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Journal articles on the topic 'Formal education'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

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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2

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

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3

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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4

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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6

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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11

Ramatni, Ali. "Implications of Education for Entrepreneurial Abilities: Formal Versus Non-Formal Education." International Journal Of Education, Social Studies, And Management (IJESSM) 4, no. 1 (2024): 154–68. http://dx.doi.org/10.52121/ijessm.v4i1.218.

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Entrepreneurship is one of the driving factors in economic development and entrepreneurial ability requires education, both formal and non-formal, to develop individual knowledge and experience in carrying out entrepreneurial activities. This research aims to determine the implications of education for entrepreneurial abilities: formal vs non-formal education through the responses of business actors, as well as the differences in entrepreneurial abilities between individuals who have attended formal education and individuals who have attended non-formal education. This research uses a quantita

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12

Amrullah, Amrullah, Prodhan Mahbub Ibna Seraj, Ghada Tosson Abd Al-lateef, and Mohammed Galal. "Optimization and Synergy of Non-formal Islamic Education in the Three Centers of Islamic Education." International Journal of Education Research and Development 3, no. 1 (2023): 51–60. http://dx.doi.org/10.52760/ijerd.v3i1.40.

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Since the very beginning, non-formal Islamic Education was recognized as an important part of the process of transmitting Islamic values to society. However, non-formal Islamic education implemented by educational institutions nowadays has not been able to transform optimally and synergize with the three centers of Islamic education (formal, informal, and non-formal) in realizing the overall educational goals. This research revealed how the format of optimizing non-formal Islamic education and its synergy with the three centers of Islamic education. Moreover, this study used a descriptive meth

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Haro, Aída, Ramiro Tite, Diego Bonifáz, and Natalia Isabel Tite Naranjo. "Formal education and territorial intelligence." Medwave 23, S1 (2023): eUTA161. http://dx.doi.org/10.5867/medwave.2023.s1.uta161.

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Introducción En palabras negando “el conocimiento del conocimiento, en razón de que el acto de educar y de educarse sigue siendo en estricto sentido un acto político... y no sólo pedagógico”. El abandono y no entendimiento de este constructo se ha constituido a través de la historia en una problemática evidenciada en los espacios de intervención popular por una ausencia del fortalecimiento de la inteligencia territorial. Dentro de los contextos de desarrollo; las desigualdades a nivel de la educación siguen siendo retos prioritarios; entre estos, el intercambio sur-sur a través de redes global

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14

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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15

Stek-Łopatka, Natalia. "Power-Sharing in Formal and Non-Formal Education." Lubelski Rocznik Pedagogiczny 43, no. 4 (2025): 59–73. https://doi.org/10.17951/lrp.2024.43.4.59-73.

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Introduction: This article addresses the issue of power-sharing in formal and non-formal education, defined as the distribution of power in all matters that occur within the educational relationships in which individuals participate. Research Aim: This article aimed to identify three categories based on a review of existing research: factors influencing power relations among participants of formal and non-formal education; levels of power-sharing in education; and practices of power-sharing in education. Based on these categories, a comprehensive definition of power-sharing in education will b

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Gvozdii, Svitlana, Ivan Bakhov, Vadym Pienov, Svitlana Palamarchuk, Nadiia Dudnyk, and Lyudmila Petrukhan-Shcherbakova. "Neuropedagogy in Contemporary Formal and Non-Formal Education." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 13, no. 4 (2022): 264–79. http://dx.doi.org/10.18662/brain/13.4/387.

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The article reveals the concept of neuropedagogy, in relation to current forms of educational practices. In the conditions of significant advances in the field of neuroscience, the relevance and expediency of research is determined by the opportunities that open up before the use of research on brain activity and neural processes in educational activities. On the one hand, discoveries in the neuroscience can increase the effectiveness of educational activities, their formal and non-formal areas. On the other hand, there are a number of paradigmatic and practical limitations associated with the

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17

Jayanthi, C. "Formal and non formal education in school children's." Educational Research 2, no. 9 (2018): 1445–50. https://doi.org/10.5281/zenodo.1486297.

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<strong>Accordingly, the syllabus in all the subjects in Tamil Nadu, the sex education syllabus followed in the two Indian states, Kerala and Maharashtra, and in two western countries of Sweden and U.S.A., the literature in general on sex education, and the report of UNESCO institute for Education, was subjected to a close study. In the light of this knowledge, a draft syllabus for sex education was prepared and in order that opinion on the content of the syllabus might be obtained, the respondents were requested to tick off those items they would like to recommend for inclusion in a programme

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18

Svitlana, GVOZDII, BAKHOV Ivan, PIENOV Vadym, PALAMARCHUK Svitlana, DUDNYK Nadiia, and PETRUKHAN SHCHERBAKOVA Lyudmila. "Neuropedagogy in Contemporary Formal and Non-Formal Education." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 13, no. 4 (2025): 264–79. https://doi.org/10.18662/brain/13.4/387.

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The article reveals the concept of neuropedagogy, in relation to current forms of educational practices. In the conditions of significant advances in the field of neuroscience, the relevance and expediency of research is determined by the opportunities that open up before the use of research on brain activity and neural processes in educational activities. On the one hand, discoveries in the neuroscience can increase the effectiveness of educational activities, their formal and non-formal areas. On the other hand, there are a number of paradigmatic and practi

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19

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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20

Torres, Rosa María. "Alternatives in formal education." Prospects 22, no. 4 (1992): 510–20. http://dx.doi.org/10.1007/bf02195695.

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21

ARAFAT, SABA. "Formal Education in UNRWA." Journal of Refugee Studies 2, no. 1 (1989): 108–12. http://dx.doi.org/10.1093/jrs/2.1.108.

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22

Ríos-Ramírez, Patricia. "Formal and non-formal education in the teaching-learning process." Revista Transdiciplinaria de Estudios Sociales y Tecnológicos 3, no. 3 (2023): 40–46. http://dx.doi.org/10.58594/rtest.v3i3.90.

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The article addresses education in Mexico as a fundamental pillar to achieve the transformation of society, through disciplinary knowledge, values, socio-emotional, digital, cultural, artistic and sports skills, where formal education and non-formal education complement each other to achieve the teaching-learning process offered by teachers in the classroom; to produce changes intellectually. The essay recognizes how both educations have characteristics and advantages that influence the professional, personal and daily life training of students, but not only of these actors, but also of the pr

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23

Kovalchuk, S., and L. Franchuk. "CURRENT TRENDS IN HIGHER EDUCATION IN UKRAINE: THE IMPACT OF COVID-19 ON FORMAL, NON-FORMAL AND INFORMAL EDUCATION." Herald of Khmelnytskyi National University. Economic sciences 284, no. 4(2) (2020): 38–41. https://doi.org/10.31891/2307-5740-2020-284-4(2)-7.

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The processes taking place in Ukraine and around the world under the influence of the pandemic caused by COVID-19 have consequences in the field of higher education. It can be argued that educational activities, especially in relation to formal and dual education, have undergone significant impact and some transformational changes under the influence of the pandemic. These changes have both positive consequences for the wider use of modern digital technologies and learning platforms, and negative consequences for distancing and conducting classes on-line. Thus, under conditions of full and par

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24

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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25

Orsini-Puente, Marta. "Education and communication: an experience in the formal education." Comunicar 10, no. 20 (2003): 147–54. http://dx.doi.org/10.3916/c20-2003-21.

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The violent and pornographic contents that appear in the mass media exercise a negative influence on children and young men(women). This influence, according to the authoress of this paper, owes to a cultural invasion that propagates with the new technolo Los contenidos violentos y pornográficos que aparecen en los medios de comunicación ejercen una influencia negativa sobre niños y jóvenes. Esta influencia, según la autora del artículo, se debe a una invasión cultural que se propaga con las nuevas tecnologías y que tiene como consecuencia el fin de la capacidad crítica y la creatividad. Para

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26

Kodama, Toshiya. "Environmental Education in Formal Education in Japan." Japanese Journal of Environmental Education 26, no. 4 (2017): 4_21–26. http://dx.doi.org/10.5647/jsoee.26.4_21.

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27

Siegel, Jeff. "Formal vs. Non-Formal Vernacular Education: The Education Reform in Papua New Guinea." Journal of Multilingual and Multicultural Development 18, no. 3 (1997): 206–22. http://dx.doi.org/10.1080/01434639708666315.

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28

Nuryahman, Muhammad, and Muhammad Kashif Majeed. "ISLAMIC EDUCATION MANAGEMENT: INTEGRATION OF HOLISTIC APPROACHES IN FORMAL AND NON-FORMAL EDUCATION." Leadership: Jurnal Mahasiswa Manajemen Pendidikan Islam 6, no. 1 (2024): 127–43. https://doi.org/10.32478/leadership.v6i1.2772.

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Every educational institution requires effective management in its operations. Good management ensures that the institution achieves success and is capable of delivering optimal educational quality. This study discusses factors that affect the implementation of Islamic Education management across various educational levels, particularly in both formal and non-formal education. The research employs a qualitative approach by combining various methodologies and data sources to provide a deeper understanding of Islamic Education management, utilizing descriptive analysis. The findings indicate sev

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Fiorucci, Massimiliano. "Interculturality Between Formal and Non-formal Education in Italy." Educatia 21, no. 19 (December 19, 2020): 32–41. http://dx.doi.org/10.24193/ed21.2020.19.04.

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The paper focuses on the educational and cultural needs of adult migrants, in order to overcome a uniquely paternalistic view of immigration. Focusing on the educational and cultural needs affects, in fact, the quality of the experience of integration. Within this proposal the adoption of an intercultural mediation strategy can play an important role also with reference to the context of cultural services.

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Muth’im, Abdul, and Cayandrawati Sutiono. "Becoming Polyglots through Formal and Non-Formal Language Education." English Language Teaching and Linguistics Studies 3, no. 2 (2021): p1. http://dx.doi.org/10.22158/eltls.v3n2p1.

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It is not surprising that there are Indonesian people who are able to communicate only in one language, i.e., their native Language (L1). Some Javanese people—the major ethnic group living in East and Central Java -are only able to communicate in Javanese; some Sundanese people—the second major ethnic group living in West Java -are able to communicate only in Sundanese; and some Banjarese—the people living in South Kalimantan province are only able to communicate in Banjarese. This is especially true for those who never experience formal education and live in villages and remote areas for almo

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31

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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32

Wildemeersch, Danny. "From formal to non-formal: Education, learning and knowledge." Studies in the Education of Adults 48, no. 1 (2016): 115–17. http://dx.doi.org/10.1080/02660830.2016.1155855.

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33

George, Louis. "Non-Formal Methods of Chemistry Education." Mapana - Journal of Sciences 4, no. 1 (2005): 36–41. http://dx.doi.org/10.12723/mjs.6.8.

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From about 1980' s non•formai education became very popular in India, but the thrust from the establishment and promotions through official channels made the movement formal in operative terms. Though nan-formal was defined on paper in terms Of flexibility, openness, ease Of entry, relevance to life, creativity etc, in effect, much of what was provided under this wos sub-standard education for the poor and disadvantaged groups. Various agencies made commendable prognss in the Oi non-forrnal education in science and one Of them whick made remarkable contribution to spread the spirit Of science

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AL MAMUN, DR GAZI IBRAHIM, and SELINA AKHTER. "ENSURING QUALITY EDUCATION FOR CHILDREN IN RURAL BANGLADESH: COMPARATIVE STUDY ON FORMAL AND NON-FORMAL PRIMARY EDUCATION." CenRaPS Journal of Social Sciences 1, no. 1 (2019): 35–53. http://dx.doi.org/10.46291/cenraps.v1i1.4.

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Bangladesh is committed to ensuring quality education for all. In this purpose, there is categories study/education system at the primary level of education. One is formal primary education school run by the Bangladesh government and another is non-formal primary education school run by NGOs. Both types of primary education’s main objective are ensuring quality education at primary level. But there are many problems in these two categories of an education program. But quality education’s main characteristics enable all learners to develop the capabilities they require to become economically pr

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MAMUN, GAZI IBRAHIM AL, and MST. SELINA AKHTER. "ENSURING QUALITY EDUCATION FOR CHILDREN IN RURAL BANGLADESH: COMPARATIVE STUDY ON FORMAL AND NON-FORMAL PRIMARY EDUCATION." CenRaPS Journal of Social Sciences 01, no. 01 (2019): 35–53. https://doi.org/10.5281/zenodo.3355118.

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Bangladesh is committed for ensuring quality education for all. In this purpose, there is categories study/education system in primary level of education. One is formal primary education school run by Bangladesh government and another is non-formal primary education school run by NGOs. Both type of primary education’s main objective is ensuring quality education in primary level. But there are many problems in these two categories education program. But quality education’s main characteristics is enables all learners to develop the capabilities they require to become economically p

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36

Meenakshi, B. "Formal verification." Resonance 10, no. 5 (2005): 26–38. http://dx.doi.org/10.1007/bf02871329.

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Vasilachi, Octavian. "ASPECTS OF NONFORMAL EDUCATION." Univers Pedagogic 4, no. 68 (2020): 35–38. https://doi.org/10.5281/zenodo.4061479.

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This article clarifies some aspects of non-formal education development in order to form correct representations on the articulation of formal and non-formal education, to train the ability in designing and optimal coordination of non-formal activities, to make optimal use of educational resources and strategies of society in its complexity.

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Popescu, Liliana Georgeta. "University and non-formal education." MATEC Web of Conferences 121 (2017): 12014. http://dx.doi.org/10.1051/matecconf/201712112014.

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39

Moore-Cox, Annie. "Formal Education in Nursing Informatics." CIN: Computers, Informatics, Nursing 21, no. 5 (2003): 276–84. http://dx.doi.org/10.1097/00024665-200309000-00017.

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Dighe, Anita. "Non-Formal Education for Women." Social Change 15, no. 3 (1985): 40–45. http://dx.doi.org/10.1177/0049085719850306.

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

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The training of coaches is considered central to sustaining and improving the quality of sports coaching and the ongoing process of professionalisation. Sports coaches participate in a range of learning opportunities (informal to formal) that contribute to their development to varying degrees. In this article, we present our collective understanding on the varying types of learning opportunities and their contribution to coach accreditation and development. The authors presented these views (from a sports pedagogy perspective) as part of a workshop entitled “Formal vs. Informal Coach Education

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42

Nathan, Mitchell J. "Rethinking Formalisms in Formal Education." Educational Psychologist 47, no. 2 (2012): 125–48. http://dx.doi.org/10.1080/00461520.2012.667063.

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Fraca, Carina, Ana Maria Graffigna, Natalia Palacio, Marcela Roca, and Paola Nieva. "Productive Sector on Formal Education." Procedia - Social and Behavioral Sciences 197 (July 2015): 228–30. http://dx.doi.org/10.1016/j.sbspro.2015.07.128.

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

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All children, black or white, learn a lot more outside the classroom than inside it. All normal children, by the time they go to school for the first time, have already learnt to speak their mother tongue, have learnt who they are and where they fit into their family or community, and have learnt a vast range of behaviours which are appropriate (and inappropriate) for members of their culture. They have learnt all these through the informal process of socialization which affects all members of every culture throughout their lives. In traditional Aboriginal society, for example, hunting and foo

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45

Harkins, Arthur M., and George H. Kubik. "“Ethical” cheating in formal education." On the Horizon 18, no. 2 (2010): 138–46. http://dx.doi.org/10.1108/10748121011050487.

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46

Iacopetta, Maurizio. "Formal education and public knowledge." Journal of Economic Dynamics and Control 35, no. 5 (2011): 676–93. http://dx.doi.org/10.1016/j.jedc.2011.01.006.

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47

Magfiroh, Andi Anis, Muflih Naufal Irfan, Rahmat Rahmat, and Besse Ruhaya. "Formal, Non-formal, and Informal Islamic Education Institutions and Islamic Education Figures in Indonesia." Journal of Indonesian Islamic Studies 2, no. 2 (2023): 46–60. http://dx.doi.org/10.24256/jiis.v2i2.4056.

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The purpose of this article is to describe formal, non-formal and informal Islamic educational institutions and their figures in Indonesia. The method used in this research is library research. The results of the research are: 1) Formal education iseducation directly supervised by the governmentÂnational constitution in accordance with laws and other juridical laws that regulate levels, curricula, educational staff and so on. Educational institutionsÂit's thereIslamic madrasas and colleges; 2) Non-formal education is an educational pathway that is held in the form of book recitation, taklim

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48

Terrazas-Marín, Roy Alonso. "Developing non-formal education competences as a complement of formal education for STEM lecturers." Journal of Education for Teaching 44, no. 1 (2018): 118–23. http://dx.doi.org/10.1080/02607476.2018.1422613.

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49

IONOVA, Olena, and Svitlana LUPARENKO. "CONTINUOUS EDUCATION AS INTEGRATION OF FORMAL AND NON-FORMAL TYPES OF EDUCATION: GLOBAL EXPERIENCE." Humanities science current issues 1, no. 63 (2023): 302–8. http://dx.doi.org/10.24919/2308-4863/63-1-47.

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Lisauskienė, Dovilė, and Vilmantė Aleksienė. "Manifestation of Recreational Ideas in Non-Formal and Formal Curriculum." Pedagogika 134, no. 2 (2019): 151–69. http://dx.doi.org/10.15823/p.2019.134.10.

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The aim of the article is to highlight manifestation of recreational ideas in non-formal and formal curriculum. The methods of research such as scientific literature analysis, systematization, synthesis, generalisation are used in the article.The article includesthree main parts. The aim of the first part is to reveal the relationship between formal, non-formal, and informal education in the context of the curriculum following the conceptions of lifelong learning, comprehensive learning. The conclusion is drawn that education forms are complementary; therefore, it is necessary to create the gu

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