Relevant bibliographies by topics / Formal and informal schools

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 schools'

Author: Grafiati
Published: 25 June 2021
Last updated: 29 July 2025

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Journal articles on the topic "Formal and informal schools"

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Herman, Herman, Ridwin Purba, Dumaris E. Silalahi, et al. "THE ROLE OF FORMAL EDUCATION IN SHAPING STUDENTS’ CHARACTER AT SMK SWASTA TELADAN TANAH JAWA: A CASE ON CHARACTER EDUCATION." Abdi Dosen : Jurnal Pengabdian Pada Masyarakat 6, no. 3 (2022): 772. http://dx.doi.org/10.32832/abdidos.v6i3.1329.

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It is not simple to develop a child's character. Formal education combined with a good value planting method can help students learn more effectively and shape their personalities. Families, schools, communities, government, and the media all share responsibilities for children's education and character development. The family is the first and most important environment in which children's personalities are formed. The formation of personality Education in schools is an important element of the school's efforts to meet parents' expectations of developing, moulding, and establishing excellent c
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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 (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 ed
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Mangeya, Hugh. "Graffiti as a site for cultural literacies in Zimbabwean urban high schools." International Journal of Cultural Studies 22, no. 3 (2018): 334–48. http://dx.doi.org/10.1177/1367877918788577.

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It is widely believed that education is a socially situated cultural process. Generally, schools are regarded as the key educational institutions. However, education can be formal, non-formal and informal, based on media-driven communicative settings. These types coalesce within formal institutions of learning. This study focuses on the transmission of cultural knowledge in informal spaces such as the bathroom. It argues that graffiti is a medium that offers students a unique communicative dynamic enabling an open engagement with issues they would otherwise not do elsewhere. It facilitates the
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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 (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 mu
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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 d
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Moissejenko, Irina, and Natalia Tšuikina. "The Potential of Formal Education in the Non-Formal Education of Russian Language Teachers in Estonia." Roczniki Humanistyczne 71, no. 10 (2023): 37–52. http://dx.doi.org/10.18290/rh237110.3.

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This article describes the method of educating Russian teachers in Tallinn University. The respective curriculum is presented, and its structure and components analysed. The authors review the aims of the subject-specific didactics courses, their content and the forms of the classes, as well as the role and place of teaching internships in the process of teaching training. Most of the attention is paid to the adaptation of the existing curricula to the needs of informal Russian teacher training within the campaign “Noored Kooli” (Young People to Schools), open learning and microgrades. Also, t
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Sun, Min, Kenneth A. Frank, William R. Penuel, and Chong Min Kim. "How External Institutions Penetrate Schools Through Formal and Informal Leaders." Educational Administration Quarterly 49, no. 4 (2013): 610–44. http://dx.doi.org/10.1177/0013161x12468148.

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Amalia Putri, Riza Qori, Riko Purnama Candra, Kurniawan Widiaji, et al. "Optimizing Formal and Non-Formal Education in Butuh Village, Kalikajar, Wonosobo: A Case Study on Balancing Religious Education and Formal Schools." Technium Sustainability 7 (July 15, 2024): 67–77. http://dx.doi.org/10.47577/sustainability.v7i.11404.

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This research explores the balance between formal and informal education in Butuh Village, Kalikajar, Wonosobo, focusing on children's interest in religious education compared to formal education. Using a qualitative approach with participatory observation and Focus Group Discussions (FGD), this study involved village government, community organizations, educators, community leaders, and Community Learning Centers (PKBM) as informants. The findings indicate a high interest among children in religious education, strong parental and community roles, and challenges in developing formal education,
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Piscová, Veronika, Jarmila Lehotayová, and Juraj Hreško. "Environmental education in the school system at elementary schools in Slovakia." European Journal of Science and Mathematics Education 11, no. 4 (2023): 650–71. http://dx.doi.org/10.30935/scimath/13377.

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Environmental education (EE) in elementary schools (6 − 15 years old) in Slovakia is not systematically defined, it is often dependent on the voluntary efforts and enthusiasm of teachers. Schoolchildren acquire environmental knowledge in a limited form during the teaching of individual subjects, especially Biology, Geography and to some extent, also Chemistry, Physics etc. In elementary schools, the school subject of EE is absent. Therefore, the aim of the presented study is to find out the current situation in formal and informal EE at elementary schools in Slovakia. We gathered data on forma
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Rasit, Koc. "Use of Informal Learning Environments in Turkish Language Teaching." Education Quarterly Reviews 6, no. 1 (2023): 429–35. https://doi.org/10.31014/aior.1993.06.01.718.

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Teaching is divided into two as formal and informal teaching. Formal education is based on the teaching of planned, programmed and predetermined contents. This type of education, training usually take place in educational institutions, which are called schools. In this respect, formal education is divided into primary, secondary, high school and higher education. Apart from the formal education carried out in planned, programmed environments, there are also informal learning and informal education environments that we can consider as lifelong learning. Outside of school, spontaneous learning w
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Dissertations / Theses on the topic "Formal and informal schools"

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Knight, Raymond. "The interplay of formal and informal rule systems in government primary schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1996. https://ro.ecu.edu.au/theses/951.

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The aim of this dissertation is to examine the effects of regulation upon the practice and behaviour of teachers within a bureaucratic educational organisation. More specifically, the study had been designed to understand how teachers make sense of the rules and regulations of their organisation and identify strategies that they apply to make these rules serve these interests. The rule system theory of Swedish sociologist, Burns and Flam, was employed to inform the study. Thirty teachers, employed at two school sites, were included in this qualitative study. The initial data were collected by
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Salvaggio, Karen Colquette. "Perceptions of formal and informal school leaders regarding cultural proficiency in high-achieving, highly diverse elementary schools /." La Verne, Calif. : University of La Verne, 2003. http://0-wwwlib.umi.com.garfield.ulv.edu/dissertations/fullcit/3098900.

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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
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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
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Doerger, Daniel W. "Finding Forestt High School formal and informal induction and the enculturation of new teachers /." Cincinnati, Ohio : University of Cincinnati, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=ucin1027006640.

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Lecusay, Robert. "Telementoring Physics: University-Community After-school Collaborations and the Mediation of the Formal/ Informal Divide." Doctoral thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Förskolepedagogisk forskning, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-28031.

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For several decades improvement of science education has been a major concern of policy makers concerned that the U.S. is a “nation at risk” owing to the dearth of students pursing careers in science. Recent policy proposals have argued that provision of broadband digital connectivity to organizations in the informal sector would increase the reach of the formal, academic sector to raise the overall level of science literacy in the country. This dissertation reports on a longitudinal study of a physics telementoring activity jointly run by a university-community collaborative at a community le
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Damonse, Selwyn. "Informal and non-formal learning amongst teachers in relation to the management of classroom discipline at a primary school." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1553_1360926110.

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<p>South Africa has undergone major transformation after the election of the first democratic government in 1994. The acceptance of a humane constitution as well as equal rights for all its citizens necessitated the banning of corporal punishment in all schools under the South African Schools Act 84 of 1996. Accordingly, this change in the education policy as well as a change in society regarding equal rights for all citizens required teachers to adjust and improve their practices related to classroom management and discipline. The abolition of corporal punishment in 1996 (South African School
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Quaresma, Martim de Sousa Mendes Bento. "Informalidade e permanência." Master's thesis, Universidade de Lisboa, Faculdade de Arquitetura, 2019. http://hdl.handle.net/10400.5/18293.

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Dissertação de Mestrado Integrado em Arquitetura, com a especialização em Arquitetura apresentada na Faculdade de Arquitetura da Universidade de Lisboa para obtenção do grau de Mestre<br>aquilo que se ergueu nos últimos milénios. Concretizada pelo significativo crescimento demográfico e êxodo rural, a acelerada urbanização dos países do global south tem resultado na proliferação da cidade informal. Através do estudo dos processos criadores da cidade formal e informal e da sua relação com a ação heterónoma e autónoma, respectivamente, este Projeto Final de Mestrado apresenta uma alternati
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Sugimoto, Amanda Tori. "A Qualitative Study of the Positioning of Emergent Bilinguals during Formal and Informal School-Based Interactions." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612433.

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The education of emergent bilinguals in the United States is overtly and covertly shaped by social, political, and institutional ideologies about languages and speakers of languages other than English. Using a multiple case study design, this study sought to explicate the often-complicated intersection of outsider institutional and societal ideologies with the insider lived experiences of emergent bilinguals in schools. The population of the school under study uniquely positioned emergent bilinguals as not only the linguistic minority but also the numeric minority, a population dynamic nota
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Mashile, Mahlogonolo. "Male Mapulana learners' views on the influences of cultural initiation on their schooling." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80468.

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In this study, Mapulana male learners’ views on the influences of cultural initiation on their schooling were researched. Rite of passage was adopted as the theorisation for the study. In the context of the study, a rite of passage is when uninitiated male learners (mashoboro) go through the initiation process. Thereafter, their status of being boys is converted to becoming men (monna) through a transition (passage). Likewise, normal schooling is also a rite of passage, and Grades 1 to 12 are interrupted by another form of schooling, initiation, as a rite of passage. This study was motivated b
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Books on the topic "Formal and informal schools"

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Green, Lucy. Music, informal learning and the school: A new classroom pedagogy. Ashgate, 2007.

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Padro, Susan. Employment equity in Ontario school boards: A study of formal and informal mechanisms for the promotion of women to administrative positions. Ontario Institute for Studies in Education, 1993.

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Ebner, Daniel. Formal and Informal Strategic Planning. Springer Fachmedien Wiesbaden, 2014. http://dx.doi.org/10.1007/978-3-658-04502-9.

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Chiri, Giovanni Marco. Elsewhere: Between formal and informal. ListLab, 2021.

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Ramaswami, N. Diglossia: Formal and informal Tamil. Central Institute of Indian Languages, 1997.

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American Bar Association. Committee on Professional Ethics. and American Bar Association. Standing Committee on Ethics and Professional Responsibility., eds. Formal and informal ethics opinions: Formal opinions 316-348, informal opinions 1285-1495. Standing Committee on Ethics and Professional Responsibility, American Bar Association, 1985.

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Ashraf, Mohammad. Formal and Informal Social Safety Nets. Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137388742.

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Viitanen, Tarja K. Informal and formal care in Europe. IZA, 2007.

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Sillince, John A. A. Some formal properties of informal logic. Sheffield University, School ofManagement, 1995.

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

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Book chapters on the topic "Formal and informal schools"

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Nanni, Eftychia, and Katerina Plakitsi. "Biology Education in Elementary Schools." In Activity Theory in Formal and Informal Science Education. SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6091-317-4_9.

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Kniker, Charles R. "Formal and Informal Interactions of Public and Religious Schools." In Information, Computer and Application Engineering. CRC Press, 2018. http://dx.doi.org/10.1201/9780429434617-23.

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Looi, Chee-Kit, Khin Fung Lim, Jennifer Pang, et al. "Bridging Formal and Informal Learning with the Use of Mobile Technology." In Future Learning in Primary Schools. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-579-2_6.

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Geldreich, Katharina, and Peter Hubwieser. "Programming in Primary Schools: Teaching on the Edge of Formal and Non-formal Learning." In Non-Formal and Informal Science Learning in the ICT Era. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-6747-6_6.

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Sergis, Stylianos E., and Demetrios G. Sampson. "From Teachers’ to Schools’ ICT Competence Profiles." In Digital Systems for Open Access to Formal and Informal Learning. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-02264-2_19.

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Wang, Chuang, Dawson R. Hancock, and Gloria D. Campbell-Whatley. "Data-Driven Formal and Informal Measures." In A School Leader’s Guide to Implementing the Common Core. Routledge, 2016. http://dx.doi.org/10.4324/9781315769868-3.

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Aspray, William, George Royer, and Melissa G. Ocepek. "American School Lunch Policy: A History." In Formal and Informal Approaches to Food Policy. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-04966-3_4.

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Pedretti, Erminia, and Ana Maria Navas-Iannini. "Pregnant Pauses: Science Museums, Schools and a Controversial Exhibition." In Navigating the Changing Landscape of Formal and Informal Science Learning Opportunities. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89761-5_3.

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Ylimaki, Rose M., and Lynnette A. Brunderman. "Building and Sustaining School Leadership Capacity." In Evidence-Based School Development in Changing Demographic Contexts. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76837-9_4.

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AbstractThis chapter presents our approach to building and sustaining leadership capacity with attention to three areas: (1) personal capacity and commitment to growth; (2) interactions and interpersonal capacity grounded in a culture of trust, collective responsibility and appreciation of diversity, and (3) organizational capacity in high functioning teams that take responsibility for a child-centered vision and help diffuse that vision throughout the school. Leadership in high capacity schools incorporates both formal and informal leadership capacities (Mitchell and Sackney, 2009). Team lead
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Plakitsi, Katerina, Eleni Kolokouri, Eftychia Nanni, Efthymis Stamoulis, and Xarikleia Theodoraki. "Chat in Developing new Environmental Science Curricula, School Textbooks, and Web-Based Applications for the First Grades." In Activity Theory in Formal and Informal Science Education. SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6091-317-4_5.

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Conference papers on the topic "Formal and informal schools"

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Schuegraf, Philipp, Dorothee Stiller, Jiaojiao Tian, et al. "Ai-Based Building Instance Segmentation in Formal and Informal Settlements." In IGARSS 2024 - 2024 IEEE International Geoscience and Remote Sensing Symposium. IEEE, 2024. http://dx.doi.org/10.1109/igarss53475.2024.10642589.

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Rosenfeld, Tzipi, Sarit Barzilai, and Ina Blau. "SCAFFOLDING GAME-BASED LEARNING AT SCHOOL: BRIDGING FORMAL AND INFORMAL KNOWLEDGE REPRESENTATIONS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0118.

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Marković, Vesna, and Veljko Aleksić. "Digital Games as Informal Medium in English Language Learning." In Proceedings TIЕ 2024. University of Kragujevac, Faculty of Technical Sciences, Čačak, 2024. http://dx.doi.org/10.46793/tie24.486m.

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The results of many recent surveys in the Western Balkan region indicate an increase in the number of lower grade elementary school students with significant amount of EFL knowledge or successful proficiency in English as a foreign language. One of the reasons may lie in the large number of language lessons that students attend weekly in formal education, but the reason may also lie in the informal educational impact of the digital media that the children are surrounded by, especially digital games. This paper reviews the results of various research carried out with the aim of identifying adeq
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Evrim Tunca, Ozan. "Using Distant Learning Platform for Musical Instrument Instructor Training." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.797.

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The purpose of this study is to examine the productivity of distant instructor training program for musical instrument education. Music education, especially on playing musical instruments, has been one of the major topics of general education. Today, formal musical instrument education is available in conservatories and music departments of fine arts and education colleges, and informal or non-formal musical instrument education is available in private music schools and courses in Turkey. Recorder or melodica is taught in public schools as part of the general music education. There are number
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Bartlett, Tara. "Determining the Impact of Informal and Formal Civic Learning Opportunities on Post–High School Civic Engagement." In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1894698.

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Marádová, Eva, and Pavla Šlechtová. "Challenges and opportunities for health promotion in the school environment in the context of the COVID-19 pandemic." In Život ve zdraví 2021. Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p280-0076-2021-12.

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The text responds to current problems associated with the impact of the COVID-19 pandemic on education in the Czech Republic and abroad and discusses the current situation based on the latest available information. Specifically, it focuses on the influence of this severe health threat on the societal perception of the importance of health promotion and safety in school education. The COVID-19 pandemic constitutes a new milestone in formal and informal health and safety education development. Based on the results of research in the Czech Republic and abroad, the text demonstrates the need to ex
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Gorjanac Ranitović, Marijana, Mia Marić, Mirjana Maričić, and Snežana Gordic. "STREAM Approach from the Teachers’ Perspective: Perceived Limitations and Shortcomings." In 1st International Scientific Conference Steam + X Approach in Education: Research, Practice and Perspectives. Faculty of Education in Sombor, University of Novi Sad, 2024. https://doi.org/10.46793/steam-x24.106gr.

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The aim of this study was to explore the teachers’ perception of specific limitations and shortcomings as characteristics of the STREAM approach. Also, possible differences in the perception of limitations and shortcomings of the STREAM approach among teachers were determined. These socio-demographic variables included gender, work environment, type of school where respondents are employed, region, level of education, current educational status and years of work experience. The sample of research consisted of 253 teachers from public and private elementary schools in all regions of the Republi
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Nodzyńska-Moroń, Małgorzata, and Vladimír Sirotek. "THE DURABILITY OF FORMAL KNOWLEDGE AND ITS RESTRUCTURING DURING LIFELONG LEARNING." In 5th International Baltic Symposium on Science and Technology Education. Scientia Socialis Press, 2023. http://dx.doi.org/10.33225/balticste/2023.137.

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Formal science education is the last stage of acquiring scientific knowledge for most people. They rely on the knowledge acquired at school for the rest of their lives. Therefore, it is important that formal education changes students' colloquial knowledge into scientific knowledge and is correct. The study decided to test three situations. In the first one, it was examined whether formal education actually displaces colloquial knowledge of students. In the second, the level of knowledge acquired at school was compared with the level of extracurricular knowledge. The third examined the durabil
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Contreras Gullickson, Elena. "Exploring Identity Emergings of Middle and High School Students in Formal and Informal Mathematics Spaces (Poster 30)." In AERA 2022. AERA, 2022. http://dx.doi.org/10.3102/ip.22.1894032.

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Contreras Gullickson, Elena. "Exploring Identity Emergings of Middle and High School Students in Formal and Informal Mathematics Spaces (Poster 30)." In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1894032.

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Reports on the topic "Formal and informal schools"

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Emerson, Sue, Lesley Ferkins, Gaye Bryham, and Mieke Sieuw. Young People and Leadership: Questions of Access in Secondary Schools. Unitec ePress, 2016. http://dx.doi.org/10.34074/ocds.0291.

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There is seemingly an abundance of leadership opportunities available to youth within school environments, including sport captaincy, sport coaching, prefect roles, and assigned arts or cultural leadership. For many students, the opportunity to captain a sports team, or lead an event or activity is perceived as their first taste of leadership action. However, as evidenced in a growing body of literature (Jackson &amp; Parry, 2011), leadership is increasingly being conceived as much more than an assigned formal position. Furthermore, there is some evidence to suggest that formal leadership role
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Fawcett, Caroline S. Latin American Youth in Transition: A Policy Paper on Youth Unemployment in Latin America and the Caribbean. Inter-American Development Bank, 2002. http://dx.doi.org/10.18235/0008409.

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This policy analysis looks at the economic relationships between sectors, where formal and informal sectors are intimately linked in terms of youth and adult workers, where skilled workers and their shortages exist throughout all sectors of the economy, and where downsizing and technical change shed large numbers of unskilled labor to the informal sector. Youth unemployment in Latin American and the Caribbean lives in the shadows of the broader labor market demand and wage dynamics, whereby youth unemployment is simply a fractured reflection of larger labor market issues. Moreover, the impact
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Bano, Masooda. Low-Fee Private-Tuition Providers in Developing Countries: An Under-Appreciated and Under- Studied Market—Supply-Side Dynamics in Pakistan. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/107.

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Although low-income parents’ dependence on low-fee private schools has been actively documented in the past decade, existing research and policy discussions have failed to recognise their heavy reliance on low-fee tuition providers in order to ensure that their children complete the primary cycle. By mapping a vibrant supply of low-fee tuition providers in two neighbourhoods in the twin cities of Rawalpindi and Islamabad in Pakistan, this paper argues for understanding the supply-side dynamics of this segment of the education market with the aim of designing better-informed policies, making be
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Téllez, Francisco. Formal and Informal Information Production and Dissemination Networks. Inter-American Development Bank, 2005. http://dx.doi.org/10.18235/0006689.

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CLARISSA. Relationship Between Formal and Informal Enterprises in the Leather Sector. Institute of Development Studies, 2024. http://dx.doi.org/10.19088/clarissa.2024.015.

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The Child Labour: Action-Research-Innovation in South and South-Eastern Asia (CLARISSA) programme uses Action Research (AR) to understand the dynamics which drive the worst forms of child labour (WFCL), and to generate participatory innovations which help to shift these underlying dynamics and mitigate their worst effects. Through 13 Action Research Groups (ARGs) in Bangladesh and 12 groups in Nepal, the programme is generating a rich understanding – particularly through children’s lived experiences – of the complex underlying drivers of harmful work and working children and their employers ar
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CLARISSA. Relationships Among Business Owners in the Formal and Informal Sectors. Institute of Development Studies, 2024. http://dx.doi.org/10.19088/clarissa.2024.016.

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The Child Labour: Action-Research-Innovation in South and South-Eastern Asia (CLARISSA) programme uses Action Research (AR) to understand the dynamics which drive the worst forms of child labour (WFCL), and to generate participatory innovations which help to shift these underlying dynamics and mitigate their worst effects. Through 13 Action Research Groups (ARGs) in Bangladesh and 12 groups in Nepal, the programme is generating a rich understanding – particularly through children’s lived experiences – of the complex underlying drivers of harmful work and working children and their employers ar
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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, 2017. http://dx.doi.org/10.24268/fhs.8338.

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Lee, Insup. Extracting Formal Models from Informal Requirements and Using Them for Validation. Defense Technical Information Center, 2009. http://dx.doi.org/10.21236/ada499764.

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Hall, Bronwyn, Christian Helmers, Mark Rogers, and Vania Sena. The Choice between Formal and Informal Intellectual Property: A Literature Review. National Bureau of Economic Research, 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. National Bureau of Economic Research, 1993. http://dx.doi.org/10.3386/w4371.

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