Relevant bibliographies by topics / Formal institutions of education

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

Academic literature on the topic 'Formal institutions of education'

Author: Grafiati
Published: 2 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Formal institutions of education"

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Tohani, Entoh, Muhamad Fathurohman, Dafid Slamet Setiana, and Deni Hardianto. "Factor Analysis of the Instrument of Internal Quality Assurance to Non-Formal Education Institutions for Achieving Sustainable Development Goals (SDG)." Journal of Lifestyle and SDGs Review 5, no. 2 (2024): e02684. http://dx.doi.org/10.47172/2965-730x.sdgsreview.v5.n02.pe02684.

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Objective: The research aims to discover and analyze the factors which affect internal quality assurance in non-formal education institution as the basis for the preparation of standardized internal quality assurance instrument in non-formal education institutions. Method: This research uses quantitative research method with confirmatory factor analysis as data analyzing technique. The research utilizes research population in community learning center (CLC) around Yogyakarta province and Kalimantan Utara province. The samples are selected randomly from 117 institutions. Results and Discussion:
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Rindi Irma Audia and Putri Agil. "Responsibilities of Islamic Education Institutions." JUDIKIS: Jurnal Pendidikan Islam 1, no. 3 (2024): 159–71. http://dx.doi.org/10.70938/judikis.v1i3.63.

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Islamic educational institutions play an important role in shaping individuals morally and intellectually, aiming to benefit themselves, society and the environment as needed. This research explores the roles and responsibilities of three types of Islamic education institutions in Indonesia: formal, non-formal and informal. It emphasizes that Islamic education goes beyond academics to include moral and spiritual dimensions, which distinguish it from other education systems. The research aims to understand how each type of institution fulfills its responsibilities towards students and society,
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Zainuddin, Mohammad Riza, and Siti Nurhidayatul Hasanah. "KONSEP DASAR LEMBAGA DALAM LEMBAGA PENDIDIKAN ISLAM." DIMAR: Jurnal Pendidikan Islam 4, no. 1 (2022): 038–49. http://dx.doi.org/10.58577/dimar.v4i1.105.

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Educational institutions are institutions or places where the educational process takes place with the aim of changing individual behavior for the better through interaction with the surrounding environment. There are three kinds of Islamic education institutions, namely (1) Formal Islamic Education Institutions, (2). Non-Formal Islamic Education Institutions, and (3). Informal Islamic Education Institute. Formal educational institutions are a structured and tiered educational path that consists of primary education, secondary education and higher education. Meanwhile, non-formal education ins
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Zainuddin, M. Riza, and Siti Nurhidayatul Hasanah. "Konsep Dasar Lembaga dalam Lembanga Pendidikan Islam." DIMAR: Jurnal Pendidikan Islam 4, no. 1 (2023): 38–50. http://dx.doi.org/10.58577/dimar.v4i1.66.

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Educational institutions are institutions or places where the educational process takes place with the aim of changing individual behavior for the better through interaction with the surrounding environment. There are three kinds of Islamic education institutions, namely (1) Formal Islamic Education Institutions, (2). Non-Formal Islamic Education Institutions, and (3). Informal Islamic Education Institute. Formal educational institutions are a structured and tiered educational path that consists of primary education, secondary education and higher education. Meanwhile, non-formal education ins
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Muhtarom, Dede Ahmad, Agus Triyanto, Ulil Amri Syafri, and Budi Handrianto. "Lembaga pendidikan dalam peradaban Islam." Idarah Tarbawiyah: Journal of Management in Islamic Education 4, no. 1 (2023): 61–72. http://dx.doi.org/10.32832/itjmie.v4i1.9395.

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An educational institution is an institution or place where educational processes take place with the aim of changing individual behavior in a better direction through interaction with the surrounding environment. An Islamic educational institution is a place or organization that organizes the implementation of Islamic education. Therefore, these institutions must be able to create an atmosphere that allows for the implementation of education properly according to the tasks assigned to them, such as schools (madrasas) that carry out the process of Islamic education. There are three types of Is
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Gairín Sallán, Joaquín. "The organization of non-formal education institutions." Educar 13 (February 1, 1988): 43. http://dx.doi.org/10.5565/rev/educar.383.

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Patrisius, Rahabav, and Roza Souisa Threesje. "Evaluation of non-formal education management in Maluku Province, Indonesia." International Journal of Evaluation and Research in Education (IJERE) 10, no. 4 (2021): 1395–408. https://doi.org/10.11591/ijere.v10i4.21116.

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The study was aimed at evaluating the management of non-formal education institution in Maluku Province. Mixed methods were applied to conduct the study with the population included all 24 accredited non-formal education institutions in Maluku Province in 2017-2018. The non-formal institutions namely Central Maluku Regency 2 Learning Centre Community Activities (PKBM), Southeast Maluku Regency 2 Course and Training Institute (LKP), and 1 PKBM, Buru Regency 2 LKP, and 1 PKBM, Tanimbar Islands Regency 6 PKBM and Ambon City 3 LKP, 6 PKBM and 1 Learning Activity Center. The sample of this study wa
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Rahabav, Patrisius, and Threesje Roza Souisa. "Evaluation of non-formal education management in Maluku Province, Indonesia." International Journal of Evaluation and Research in Education (IJERE) 10, no. 4 (2021): 1395. http://dx.doi.org/10.11591/ijere.v10i4.21116.

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The study was aimed at evaluating the management of non-formal education institution in Maluku Province. Mixed methods were applied to conduct the study with the population included all 24 accredited non-formal education institutions in Maluku Province in 2017-2018. The non-formal institutions namely Central Maluku Regency 2 Learning Centre Community Activities (PKBM), Southeast Maluku Regency 2 Course and Training Institute (LKP), and 1 PKBM, Buru Regency 2 LKP, and 1 PKBM, Tanimbar Islands Regency 6 PKBM and Ambon City 3 LKP, 6 PKBM and 1 Learning Activity Center. The sample of this study wa
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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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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 government­national constitution in accordance with laws and other juridical laws that regulate levels, curricula, educational staff and so on. Educational institutions­it'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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Dissertations / Theses on the topic "Formal institutions of education"

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Joubert, Pierre André. "Sexual harassment of academic staff at higher education institutions in South Africa / Pierre André Joubert." Thesis, North-West University, 2009. http://hdl.handle.net/10394/4765.

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The efforts to create an equal non-discriminatory South African society should also manifest in the workplace and, more specifically, in the academic arena. Academics are regarded as the leaders of society and the shapers of the future of a country. Their conduct should be of the highest ethical and moral standards, and no form of discrimination should be allowed by or against them. In terms of the Employment Equity Act, sexual harassment is a form of unfair discrimination and carries a substantial penalty should an employer be found guilty of vicarious liability. The purpose of this study was
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Najjuma, Rovincer. "Peace education in the context of post-conflict formal schooling : the effectiveness of the revitalising education participation and learning in conflict affected areas-peace education programme in Northern Uganda." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/3083/.

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This qualitative, multiple methods case study concerns the effectiveness of Revitalising Education Participation and Learning in Conflict affected Areas-Peace Education Programme (REPLICA-PEP). There is currently limited evidence regarding the effectiveness of peace education programmes in the context of post-conflict formal schooling. This study therefore set out to explore the effectiveness of REPLICA-PEP and to gain insight into the reality of the current practice of peace education in schools in a post-conflict context in Northern Uganda. The school is one of the places where children lear
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Stokes, Michael. "The Career Paths of African American Male Senior Administrators in Student Affairs at Predominantly White Institutions: Formal and Informal Leadership Experiences." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/dissertations/326.

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Existing research literature indicates a scarcity of African American males attaining senior administrative positions at predominantly White institutions (PWIs). The previous research often lacks an empirical focus, resulting in a substantial gap in the literature (Jackson, 2004; Lewis, 2007; Pickron, 1991). This qualitative study examines the career paths and leadership experiences of nineteen African American male senior administrators in student affairs at four-year predominantly White institutions across the United States. The rationale for this study emerges from the researcher's frustra
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Runhare, Tawanda. "A comparative case study of institutional responsiveness to mainstreaming of pregnant learners in formal education." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/24640.

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The purpose of this study was to explore how social institutions in South Africa and Zimbabwe respond to the mainstreaming of pregnant learners in formal education. A case study was used as the strategy of inquiry. Utilising a phenomenological, social constructivist and interpretivist lens and guided by a theoretical framework of action science theory, this exploratory qualitative study set out to investigate and compare how various stakeholders in South Africa and Zimbabwe respond to the policy of mainstreaming pregnant learners in schools. Data collection methods took the form of focus group
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Haileyesus, Abreham. "Linking formal and informal financial institutions in North Omo Zone (Ethiopia) : an exploratory study of smallholding farmers group formation and financial services provision in Boloso Sore and Kindo Koisha woredas." Thesis, University of Reading, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343223.

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Walker, Lila Bowden. "The Effect of Membership in the Council of Adult and Experiential Learning on the Quality of Prior Learning Assessment Services in Senior Level Institutions Accredited by the Southern Association of Schools and Colleges." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc277929/.

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Over the past 20 years there has been a dramatic increase in the number of adults enrolling in institutions of higher education across America. Adult students presently constitute nearly one-half of all undergraduate enrollment. This influx of adults has generated interest in nontraditional programs, including external degree programs, degree completion programs, and prior learning assessment programs. The purpose of this study was to determine if an association existed between membership in the Council for Adult and Experiential Learning (CAEL) and quality in prior learning assessment service
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Muniz, Tetis Mori. "Cada um na sua mas entre nos o problema : familia, instituição e praticas educativas nao-formais." [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251821.

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Orientador: Olga Rodrigues de Moraes Von Simson<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-08-09T09:42:47Z (GMT). No. of bitstreams: 1 Muniz_TetisMori_M.pdf: 5120190 bytes, checksum: 76e68e81208b55c236115c0839af83cc (MD5) Previous issue date: 2007<br>Resumo: Este trabalho tem como objeto de estudo uma entidade beneficente de educação não-formal localizada na região Norte do município de Campinas. Essa entidade atende crianças e adolescentes entre 7 e 14 anos moradores de bairros de tal região. Por meio de seu estu
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Ntinglet, Emelda S. "Evaluating the Spacing Effect Theory on the Instructional Effectiveness of Semester-Length versus Quarter-Length Introductory Computer Literacy Courses in Institutions of Higher Learning." Thesis, NSUWorks, 2013. https://nsuworks.nova.edu/fse_etd/32.

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This mixed research study evaluated the spacing effect theory on the academic performances of students enrolled in introductory level Computer Literacy courses by comparing course grades and mock IC3 certification exam scores in semester-length and quarter-length courses at Prince Georges Community College. The study was ingrained on the spacing effect theory which posits that mammals will tend to recall material learned over time (spaced presentation) than material concepts learned over shorter periods (massed presentation). A t test analysis revealed that students in the quarter-length forma
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Shirima, Gennes Hendry Verfasser], Wolfgang [Akademischer Betreuer] [Jütte, and Dieter [Akademischer Betreuer] Timmermann. "Policy and institutional arrangements on the provision and sustainability of Non-Formal Secondary Education (NFSE) in Tanzania / Gennes Hendry Shirima ; Wolfgang Jütte, Dieter Timmermann." Bielefeld : Universitätsbibliothek Bielefeld, 2016. http://d-nb.info/1117135004/34.

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Hollerbach, Joana D’arc Germano. "O Colégio Universitário (COLUNI) da Universidade Federal de Viçosa (1965-1981) : formar para a universidade e garantir a qualidade." Universidade Federal de São Carlos, 2016. https://repositorio.ufscar.br/handle/ufscar/7500.

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Submitted by Regina Correa (rehecorrea@gmail.com) on 2016-09-26T18:34:50Z No. of bitstreams: 1 TeseJDGH.pdf: 2959776 bytes, checksum: ff1e5dfb225151a21935c5f94d27b225 (MD5)<br>Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-27T19:28:30Z (GMT) No. of bitstreams: 1 TeseJDGH.pdf: 2959776 bytes, checksum: ff1e5dfb225151a21935c5f94d27b225 (MD5)<br>Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-27T19:28:37Z (GMT) No. of bitstreams: 1 TeseJDGH.pdf: 2959776 bytes, checksum: ff1e5dfb225151a21935c5f94d27b225 (MD5)<br>Made available
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Books on the topic "Formal institutions of education"

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Gumne, Ngwang. Non formal education practices and institutions in the Bamenda Highlands. s.n., 1988.

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Hasan, Noorhaidi. Islamizing formal education: Integrated Islamic school and a new trend in formal education institution in Indonesia. S. Rajaratnam School of International Studies, Nanyang Technological University, 2009.

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Tejero, Alexandre Todó i. La culture populaire en Catalogne: Des ateneus à la culture instrumentalisée. L'Harmattan, 1995.

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Hamada, Margarita Ventenilla. Double take!: "unholy" insights on the "holy" institutions of formal education, religion, marriage, social work, etc. New Day Publishers, 1991.

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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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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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Book chapters on the topic "Formal institutions of education"

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Mkomwa, Saidi, Henry Mloza-Banda, and Weldone Mutai. "Formal education and training for conservation agriculture in Africa." In Conservation agriculture in Africa: climate smart agricultural development. CABI, 2022. http://dx.doi.org/10.1079/9781789245745.0019.

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Abstract This chapter examines the role of formal education, training and skills development in Conservation Agriculture (CA) in Sub-Saharan Africa (SSA) in the context of the region's agricultural transformation systems. It explores nascent literature on potential reforms that include development of CA educational programmes and linkages that are more strategically attuned to national agriculture development aspirations. The chapter highlights theoretical grounds and practical examples for the multi-level strategies with complementary relationships aimed at facilitating systemic CA-related ed
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Cross, Jay. "“They had People Called Professors…!” Changing Worlds of Learning: Strengthening Informal Learning in Formal Institutions?" In Changing Cultures in Higher Education. Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-03582-1_4.

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Oropilla, Czarecah Tuppil, Jean Canino Guadaña, and Charla Rochella Santiago-Saamong. "Sikolohiyang Pilipino: Implications for Formal and Informal Learning Institutions and Settings in the Philippines." In Comparative and Decolonial Studies in Philosophy of Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-0139-5_5.

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Pata, Kai, Irina Maslo, and Larissa Jõgi. "Transforming Adult Education from Neo-liberal to Holistically Inclusive Adult Education in Baltic States." In Young Adults and Active Citizenship. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65002-5_8.

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AbstractAfter regaining the independence and entering the market economy the Baltic states went through the neo-liberal changes resulting in some new developments in adult education taking the main direction in mobilizing people for transforming learning into a desirable consumer commodity. Active citizenship has been operationalized in adult education largely through developing citizens’ entrepreneurial attitudes and ability to be less dependent upon the state. The recent trend in adult education is promoting educational opportunities for developing job skills and work-embedded learning, non-
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Orr, Dominic. "The Impact of International Organizations on the Field of Open, Distance, and Digital Education." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_15.

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AbstractThis chapter argues that international organizations (IOs) are struggling to fulfill their mandate for change and improvement of society across the globe, and that they have been increasingly turning to open, distance, and digital education (ODDE) as part of their portfolio. Harnessing ODDE could be described as a “light-footed solution” for IOs and discussing and ideating around ODDE can be achieved without directly coming into conflict with the political and regulatory framework conditions of a specific country or region that formal educational systems and their institutions are usua
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Orr, Dominic. "The Impact of International Organizations on the Field of Open, Distance, and Digital Education." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_15-1.

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AbstractThis chapter argues that international organizations (IOs) are struggling to fulfill their mandate for change and improvement of society across the globe, and that they have been increasingly turning to open, distance, and digital education (ODDE) as part of their portfolio. Harnessing ODDE could be described as a “light-footed solution” for IOs and discussing and ideating around ODDE can be achieved without directly coming into conflict with the political and regulatory framework conditions of a specific country or region that formal educational systems and their institutions are usua
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Berg, Jana. "Which Person Is Presumed to Fit the Institution? How Refugee Students’ and Practitioners’ Discursive Representations of Successful Applicants and Students Highlight Transition Barriers to German Higher Education." In European Higher Education Area: Challenges for a New Decade. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_15.

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Abstract During recent years, German higher education institutions implemented a variety of support programs for refugees on their way to higher education. This newly highlighted questions of widening participation and informal as well as formal access barriers to higher education. This paper looks into discourses on successful students as a form of knowledge that implicitly highlights transition barriers to higher education. The qualitative study is based on expert interviews with teachers, program coordinators and student counsellors as well as interviews with prospective refugee students in
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Gorard, Stephen. "Learning beyond institutions." In Education Policy. Policy Press, 2018. http://dx.doi.org/10.1332/policypress/9781447342144.003.0008.

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This chapter summarises in three strands the common theme of learning or raising academic attainment outside of normal school (or other educational institution) hours. The strands concern out-of-school hours interventions, trying to enhance parental involvement in their child's school work, and learning or self-teaching entirely separate from institutions. This chapter shows how relatively formal activities seemingly unrelated to attainment can benefit attainment at school. However, they do not seem to be able to reduce the poverty gradient in attainment. Moreover, using parents more as a reso
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Hantula, Donald A., and Dareleen M. DeRosa. "Technology of Formal Education." In Encyclopedia of Information Science and Technology, First Edition. IGI Global, 2005. http://dx.doi.org/10.4018/978-1-59140-553-5.ch490.

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Internet distance education is a natural consequence of fin de siecle industrial transformations from a manufacturing economy, in which standard educational practices are based, to an information economy, in which greater autonomy, collaboration, flexibility and a project orientation to work are the norm. The Internet did not cause changes in education, but rather enabled educators to meet new demands for instructional practices and outcomes and adapt to a rapidly changing economic and social environment that was beginning to outpace the academy. Today, just as 100 years ago, educational insti
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Pankowska, Malgorzata B. "Design Science Research for Non-Formal Education." In Handbook of Research on Enhancing Innovation in Higher Education Institutions. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2708-5.ch025.

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Each year, non-formal education (NFE) constantly involves more and more learners. NFE can be considered as one of the activity forms within university social responsibility (USR) programs. This form of education is strongly focused on the cooperation of the university with business partners, associations, and governmental institutions. Beneficiaries are not only students, but also people from business. NFE is not like formal education, which provides a diploma. Rather, NFE is oriented towards discussions, meetings, and exchanges of experiences. The goal of this chapter is to present models sho
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Conference papers on the topic "Formal institutions of education"

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Laskina, Irina. "HOW STUDENTS IN RUSSIA GAIN THEIR PROJECT ORIENTED EXPERIENCE FROM OUTSIDE FORMAL CURRICULUM: ANALYSIS ОF HIGHER EDUCATIONAL INSTITUTIONS' BEST PRACTICES ON YOUTH POLICY IMPLEMENTATION". У 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1586.

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Paz, Marta, and Clara Vasconcelos. "BEYOND THE CLASSROOM: EMPOWERING LEARNERS IN BIO AND GEOETHICS WITH ENGAGING NON-FORMAL RESOURCES." In 11th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2024. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscss.2024/s08/50.

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Recent decades have witnessed extraordinary scientific and technological advances which have profoundly impacted society in multiple dimensions, such as healthcare, agriculture, energy, natural resources exploitation, environmental conservation, georisks management, and digital communication, promoting better living conditions for all. However, alongside the benefits, humanity also faces growing challenges and dilemmas concerning planetary sustainability and human rights. For this reason, the call for scientific and ethical literacy has never been more critical, namely in the field of bio and
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Ikhwan, Afiful, Ava Swastika Fahriana, Musyarapah, M. Mukhlis Fahruddin, and Dian Iskandar Jaelani. "Innovation of Islamic Education Through the Implementation of Mandatory Program Madrasah Diniyah (Non-Formal Religious Education Institutions) In Formal Institution." In Proceedings of the 1st International Conference on Life, Innovation, Change and Knowledge (ICLICK 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/iclick-18.2019.66.

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Ketoeva, N. L., M. A. Znamenskaya, and V. K. Dranitsyna. "Model for Managing Digitalization of Education in Higher Education Institutions." In International scientific and practical conference “Smart cities and sustainable development of regions” (SMARTGREENS 2024). Crossref, 2025. https://doi.org/10.63550/iceip.2025.1.1.001.

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The article is devoted to topical issues of developing a model for managing the digitalization of education in higher educational institutions. The article analyzes the level of penetration of Internet technologies at the international level and in the Russian Federation. The study showed the readiness of countries, including Russia, to accept digitalization, including in the educational environment. In the process of research, problems and paths to the digitalization of education were identified, which are mainly related to the communicative abilities of students. Based on this, the authors i
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Silvestru, Catalin ionut, Virgil Ion, Camelia ramona Silvestru (bere), Marianernut Lupescu, and Vasilica cristina Icociu. "MASSIVE OPEN ONLINE COURSES IN ROMANIA - STUDY ON ONLINE FORMAL EDUCATION APPROACHES." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-185.

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Massive Open Online Courses have become an influential pillar of education and training in the last decade. People around the world use MOOC's to train their already acquired skills or gain new ones through the world wide web. Both educational institutions and official training providers use MOOC's to enhance the standard educational process through online learning. This paper studies the potential usage of (MOOC's) as a part of formal education in Romania, with proper recognition and accreditation from universities, the labor market, and quality assurance institutions. Using existing successf
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Romanova, Anastasia. "Environmental education: principles, objectives, types and implementing at higher education institutions." In Conferinţa ştiinţifică naţională "Multilingvism şi Interculturalitate în Contextul Globalizării", Ediţia a 4-a. Academy of Economic Studies of Moldova, 2025. https://doi.org/10.53486/micg2024.07.

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In recent decades, the concept “sustainability” has transcended its origins in environmental science to become a focus across disciplines and sectors worldwide. As global challenges like climate change, resource depletion, and social inequity escalate, the role of education, particularly in universities, has evolved to prioritize equipping students with the knowledge, skills, and values necessary to address these complex issues. This article explores how universities are increasingly integrating Education for Sustainability (ES) into their curricula and teaching methodologies. It emphasizes th
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Melović, Boban, Dragana Ćirović, Milica Vukčević, Slavica Mitrović Veljković, and Mirko Savić. "STRATEGIC DEVELOPMENT OF HIGHER EDUCATION ACCORDING TO THE NEEDS OF EMPLOYERS - DUAL HIGHER EDUCATION IN MONTENEGRO AS A RESPONSE TO THE CHALLENGES OF MODERN EDUCATION." In 19th International Scientific Conference on Industrial Systems. Faculty of Technical Sciences, 2023. http://dx.doi.org/10.24867/is-2023-t6.2-5_07441.

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The modern business environment, which is characterized by global competition and rapid changes, requires continuous adaptation from the company. At the same time, this imposes on the employees the need for continuous improvement and acquisition of new knowledge and skills, which enable them to have the necessary flexibility in the workplace and to successfully overcome new work challenges that arise in front of them. Within the given business framework, higher educational institutions also face the challenge of training young people for successful integration into the dynamic labor market, wh
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Ummah, Na’ni Rohmatul. "Inclusion Values in Formal Pathway Private School of Education in Religion-based Institutions." In Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icsie-18.2019.24.

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Angelescu (Demirci), Violeta Mihaela. "Implementing Quality Management Systems in Preschool Education." In 2nd International Conference Global Ethics - Key of Sustainability (GEKoS). LUMEN Publishing House, 2021. http://dx.doi.org/10.18662/lumproc/gekos2021/5.

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This paper aims to highlight essential contributions in terms of management development in preschool institutions, the facts that leads to increasing quality of the entire educational process. Approaching this topic and bending with particular interest in the field of formal education in Romania, we dive into the essence of educational management so that we can offer important constructive suggestions for optimizing analysis activities and implicitly increasing performance in terms of specific management of the network of kindergartens. Preschool education is the cornerstone of the formation o
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Kravchenko, Iryna L., and Valerij Tovbych. "Formation of the architecture of public educational and recreational centers as innovative institutions of non-formal education." In WORLD MULTIDISCIPLINARY CIVIL ENGINEERING-ARCHITECTURE-URBAN PLANNING SYMPOSIUM WMCAUS 2022. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0122706.

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Reports on the topic "Formal institutions of education"

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Khieng, Sothy, Sidney Mason, and Seakleng Lim. Innovation and Entrepreneurship Ecosystem in Cambodia: The Roles of Academic Institutions. Cambodia Development Resource Institute, 2019. https://doi.org/10.64202/wp.118.201910.

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Numerous studies have identified the importance of a healthy entrepreneurial ecosystem in stimulating and sustaining innovation and entrepreneurship. Local entrepreneurial ecosystems are made up of both formal and informal institutions, which include legal, economic, institutional, political, social and cultural factors. As well as providing various supports, including funding and incubation programs, higher education institutions create a space at the soft skills level that inspires entrepreneurial spirit and influences entrepreneurial orientation. Yet, although some studies have explored the
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Proskura, Svitlana L., and Svitlana H. Lytvynova. The approaches to Web-based education of computer science bachelors in higher education institutions. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3892.

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The problem of organizing of Web-based education of bachelors, and the bachelors of computer science in particular, is relevant for higher education institutions. The IT industry puts forward new requirements for future IT professionals training. This, in its turn, requires the educational process modernization: content specification, updating of forms, methods and means of training to meet the demands of socio-economic development of the society in general and bachelors of computer science in particular. The article analyzes and clarifies the notion of Web-based education of bachelors; as wel
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Shetty, Prasad, Rupali Gupte, Dipti Bhaindarkar, and Vastavikta Bhagat. Educational Ecosystem of Architecture in India: A Review. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf2207.2024.

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"Formally trained architects in India participate in building habitation for less than 10 per cent of the population. Most architecture created through the involvement of architects produces segregation and discrimination towards certain classes, castes and genders. This study is concerned with the role of formal architectural education in addressing the habitation question and issues of spatial justice. Towards this, a review of the educational ecosystem for architecture has been undertaken. This ecosystem includes institutions, universities, regulatory bodies, journals, events, awards and of
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Levy, Brian. How Political Contexts Influence Education Systems: Patterns, Constraints, Entry Points. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-2022/pe04.

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This paper synthesises the findings of a set of country studies commissioned by the RISE Programme to explore the influence of politics and power on education sector policymaking and implementation. The synthesis groups the countries into three political-institutional contexts: Dominant contexts, where power is centred around a political leader and a hierarchical governance structure. As the Vietnam case details, top-down leadership potentially can provide a robust platform for improving learning outcomes. However, as the case studies of Ethiopia, Indonesia, Nigeria, and Tanzania illustrate, a
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Levy, Brian. How Political Contexts Influence Education Systems: Patterns, Constraints, Entry Points. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/122.

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This paper synthesises the findings of a set of country studies commissioned by the RISE Programme to explore the influence of politics and power on education sector policymaking and implementation. The synthesis groups the countries into three political-institutional contexts: Dominant contexts, where power is centred around a political leader and a hierarchical governance structure. As the Vietnam case details, top-down leadership potentially can provide a robust platform for improving learning outcomes. However, as the case studies of Ethiopia, Indonesia, Nigeria, and Tanzania illustrate, a
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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 instru
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Djunushalieva, Gulnara. Digital Skills for Digital Economy. United Nations Development Programme, 2020. http://dx.doi.org/10.70240/undp001.

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The purpose of the UNDP project is to contribute to the formation of environments and ecosystems for enhancing ICT professional and work skills among youth in order to improve employment or entrepreneurship opportunities, hence to reduce inequalities, ensure inclusive and sustainable economic growth, and create new jobs in Kyrgyzstan.In this report, it is expected to make an overview of the current situation on digital skills in the formal education system at the Kyrgyz State Technical University. Two options for a digital skills development strategy in IT will be considered taking into accoun
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Mays, Tony, Ricky Cheng, Rebecca Ferrie, and Madhu Parhar. National ODL Policy and Practice in the Commonwealth. Commonwealth of Learning (COL), 2021. http://dx.doi.org/10.56059/11599/3887.

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Files PDF(1.94 MB) Date 2021-07 Authors Mays, Tony Cheng, Ricky Ferrie, Rebecca Parhar, Madhu Publisher Commonwealth of Learning (COL) Abstract In the wake of the pandemic, many institutions have been offering education using distance, blended or online methods. Sometimes this occurs in the absence of any national or institutional policy. Where national policies exist, they are not always available in a digital format. Sometimes issues related to ODL provision are embedded in other policy documents, such as ICT policies or Education Sector plans. This publication includes examples of policies
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Roy, Pratim, Anita Varghese, Bhavya George, and Madeleine Gefke. Lessons in Experiential Learning from a Biosphere Reserve. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf2107.2024.

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Learning from the field is at the core of the approach that Keystone Foundation, a non-governmental organisation (NGO) based in the Nilgiri Biosphere Reserve, Western Ghats, India has been engaged in since its inception in 1993. As a group for eco-development initiatives, we engage with children and the youth from local to global, and formal and non-formal institutions. Through this report, we used the opportunity to reflect on our experiments with field learning and alternative pedagogies that are currently ongoing through the Nilgiri Field Learning Centre (a collaboration between Keystone Fo
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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 ana
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