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Journal articles on the topic 'Non-formal activities'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

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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Sarasa Cabezuelo, Antonio, and Jose Luis Sierra Rodriguez. "A System to Manage Non-Formal Higher Education Activities." IEEE Revista Iberoamericana de Tecnologias del Aprendizaje 11, no. 3 (2016): 205–12. http://dx.doi.org/10.1109/rita.2016.2589739.

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Coroianu, Daniela. "The Importance of Exploring National Traditions and Customs through Formal and Informal Activities in Waldorf Schools." Journal of Educational Theory and Practice DIDACTICA PRO... 23, no. 5-6 (141-142) (2023): 106–9. https://doi.org/10.5281/zenodo.10397605.

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The article presents a view of the current reality of education, its evolution and external influences over time. Italso highlights the quality aspects of education, the demands of the time and the needs of society. It calls for an understanding of the individual and unique nature of each child and the need to adapt education to children’s individual needs and abilities. In this sense, education must be adapted to the specificity of each child and provide the environment and tools necessary to develop their potential. This emphasizes the importance of national traditions and customs as p

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

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

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BRATUŠKINS, Uģis, Sandra TREIJA, and Matijs BABRIS. "NON-FORMAL EDUCATION IN ARCHITECTURE: LATVIAN EXPERIENCE." JOURNAL OF ARCHITECTURE AND URBANISM 42, no. 1 (2018): 46–51. http://dx.doi.org/10.3846/jau.2018.1843.

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A wide selection of informal and non-formal learning options has been developed during the last couple of decades by many schools of Architecture and non-educational bodies to accumulate creative potential of students and give them the opportunity to express themselves in alternative learning environments. These options include summer schools, short-term brainstorming actions, competitions, and other activities focusing on interdisciplinary approach, teamwork and intense discussions with professionals from various fields not directly involved in the formal education process.Considering high po

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Ahmad, Ahmad, Adelia Jihan Tiara Sari, Ahmad Hadziq Wardana, Moch Nur Ilham Rosyid, Edi Widianto, and Ach Rasyad. "TREN PERKEMBANGAN PENDIDIKAN NON-FORMAL." Jurnal Pendidikan (Teori dan Praktik) 7, no. 2 (2023): 76–82. http://dx.doi.org/10.26740/jp.v7n2.p76-82.

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Non-formal education has a long history in Indonesia, first appearing in the pre-colonial period and continues to grow today. In today's era, the development of non-formal education is very helpful as self-development and improving the quality of learning citizens and can improve the quality of dignity and quality in life. The purpose of this article is to find out the trend of the development of Non-Formal Education in Indonesia. This literature review article uses references sourced from scientific reference articles and books, then analyzed descriptively. The results of after the Indonesian

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Husain, Abd Kadir. "Counseling Services In Settings Non-Formal Education." Journal of Inventions Pedagogical and Practices 1, no. 1 (2022): 21–28. http://dx.doi.org/10.58977/jipp.v1i1.5.

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Nowadays, the development of the counseling profession, especially in Indonesia, has begun to be seen clearly. This is marked by the recognition of the counselor profession as one of the educators in Law Number 20 of 2003 concerning the National Education System. Current counseling activities are not only limited to formal education, especially in schools, but have also penetrated into various settings/areas, including in the business/industry world, agencies, and the wider community, including non-formal education settings. The need for counseling services in non-formal education settings is

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Młynarczuk-Sokołowska, Anna. "Towards Peaceful Coexistence: Intercultural Non-formal Education Activities for Children." Forum Pedagogiczne 14, no. 2.2 (2024): 111–24. http://dx.doi.org/10.21697/fp.2024.2.2.10.

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The purpose of this chapter is to present children’s opinions (aged 7 – 12) regarding their views on the contents of intercultural non-formal education activities carried out by Polish non-governmental organisations (NGOs). The study was conducted through unstructured interviews, with 65 participants. The results of the research show that, thanks to its character (active learning), intercultural non-formal education creates a special space for the development of intercultural competence. Its content and methods are very attractive and popular among children. It may be concluded that intercultu

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

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

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Radzeviciene, Liuda, Lina Miliūnienė, and Rytis Aluzas. "ORGANIZATION OF NON-FORMAL ACTIVITIES AND LEISURE OUTSIDE SCHOOL: ANALYSIS OF STUDENTS’ ATTITUDE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 28, 2021): 503–13. http://dx.doi.org/10.17770/sie2021vol2.6392.

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Study present the research aimed to reveal the situation of non-formal students’ activity. The process of non-formal education tends characterized by creating more flexible learning spaces, developing more caring and less hierarchical relationships, and aiming to meet participants’ needs. According to the research, the results discussed in two aspects: a) non – formal education implemented out of comprehensive school and b) non – formal education implemented in the comprehensive school. Having compared the attendance of non – formal education activity at school and out of comprehensive school

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Kuntoro, Sodiq A. "PENGEMBANGAN PARADIGMA BARU KEILMUAN DAN KELEMBAGAAN PENDIDIKAN NON FORMAL." JIV 3, no. 1 (2008): 65–73. http://dx.doi.org/10.21009/jiv.0301.8.

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According to the education law of Republic of Indonesia in 2003, non-formal education is implemented to facilitate the citizen to get education and it functions as substitution, supplement, and complement to formal education. The role of non-formal education is to contribute the implementation of lifelong education as a new approach to education. This new approach is different from the education under present systems that involve the attempt to integrate the different parts of education with the concern for the development of person in intellectual, emotional, social, and vocational aspects. T

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Blandul, Valentin Cosmin. "Modalities of implementing volunteering activities by non-formal education programs." Studia Universitatis Moldaviae. Seria Științe ale Educației, no. 9(179) (February 2025): 86–92. https://doi.org/10.59295/sum9(176)2024_13.

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Volunteering refers to the activities undertaken by individuals who, of their own volition and without financial remuneration, engage in supporting others or the community. It offers benefits not only to those who receive assistance but also to the volunteers, who develop competencies and values such as empathy, responsibility, and communication skills. The importance of volunteering in societal development lies in its ability to promote solidarity, social inclusion, and community cohesion. Additionally, it contributes to fostering a culture of mutual aid, supporting the integration of vulnera

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Neacşa, Ramona Adina, and Claudia, Vlaicu. "Are Non-formal Activities a Strategy to Improve Students’ Academic Performance?" Journal of Education, Society & Multiculturalism 5, no. 1 (2024): 136–43. http://dx.doi.org/10.2478/jesm-2024-0009.

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Abstract At the academic level, teaching and learning are mainly focused on formal curriculum, structured on courses, seminars and speciality practice, all of them finalizing with exams. Students have to treat very seriously this formal curriculum if they want to achieve good results and, at the end of the licence cycle, to occupy a good job for which they prepared. The reserach aims to analyze if, by organizing non-formal activities with students from all three years of study, their academic performances are improving. This is also our reserach hypothesys – if students are involved in extracu

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

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

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Coratza, Paola, Vittoria Vandelli, and Alessandro Ghinoi. "Increasing Geoheritage Awareness through Non-Formal Learning." Sustainability 15, no. 1 (2023): 868. http://dx.doi.org/10.3390/su15010868.

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Non-formal learning can have a crucial role in increasing citizens’ literacy to geoscience providing the opportunity to raise the public profile of geology and geomorphology. Starting from these remarks, the project presented here is one of the first attempts, at national level, aimed at achieving the territorial upgrading based on geoheritage enhancement. The project started thanks to a bottom-up input and involved the collaboration between scholars and local administrations and stakeholders for the valorization of a fluvial area within the Municipality of Castellarano (Emilia Apennines, Nort

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Børgesen, Kenneth, Rikke Kirstine Nielsen, and Thomas Duus Henriksen. "Exploiting formal, non-formal and informal learning when using business games in leadership education." Development and Learning in Organizations: An International Journal 30, no. 6 (2016): 16–19. http://dx.doi.org/10.1108/dlo-06-2016-0046.

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Purpose This paper aims to address the necessity of allowing non-formal and informal processes to unfold when using business games for leadership development. While games and simulations have long been used in management training and leadership development, emphasis has been placed on the formal parts of the process and especially on the gaming experience. Design/methodology/approach This paper is based on a qualitative study of a French management game on change management, in which the game-based learning process is examined in light of adult learning. Findings This paper concludes that less

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AZLI, NUR SYAFIQAH SAIFUL, LIM SEONG PEK, HAFIZAH KUSNEK@KHUSNI, et al. "CONCEPTUALIZING NON-FORMAL EDUCATION’S IMPACT VIA ENGAGING LEARNING ACTIVITIES FOR CHILDREN’S EDUCATION." Quantum Journal of Social Sciences and Humanities 5, no. 3 (2024): 100–109. http://dx.doi.org/10.55197/qjssh.v5i3.372.

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As conversations surrounding pedagogy evolve, the growing significance of non-formal education as a complementary force to established learning models has become a topic of central interest. This in-depth research project is dedicated to comprehensively exploring the substantial impact that non-formal educational practices have on enhancing the language literacy skills possessed by children. With a specific focus on learning activities, the research delves into a meticulous analysis of the profound influence that non-formal education exerts on shaping the education of young learners. Through a

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Bermejo-Luque, Lilian. "Logic as (Normative) Inference Theory: Formal vs. Non-formal Theories of Inference Goodness." Informal Logic 28, no. 4 (2009): 315. http://dx.doi.org/10.22329/il.v28i4.2855.

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I defend a conception of Logic as normative for the sort of activities in which inferences super-vene, namely, reasoning and arguing. Toulmin’s criticism of formal logic will be our framework to shape the idea that in order to make sense of Logic as normative, we should con-ceive it as a discipline devoted to the layout of arguments, understood as the representations of the semantic, truth relevant, properties of the inferences that we make in arguing and reason-ing.

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Miljković, Jovan, and Marija Todorović. "Brendiranje škola stranog jezika kao organizatora neformalnog obrazovanja odraslih." Obrazovanje odraslih/Adult Education 21, no. 1 2021 (2021): 61–78. http://dx.doi.org/10.53617/issn2744-2047.2021.21.1.61.

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A brand could be named as the marketing goal of any organization, including the educational one. The issue of brand in education is becoming more and more actual, but the current focus of the scientifc community has remained mainly on branding higher education, while non-formal adult education organizations on this issue have been largely ignored. Therefore, we conducted research to determine whether users of non-formal education organizations perceive the educational service provider as a brand, as well as to identify which activities are carried out by non-formal education organizations to r

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Botezatu, Valeria. "Psycho-educational approaches regarding the organization of educational activities in the context of nonformal education." Studia Universitatis Moldaviae. Seria Științe ale Educației, no. 5(165) (July 2023): 129–34. http://dx.doi.org/10.59295/sum5(165)2023_21.

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From the theoretical and praxeological perspective, non-formal education represents an important dimension of permanent education and an integral part of lifelong learning. This article analyzes the concept and characteristics of non-formal education and presents the psycho-pedagogical approaches related to the organization of educational activities in the context of non-formal education. The pedagogical approaches of non-formal education refer to the system of theories represented by the theory of cooperative learning, the humanistic theory of personality and the learner-centered approach of

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Beaven, Ana, and Inma Alvarez. "Non-Formal Drama Training For In-Service Language Teachers." Scenario: A Journal of Performative Teaching, Learning, Research VIII, no. 1 (2014): 5–18. http://dx.doi.org/10.33178/scenario.8.1.2.

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Research on the connections between drama and language learning is not new, and interest in the potential collaboration between these fields has increased in the last four decades. However, studies have mostly focused on students’ experiences and the type of drama activities that could be incorporated in their language class, neglecting key aspects of the specific skills language teachers might need and how these could be developed. Most language teachers have no training in drama, and often the inclusion of drama activities in the language classroom is dependent on the specific interest and e

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Kušnírová, Eva. "1. Formal and Non-Formal Education Through Theatre⁵⁴." Review of Artistic Education 25, no. 1 (2023): 101–12. http://dx.doi.org/10.2478/rae-2023-0015.

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Abstract The Frankfurt Declaration is a UNESCO document that reminds and re-emphasizes the importance of promoting and applying arts education to the curriculum of all member states. In 2019, the World Alliance for Arts Education (WAAE) organized an international conference called Arts Education for everybody? Every student? Everywhere? It opened a discussion on various topics about arts education (e.g., in society, in school reforms, opportunities for the education of pedagogues, interconnection with other fields, its application at different levels of schools, its future, possibilities to sp

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Cosarbă, Ms Editha Margareta. "The Influence of Student Participation on Non-formal Educational Activities on their School Performance." ANUSANDHAN – NDIM's Journal of Business and Management Research 6, no. 1 (2024): 21–29. http://dx.doi.org/10.56411/anusandhan.2024.v6i1.21-29.

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Students' participation in structured non-formal education activities, organized in educational units, is an important element because it contributes to the development of their personality, and helps students to form positive skills towards learning, acquire skills, and problem-solving strategies. According to Feldman & Matjasko (2007), non-formal education activities have positive effects on students through better school performance; lower dropout rate; better psychological state, increased self-esteem, less worries about the future; reduced feeling of social isolation; and low level of

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

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

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Wulandari, Nur Setyo, Bambang Yudi Cahyono, and Niamika El Khoiri. "Professional Development Activities of IELTS Trainers from Non-English Major." Jurnal Pendidikan dan Pengajaran 54, no. 1 (2021): 58. http://dx.doi.org/10.23887/jpp.v54i1.31609.

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Professional development activities are done by English teachers from formal educational institutions and by trainers from non-English majors who teach IELTS preparation program in non-formal educational institutions. This study investigated the professional development activities done by IELTS trainers from non-English majors and how the professional development activities help them improve their teaching competencies. A case study design was applied, and an in-depth interview and documentary analysis were used to gain the data. Four selected research subjects were involved in this study. The

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Nodzyńska-Moroń, Małgorzata. "NON-FORMAL SCIENCE EDUCATION IN CRACOW: BENEFICIARIES." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 19, no. 2 (2022): 57–65. http://dx.doi.org/10.48127/gu-nse/22.19.57.

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Non-formal science education is a significant part (component) of general education which includes different educational activities carried on outside the framework of the formal system, to provide selected types of learning to particular sub-groups of the population. The study describes the use of informal education opportunities by the inhabitants of Krakow in Poland. Various possibilities offered by living in an old, historic academic city are described. The level of knowledge of these attractions by the inhabitants and the level of their use were examined. It was examined whether the use o

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Diana, ANTOCI, and ANDRASCIUC BIRTOK Vasilica. "THE DEVELOPMENT OF THE SOCIALIZATION OF PRESCHOOLERS TROUGH THE PRISM OF THE KINDERGARDEN-FAMILY PARTNERSHIP IN THE CONTEXTS OF FORMAL, NON-FORMAL, INFORMAL EDUCATION." Advances in Education Sciences 4, no. 1 (2022): Advances in Education Sciences. https://doi.org/10.5281/zenodo.7492793.

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Developing the socialization of a preschooler involves dedication and a harmonious relationship between the implicit educational environment with the educator and the family environment with the preschooler's family. If in kindergarten, the teaching staff plans activities for formal, non-formal, informal education with the aim of developing the social competence of preschoolers, thus stimulating the progress of preschoolers and respecting the Curriculum for preschool education, at home the family, continuing to carry out activities related to the development of social behaviors and thus co

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

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

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Čingienė, Vilma. "The effect of Lithuanian household income on the choice of non-formal education of children through sports and related costs." Innovative Marketing 16, no. 1 (2020): 11–18. http://dx.doi.org/10.21511/im.16(1).2020.02.

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Lithuanian government attempts to create equal opportunities for children who are brought up in different economic, social, and cultural conditions. The income of the majority of Lithuanian citizens still falls behind the European average. This study aims to examine the effect of household income on the choice of non-formal education activity of children and the costs of participation in sports. A questionnaire survey was public used on a website. Vilnius households (Ʃ = 136) were those whose 3-7 years old children were enrolled in non-formal sports activities. The survey aimed to find out the

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Dr., Esokomi Solomon Nuni. "Influence of Science Congress Activities on Secondary School Students' Perception and Achievement in Physics in Vihiga County of Kenya." International Journal of Novel Research in Education and Learning 10, no. 3 (2023): 150–60. https://doi.org/10.5281/zenodo.8046661.

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<strong>Abstract:</strong> The school curriculum consists of formal, informal and non-formal dimensions. Informal dimension is the school environment that influences a learner’s behaviour. The common assumption is that participation in non-formal activities enhances perception and achievement in the formal curriculum. However, secondary schools in Kenya tend to emphasize more on formal curricula and non-formal activities (NFA) are given least emphasis. In Vihiga County, participation in non-formal activities has been reported to be as low as 25%, meaning that NFA were neglected and Liter

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Jucevičiūtė-Bartkevičienė, Vaiva, and Rita Makarskaitė-Petkevičienė. "PRADINIŲ KLASIŲ MOKINIŲ NEFORMALUSIS ŠVIETIMAS: VEIKLŲ PASIRINKIMO ASPEKTAS [NON-FORMAL EDUCATION OF SCHOOLCHILDREN FROM PRIMARY FORMS: THE ASPECT OF ACTIVITIES' SELECTION]." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 8, no. 1 (2016): 8–18. http://dx.doi.org/10.48127/spvk-epmq/16.8.08.

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Today great educational prospects are ascribed to non-formal education (Neformaliojo vaikų švietimo koncepcija, 2012; Valstybinė švietimo 2013–2022 m. strategija, 2013). This sphere is gaining more and more significance not only in Lithuania but also in the European Union (9th Council of Europe Conference of Ministers responsible for Youth, 2012; Rethinking Education: Investing in Skills for Better Socio-economic Outcomes, 2012). Children’s non-formal education provides opportunities for the new generation to become active members of society and to act successfully there. This form of educatio

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Küçüksüleymanoğlu, Rüyam. "Integration of Syrian Refugees and Turkish Students by Non Formal Education Activities." International Journal of Evaluation and Research in Education (IJERE) 7, no. 3 (2018): 244. http://dx.doi.org/10.11591/ijere.v7i3.14118.

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<p>While 80 percent of Syrian refugee children living in camps have chance to attend formal education, only small number of children are attending Turkish schools. The purpose of this research is to investigate the opinions of the Syrian refugee children before and after non formal education (NFE) activities about refugees’ integration at school. For this purpose, certain activities were created and organized by the researcher. The research was conducted in the selected public school with 73 Syrian children and lasted for 28 weeks. Semi-structured interview and observation methods were u

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Ruyam, Kuçuksuleymanoğlu. "Integration of Syrian Refugees and Turkish Students by Non-Formal Education Activities." International Journal of Evaluation and Research in Education (IJERE) 7, no. 3 (2018): 244–52. https://doi.org/10.11591/ijere.v7.i3.pp244-252.

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While 80 percent of Syrian refugee children living in camps have chance to attend formal education, only small number of children are attending Turkish schools. The purpose of this research is to investigate the opinions of the Syrian refugee children before and after non formal education (NFE) activities about refugees’ integration at school. For this purpose, certain activities were created and organized by the researcher. The research was conducted in the selected public school with 73 Syrian children and lasted for 28 weeks. Semi-structured interview and observation methods were used

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VOVK, MYROSLAVA, OLHA HODATSKA, OKSANA VENHRYNIUK, and MARIIA BRONITSKA. "PROFESSIONAL DEVELOPMENT OF TEACHERS IN FORMAL AND NON-FORMAL EDUCATION: UKRAINIAN AND FOREIGN CONTEXTS." Comparative Professional Pedagogy 11, no. 2 (2021): 30–40. http://dx.doi.org/10.31891/2308-4081/2021-11(2)-3.

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The article summarizes Ukrainian and foreign experience in delivering teacher professional development in formal and non-formal education. It shows that Ukraine has taken certain effective measures to improve the system of continuing teacher education (legally regulating professional development in both formal and non-formal education; expanding opportunities for continuing professional development in distance learning; providing material encouragement to teachers based on the results of certification, internships, advanced training, project activities; focusing on the effective development of

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Adrianti, Ririn, Ridhwan Ridhwan, Ali Halidin, and Fatimah Fatimah. "REAKTUALISASI MASJID SEBAGAI PENDIDIKAN ISLAM NON-FORMAL DI KABUPATEN BONE." AL-QAYYIMAH: Jurnal Pendidikan Islam 5, no. 1 (2022): 93–110. http://dx.doi.org/10.30863/aqym.v5i1.2937.

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AbstractThis article discusses the actualization of mosques as non-formal Islamic education in Bone Regency. This type of research is a qualitative research and uses a pedagogical, historical, and sociological approach. Data was collected using observation, interviews, and documentation. The data obtained, processed using the method of reduction, data presentation, and verification and drawing conclusions.The results showed that the implementation of mosque-based non-formal Islamic education, namely the Makmur mosque, Nurul Hudal mosque, and Nurul Ikhsan mosque, mosque in the form of book reci

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KRASNOSHCHEKOV, V. V. "SUPPORT FOR ADAPTATION OF FOREIGN STUDENTS WITH HIGHER EDUCATION: INTEGRATION OF FORMAL AND NON-FORMAL EDUCATION." PRIMO ASPECTU, no. 4(56) (December 2023): 47–52. http://dx.doi.org/10.35211/2500-2635-2023-4-56-47-52.

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The article analyzes the main barriers and ways to support the adaptation of foreign students with higher education. These are graduates of foreign universities who are preparing for master's or postgraduate studies in the Russian Federation. The author details the factors that accelerate or slow down the adaptation processes of the selected student population. The main inhibitory factors are the age of students and the need to prepare for mastering educational material of particular complexity. At the same time, the experience of receiving previous higher education at home mitigates the diffi

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Atabekova, Anastasia, Rimma Gorbatenko, Aleksandr Belousov, Ruslan Grebnev, and Olga Sheremetieva. "What Challenges and Benefits Can Non-Formal Law and Language Integrated Learning Bring to University Students?" International Education Studies 9, no. 6 (2016): 62. http://dx.doi.org/10.5539/ies.v9n6p62.

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<p class="apa">The paper explores the ways in which non-formal content and language integrated learning within university studies can affect students’ academic progress. The research has included theoretical and empirical studies. The article focuses on the observation of students’ learning process, draws attention to challenges and benefits students experienced through non-formal Law and Language integrated learning. Emphasis is laid on those non-formal learning activities that may be viewed as part of the university students’ training for their future professional activities. The paper

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Lemut Bajec, Melita. "The role of formal and non-formal education in the development of technological literacy." Revija za elementarno izobraževanje 16, no. 3 (2023): 321–38. http://dx.doi.org/10.18690/rei.16.3.2711.

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ducation for technological literacy is a necessity of the 21st century if we want to educate individuals capable of planning, problem-solving, making informed decisions that will contribute to the proper use and advance of technology. Participation in free-time activities as a form of lifelong non-formal learning makes an important contribution to the child's overall development and serves to support formal education. The aim of the case study carried out among 20 participants was to explore their attitudes towards technical education; the challenges and tasks that it imposes on children, teac

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Adesso, M. G., R. Capone, and O. Fiore. "Inquiring Electricity in Primary School: A Non-Formal Teaching Education Case Study." Journal of Physics: Conference Series 2297, no. 1 (2022): 012022. http://dx.doi.org/10.1088/1742-6596/2297/1/012022.

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Abstract In this paper we describe a primary school teachers’ training project which includes laboratory activities as part of non-formal education curricula. Fifty teachers and three researchers in the South of Italy were involved in the project. Some inquiry activities were proposed, while teachers and researchers co-planned some further laboratory activities and experiments, all of which were carried out with 9-10 aged pupils. In the case study described, children used artifacts made from simple and low-cost materials, and transformed them into instruments to experiment with electrical phen

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Vrabec, Norbert, Viera Kačinová, Mariana Kitsa, and Martin Majda. "Non-Formal Education Focused on the Development of Critical Thinking and Media Literacy: The Role and Activities of Key Stakeholders in Slovakia." Journal of Education Culture and Society 14, no. 1 (2023): 493–502. http://dx.doi.org/10.15503/jecs2023.1.493.502.

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Aim. This research study aims to examine the role and activities of key stakeholders in Slovakia who participate in non-formal education activities focused on the issue of critical thinking in relation to media communication. The aim was to gain an overview of the ways and means by which these actors address their target groups and what conceptual approaches they use to increase the level of media literacy at the national level. Methods. Framework analysis of secondary data on Slovak subjects whose non-formal educational activities and tools focus on the issue of critical thinking, disinformat

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Villar, Feliciano, and Montserrat Celdrán. "Learning in later life: participation in formal, non-formal and informal activities in a nationally representative Spanish sample." European Journal of Ageing 10, no. 2 (2013): 135–44. http://dx.doi.org/10.1007/s10433-012-0257-1.

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