Relevant bibliographies by topics / Formal education

Contents

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

Academic literature on the topic 'Formal education'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 July 2025

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Journal articles on the topic "Formal 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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Hamadache, Ali. "Non-formal education." Prospects 21, no. 1 (1991): 109–24. http://dx.doi.org/10.1007/bf02333644.

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Ivanova, I. V. "Non-formal Education." Russian Education & Society 58, no. 11 (2016): 718–31. http://dx.doi.org/10.1080/10609393.2017.1342195.

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Masyhud, Masyhud, Laela Hikmah Nurbata, Hartono Hartono, and Dwi Anggraini Puspita. "LIFE SKILL EDUCATION (LSE) IN NON-FORMAL EDUCATION SETTING." Education of English as a Foreign Language 2, no. 1 (2019): 44–50. http://dx.doi.org/10.21776/ub.educafl.2019.0012.01.06.

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Masyhud, Masyhud, Laela Hikmah Nurbata, Hartono Hartono, and Dwi Anggraini Puspita. "LIFE SKILL EDUCATION (LSE) IN NON-FORMAL EDUCATION SETTING." Education of English as a Foreign Language 2, no. 1 (2019): 44–50. http://dx.doi.org/10.21776/ub.educafl.2019.002.1.6.

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Elice, Deti, Andino Maseleno, and Agus Pahrudin. "Formal, Informal and Non Formal Education Systems." Journal of Learning and Educational Policy, no. 41 (December 1, 2023): 30–35. http://dx.doi.org/10.55529/jlep.41.30.35.

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This paper presents formal, informal, and non formal education systems. Education is likened to a ship and students are the captain, then we do not know where the ship will sail. Similarly, education is steered by students who do not know anything, so it will be difficult for us to know where the process of thinking about educational goals without taking into account the social context. Therefore, formal, informal, and nonformal education is expected to shape students to be better. These three types of education are expected to be able to be a breakthrough in programming the behavior of educat
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GORGHIU, Gabriel, Laura Monica GORGHIU, and Ana-Maria Aurelia PETRESCU. "PROMOTING NANOSCIENCE TOPICS IN FORMAL EDUCATION." International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education 4, no. 1 (2020): 219–24. http://dx.doi.org/10.26520/mcdsare.2020.4.219-224.

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In general, considering a reasonable and relative periodicity, the school curriculum has to pass a process of updating and/or reform - in many cases, in strong connection to the nature and extent of the changes that occurred in each educational system, but also linked with what is happening in the society. Nowadays, many opportunities for getting knowledge and developing personal and social affirmation of each individual are related to the spectacular advancement of science and technology. In the actual context, significant changes are noticed in the labor market, pushing the educational syste
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Soni, Amit. "Indigenous Knowledge System in Formal Education." Indian Journal of Research in Anthropology 10, no. 1 (2024): 7–9. http://dx.doi.org/10.21088/ijra.2454.9118.10124.1.

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The knowledge system of a community or a OOHG POWHG WK WPH WKK WKH QGHWQGQ QGQ HO OH HHHQH EQO WHKQO QG OH KK WPH WHWHG GQ WKQ QH HQHWQ QG HG Q WGWQ can be termed as Indigenous Knowledge System (IKS).It is also referred to astraditional knowledge (TK), Local Knowledge, Folk Knowledge, Tribal Knowledge, Indigenous Technical Knowledge (ITK), and many more similar terms. Indigenous knowledge is an integral part of the culture of a native community.
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Pereira, Jamilli Santos Martins, Cleber Macedo de Oliveira, Amanda Alves Fecury, Carla Viana Dendasck, and Claudio Alberto Gellis de Mattos Dias. "Indigenous formal education within the scope of Professional and Technological Education (EPT)." Núcleo do Conhecimento 05, no. 01 (2022): 47–59. https://doi.org/10.32749/nucleodoconhecimento.com.br/education/indigenous-formal-education.

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Education can mean the link between non-Indigenous people and indigenous people. Law 12,711/2012 deals with the obligation to reserve places in federal universities and institutes, combining public school attendance with income and ethnicity. The construction of professional education courses integrated with indigenous school education must consider the impasses, as well as the potentialities, in the relationship between indigenous knowledge and practices and technical-scientific knowledge, as well as the possibility that indigenous peoples will actually enroll in them your own perspective. Th
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Berbel Gómez, Noemy, and Maravillas Díaz Gómez. "Formal and non-formal education. A meeting point in music education." Aula Abierta 42, no. 01 (2014): 47. http://dx.doi.org/10.17811/rifie.42.2014.47-52.

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Dissertations / Theses on the topic "Formal education"

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Peera, Rishma. "Tanzanian educational policy : effects on women's participation in formal education." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23349.

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Female participation in all spheres of society is crucial in the development of a nation. One way of increasing this participation is through education in the formal system because it provides more opportunities in a modernizing society. This study presents the situation of women in education in the context of Tanzania, which has developed policies geared towards equality at all levels of society. Tanzanian educational policies have attempted to equalize opportunities for everyone regardless of race, gender and social class. A few of those policies have succeeded in reducing gender imbalances
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Howard, Caran Amber Crawford. ""I've always been for education": Mexicana/o participation in formal, non-formal, and informal education in the Midwest, 1910-1955." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1634.

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This dissertation provides a history of Mexicana/os' participation in three modes of education: formal, non-formal, and informal, in the midwestern states of Iowa, Kansas, Minnesota, and Missouri, from 1910 to 1955. Informed by Critical Race Theory and LatCrit Theory, the study addresses the social constructions of race, gender, and class as it analyzes how these ongoing and complex constructions influenced not only how dominant society structured and practiced education offered to Mexicana/os but also how Mexicana/os participated in education and made education work for them in parochial and
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Brinks, Raymond G. "The formation of a non-formal education team." Theological Research Exchange Network (TREN), 1989. http://www.tren.com.

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Tedder, Michael Thomas. "Stories of access : adults returning to formal education." Thesis, University of Exeter, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.426084.

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Williams, Veronica A. "Karen–Burmese Refugees’ Cultural Perception of Formal Education." Thesis, NSUWorks, 2017. https://nsuworks.nova.edu/fse_etd/118.

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In the U.S. the population continues to diversify as refugees find residence within its borders. According to the U.S. Department of Education’s Refugee Resettlement Statistics (2012) of those refugees fourteen thousand and twenty identified themselves as Karen refugees from Burma. In the context of education, teachers are confronted with the language development of English Language Learners (ELLs). At the researchers school site the ELLs population include; immigrants, refugees, and Students with Interrupted Formal Education (SIFE). Although it is known that refugee students have limited form
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Ekwunife, Joe A. "Technology and secondary school science education : how can non-formal education help?" Thesis, Cardiff University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.257960.

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Browder, Christopher Todd. "English learners with limited or interrupted formal education| Risk and resilience in educational outcomes." Thesis, University of Maryland, Baltimore County, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3637307.

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<p> This dissertation examined the educational outcomes of high school English learner (EL) students with limited or interrupted formal education (SLIFE) to evaluate theories that explain their educational resilience. School system data and survey results from 165 high school ELs were analyzed to determine the degree to which ELs' homeland schooling had influenced their academic outcomes in the U.S. Educational outcomes included English proficiency attainment and gains as well as scores on standardized tests of algebra, biology, and English language arts. Limited formal schooling (LFS) was ope
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Moreland, Rosemary. "Towards a learning society : a study of formal, non-formal and informal adult learning opportunities." Thesis, University of Ulster, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.386104.

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Garcia, Valeria Aroeira 1970. "A educação não-formal como acontecimento." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251690.

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Orientador: Olga Rodrigues de Moraes von Simson<br>Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-08-14T12:46:14Z (GMT). No. of bitstreams: 1 Garcia_ValeriaAroeira_D.pdf: 5167668 bytes, checksum: dce6950aff6f9a3cafa215d1c15db813 (MD5) Previous issue date: 2009<br>Resumo: Esta pesquisa se propõe a analisar a criação do conceito de educação nãoformal partindo da filosofia deleuziana, que compreende a criação de um conceito com seus movimentos e suas recriações. Nessa perspectiva, defendemos a educação não-formal como um conceito
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Oliveira, Paulo de Jesus Silvério de. "Educação não formal : o caso do escutismo." Master's thesis, Universidade de Évora, 2010. http://hdl.handle.net/10174/20774.

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O objectivo desta dissertação foi a caracterização do Movimento Escutista nas suas componentes educativas e a partir delas a sua localização no quadro dos movimentos de educação não -escolar. Partiu-se do levantamento dos principais elementos que distinguiam o contexto histórico, social e cultural da Europa do séc. XIX/XX, que proporcionaram o surgimento do Escutismo e matizaram alguns dos seus elementos constitutivos. Foram, posteriormente, analisados os principais passos da vida do Fundador Robert Baden-Powell, a sua correlação com os principais componentes do Método Escutista. Elaborámos a
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Books on the topic "Formal education"

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Rogers, Alan. Non-Formal Education. Springer US, 2005. http://dx.doi.org/10.1007/0-387-28693-4.

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Mohanty, Sunil Behari. Non-formal education. Chugh Publications, 1985.

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Rajyalakshmi, K. Non-formal education. Discovery Pub. House, 1989.

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Geursen, Thijs J. Facilities for formal and non-formal education. Unesco, 1985.

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Rogers, Alan. Non-formal education: Flexible schooling or participatory education? Comparative Education Research Centre, University of Hong Kong, 2004.

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Costas, Criticos, and University of Natal. Dept. of Education. Media Resource Centre., eds. Experiential learning in formal and non-formal education. Media Resource Centre, Dept. of Education, University of Natal, 1989.

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Khan, Mumtaz Ali. Formal or non-formal education for rural development: Which one? Uppal Pub. House, 1995.

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Ara Begum, Monzil, 1974- author and Yasmin Farzana 1981 author, eds. Formal and non-formal education of Bangladesh, India, and Pakistan. Osder Publications, 2014.

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Trotzke, Andreas, and Tanja Kupisch, eds. Formal Linguistics and Language Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39257-4.

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Whitley, Richard. Formal knowledge and management education. Manchester Business School, 1992.

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Book chapters on the topic "Formal education"

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Miller, Erez C., and Efrat Kass. "Formal Education." In Self-Efficacy and Success: Narratives of Adults with Disabilities. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-14965-8_3.

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Gidley, Jennifer M. "Evolving Education: Pre-formal and Formal." In Postformal Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29069-0_4.

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Carr, Marilyn, and Frances Stewart. "24. Formal Education." In The AT Reader. Practical Action Publishing, 1985. http://dx.doi.org/10.3362/9781780441702.024.

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Barker, Gary, Felicia Knaul, Neide Cassaniga, and Anita Schrader. "4. Formal and Non-formal Education." In Urban Girls. Practical Action Publishing, 2000. http://dx.doi.org/10.3362/9781780440491.004.

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

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Harsch, Stefanie, Asadullah Jawid, M. Ebrahim Jawid, et al. "Health without formal Education?" In Gesundheit und Gesellschaft. Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-30909-1_12.

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

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

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Heggart, Keith. "Non-formal Citizenship Education." In An Introduction to Civics and Citizenship Education. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-5134-1_9.

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Flynn, Paul, Heidi Paabort, Valentina Milenkova, et al. "Rural NEETs: Pathways Through Formal and Non-formal Education." In NEETs in European rural areas. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-45679-4_3.

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AbstractFormal and non-formal education often constitute the first line of engagement in supporting Rural young people Not in Employment, nor in Education, or Training (NEET). However, it is not always the case that such interventions are widely documented. This chapter aims to uncover best practice interventions for the educational inclusion of rural NEETs building upon an emergent body of work in order to frame the identification of five case studies across Estonia, Italy, Latvia, Albania, Portugal. EU and non-EU member states were included to offer a diverse set of examples. Based on Bronfe
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Conference papers on the topic "Formal education"

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Silvestre, Claudia, Helena Figueiredo Pina, and Beatriz Neves. "COMMUNICATING SUSTAINABILITY: INTEGRATING FORMAL AND NON-FORMAL EDUCATION." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1485.

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Kazakova, Maria Atanasova. "Vocational, Formal and Non-Formal Education and Training – The Adequate Response to Education 4.0." In 2024 12th International Scientific Conference on Computer Science (COMSCI). IEEE, 2024. https://doi.org/10.1109/comsci63166.2024.10778504.

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Panzavolta, Silvia, and Elena Mosa. "DEBATING IN NON-FORMAL CONTEXTS." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.2436.

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Deb, G. K. "Relevance of Formal and Nonformal EMC Education in India." In 12th International Zurich Symposium and Technical Exhibition on Electromagnetic Compatibility. IEEE, 1997. https://doi.org/10.23919/emc.1997.10784033.

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Fernández-Novell, Josep M., Josep Fernández Zaragoza, Zoe Fernández Espí, and Carme Zaragoza Domenech. "CARD GAMES TO UNDERSTAND SCIENCE IN NON-FORMAL EDUCATION." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.1794.

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

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Domaratskaya, Anna Nikolaevna. "From non-formal education to secondary education." In IX International Research-to-practice conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-113854.

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Yu, Sun, Xia Youming, and Zhiping Li. "Formal contexts in ontologies." In Education (ICCSE 2011). IEEE, 2011. http://dx.doi.org/10.1109/iccse.2011.6028620.

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Pošćić, A., and G. Kreković. "The Frailty of Formal Education." In AM '17: Audio Mostly 2017. ACM, 2017. http://dx.doi.org/10.1145/3123514.3123534.

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Faizi, Rdouan, Sanaa El Fkihi, and Raddouane Chiheb. "CAN MOOCS REPLACE FORMAL EDUCATION?" In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1947.

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Reports on the topic "Formal education"

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

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This quality improvement project was completed to show that a formal lung transplant education course for nurses caring for lung transplant patients increased their knowledge. An eight-hour education course was developed by experts in the field of lung transplantation. A pretest was administered before the education course. A posttest was administered to determine if knowledge was improved. A three-month follow-up test was administered to determine knowledge retention. Based on the data analysis, nurse knowledge improved after formal education. Item analysis determined what areas of educationa
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Duraiappah, Anantha, N. M. Van Atteveldt, J. M. Buil, K. Singh, and R. Wu. Reimagining Education: The International Science and Evidence Based Education (ISEE) Assessment. UNESCO MGIEP, 2022. http://dx.doi.org/10.56383/jofk3902.

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The overall goal of the ISEE Assessment is to pool multi-disciplinary expertise on educational systems and reforms from a range of stakeholders in an open and inclusive manner, and to undertake a scientifically robust and evidence based assessment that can inform education policy-making at all levels and on all scales. Its aim is not to be policy prescriptive but to provide policy relevant information and recommendations to improve education systems and the way we organize learning in formal and non-formal settings. It is also meant to identify information gaps and priorities for future resear
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Stampini, Marco, and Carmen Pagés. No Education, No Good Jobs?: Evidence on the Relationship Between Education and Labor Market Segmentation. Inter-American Development Bank, 2007. http://dx.doi.org/10.18235/0010724.

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This paper assesses labor market segmentation across formal and informal salaried jobs and self-employment in three Latin American and three transition countries. It looks separately at the markets for skilled and unskilled labor, inquiring if segmentation is an exclusive feature of the latter. Longitudinal data are used to assess wage differentials and mobility patterns across jobs. To study mobility, the paper compares observed transitions with a new benchmark measure of mobility under the assumption of no segmentation. It finds evidence of a formal wage premium relative to informal salaried
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Hahn, Andrew. INS ? Support for Formal Cyber Security Education in Brazil ? After Action Report. Office of Scientific and Technical Information (OSTI), 2021. http://dx.doi.org/10.2172/1825845.

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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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Pilege, Evita. Improvement of Career Management Skills of Adults in Information Technology through Non-Formal Education. Vilnius Business College, 2024. https://doi.org/10.57005/ab.2024.4.10.

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This study aims to identify effective models and methodologies for improving the career management skills of adults transitioning into IT roles through non-formal education. Through a literature review, expert interviews and evaluation of data from the Riga TechGirls non-formal education programme 'DiscoverTech', the study highlights the critical need for tailored career guidance in the context of digital transformation and human rights. Key findings show that the models developed for digital transformation, career guidance and management skills, together with the career counselling programme
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Ambekar, Neelima, Divya Jain, Vishal Patel, Arvind Sakat, Abhishek Shah, and Nagma Shah. Exploring Education's Role in Sustainable Urbanisation through PUKAR's Youth Fellowship Program. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf1707.2024.

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This research explores the potential of the Youth Fellowship Program (YFP) as a supplementary urban educational intervention to formal higher education. The findings highlight the significance of the YFP as a crucial element in enabling research-oriented, problem-focused and action-oriented urban education. Such an approach complements formal urban higher education and addresses existing gaps, making contemporary urban education more responsive to the challenges faced in urban settings. Firstly, the programme recognises critical gaps in the contemporary higher education curriculum, ensuring th
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Arias Ortiz, Elena, Carolina González-Velosa, and Gregory Elacqua. Appendix to "Adulthood: Formal Post-Secondary Education," Chapter 9 of Development in the Americas 2017. Inter-American Development Bank, 2017. http://dx.doi.org/10.18235/0000735.

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Arias Ortiz, Elena, Carolina González-Velosa, and Gregory Elacqua. Appendix to "Adulthood: Formal Post-Secondary Education," Chapter 9 of Development in the Americas 2017. Inter-American Development Bank, 2017. http://dx.doi.org/10.18235/0009366.

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This technical note contains figures and tables cited in "Adulthood: Formal Post- Secondary Education," Chapter 9 of the Inter-American Development Bank's 2017 Development in the Americas report, Learning Better: Public Policy for Skills Development.
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Alcalde, Isabel, and Patricia Stupariu. Financial education at an early age. Banco de España, 2025. https://doi.org/10.53479/39925.

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Financial education during childhood and the first stages of formal education is particularly relevant today, given that access to money and financial products occurs at an increasingly early age. This article analyses the challenges and key aspects for the design of financial education programmes for children and young people. The topics addressed include the importance of aligning contents with students’ cognitive abilities, the importance of developing responsible attitudes and behaviours towards financial matters and the need to strengthen financial education in the school curriculum. In a
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