Relevant bibliographies by topics / Non-formal activities

Contents

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

Academic literature on the topic 'Non-formal activities'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 July 2025

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Journal articles on the topic "Non-formal activities"

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Colomer Feliu, Jordi, and Teresa Serra. "Communication in formal and non-formal science." Communication Papers 7, no. 13 (2018): 217. http://dx.doi.org/10.33115/udg_bib/cp.v7i13.21990.

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Communication in both formal and non-for-mal education requires specific spaces, com-municators and activities. Communication in formal science is highly regulated by research needs and the purposes of higher education institutions. In non-formal science, communi-cation is more intrinsic, voluntary and typica-lly non-sequential, given that it is a function of activities designed in out-of-school envi-ronments. In both cases, communication is linked to learning and is mediated by indivi-dual or community engagement and the need for constant dialogue between communica-tors and public and by the
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Uță, Florentina. "Non-formal physical education activities - added values." Studia Doctoralia 3, no. 1 (2018): 46–59. http://dx.doi.org/10.47040/sd/sdpsych.v3i1.27.

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This study represents a part of our PhD thesis where we have analyzed the educational, social and axiological phenomenon defined by the non formal aspect of the physical education and sports field. We consider the spectrum of socio-moral values and proactive mobility attitudes as well as the connections between physical education activities and the effects having fom1ative valences on the young people's personality, especially on the students'.
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Uță, Florentina. "Non-formal physical education activities - added values." Studia Doctoralia 3, no. 1 (2018): 46–59. http://dx.doi.org/10.47040/sd0000024.

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This study represents a part of our PhD thesis where we have analyzed the educational, social and axiological phenomenon defined by the non formal aspect of the physical education and sports field. We consider the spectrum of socio-moral values and proactive mobility attitudes as well as the connections between physical education activities and the effects having fom1ative valences on the young people's personality, especially on the students'.
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Simándi, Szilvia. "Non-Formal Learning Activities – Adult Learning Initiatives." Acta Educationis Generalis 13, no. 1 (2023): 96–106. http://dx.doi.org/10.2478/atd-2023-0005.

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Abstract Introduction: The purpose of this paper is to contribute to the international history of community culture and culture-based adult learning through showing the initiatives of a Post-Socialist country through introducing some initiatives from 1950, without claim for completeness. Additions to the History of Community Culture and Culture-based Adult Education and Learning in Hungary. Purpose: Our questions include how the political and legal environment, and the spread of the mass media influenced the cultural activities and the community culture, and what culture-based adult learning i
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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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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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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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Milici, L. Dan, and Mariana Milici. "Structuring Workshops in Non-formal Activities in Science." Procedia - Social and Behavioral Sciences 116 (February 2014): 1720–25. http://dx.doi.org/10.1016/j.sbspro.2014.01.462.

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Fahmi, Muhammad. "Community Empowerment Through Non Formal Education." Devotion : Journal of Community Service 1, no. 1 (2021): 16–26. http://dx.doi.org/10.36418/dev.v1i1.58.

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mpowerment means encouragement ormotivation, guidance, or assistance in increasing theability of individuals or communities to be able to beindependent. This effort is a stage of the empowermentprocess in changing behavior, changing old habits to newgood behaviors. In the Pandemic era like the one that hittoday, the condition of formal education activities wasreally empty. Conditions and government policies thatforce people to limit activities including formal education.In the era of the Covid 19 Pandemic, implementing ororganizing education is something that is difficult to do.The government
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Yudha, Firma, and Alex Haris Fauzi. "PENGENALAN KONSEP BERHITUNG BAGI PEMULA (NON FORMAL) DENGAN MEDIA WARNA-WARNI." Jurnal Gramaswara 2, no. 2 (2022): 37–48. http://dx.doi.org/10.21776/ub.gramaswara.2022.002.02.04.

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There was education a formal and also non formal a formal education and non formal definitely different intensity of the time that do even though the subjects given the same, an example in mathematics in the basic level. Recognition this activity aimed to provide knowledge to kids who do not school (formal), non so that they know the numbers to be able to count the base of. Method devotion is by lectures, discussion and practices. The one conducted by a team devotion in this activity is the stage, preparation and training in the implementation stage and the evaluation. From the introduction of
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Dissertations / Theses on the topic "Non-formal activities"

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Hille, Adrian [Verfasser]. "Developing skills through non-formal learning activities : Four essays in the economics of education / Adrian Hille." Berlin : Freie Universität Berlin, 2016. http://d-nb.info/1109790511/34.

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Issah, Mohammed. "Communication of Organizational Values to Staff through Non-Formal Educational Activities: The Case of Not-For-Profit Organizations." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276876720.

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Krutkevičiūtė, Ona. "Muzikinės improvizacijos naudojimo ypatumai 5 - 8 progimnacijos klasių neformaliajame švietime." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2013. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2013~D_20130802_105644-20383.

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Vienos svarbiausių šių dienų švietimo kaitos sąlygų – kūrybiškas tinkamų užduočių pateikimas mokykloje, naujų mokymo(si) santykių ir pedagoginės veiklos formų paieška bei ugdytinių kompetencijų ugdymas(is) ir plėtojimas. Improvizacija būdinga liaudies kūrybai bei kai kurioms profesionalioms meno šakoms: muzikai, poezijai, teatrui. Muzikos improvizacija gali būti fiksuojama garso įrašu, bet negali būti pakartota. Magistro darbo „Muzikinės improvizacijos naudojimo ypatumai 5–8 progimnazijos klasių neformaliajame švietime“ tikslas – ištirti 5–8 progimnazijos klasių muzikinės improvizacijos naud
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Dovidaitytė, Eglė. "Pradinių klasių mokinių laisvalaikio praleidimo būdai kaip prevencinė priemonė vaikų neužimtumui mažinti." Bachelor's thesis, Lithuanian Academic Libraries Network (LABT), 2012. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120604_125333-10250.

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Tyrimo objektas: pradinių klasių mokinių laisvalaikio praleidimo būdai. Tyrimo tikslas: išsiaiškinti pradinių klasių mokinių laisvalaikio praleidimo būdus. Tyrimo uždaviniai: 1. Nustatyti 3 – 4 klasės vaikų laisvalaikio praleidimo būdus. 2. Išsiaiškinti vaikų ir tėvų požiūrį į laisvalaikio svarbą prevencijai. 3. Palyginti vaikų ir tėvų požiūrį į laisvalaikį. Rezultatai ir išvados: 1. Mokinių užimtumui mokykloje skiriamas pakankamai didelis dėmesys, todėl vaikai turi pakankamai įvairių laisvalaikio pasirinkimo formų ir dauguma jų yra tuo patenkinti. Dauguma tėvų kiekvieną dieną, savo vaikams s
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Teixeira, Janderson Lacerda. "AS RELAÇÕES ENTRE O PROGRAMA ESCOLA DA FAMÍLIA E A DEMOCRATIZAÇÃO DO ESPAÇO ESCOLAR: UM OLHAR AUTOBIOGRÁFICO A PATIR DE MINHA ATUAÇÃO COMO EDUCADOR PROFISSIONAL." Universidade Metodista de São Paulo, 2011. http://tede.metodista.br/jspui/handle/tede/964.

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Made available in DSpace on 2016-08-03T16:15:32Z (GMT). No. of bitstreams: 1 JANDERSON LACERDA TEIXEIRA.pdf: 554450 bytes, checksum: 89751c44517e2dab91a9fa8faddad4c9 (MD5) Previous issue date: 2011-12-07<br>This work has as main objective to answer the following question: "To what extent projects such as the Family-School Program PEF, contribute to the democratization of the school? To do this we will seek to understand how the Family School Program - PEF, established at the initiative of the Secretary of Education of the State of Sao Paulo - ESS, since the year 2003, in partnership with the
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Santos, Ernani dos. "Uso de recursos estimuladores da aprendizagem significativa no ensino de física." Universidade Federal de São Carlos, 2012. https://repositorio.ufscar.br/handle/ufscar/5048.

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Made available in DSpace on 2016-06-02T20:16:50Z (GMT). No. of bitstreams: 1 4728.pdf: 5844228 bytes, checksum: 0d9e6862837acbdc1cbffb1d8e3e089d (MD5) Previous issue date: 2012-07-30<br>This research deals with resources which lead to significant learning consistent with the needs of modern society and encourages students to develop knowledge in Physics, in order to enable them to interact with the community in a critical and consistent manner towards an intellectual, economic and technological development in a conscious and sustainable way. Therefore, we studied teaching methods based on co
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Oliveira, Catarina Alexandra Miranda de. "Clube "Mais Sucesso Escolar": não só da educação formal vive a escola." Master's thesis, 2011. http://hdl.handle.net/1822/19559.

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Relatório de estágio de mestrado em Educação (área de especialização em Educação de Adultos e Intervenção Comunitária)<br>A ES, com o objectivo de melhorar os resultados académicos e de se aproximar cada vez mais da população estudantil implementou, desde o ano lectivo de 2009/2010, o Clube “Mais Sucesso Escolar” (CMSE). As acções desenvolvidas no CMSE são dirigidas essencialmente aos jovens do 7º ao 12º ano de escolaridade e suas famílias. O trabalho consistiu na realização de tarefas bastante diversificadas. Incidiu sobretudo na sala do Centro de Trabalho Autónomo (CTA) através da plani
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Horáková, Nina. "Mimotřídní aktivity jako podpora ŠVP." Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-300174.

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TITLE: Extra-curricular activities as a support to the School educational programmes SUMMARY: The diploma thesis deals with the theme of extra-curricular activities and their supporting the curricular documents. The objectives of this thesis are to describe how extra-curricular activities support the School Education Programmes and the acquisition of the cross-curricular subjects after class. To meet these objectives the author applies triangulation of qualitative methods with the grounded theory design. The benefits of this thesis lie in pointing out the fact that leisure time activities can
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Ferreira, Madalena Louro Silva. "Os museus como instância educativa ao serviço dos idosos." Master's thesis, 2021. http://hdl.handle.net/10071/24331.

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Esta dissertação pretende dar relevância ao tema da educação não formal, estudada no contexto dos museus enquanto instâncias educativas, particularmente no que diz respeito à forma como direcionam a sua oferta para o público idoso. Os objetivos passaram por analisar as ações educativas de teor não formal, promovidas pelos museus em estudo destinadas ao público idoso, e, identificar a forma como os responsáveis fomentam esse tipo de ações, particularmente os diretores e responsáveis pela área educativa. Foi adotada uma metodologia qualitativa com recurso à entrevista semi-estruturada. Foram rea
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Lhoťanová, Anna. "Unplugged aktivity pro rozvoj informatického myšlení v rámci zájmového vzdělávání." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-397190.

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This diploma thesis deals with the development of computational and algorithmic thinking in a non-formal education setting, specifically in the conditions of a summer camp activity, which is one of the forms of non-formal education. The thesis verifies by the pedagogical experiment whether it is possible to develop the computational thinking of camp participants, when unplugged activities are included in the programme content. The theoretical part defines the concepts of computational and algorithmic thinking. It also includes property of unplugged methodology. The practical part evaluates the
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Books on the topic "Non-formal activities"

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author, Humberstone Barbara, Baasch Steffanie, and European Institute for Outdoor Adventure Education and Experiential Learning, eds. Non-formal education through outdoor activities guide. European Institute for Outdoor Adventure Education and Experiential Learning, 2006.

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Authority, Samoa Qualifications. Baseline research on the identification of non formal learning providers and their learning activities in Samoa. Samoa Qualifications Authority, Research Policy and Planning Division, 2011.

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South Carolina Education Oversight Committee. Creating quality out-of-school time programs in South Carolina: Techniques, tools & strategies. South Carolina Education Oversight Committee, 2005.

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1926-, Stassevitch Verna, ed. Ready-to-use activities for before and after school programs. Center for Applied Research in Education, 1998.

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Seligson, Michelle. Bringing yourself to work: A guide to successful staff development in after-school programs. Teachers College Press, 2004.

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Patricia, Stahl, ed. Bringing yourself to work: A guide to successful staff development in after-school programs. Teachers College Press, 2004.

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Andrews, Kay. Extra Learning: Out of School Learning and Study Support in Practice. Taylor & Francis Group, 2017.

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Human rights education directory: Secondary schools providing non-formal human rights education through clubs & other co-corricular activities. Legal Resources Foundation, 2002.

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Morgan, Clara Costandi. Working class minority women in the garment industry: An exploration into their learning activities at work and in the home. 1996.

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Education pack "all different - all equal": Ideas, resources, methods and activities for non-formal intercultural education with young people and adults. Council of Europe, 2017.

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Book chapters on the topic "Non-formal activities"

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Papavlasopoulou, Sofia, and Michail Giannakos. "Looking at the Design of Making-Based Coding Activities Through the Lens of the ADDIE Model." In Non-Formal and Informal Science Learning in the ICT Era. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-6747-6_8.

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Subaşi, Selen. "Non-formal learning participation as leisure for Syrian refugee women in Turkey." In Women, leisure and tourism: self-actualization and empowerment through the production and consumption of experience. CABI, 2021. http://dx.doi.org/10.1079/9781789247985.0009.

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Abstract The Syrian civil war has caused thousands of deaths and the displacement of millions since 2011. Turkey currently serves as the new home to over 3.6 million refugees. Resettlement is particularly challenging for Syrian women. In addition to their patriarchal-assigned gender roles, women refugees encounter multidimensional difficulties. Unlike their male counterparts, they face overwhelming language barriers due to culturally imposed restrictions to their education in Turkey. Previous studies indicate women refugees have low levels of well-being and life satisfaction, as well as increa
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Capo, Marianna, Valentina Paola Cesarano, Maria Papathanasiou, and Maura Striano. "Telling Transversal Competences… to be Professionally Promoted." In Employability & Competences. Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.39.

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This article introduces experimental reflection on the experiences at an ‘Employability Skills’ laboratory of a group of young volunteers from the National Civilian Service under the ‘Support and Inclusion’ project of the Employment Promotion Section (SPO in Italian) of the University of Naples Federico II SInAPSi Centre. Young volunteers were included as unstructured support figures in activities that sought mainly to assist and serve students with disabilities. More specifically, these activities included: accompaniment and support during lessons; digitization of teaching material; providing
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Screpanti, Laura, Beatrice Miotti, and Andrea Monteriù. "Robotics in Education: A Smart and Innovative Approach to the Challenges of the 21st Century." In Makers at School, Educational Robotics and Innovative Learning Environments. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_3.

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AbstractRobotics in Education (RiE) is a broad term that refers to a variety of applications. Robots can enhance learning and teaching, but they can also help overcome impairments, whether physical or social. Even though the advantages of bringing new technologies into schools are clear, the lack of a well-established set of good practices, assessment of experiences, and tools slows down their adoption. This chapter aims to highlight the key points that emerge from the recent enhancements in RiE. First, the market and research are continuously developing new tools for school to try to meet nee
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Barros, Ana, Henrique Neto, Alcino Cunha, Nuno Macedo, and Ana C. R. Paiva. "Alloy Repair Hint Generation Based on Historical Data." In Lecture Notes in Computer Science. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-71177-0_8.

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AbstractPlatforms to support novices learning to program are often accompanied by automated next-step hints that guide them towards correct solutions. Many of those approaches are data-driven, building on historical data to generate higher quality hints. Formal specifications are increasingly relevant in software engineering activities, but very little support exists to help novices while learning. Alloy is a formal specification language often used in courses on formal software development methods, and a platform—Alloy4Fun—has been proposed to support autonomous learning. While non-data-drive
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Tewolde Kelati, Sebhatleab. "Savings (equb) and insurance (iddir) associations of Eritreans in Germany." In Saving and Being Safe Away from Home. transcript Verlag, 2024. http://dx.doi.org/10.14361/9783839471272-011.

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With more than 70,000 members, Germany hosts the third-largest Eritrean population in the world. The objective of this contribution is to explore and describe the establishment, activities, and administration of savings (equb) and insurance (id-dir) associations in this community. The investigation contextualizes their utilization within the framework of the migration experience. The associations are organized based on trust to help members solve their economic and social challenges. Trust is established through family, religious, or ethnic affiliations, and this helps the associations have a
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Di Rienzo, Paolo. "Narrative Approach in the Portfolio Method for Adult Education. Guidance for the Recognition of Competences in the Perspective of Lifelong Learning." In Re-thinking Adult Education Research. Beyond the Pandemic. Firenze University Press, 2023. http://dx.doi.org/10.36253/979-12-215-0151-3.10.

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The present paper is a contribution to the broad field of adult education within a lifelong learning perspective. It starts from literature and theories in this field, and develops a reflection based on empirical work, related in particular to the use of qualitative methodologies in the guidance process for adults engaged in the recognition of strategic competences acquired in non formal and informal learning contexts of civil service. The lifelong learning perspective places the valorisation of experience, reflective and transformative learning at the center to remove barriers that hinder adu
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Malloy, Tove H. "Operationalizing Non-Territorial Autonomy: Indicators Assessing Mobilization for Empowerment." In Non-Territorial Autonomy. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-31609-8_10.

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AbstractIn order to understand how members of ethno-cultural groups enjoy and benefit from non-territorial autonomy (NTA) in their daily lives, it is important to understand how they organize and operate NTA institutions beyond the formal legal and political establishment of institutions. To implement NTA there needs to be institutions and organizations through which members of ethno-cultural groups can carry out the work and make NTA operational. These are not usually established by the state and the authorities because that would be a violation of the idea of autonomy. Rather, ethno-cultural
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Tomás, Catarina, Carolina Gonçalves, Juliana Gazzinelli, and Aline Almeida. "Children, Citizenship, and Commons: Insights from Three Case Studies in Lisbon on the 3 C's." In Educational Commons. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-51837-9_11.

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AbstractListening to children in educational settings is vital for establishing inclusive and equitable environments. This approach recognizes children as active agents and contributors to their education, enabling them to express their needs and participate in decision-making processes. By involving children in educational discourse, pedagogical practices can better align with their interests, resulting in more effective, engaging, and democratic learning experiences. The synergy between Childhood Studies and Educational Sciences underscores the necessity of heeding children’s voices to enhan
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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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Conference papers on the topic "Non-formal activities"

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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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Kerekes, Jenő. "Development Of Competencies Through Non-Formal Activities." In Education, Reflection, Development, Seventh Edition. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.06.52.

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Petruța, Gabriela-Paula. "Non-Formal Activities In The Wild Garden." In 9th International Conference Edu World 2022 Education Facing Contemporary World Issues. European Publisher, 2023. http://dx.doi.org/10.15405/epes.23045.27.

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Ganciu, Oana Maria. "CONTROLLING OR REDUCING STRESS THROUGH PHYSICAL ACTIVITY IN FORMAL AND NON-FORMAL ACTIVITIES." In 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b11/s2.048.

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Olteanu, Radu Lucian. "Climate Changes In Non-Formal Educational Activities - A Multidisciplinary Approach." In 2nd Central and Eastern European LUMEN International Conference - Multidimensional Education and Professional Development. Ethical Values. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.07.03.60.

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Vintere, Anna, and Ieva Brazauskaite-Zubaviciene. "ADULT NON-FORMAL COOPERATIVE LEARNING DURING INTERNATIONAL EDUCATION PROJECTS ACTIVITIES." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1346.

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Coșarbă, Editha Margareta. "The Motivation of Primary School Teachers Regarding Non-Formal Activities." In 8th International Conference - "EDUCATION, REFLECTION, DEVELOPMENT". European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.03.02.21.

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Esperanca, Telma, and Sílvia Nunes. "NON-FORMAL ACTIVITIES IN NANOTECHNOLOGY AREA FOR INCREASING STUDENTS’ MOTIVATION." In 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.1226.

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ȘVEȚ, Aurelia. "The didactic strategy based on research, applied in formal and non-formal activities in biology." In "Instruire prin cercetare pentru o societate prosperă", conferinţă ştiinţifico-practică internaţională. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.v2.16-17-05-2024.p295-301.

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The article includes aspects from educational practice, through which students develop their research competence through practical and laboratory work within the learning units. There are concrete examples, presented during biology lessons, research activities and optional classes.
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Petrescu, Ana Maria Aurelia. "Empowering Teachers With Necessary Skills For Designing Non-Formal Educational Activities." In 2nd Central and Eastern European LUMEN International Conference - Multidimensional Education and Professional Development. Ethical Values. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.07.03.71.

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Reports on the topic "Non-formal activities"

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Heuer, Annika, Luis Serratos-Sotelo, and Andreas Motel-Klingebiel. Perceptions of and participation in adult learning and CVET activities. Linköping University Electronic Press, 2024. https://doi.org/10.3384/asc.012.

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Key Findings Perception goes with participation - If adult learning and continued vocational education and training (CVET) activities are considered important, the likelihood of engaging in different types of adult learning and CVET activities increases.General affectedness - This relationship has been found for participation in all kinds of adult learning and CVET activities included in this study: formal, non-formal work-related, non-formal non-work-related, and informal.Age and status gap - Adults who are younger, higher educated and white-collar employed are more likely to participate in a
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Stapleton, Amy, Emily Cunniffe, and Emma Quinn. Non-EU nationals in irregular employment in Ireland. ESRI, 2024. https://doi.org/10.26504/rs189.

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Irregular employment, broadly understood as employment that is insufficiently covered by formal arrangements either in law or in practice, presents problems for the State in terms of tax revenue and regulation, whether it is undertaken by Irish, EU or non-EU nationals. For non-EU nationals, working in an irregular situation can create additional precarity, due to difficulties in exercising labour rights and accessing social security. This study discusses policy, law and data related to the irregular employment of non-EU nationals in Ireland, updating a 2017 EMN study on the topic. Reliable dat
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Carter, Becky. Women’s and Girls’ Experiences of Security and Justice in Somaliland. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.077.

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This rapid review seeks to provide an overview of the publicly available literature from the academic, donor, and non-government organisation sources on women’s and girls’ experiences of statutory and customary security and justice in Somaliland. In Somaliland women and girls experience poor security, with high rates of sexual and gender-based violence (SGBV), and significant barriers to gender equality in the pluralistic legal system. The predominant clan-based customary justice system, along with conservative social norms and religious beliefs, discriminates against women and girls, while we
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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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Gonzalez, Rodrigo Barbone, José Renato Haas Ornelas, and Thiago Christiano Silva. The Value of Clean Water: Evidence from an Environmental Disaster. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0005312.

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Clean water has a largely unknown economic value, particularly to small communities whose agricultural activities take place on river shores. In November 2015, the rupture of a mining tailings dam in the municipality of Mariana led to a record disposal of toxic residuals in southeast Brazil. A mud avalanche ran out for 600 km (373 miles) until it reached the Atlantic Ocean, leaving behind extreme ecological and economic damage in the Doce River basin. This is the largest environmental disaster in Brazil to date. We quantify the negative externalities using rich, identified, and comprehensive d
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Zeba, Mattia, Roberta Medda-Windischer, Andrea Carlà, and Alexandra Cosima Budabin. Civic Education as Preventive Measure and Inclusionary Practice. Glasgow Caledonian University, 2025. https://doi.org/10.59019/ddzh5n65.

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In the framework of the D.Rad project, WP10 – entitled Civic education as preventive measure and inclusionary practice – seeks to prevent youth radicalisation through civic education and to identify new pedagogical methods and interactive, participatory tools for building pro-social resilience to radical ideologies. We consider as ‘civic education programs’ all those initiatives of instruction that aim at affecting “people’s beliefs, commitments, capabilities, and actions as members or prospective members of communities”1, as well as foster critical thinking and promoting “civic engagement and
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