background in the creation and performance of popular and contemporary music, and already possessed well-developed informal and aural-based learning skills. Using a latter phase of Green’s (2008) informal learning research as a starting point, the students completed two written tasks: a scoring or transcription exercise, and an analysis report using the music “elements” or “concepts” framework of the syllabus. Legitimation Code Theory (LCT), was utilised in the theoretical appraisal of themes emerging from the study. Employing one LCT dimension known as Semantics, which explores the context-dependence and complexity of knowledge, a range of knowledge types were observed. These made visible points of connection and disconnection between the students’ informal knowledge and the formal knowledge required to complete the tasks. The study highlights the limitations of informal knowledge as a sole basis for formal knowledge construction, but equally unveils points of connection between the two, important in informing teacher facilitation, and, much needed in curriculum reform.

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Agabalinda, Colin, and William F. Steel. "Training vs. informal financial services for the promotion of financial literacy and inclusion in Uganda." Enterprise Development and Microfinance 32, no. 1 (June 1, 2021): 107–22. http://dx.doi.org/10.3362/1755-1986.20-00011.

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Financial education aims to promote financial inclusion by increasing understanding and use of formal financial services. Despite such training, participation in informal financial practices remains high relative to formal ones in countries like Uganda. A cross-sectional sample survey of economically active urban financial service users is used to test whether financial education through formal training is associated with financial literacy (FL) and FL is associated with increased use of financial services, especially formal ones. The findings indicate that formal financial training is significantly associated with FL, and that higher FL is associated with higher use of both formal and informal financial services. The unexpectedly strong association of the use of informal financial services with financial literacy suggests that informal financial services may have a more complementary role than a simple model of financial formalization would imply. The study suggests that promoting informal financial services may be more efficient in raising financial literacy and inclusion than financial training.

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English, Lyn D. "Children's Problem Posing Within Formal and Informal Contexts." Journal for Research in Mathematics Education 29, no. 1 (January 1998): 83–106. http://dx.doi.org/10.5951/jresematheduc.29.1.0083.

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This study investigated the problem-posing abilities of third-grade children who displayed different profiles of achievement in number sense and novel problem solving. The study addressed (a) whether children recognize formal symbolism as representing a range of problem situations, (b) whether children generate a broader range of problem types for informal number situations, (c) how children from different achievement profiles respond to problem-posing activities in formal and informal contexts, and (d) whether children's participation in a problem-posing program leads to greater diversity in problems posed. Among the findings were children's difficulties in posing a range of problems in formal contexts, in contrast to informal contexts. Children from different achievement profiles displayed different response patterns, reflected in the balance of structural and operational complexity shown in their problems.

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Horbenko, Halyna, Yana Fruktova, and Oleksandra Hondiul. "NON-FORMAL EDUCATION OF EDUCATORS IN MEDIA CENTERS OF LEADING EUROPEAN COUNTRIES: EDUCATIONAL AND METHODOLOGICAL ASPECT." Continuing Professional Education: Theory and Practice, no. 4 (2020): 103–9. http://dx.doi.org/10.28925/1609-8595.2020.4.13.

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Media literacy is recognized as a basic, vital skill for European citizens. It must be formed during life, at all stages of personality development. That is why we have chosen the leading European countries such as Finland, Sweden, France, Germany, the United Kingdom and Spain to analyze the current state of media education. Europe should be at the forefront of media literacy, as historically this region of the world has become the cradle of media civilization, a center for coordinating discussions of philosophical, cultural and technical development of the media. The article deals with the analysis of educational and methodical support of the European system of educators’ media education. The importance of media education of educators as the greatest agents of direct educational influence on the younger generation, whose media education is a requirement of the time, is revealed. The need for the development of non-formal and informal media education of educators is identified, as the media component can take place in any lesson and in extracurricular activities. Common components of the organization system of this process (participants, content, forms, methods, tools) are identified and educational and methodological resources are described, which are publicly available and can be useful to educators regardless of country of residence, citizenship or language.As a result of the research, we made the following conclusions: specialized centers offer a wide range of short-term training courses for teachers of various topics; forms of professional development in media education of teachers are different (distance courses, trainings, seminars, workshops, conferences, educational films, etc.); modern scientific, educational, methodical literature for teachers is available (monographs, professional journals, lesson plans, information packages); non-formal and informal preparation of teachers for media education activities is diverse in content, forms, means and methods, but remains fragmentary, not systematic, which does not allow to solve our issue comprehensively, and therefore it needs further development and critical analysis.

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Journal articles on the topic 'Formal and Informal Education'

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