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Journal articles on the topic 'Informal institutions of education'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

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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Baral, Durga Prasad. "Exploring Informal Social Institutions Supporting Informal Skills Learning." Dhaulagiri Journal of Sociology and Anthropology 19, no. 1 (2025): 42–52. https://doi.org/10.3126/dsaj.v19i1.80732.

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This study examines the role of informal social institutions in facilitating informal skills learning within the informal work settings of Nepal, an area that remains underexplored in the current literature. Drawing on the theoretical frameworks of Coleman's (1988) social capital and Lave and Wenger’s (1991) situated learning, the research highlights how family and senior artisans as gurus, workplace dynamics, social networks, and cultural practices significantly influence the learning pathways and employment outcomes of informal learners, who are predominantly from vulnerable groups and typic

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Shein, Paichi Pat, David Swinkels, and Chi-Chen Chen. "Equitable Access to Informal Science Education Institutions." Asia-Pacific Education Researcher 28, no. 2 (2018): 159–70. http://dx.doi.org/10.1007/s40299-018-0422-1.

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A Hasib. "Changes and Continuity of Islamic Educational Institution Models." DIROSAT: Journal of Education, Social Sciences & Humanities 2, no. 1 (2024): 50–62. http://dx.doi.org/10.58355/dirosat.v2i1.56.

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Informal education is a form of education without a formal curriculum regulated by certain institutions. With this approach, learning is natural and spontaneous, not age-limited, with common goals such as character and value development. The learning process lasts throughout life, and educational materials are adapted to daily needs.Institutions providing informal education, such as families, surrounding communities, and daily environments, play a major role in providing this education. Examples of informal educational institutions include family education, in the surrounding community, charac

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Polese, Abel, Tetiana Stepurko, Svitlana Oksamytna, Tanel Kerikmae, Archil Chochia, and Olena Levenets. "Informality and Ukrainian higher educational institutions: Happy together?" Policy Futures in Education 16, no. 4 (2018): 482–500. http://dx.doi.org/10.1177/1478210318758812.

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In post-socialist spaces, informal payments in educational institutions have often been at the centre of anti-corruption campaigns. A direct consequence, so far, has been that reforms in the public sector have largely been based on attempts to eradicate, or at least minimize, the phenomenon of informal payments. Ukraine is no exception. According to several independent surveys, educational institutions are second only to health care providers for the number of informal transactions recorded. While more than two in three of Ukrainians claim to have engaged with informal exchanges in the past 12

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Vasylyk, Alla, Iryna Varis, and Oksana Kravchuk. "Development of entrepreneurial competencies through informal education." Social and labour relations: theory and practice 13, no. 1 (2023): 1–13. http://dx.doi.org/10.21511/slrtp.13(1).2023.01.

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The relevance of the study lies in identifying modern and effective tools for the formation and development of entrepreneurial competencies in the informal education system, which is extremely relevant and in demand not only among higher education students, but also among specialists in various fields of activity. The purpose of this study is to determine the optimal tools of informal education for the effective development of entrepreneurial competencies of both students and specialists in modern conditions. The basic entrepreneurial competencies necessary for a specialist to create, develop

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Smith, Alan, and Mike Seal. "The Contested Terrain of Critical Pedagogy and Teaching Informal Education in Higher Education." Education Sciences 11, no. 9 (2021): 476. http://dx.doi.org/10.3390/educsci11090476.

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This review explores how critical pedagogy, often cited by educators of informal educators as a key influence, actually informs teaching of informal educators in higher education and assesses its potential to do so. It explores the background to critical pedagogy, its principles, aims and approaches and examines its worldwide influence on the teaching of informal educators. The authors argue that critical pedagogy is crucial for the teaching of informal educators, enabling lecturer and practitioners to interrupt the hegemony of neo-liberal and neo-managerial thinking in their practice and in h

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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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А., В. Боярська-Хоменко. "ОСОБЛИВОСТІ ДІЯЛЬНОСТІ ЗАКЛАДІВ ОСВІТИ ДОРОСЛИХ В УКРАЇНІ (НА ПРИКЛАДІ ХАРКІВСЬКОГО РЕГІОНУ)". Теорія та методика навчання та виховання, № 43 (8 травня 2018): 28–37. https://doi.org/10.5281/zenodo.1243533.

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In the article immediacy of the problem of adult education for the modern Ukrainian society has been substantiated, the regulatory support of adult education in Ukraine: The Hamburg declaration (1997), the Constitution of Ukraine (1996), the Law of Ukraine “On education” (2017), The Sustainable Development Goals Report (2017), the Concept of adult education in Ukraine (2011), the draft provision on postgraduate education (2015) has been analyzed. It has been determined, that adult education in Ukraine can be formal and informal, the differences between these forms have been analyze

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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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Gramatakos, Anastasia Luise, and Stephanie Lavau. "Informal learning for sustainability in higher education institutions." International Journal of Sustainability in Higher Education 20, no. 2 (2019): 378–92. http://dx.doi.org/10.1108/ijshe-10-2018-0177.

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PurposeMany higher education institutions are committed to developing students as skilled professionals and responsible citizens for a more sustainable future. In addition to the formal curriculum for sustainability education, there is an increasing interest in informal learning within universities. This paper aims to extend the current understanding of the diversity and significance of informal learning experiences in supporting students’ learning for sustainability.Design/methodology/approachSix focus groups were formed with 30 undergraduate and postgraduate students from an Australian highe

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Susandy, Gugyh, and Yanu Endar Prasetyo. "Social Network and Organizational Leadership at the Higher Education Institution: A Case Study." Indonesian Journal of Sustainability Accounting and Management 3, no. 1 (2019): 37. http://dx.doi.org/10.28992/ijsam.v3i1.70.

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The roles of social network and informal leadership network are not only crucial to companies or government institutions, but also to the academic institutions. As the interaction within the organization becomes more complex and dynamic, there is a lack of knowledge of the overall picture of informal leadership network at the higher education institution. In this study, we conducted a comprehensive analysis of three types of social networks and informal leadership in Sekolah Tinggi Ilmu Ekonomi Sutaatmadja (STIESA). They are the information network in an internal organization, cooperation netw

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Anosova, Anastasiia. "TO THE ISSUE OF THE CONTENT OF POSTGRADUATE EDUCATION OF GENERAL SECONDARY EDUCATION INSTITUTIONS MANAGERS." Psychological and Pedagogical Problems of Modern School, no. 1(7) (May 25, 2022): 22–30. http://dx.doi.org/10.31499/2706-6258.1(7).2022.261082.

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The article is devoted to topical aspects of the content of postgraduate education of heads of general secondary education institutions, who work in the forward zone of the modern educational changes.In the context of key postgraduate education objectives and its characteristics such as a focus on sustainable professional development, adaptability to socio-cultural conditions, and prognostic and advanced kind are considered emphasis on certification training of school managers, in particular in the formats of formal, non-formal, and informal education.The role of postgraduate pedagogical educa

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Coughlan, Ryan W., Alan R. Sadovnik, and Susan F. Semel. "A History of Informal, Out-of-School Education." Teachers College Record: The Voice of Scholarship in Education 116, no. 14 (2014): 359–82. http://dx.doi.org/10.1177/016146811411601402.

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Informal, out-of-school education encompasses a variety of programs existing alongside the founding and growth of public schools. This chapter explores the history of the institutionalization of informal, out-of-school education, including programs offered by religious institutions, social service organizations, cultural institutions, special interest organizations, the media and universities. Access to these programs is neither uniformly offered nor guaranteed, a situation that potentially exacerbates existent inequities.

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Sławińska, Małgorzata. "PRESCHOOL AS THE SPACE OF INFORMAL PEER EDUCATION." Zeszyty Naukowe Wyższej Szkoły Humanitas w Sosnowcu. Pedagogika 22 (December 12, 2020): 43–54. http://dx.doi.org/10.5604/01.3001.0014.5707.

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Preschool is the first institution in the Polish system of education that exhibits educational character. Apart from activities teachers engage them in, following the curriculum, children learn from one another through peer interaction. The aim of the following article is to present characteristic features of the preschool environment as the context for informal peer learning of children. From the group of factors that condition learning we discuss: material surrounding of the preschool, daily schedule, parental expectations as well as selected official documents and internal (unofficial) regu

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Sami, Lylia, and Moundir Lassassi. "Investigating the effect of trust in institutions on the decision of young people in selected MENA countries to opt for an informal economic activity: Algeria, Egypt, Lebanon, Morocco and Tunisia." International Journal of Technology Management & Sustainable Development 19, no. 2 (2020): 173–93. http://dx.doi.org/10.1386/tmsd_00021_1.

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Several empirical studies have analysed the determinants of being in the informal sector. Most of these studies have focused on the effect of demographic and socio-economic factors such as level of education, regions of residence, skills acquired and gender and household characteristics such as parents’ education level. Other authors have found that institutional factors, such as corruption, regulations, legislation and tax burden can influence the decisions to undertake activities in the informal sector. More recent studies have also highlighted the effect of institutional trust (considered a

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Smulskienė, Žydronė, and Vincentas Lamanauskas. "INFORMAL ADULT EDUCATION IN KEDAINIAI REGION: EXPLICIT LINKS BETWEEN CAREER AND EDUCATION, CAREER CHANGES." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 1, no. 1 (2009): 9–28. http://dx.doi.org/10.48127/spvk-epmq/09.1.09.

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Due to rapid changes in the dynamics of trade market needs, learning and career as life-long pro-cesses have become the burning issues of modern society. Knowledge and skills acquired in comprehensive school, college or university cannot guarantee a strong position in the trade market. An important point is the latest information on the situation in different regions of Lithuania. In October - December 2008, a qualitative research was carried out. 29 respondents participated in the survey based on the structural interview providing a possibility of establishing the main conditions for informal

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Harahap, Lina. "STRATEGI PENDIDIKAN KARAKTER DI SEKOLAH." Studi Multidisipliner: Jurnal Kajian Keislaman 4, no. 1 (2017): 109–29. http://dx.doi.org/10.24952/multidisipliner.v4i1.924.

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Character education is expected to be the culture of the school. The success of the character education program can be seen through the reflection of the actions and decisions when interacting among fellow students, and the attitude displayed in everyday life reflects the values of real character, the call of conscience in him. Character education in schools is only one vehicle for learners to get a more mature character education. The real character education is not only found in formal educational institutions, but in informal education institutions, such as families and communities. Inforfa

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20

Suryani, Indra. "Students Politeness in Academic Interactions at Higher Education Institutions." Continuous Education: Journal of Science and Research 6, no. 2 (2025): 120–27. https://doi.org/10.51178/ce.v6i2.2538.

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This study aims to describe the forms of politeness in language used by students in academic interactions at STAI Syekh Abdur Rauf Aceh Singkil and the influencing factors. The research method employed is descriptive qualitative with data collection techniques including observation, interviews, and document studies. The results show that students generally apply principles of politeness in direct communication with lecturers and peers, such as using polite address terms, expressions of permission, and structured communication. However, in digital and informal communication, some violations of

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Lim, Michelle, Lucky Permana, Vinsensius Billy Hongo, Kanaya Kiandra, Kathryn Nabasa, and Albert Hasudungan. "The Roles and Capabilities of Formal, Non-Formal, and Informal Institutions in Shaping Education Access in Cigugur Sub-district, West Java, Indonesia." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 4, no. 1 (2021): 696–708. http://dx.doi.org/10.33258/birci.v4i1.1653.

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The objective of this research paper is to explore the capacities of formal, non-formal, and informal educational institutions, as parts of social institutions. The roles of these institutions will be assessed within the urban, middle, and rural areas of Cigugur sub-district in Kuningan. This research uses qualitative methods, comprising interview and 1-month participant observation in the field. From this research, it was found that the education access in the urban areas of Cigugur boasts an abundance of formal education, in which the skills that were shaped are literacy and communication sk

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Kim, Soo Hyeon, Ayoung Yoon, and JooYoung Seo. "Trend of Collaboration in STEM Education in Informal Learning Institutions Based on IMLS‐funded Projects." Proceedings of the Association for Information Science and Technology 60, no. 1 (2023): 625–29. http://dx.doi.org/10.1002/pra2.828.

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ABSTRACTThere is limited systematic research on understanding the trends of STEM education in libraries. While reviews of STEM education from various funding agencies exist, these reviews encompass STEM education across formal and informal settings, which may not provide specific implications that center around libraries. This paper examines the trend of collaboration among libraries and other collaborating organizations involved in STEM education funded by the Institute of Museum and Library Services (IMLS). Through content analysis and geocode analysis of 128 projects that are funded by IMLS

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Mikeladze, Madona, and Inga Shamilishvili. "Gender Issue in Georgian General Education Institutions." INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION VII, no. 2 (2019): 48–55. http://dx.doi.org/10.22333/ijme.2019.14006.

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Gender Equality is one of the principles of functioning democratic society. It is clear that this principle should be integrated into the education system itself. Georgia, as in the State, has taken on commitment to establishing gender equality in the education system in recent years. “The Georgian Law on Gender Equality” (Chapter 2, Article 6) separates the equality guarantees in relation with education. “The State Action Plan for Gender Equality” determines the whole spectrum of measures for achieving gender equality in education. However, everyday practice is far from the desirable situatio

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Posțan, Liliana. "The management of extracurricular education activities in the general education institution: empirical data and normative provisions." Journal of Educational Theory and Practice DIDACTICA PRO... 23, no. 5-6 (141-142) (2023): 43–47. https://doi.org/10.5281/zenodo.10397725.

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In the article we carry out an analysis of the management of extracurricular activities in general education institutions, based on the data of a questionnaire survey, related to the conclusions of policy documents and the normative system with reference to extracurricular education in general education institutions. We analyze aspects related to the organization of extracurricular education at the level of the general education institution, the difficulties in the process of organizing the activity of extracurriculareducation in general education, the efficiency of extracurricular activity in

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Naj'ma, Dinar Bela Ayu, and Syamsul Bakri. "PENDIDIKAN MODERASI BERAGAMA DALAM PENGUATAN WAWASAN KEBANGSAAN." Academica : Journal of Multidisciplinary Studies 5, no. 2 (2023): 421–34. http://dx.doi.org/10.22515/academica.v5i2.4919.

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This paper aims to explain the importance of strengthening religious moderation and national insight for the community through educational institutions, both formal, non-formal and informal educational institutions. This research is a qualitative research to find the meaning of a phenomenon. The data analysis uses the triangulation method, which is to cross check from a document source with another source, or from a document source with a historical fact. These results are (1) Formal educational institutions are the right means in carrying out religious moderation activities because in formal

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Mangeya, Hugh. "Graffiti as a site for cultural literacies in Zimbabwean urban high schools." International Journal of Cultural Studies 22, no. 3 (2018): 334–48. http://dx.doi.org/10.1177/1367877918788577.

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It is widely believed that education is a socially situated cultural process. Generally, schools are regarded as the key educational institutions. However, education can be formal, non-formal and informal, based on media-driven communicative settings. These types coalesce within formal institutions of learning. This study focuses on the transmission of cultural knowledge in informal spaces such as the bathroom. It argues that graffiti is a medium that offers students a unique communicative dynamic enabling an open engagement with issues they would otherwise not do elsewhere. It facilitates the

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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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Cronin, Catherine. "Symposium 3: Open, networked and connected learning: Bridging the formal/informal learning divide in higher education." Proceedings of the International Conference on Networked Learning 10 (May 9, 2016): 76–84. http://dx.doi.org/10.54337/nlc.v10.8947.

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In the age of ‘networked individualism’ (Castells, 2004; Rainie & Wellman, 2012) students enter higher education as networked individuals with extant and diverse informal learning practices, networks and identities. While higher education institutions typically focus on Virtual Learning Environments (VLEs) as the primary online hubs for students, students themselves use a wide range of online tools and resources for communicating, coordinating, collaborating and learning, i.e. building their own Personal Learning Environments (PLEs). While institutions and academic staff tend to see instit

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Yohana, Agus, Siti Murtiyani, and Wijiharta SJ Dikara. "Classification of Higher Education Partners and Identification of Strategic Partners and Follow-up Plans." Ilham Alumni and Relation Journal 2, no. 2 (2023): 1–9. https://doi.org/10.5281/zenodo.13771312.

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Partnerships are important for the development of higher education institutions.  Identification of strategic partners is important to find the right partner for the development of the institution. This study aims to identify strategic partners of the Hamfara College of Islamic Economics (STEI) Yogyakarta. This descriptive research uses a quantitative approach. Data collection using FGD (Focus Discussion Group) method. Simple quantitative data analysis concluded that the composition of partners was 41.7% educational institutions, 38.9% business institutions, 8.3% social institutions

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Şəmil oğlu Cəfərli, Cavidan. "Issues of environmental education in out-of-school educational institutions." SCIENTIFIC WORK 78, no. 5 (2022): 120–24. http://dx.doi.org/10.36719/2663-4619/78/120-124.

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Təhsil sistemimizdə mühüm yer tutan ekoloji təhsil nəzəri cəhətdən təhsil müəssisələrində verilir. Lakin təbii sistemlərin davamını təhdid edən bu problemin həlli təkcə təhsil sistemlərində nəzəri təhsillə mümkün deyil. “Ətraf mühitə həssas insan modeli” yalnız onu mədəniyyətlərlə əlaqələndirməklə, mədəniyyətə və həyat tərzinə çevirməklə əldə edilə bilər. Nəzəri biliklərin təcrübəyə və mədəniyyətlərə ötürülməsi həmçinin məktəbdən kənar təhsili, yəni qeyri-formal təhsillə mümkündür. Bu tədqiqatın məqsədi ətraf mühitin mühafizəsi sahəsində məktəbdən kənar təhsilin ümumi vəziyyətini aşkar etməkdi

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Dwi Andriani, Zulfi Zumala. "Adjustment and adaptation: English curriculum development in pesantren." Englisia: Journal of Language, Education, and Humanities 11, no. 2 (2024): 249. http://dx.doi.org/10.22373/ej.v11i2.19862.

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As the religious institution which focuses on religious teaching, however Pesantren began to incorporate English Language Teaching (ELT) in its curricula by doing some adjustments in line with the Pesantren context. This paper aims to examine English curriculum development at Pesantren Darussalam Blokagung Banyuwangi both in formal and informal institutions inside Pesantren. The incorporation of English Language Teaching (ELT) and the authority of the Pesantren leader in modifying the English curriculum according to the Pesantren context are discussed. The research is a qualitative research ap

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Iaburova, Olena, Mykola Savrasov, Tetiana Konovalenko, Yuliia Nadolska, Iryna Kohut, and Hanna Pivovarova. "FEATURES OF FORMING INTERCULTURAL COMPETENCE OF STUDENTS IN HIGHER EDUCATION INSTITUTIONS BY INFORMAL EDUCATION." AD ALTA: Journal of Interdisciplinary Research 14, no. 1, Special Issue XLII (2024): 93–98. https://doi.org/10.5281/zenodo.11906026.

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Стрижак, Анна, and Anna Strizhak. "Methodology of Institutional Traps Neutralization in USA and Canada." Scientific Research and Development. Economics 5, no. 4 (2017): 45–52. http://dx.doi.org/10.12737/article_59816e5cd6eaa3.26235604.

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Causal connection between ineffective transitive processes in economy and institutional traps is substantiated. Institutional trap is presented as a stable inefficient institution formed by asynchrony institutional changes under conditions of transformation of social and economic systems, by hypertrophy of separate forms of behavioral forecast for economic agents at the macro level, by weakness of formal institutions and enforcement mechanism. Institutes providing effective economic development of USA and Canada are found out. The characteristics of the institutions providing effective economi

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Munawati, Siti munawati, Neni Nuraeni, and M. Apan Abdul Goni. "PENGELOLAAN KURIKULUM PENDIDKAN INFORMAL DALAM PEMBINAAN KEPRIBADIAN DI LINGKUNGAN BINA SANTRI LAPAS DOMPET DHUAFA." ISLAMIKA 15, no. 1 (2021): 46–55. https://doi.org/10.33592/islamika.v15i1.1548.

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Abstract Bina Santri Lapas is a Dompet Dhuafa program that contributes empathy to inmates through mental spiritual development, independence, personality and motivation for a better life. Optimizing the potential and talents of the inmates to prepare them when they return to the community. Curriculum management in correctional institutions refers to temporary religious and moral education. So that the curriculum not only compromises the quality of education but also emphasizes the irrational, by being stimulated by the curriculum content, history, narrative, and experiences of the inmates. The

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Ferej, Ahmed. "Sustainable Development: TVET Training for The Present and the Future in Kenya." Africa Journal of Technical and Vocational Education and Training 2, no. 1 (2017): 15–21. https://doi.org/10.69641/afritvet.2017.2131.

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This paper highlights the problem of youth unemployment in Kenya and the strategy adopted by the government nearly three decades ago to introduce entrepreneurship education to all Technical Vocational Education and Training (TVET) institutions to empower its graduates to seek to be self-employment as an alternative to formal employment. Data is scant on the success of this policy. However, formal employment continues to dwindle even as opportunities in the informal sector remain strong. Despite this reality, formal TVET institutions have continued to pay scant attention to the informal sector.

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Khan, Zafir Ullah, Anwar Hussain, and Nasir Iqbal. "Institutions and Innovation: Evidence from Countries at Different Stages of Development." Pakistan Development Review 56, no. 4 (2017): 297–317. http://dx.doi.org/10.30541/v56i4pp.297-317.

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This paper empirically analyses the impact of institutions, both formal and informal, on innovation performance of sampled countries at different stages of development. Data of 72 sampled countries on Research and Development Expenditures, numbers of article published, human capital, trade openness, internet users are collected from United Nations Educational, Scientific and Cultural Organisation (UNESCO), International Country Risk Guide (ICRG) and World Bank database. Formal and informal institutions indexes are constructed using data from Country Risk Guide and The World Value Survey (WVS).

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Larasati, Rachelina, and Concilianus Laos Mbato. "Investigating professional identity construction of EFL teachers in informal language institutions through the lens of critical incidents." Journal on English as a Foreign Language 15, no. 1 (2025): 160–89. https://doi.org/10.23971/jefl.v15i1.9070.

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The professional identity of English as a foreign language (EFL) teachers in formal education has been widely studied, but research in informal education remains limited. This study explores the context of critical incidents (CIs) identified by informal language institutions (ILIs) EFL teachers and how EFL teachers in ILIs negotiate and construct their professional identities using the critical incident technique (CIT). Ten EFL teachers from an informal English course in Yogyakarta, Indonesia, participated through questionnaires and in-depth interviews. Data analysis identified key themes in C

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MACİULİENE, Monika, Gintarė GULEVİČİŪTĖ, and Aelita SKARŽAUSKİENĖ. "Beyond The Lecture Hall: Exploring Informal Learning Spaces as Catalysts for Interpersonal Relationships, Student Well-Being and Campus Satisfaction in Higher Education Institutions." Participatory Educational Research 11, no. 2 (2024): 37–56. http://dx.doi.org/10.17275/per.24.18.11.2.

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Informal learning spaces have gained recognition as catalysts for student co-creation and engagement in higher education institutions. This study investigates the relationship between the availability and accessibility of informal learning spaces on campus and its influence on university belongingness, interpersonal relationships, student well-being, and university campus satisfaction. Mixed-method approach incorporating interviews and survey has been used in the study. Through qualitative research methods, including interviews with stakeholders, we explored the informal learning spaces at Myk

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Ольга Свиридюк. "FORMAL, NONFORMAL AND INFORMAL TEACHING FOREIGN LANGUAGES." Problems of Modern Teacher Training, no. 2(22) (October 1, 2021): 150–57. http://dx.doi.org/10.31499/2307-4914.2(22).2020.219585.

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The article considers the content of formal, non-formal, and informal learning of foreign languages. It is noted that formal education is education that is institutionalized, intentional, and planned through public organizations and recognized private institutions and together they create a system of state formal education. Non-formal education is education that is institutionalized, intentional, and planned by the subject of educational activity. Informal education is a form of education that is intentional or conscious, but not institutionalized. The author analyzes the main differences betw

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Laxmi, Jaiswal. "Choice of Response Strategy Adopted by Indian Private Higher Education Institutions Collaborated with Foreign Education Institutions: Applying Porter's Five Force Model." Education Quarterly Reviews 4, no. 2 (2021): 74–80. https://doi.org/10.31014/aior.1993.04.02.198.

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Market follows the profit and compete for the resources to get competitive advantage that is inevitable. Private higher education institutions in India collaborate with foreign education providers to deliver education services in variety of modes for enlarging the student share in the market. Applying Porter’s Five Force Model it was analysed how the institutions in NCR of India position themselves in the market forces and strategise to get comparative advantage. India with huge size of middle class and vast system of higher education always attract the foreign institutions to collaborat

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Anishchenko, Olena. "PROFESSIONAL DEVELOPMENT OF TEACHERS OF HIGHER EDUCATION INSTITUTIONS IN THE CONTEXT OF NON-FORMAL AND INFORMAL EDUCATION: INNOVATIVE PRACTICES." Pedagogical Education:Theory and Practice 35 (March 21, 2024): 151–60. http://dx.doi.org/10.32626/2309-9763.2023-151-160.

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The article analyzes innovative practices of professional development of higher education teachers in non-formal and informal education. The relevance of the problem under study is substantiated in the context of instability and uncertainty. It is emphasized that the continuous professional development of research and teaching staff of higher education institutions is an important component of the professionalization of teaching staff in the field of adult education. It is substantiated that non-formal and informal components of education contribute to the professional development of teachers.

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Anishchenko, Olena. "Professional development of teachers of higher education institutions in the context of non-formal and informal education: innovative practices." Pedagogical Education:Theory and Practice 35 (December 30, 2023): 151–60. https://doi.org/10.32626/2309-9763.2023-35-151-160.

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The article analyzes innovative practices of professional development of higher education teachers in non-formal and informal education. The relevance of the problem under study is substantiated in the context of instability and uncertainty. It is emphasized that the continuous professional development of research and teaching staff of higher education institutions is an important component of the professionalization of teaching staff in the field of adult education. It is substantiated that non-formal and informal components of education contribute to the professional development of teachers.

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Scowcroft, Gail A., Dwight F. Coleman, Jeff Hayward, and Cia Romano. "Exploring Inner Space: Engaging the Public With Ocean Scientists." Marine Technology Society Journal 49, no. 4 (2015): 86–98. http://dx.doi.org/10.4031/mtsj.49.4.7.

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AbstractA prototype telepresence communications system was designed, piloted, and tested for use in informal science education institutions to provide public, student, and educator interactions with scientists aboard ships and in the University of Rhode Island Graduate School of Oceanography (GSO) Inner Space Center (ISC). In addition to providing opportunities for the engagement of scientists with diverse audiences, a goal of this initiative was to promote an appreciation and understanding of the ocean, while exposing aquarium visitors to advanced telepresence communication technologies. The

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Putra Wijalin Halwa, Emanuel Kristinus Ndruru, and Yeremia Hia. "Mengembalikan Citra Pendidikan Dalam Bingkai Moderasi Beragama Ditinjau Dari Perspektif Pendidikan Agama Kristen." Coram Mundo: Jurnal Teologi dan Pendidikan Agama Kristen 5, no. 1 (2023): 159–67. http://dx.doi.org/10.55606/corammundo.v1i1.168.

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Religious moderation education is often used in both formal and informal educational institutions. In fact, religious moderation has developed significantly in learning practices. Several studies on the implementation and growth of religious moderation education in educational institutions found that the concept of religious moderation can awaken students' understanding of how to behave and how to behave in moderation. The author uses a qualitative research method with a descriptive approach, where this method looks at the data collected as the key to research. Religious moderation education i

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Sun, Min, Kenneth A. Frank, William R. Penuel, and Chong Min Kim. "How External Institutions Penetrate Schools Through Formal and Informal Leaders." Educational Administration Quarterly 49, no. 4 (2013): 610–44. http://dx.doi.org/10.1177/0013161x12468148.

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Casey, Jr., William L. "Integrated Undergraduate Management Education: An Informal Benefit / Cost Analysis." College Teaching Methods & Styles Journal (CTMS) 1, no. 3 (2011): 57. http://dx.doi.org/10.19030/ctms.v1i3.5239.

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This paper seeks to contribute to the literature of management education by evaluating assessment data on Babson Colleges integrated undergraduate management core program (IMC). Transitions from functionally isolated curricula to more integrated alternatives involve both benefits and costs, accruing to faculty, students and sponsoring institutions. The relative benefits and cost of the Babson program are weighted based on recent assessment initiatives at the college.

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Oehrle, Elizabeth. "Challenges in Music Education Facing the New South Africa." British Journal of Music Education 15, no. 2 (1998): 149–54. http://dx.doi.org/10.1017/s0265051700009293.

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South Africa is undergoing dynamic changes affecting all aspects of life, and legacies of the previous regime have a bearing on these changes. Music educators informal institutions face many challenges. Music-making in the informal sector is extensive, ongoing and relevant. Today, one of the greatest challenges for music educators in the formal sector is to realise the importance and value of developing a philosophy and process of music education that emanates and evolves from musics and musical practices existing in southern Africa.

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Gállová, Tereza, and Vladimír Jůva. "Rozvoj neformálního vzdělávání sportovních trenérů." Studia sportiva 12, no. 2 (2019): 122–35. http://dx.doi.org/10.5817/sts2018-2-12.

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The development of a sports coach is a complex and long-term process in which his education plays theessential role. In addition to formal education, the modern concept of lifelong learning also emphasizesnon-formal and informal learning. However, this area of log life education of sports coaches is not yetsufficiently empirically explored.We conducted two questionnaire surveys in 2011 (n = 142) and 2016 (n = 142). They aimed to describenon-formal education and informal learning among selected coaches and to find out whatfuture educational opportunities these coaches have and what limits they

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Mulyani, Sri, Ahmad Ardillah Rahman, Fatmawati Akhmad, and Hardiani Ardin. "EFL Lectures’ Grading Practices in Islamic and General Higher Education Institutions." Indonesian TESOL Journal 5, no. 1 (2023): 14–27. http://dx.doi.org/10.24256/itj.v5i1.2529.

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This study investigates EFL lecturers’ grading practices, focusing on the beliefs underlying these practices, the types of assessment they implement to determine students’ final grades, and multiple factors influencing them in deciding students’ final grades. Applying interpretative phenomenological analysis (IPA), two EFL lecturers, one from an Islamic higher education institution and the other from a general higher education institution, were interviewed to reveal their grading practices. The findings of the research reveal that both lecturers believe that grades should reflect students’ lea

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Utama, Abdul Alimun. "SEJARAH DAN PERKEMBANGAN LEMBAGA PENDIDIKAN MUHAMMADIYAH DI KABUPATEN SUMBAWA NUSA TENGGARA BARAT TAHUN 1940-2014." Profetika: Jurnal Studi Islam 18, no. 1 (2017): 18. http://dx.doi.org/10.23917/profetika.v18i1.6297.

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Muhammadiyah organization in Sumbawa regency was established on 6 May 1940. The movement and the development of educational institutions Muhammadiyah Sumbawa has been felt by the community. The development of educational institutions Muhammadiyah Sumbawa able to set up education through three lines of education, namely: formal education, non-formal and informal. formal education has been established since the year 1941-2013, thenumber of 23 educational institutions, including; 4 (four) kindergarten Ortom(Autonomous organizations)Aisyiah, 6 (six) elementary and MI (madrasah ibtidaiyah) , 6 (six

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