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Relevant bibliographies by topics / Formal education

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Academic literature on the topic 'Formal education'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 June 2025

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Journal articles on the topic "Formal education"

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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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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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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 systems to anticipate the needs of the near-future society, not just to react to technological developments. In this respect, creativity, entrepreneurial and managerial skills, responsible use of technology, responsible research and innovation, are already present in the education of the 21st century. In this respect, nano-education has been introduced and developed in Romania, and recording an entire process of consolidation, especially at the level of higher education - promoting nano-area as one of the most dynamic big domains in the world of research since the beginning of the century. However, in secondary education, the preoccupations remain sporadic, several positive aspects being recorded especially in non-formal education. This paper tries to offer an answer related to how important nano-education is for the actual generation of youngers, and what are the main problems that teachers face when trying to promote aspects linked with the nano-world.

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

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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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Sutanto, J. E., Hari Minantiyo, David Sukardi Kodrat, and Carolina Novi Mustikarini. "Effect of formal education, non formal education and ethnic toward entrepreneurial attitude of students of private universities in Surabaya." International Journal of Academic Research 5, no. 6 (2013): 142–48. http://dx.doi.org/10.7813/2075-4124.2013/5-6/b.24.

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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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Brennan, Barrie. "Reconceptualizing non‐formal education." International Journal of Lifelong Education 16, no. 3 (1997): 185–200. http://dx.doi.org/10.1080/0260137970160303.

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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 without however changing attitudes towards women's potential in the development of the nation. This study attempts to demonstrate that educational policies affect female participation in a positive manner but essentially in quantity. In the context of Tanzania, quality in education had not been a priority as much as the commitment to mass education. Therefore, female education has evolved at a lower quality than male education, thus affecting outcome in terms of opportunity. Quality education and opportunity for women will only be possible if the school, family, community and all societal institutions join in a comprehensive effort to break barriers which now prevent their full participation.

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Howard, Caran Amber Crawford. ""I've always been for education": Mexicana/o participation in formal, non-formal, and informal education in the Midwest, 1910-1955." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1634.

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This dissertation provides a history of Mexicana/os' participation in three modes of education: formal, non-formal, and informal, in the midwestern states of Iowa, Kansas, Minnesota, and Missouri, from 1910 to 1955. Informed by Critical Race Theory and LatCrit Theory, the study addresses the social constructions of race, gender, and class as it analyzes how these ongoing and complex constructions influenced not only how dominant society structured and practiced education offered to Mexicana/os but also how Mexicana/os participated in education and made education work for them in parochial and public schools, in settlement houses, in churches and missions, and in familial and community settings.

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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 formal education, which creates difficulty for them to access content and develop their English language proficiency (Decapua, Smathers, & Tang, 2009), there was a paucity of data of the cultural differences of Karen refugees’ parents experiences with formal education systems compared to those of other refugees. The researcher conducted an Interpretative Phenomenological Analysis (IPA) case study grounded in sociocultural theory (Vygotsky, 1978) with the aim to analyze the personal experience of Karen refugee women who relocated to an urban city located in the northeastern United States as parents of students in the U.S. public school system. After the conclusion of the study following dominant themes arose: family, limited formal education, communication and cultural representation. One major implication constituted the need for inclusion of families’ and students’ cultural knowledge into school systems and curriculum. Considering the cultural gap, it is important that teacher training programs and administrators prepare teachers with strategies for incorporating culturally responsive teaching practices into their pedagogy. Another implication of the study was communication between multilingual refugee families and American schools. Institutions working with refugee communities should prioritize interpreting and translation.

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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 operationalized with three indicators for students on arrival in the U.S.: (1) gaps in years of schooling relative to grade, (2) low self-reported first language schooling, and (3) beginner-level English proficiency. Bivariate and multivariate regression analyses were used to estimate the relationships between the LFS indicators and the educational outcomes as well as the degree to which school-based protective factors and personal risk factors had influenced the relationships. Protective factors included perceived pedagogical caring, social integration with non-immigrant peers, ESOL classes, out-of-school help, and extra-curricular activities. Risk factors included high social distance, past traumatic experiences, a lack of authoritative parental support, separations from loved ones, and hours spent working in employment. This study also examined the role students' academic self-concept played in mediating and moderating the influence of protective and risk factors in the resiliency process. The findings showed that SLIFE had lower achievement on the standardized tests, but that it was largely due to having lower English proficiency at the time of the test. Lower English proficiency at the time of the test was mainly attributed to arriving with lower English proficiency and lower first language literacy. ESOL classes appeared to help students acquire English faster. After controlling for differences in English proficiency, students' perceptions of social distance appeared to predict their academic achievement on standardized tests better than their academic self-concept and the other protective or risk factors. This study contributes to our understanding of risk and resilience among SLIFE and may help inform interventions to support them better.</p>

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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 autônomo, com fazeres particulares e um campo próprio, a partir de uma lógica específica de funcionamento. Através de uma pesquisa bibliográfica, considerando autores internacionais, especialmente espanhóis, norteamericanos e autores brasileiros, a trajetória histórica do conceito de educação não-formal é apresentada, tanto internacionalmente, quanto nacionalmente. A educação não-formal é analisada a partir das políticas públicas para crianças, adolescentes e jovens, e nesse contexto é considerada sua relação com a educação social, assim como uma pequena apresentação e discussão da trajetória da educação social no Brasil. Foram pesquisadas três instituições de caráter não-formal em Campinas (SP) e região, sendo uma de origem religiosa, uma vinculada ao poder público e uma de caráter comunitário. A partir da pesquisa de campo, as concepções dos educadores dessas instituições foram consideradas como constituintes da criação de nuances do conceito de educação não-formal. Consideramos ainda as idéias divulgadas pela grande imprensa sobre os fazeres da educação não-formal e como os meios de comunicação vêm divulgando esse campo. Dessa maneira, a presente pesquisa se preocupou em cartografar a educação não-formal, não como um campo descoberto, ou como um conceito estático, mas como um conceito em movimento, que vem sendo criado e recriado em diferentes momentos e locais. Percebe-se, dessa forma, que o conceito de educação não-formal assume diferentes nuances, em função de que país e de que época histórica abordamos.<br>Abstract: This doctoral thesis intends to analyze the creation of the concept of non formal education, starting from the deleuzian philosophy, which encompasses the creation of a concept together with its movements and its re-creations. Under this perspective, we defend the idea of nonformal education as na autonomous concept, with its particular makings and a proper field, and a specific logic of functioning. Through the supporting bibliography, which considered foreigners authors, and specially Spanish, North American and Brazilian authors, the historic trajectory of the concept of nonformal education is presented, both in international contexts as in the Brazilian context. The nonformal education is analyzed from the point of view of the public policies targeting children, adolescents, and young adult students, and under such context, we consider its relationship with the social education. We also do a short presentation and discussion on the trajectory of the social education in Brazil. We analyzed three educational institutions of nonformal character in the region of the city of Campinas (State of São Paulo), one of them having a religious origin, another related to the public administration, and the third one having a community character. From the field research, the conceptions of the educators from these institutions were considered as the elements for the creation of concept of nonformal education. We also considered the ideas publicized through the mass media respect to the makings - activities related to nonformal education, as well as the way the communication channels talk about this field. In this way, the present research was concerned in picturing and understanding the nonformal education not as a discovered field, not as a static concept, but instead, as a concept in movement, which is being created and re-created in different moments and different places. With that in mind, we realize that the concept of non-formal education assumes different forms, depending on the country and depending on the period we are focusing.<br>Doutorado<br>Ciencias Sociais na Educação<br>Doutor em Educação

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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 descrição histórica do processo de formulação e desenvolvimento do Movimento do ponto de vista da organização administrativa, pedagógica e geográfica. Abordámos a complexificação do conceito de Educação e os contornos das discussões de educação formal, não-escolar. Por fim, a caracterização do actual momento e dos desafios que lhe são propostos nos alvores do séc. XXI. Destaque para a sólida identidade pedagógica do Movimento e a sua afirmação no quadro dos Movimentos associativos. A modernidade da sua proposta e inclusão na construção da "Sociedade de Aprendizagem" na era global. - ABSTRACT: The purpose of this essay was to characterize the Boy-scout Movement in its educational component parts and from them its place among the non-scholarly educational movements map. We started with a survey of the main elements which characterized the historical, social and cultural context of Europe in the 19th and 20th centuries, which made the Boy-scout Movement to appear and shaded some of its representative elements. Later we analysed the most important steps of the life of the Founder Robert Baden-Powell, its correlation with the main components of the Scouts Method. We elaborated the historical description of the formulation process and development of the Movement from the administrative, pedagogical and geographical organization point of view. We approached the complexity of the concept of Education and the outlines of the discussions around formal education and non-scholarly education. At last, we characterized the present moment and the challenges that are suggested in the dawn of the 21st century. We call the attention for the strong pedagogical identity of the Movement and its importance in the map of association Movements. The modernity of its proposal and inclusion in the construction of a "Learning Society" in the global era.

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Books on the topic "Formal education"

1

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

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

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Pillai, K. Sivadasan. Non-formal education in India. Criterion Publications, 1990.

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Pillai, K. Sivadasan. Non-formal education in India. Criterion Publications, 1990.

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

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

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Chandra, Arvinda. Non-formal education for all. Sterling Publishers Private, 1987.

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Book chapters on the topic "Formal education"

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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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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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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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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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Bârlea, Roxana-Magdalena. "Teaching Romanian as a Foreign Language. Formal and Non-formal Education Perspectives." In Multilingual Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93329-0_6.

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Shojai, H., and Z. Navabi. "Formal Specification for Hardware Verification." In Microelectronics Education. Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-1-4020-2651-5_12.

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

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Conference papers on the topic "Formal education"

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

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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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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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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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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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Halbac-Cotoara-Zamfir, Cristina. "FORMAL AND NON-FORMAL EDUCATION TECHNIQUES FOR ADOPTING AN ECOLOGICAL CITIZENSHIP." In 18th International Multidisciplinary Scientific GeoConference SGEM2018. Stef92 Technology, 2018. http://dx.doi.org/10.5593/sgem2018/5.4/s22.011.

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Petranova, Dana. "NON-FORMAL MEDIA EDUCATION IN EUROPE." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/41/s16.027.

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Körei, Attila. "Using Formal Concept Analysis in Education." In MultiScience - XXXI. microCAD International Multidisciplinary Scientific Conference. University of Miskolc, 2017. http://dx.doi.org/10.26649/musci.2017.055.

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Widodo, Widodo, S. Mundzir, Ach Fatchan, and Hardika Hardika. "Analysis of Non-Formal Education Leadership." In 3rd NFE Conference on Lifelong Learning (NFE 2016). Atlantis Press, 2017. http://dx.doi.org/10.2991/nfe-16.2017.60.

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Bhathal, Ragbir. "Formal and nonformal SETI education programs." In Photonics West 2001 - LASE, edited by Stuart A. Kingsley and Ragbir Bhathal. SPIE, 2001. http://dx.doi.org/10.1117/12.435381.

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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 educational content need to be the focus of quarterly education. The education course was adopted as formal training for transplant nurses.

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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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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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Tokarieva, Anastasiia V., Nataliia P. Volkova, Inesa V. Harkusha, and Vladimir N. Soloviev. Educational digital games: models and implementation. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3242.

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Nowadays, social media, ICT, mobile technologies and applications are increasingly used as tools for communication, interaction, building up social skills and unique learning environments. One of the latest trends observed in education is an attempt to streamline the learning process by applying educational digital games. Despite numerous research data, that confirms the positive effects of digital games, their integration into formal educational contexts is still relatively low. The purpose of this article is to analyze, discuss and conclude what is necessary to start using games as an instructional tool in formal education. In order to achieve this aim, a complex of qualitative research methods, including semi-structured expert interviews was applied. As the result, the potential of educational digital games to give a unique and safe learning environment with a wide spectrum of build-in assistive features, be efficient in specific training contexts, help memorize studied material and incorporate different learning styles, as well as to be individually adaptable, was determined. At the same time, the need for complex approach affecting the administration, IT departments, educators, students, parents, a strong skill set and a wide spectrum of different roles and tasks a teacher carries out in a digital game-based learning class were outlined. In conclusion and as a vector for further research, the organization of Education Design Laboratory as an integral part of a contemporary educational institution was proposed.

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Bittmann, Felix. Academic track mismatch and the temporal development of well-being and competences in German secondary education. Verlag der Österreichischen Akademie der Wissenschaften, 2021. http://dx.doi.org/10.1553/populationyearbook2021.res5.1.

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Formal education is one of the most influential predictors of professional success. As parents in Germany are aware of the importance of education, they often try to enable their children to enrol in the prestigious academic schooling track (Gymnasium). This explains why the transition recommendation made by the teacher after the fourth grade is sometimes ignored if the desired track was not recommended for a particular student. How the mismatch between the teacher’s recommendation and the parents’ choice of schooling for their child affects the child’s development is not sufficiently known. It is very likely that such a mismatch can have consequences for the child’s well-being, competences and overall academic success. Based on five consecutive panel waves of German National Educational Panel Study (NEPS) data (waves 1 to 5, collected between 2010 and 2016) (n = 2;790 in wave 1), our analyses demonstrate that social background and the probability of ignoring a teacher’s recommendation are associated, and that highly educated parents are more likely to overrule the teacher’s recommendation. Panel regression models show that pupils who pursued the academic track (Gymnasium) despite the absence of a teacher’s recommendation were more likely to drop out of the academic schooling track, and were not able to catch up with their peers with respect to both objective and subjective academic competences over the entire observation window. However, the models also show that academic track mismatch did not seem to negatively influence the health and well-being of these pupils.

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Ahmed AlGarf, Yasmine. From Self-Awareness to Purposeful Employment: Guiding Egyptian youth using arts-based learning. Oxfam IBIS, 2021. http://dx.doi.org/10.21201/2021.7932.

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Alwan wa Awtar (A&A), a partner of the Youth Participation and Employment (YPE) programme, implements a youth programme supporting young people to shape their prospects through professional and soft skill development, safe learning space and non-formal education. A&A has learned important lessons throughout its journey. A safe learning environment, flexible learning techniques, visual and performing arts in education and participatory management are key approaches for successful youth programmes. During the COVID-19 period, many of the professional development programmes have been delivered online, which was a good example of adaptation to changing circumstances that ensured the sustainability and continued effectiveness of the programme.

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Lavrentieva, Olena O., Lina M. Rybalko, Oleh O. Tsys, and Aleksandr D. Uchitel. Theoretical and methodical aspects of the organization of students’ independent study activities together with the use of ICT and tools. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3244.

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In the article the possibilities and classification of ICTs and tools that can be used in organizing students’ independent study activities of higher education institutions has been explored. It is determined the students’ independent study activities is individual, group, collective activity and is implemented within the process of education under the condition of no pedagogy’s direct involvement. It complies with the requirements of the curriculum and syllabus and is aimed at students’ acquisition of some social experiences in line with the learning objectives of vocational training. The analysis of the latest information and technological approaches to the organization of students’ independent study activities made it possible to determine the means of realization of the leading forms of organization for this activity (independent and research work, lectures, consultations and non-formal education), to characterize and classify the ICTs and tools that support presentation of teaching materials, electronic communication, mastering of learning material, monitoring of students’ learning and cognitive activity, such as ones that serve for the sake of development and support of automated training courses, systems of remote virtual education with elements of artificial intelligence, which implement the principle of adaptive management of learning and the organization of students’ independent study activities. The paper provides the insight into the essence of the conducted investigation on the assesses of the effectiveness of ICTs and tools in the process of organizing students’ independent study activities.

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

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

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Bakum, Z. P., and K. V. Polgun. Didactic principles of inclusive education arrangement at higher educational institutions of Ukraine. [б. в.], 2017. http://dx.doi.org/10.31812/0564/2054.

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It has been stated at the article that arrangement of inclusive education for student with special needs is based on introduction of systematic, individually-oriented and competency-based approaches. Specific didactic principles of inclusive education’s arrangement have been stated. Educational methods, mostly corresponding to aforesaid principles were defined. Peculiarities of inclusive education forms were noted. Importance of informational and communicational tools, used while working with students, having special needs was highlighted.

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Diahyleva, Olena S., Igor V. Gritsuk, Olena Y. Kononova, and Alona Y. Yurzhenko. Computerized adaptive testing in educational electronic environment of maritime higher education institutions. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4448.

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The article is devoted to the organization of modern learning process, namely the use of innovative technologies – computerized adaptive testing in educational electronic environment of maritime higher education institutions. The example of educational electronic environment is presented in the article on LMS Moodle. The provided new technological and methodological opportunities are a priority in the developed methods of control and testing of knowledge, skills and abilities of students. Comparative characteristic of using computerized adaptive testing in educational electronic environment is given in the article according to different criteria: the role of tests in the learning process; methods of training; equipment; presence of the problems in educational process; level of its control and learning outcomes. The paper also presents examples of activities to form communicative competency of future maritime professionals. Types of adaptive tests are listed in the paper. The research activities were done by second year cadets of ship engineering department of Maritime College of Kherson State Maritime Academy. The experiment was devoted to the formation of communicative competence with the help of electronic environment of maritime higher education institution. The results of experiment proved positive impact of computerized adaptive testing on communicative competence of future ship engineers. Further investigation of adaptive testing can also be done for learning system of maritime education establishments using simulation technologies of virtual, augmented and mixed realities.

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