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Relevant bibliographies by topics / Non-formal education

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Academic literature on the topic 'Non-formal education'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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Journal articles on the topic "Non-formal education"

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Masyhud, Masyhud, Laela Hikmah Nurbata, Hartono Hartono, and Dwi Anggraini Puspita. "LIFE SKILL EDUCATION (LSE) IN NON-FORMAL EDUCATION SETTING." Education of English as a Foreign Language 2, no. 1 (January 31, 2019): 44–50. http://dx.doi.org/10.21776/ub.educafl.2019.0012.01.06.

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Masyhud, Masyhud, Laela Hikmah Nurbata, Hartono Hartono, and Dwi Anggraini Puspita. "LIFE SKILL EDUCATION (LSE) IN NON-FORMAL EDUCATION SETTING." Education of English as a Foreign Language 2, no. 1 (January 31, 2019): 44–50. http://dx.doi.org/10.21776/ub.educafl.2019.002.1.6.

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

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Ivanova, I. V. "Non-formal Education." Russian Education & Society 58, no. 11 (November 2016): 718–31. http://dx.doi.org/10.1080/10609393.2017.1342195.

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Tudor, Sofia Loredana. "Formal – Non-formal – Informal in Education." Procedia - Social and Behavioral Sciences 76 (April 2013): 821–26. http://dx.doi.org/10.1016/j.sbspro.2013.04.213.

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Brennan, Barrie. "Reconceptualizing non‐formal education." International Journal of Lifelong Education 16, no. 3 (May 1997): 185–200. http://dx.doi.org/10.1080/0260137970160303.

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Elice, Deti, Andino Maseleno, and Agus Pahrudin. "Formal, Informal and Non Formal Education Systems." Journal of Learning and Educational Policy, no. 41 (December 1, 2023): 30–35. http://dx.doi.org/10.55529/jlep.41.30.35.

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This paper presents formal, informal, and non formal education systems. Education is likened to a ship and students are the captain, then we do not know where the ship will sail. Similarly, education is steered by students who do not know anything, so it will be difficult for us to know where the process of thinking about educational goals without taking into account the social context. Therefore, formal, informal, and nonformal education is expected to shape students to be better. These three types of education are expected to be able to be a breakthrough in programming the behavior of educated people to become more developed in accordance with the times.

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Pavicevic, Miljana, and Danijela Petrovic. "Differences between formal, non-formal and informal education." Zbornik radova Uciteljskog fakulteta Prizren-Leposavic, no. 9 (2015): 103–13. http://dx.doi.org/10.5937/zrufpl1509103p.

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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 (December 21, 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 use of the neuroconcept in various forms of educational activities. Opportunities include: increasing attention, overcoming personal limitations, detection of specific neuro-consistent methodic and didactic techniques. The limitations include some paradigmatic conditionality of the neuroconcept, which to some extent limits the heuristic qualities of thinking due to the dominance of mental practices and various formalizations. Thus, the balanced and appropriate application of neuropedagogical approaches in both formal and non-formal education is of great importance. Neuropedagogical methods are becoming extremely important in the context of digitization of the space of interaction between people and the emergence of the so-called Z-generation. Critical evaluation and timely application of neuropedagogical practices, in our opinion, can significantly expand the potential for both formal and non-formal education.

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

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Dissertations / Theses on the topic "Non-formal education"

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Brinks, Raymond G. "The formation of a non-formal education team." Theological Research Exchange Network (TREN), 1989. http://www.tren.com.

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Mirth, Diane Mary. "The I.C.W, a study in non-formal adult education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0033/NQ46886.pdf.

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Szakaly, Michael J. "Non-participation in formal education among active union members." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1273157.

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An inquiry into why potential adult learners, employed full time and eligible for substantial tuition assistance dollars, do not participate in formal education may be of interest to administrators within higher education, labor union leadership, and adult educators. Using a descriptive approach, this study gathered evidence from 10 adults who had not participated in formal education in at least the past 10 years. The evidence collected was used to answer the question, Why do UA W-GM active union members, contractually eligible for tuition assistance funds, not participate informal education? Evidence was compiled from two one and one-half hour interviews and from a number of telephone conversations. Much of the previous research on non participation describes barriers and constraints to participation. The informants in this study spent little time discussing why they had not participated. Their discussions instead focused on how and why they had successfully engaged in many informal learning experiences.The research method used in this study is suited to provide details that indirectly provide a basis for analysis into non-participation in formal education for the selected group of informants. Analysis is provided in Chapter V. However, Chapter IV is presented in such a way as to invite readers to develop their own insights based on this sample of unique and varied experiences.
Department of Educational Studies

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Ekwunife, Joe A. "Technology and secondary school science education : how can non-formal education help?" Thesis, Cardiff University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.257960.

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Mumba, Elizabeth Cisece. "Development of a framework for analyzing nonformal education systems." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25475.

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This study analyzes the concept of nonformal education and provides a framework for analyzing nonformal education systems. Nonformal education is seen by policy makers and funding agencies as one of the alternatives to formal schooling that may assist developing countries in the modernization process. Nonformal education is defined as any systematic learning that is provided outside the formal system to meet the learning needs of adults as well as children. In order to achieve the objectives of the study, two separate literature reviews are provided. Firstly, a review of the literature on the concept of nonformal education is provided. The review analyzes how the concept of nonformal education has developed. It discusses some issues regarding definitional problems; major characteristics of nonformal education and the major differences between nonformal education and formal education. Various theories that relate to nonformal education and development are discussed. Following the conceptual analysis, a review of selected research that has been conducted on nonformal education in the last twelve years is provided. Only major cross-cultural studies are reviewed as they provide a basis for comparison. Conclusions of the studies are discussed. A framework is provided for analyzing and comparing nonformal education systems. The framework identifies three levels of analysis: national, regional, and local. The major elements of the framework are discussed and questions are provided indicating at which level they can be asked. Major conclusions of the study are discussed in terms of planning nonformal education systems. Some recommendations for further research are provided.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate

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Al-zaroo, Salah H. "Non-formal education in Palestine : a response to school exclusion." Thesis, University of Warwick, 1998. http://wrap.warwick.ac.uk/36352/.

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This research investigated the past relationship between the formal education and nonformal educational systems in Palestine as a basis for considering what form the relationship may take in the future. The study was based on the initial understanding that within the field of study and practice of continuing education, non-formal education has been conceptualised as having a particular role to play in producing a more equitable society. The study was undertaken at a significant political moment. Non-formal educational institutions and programmes had flourished when, under Israeli occupation, much formal education provision was restricted. Palestinian non-formal education played a significant role in resistance to Israeli occupation and in the Intifada (1987-1994). In 1993, with the signing of the Israeli-Palestinian Declaration of Principle on Interim Self Government, the geo-political context for the Palestinian people and Palestinian institutions changed and a transitional national authority was established. The research was shaped to consider this transitional context. The research was planned to include interviews with people who were likely to be players in the process of national policy formulation. The researcher standpoint was that of a known NFE practitioner. The intention of the field approach was (a) to assess whether a perspective on social exclusion or, for reasons described in the dissertation, educational exclusion was likely to inform the education policy of the new regime and (b) to stimulate through the interview conversation, consideration of the past and future role of non-formal education in Palestine. Analysis of the views of 31 members of the educational elite was informed and contextualised by a review of the literature (mostly in English and much of it written in relation to developing societies) on non-formal education, statistical data, research reports and case studies of education in Palestine. The research argues for the necessity of reforming and reshaping Palestinian non-formal education, and for strategies to be adopted that integrate formal education and non-formal education. Consideration of policy options for the future of Palestinian non-formal education was set within a model of relationships between non-formal education and forms of governance.

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Howard, Caran Amber Crawford. ""I've always been for education": Mexicana/o participation in formal, non-formal, and informal education in the Midwest, 1910-1955." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1634.

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This dissertation provides a history of Mexicana/os' participation in three modes of education: formal, non-formal, and informal, in the midwestern states of Iowa, Kansas, Minnesota, and Missouri, from 1910 to 1955. Informed by Critical Race Theory and LatCrit Theory, the study addresses the social constructions of race, gender, and class as it analyzes how these ongoing and complex constructions influenced not only how dominant society structured and practiced education offered to Mexicana/os but also how Mexicana/os participated in education and made education work for them in parochial and public schools, in settlement houses, in churches and missions, and in familial and community settings.

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Moreland, Rosemary. "Towards a learning society : a study of formal, non-formal and informal adult learning opportunities." Thesis, University of Ulster, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.386104.

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Butvilienė, Jūratė. "Non-formal Adult Education in Lithuania: Public and Private Teaching Sectors." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20140430_132532-34935.

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The non-formal adult (25-64 year olds) education in public and private teaching sectors on the basis of social and human capital, including both learners’ and non-formal education organizers’ situation is analyzed in this dissertational research. The specific purpose of this dissertation is seen through the reality that non-formal adult education is more oriented towards the expectations of employers for their employees’ better qualification(s) while placing the possibilities for personal growth and self-expression aside (i.e. escaping from human capital and putting the social capital into the first place). Also, the manifestations of social stratification in these processes are captured as well, by stressing such aspects as: the education of adult learners, the age factor and the sectors where adults work. While implementing the dissertational research, main statements to be defended were explored and confirmed as well: i) human capital remains more oriented towards social capital accumulation in the public and private sectors of non-formal adult education; ii) the differences between non-formal adult education public and private teaching sectors are rather slight.
Disertacijoje analizuojamas neformalusis suaugusiųjų (25-64 metų amžiaus) švietimas žmogiškojo ir socialinio kapitalo aspektu valstybiniame bei privačiame mokymo sektoriuose besimokančiųjų ir neformalųjį švietimą organizuojančių institucijų lygmenis. Formuluojama problematika, kad neformalusis suaugusiųjų švietimas, kaip vienas svarbiausių asmens sėkmingo veikimo visuomenėje, tenkinant jo/jos pažinimo, lavinimosi bei saviraiškos poreikius garantų, yra daugiau orientuotas į esamų darbdavių lūkesčius darbuotojų kvalifikacijai tobulinti/kelti, akivaizdžiai atsiejant individo saviugdos/asmenybės tobulėjimo bei saviraiškos galimybes (kitaip tariant, atitrūkstama nuo žmogiškojo kapitalo į pirmąją vietą iškeliant socialinį). Taip pat šiame procese pastebimos ir socialinės stratifikacijos apraiškos, ypač išskiriant besimokančiųjų grupių išsilavinimo, amžiaus bei sektorių, kuriuose dirbama, aspektus. Tyrimo eigoje buvo išanalizuoti bei patvirtinti ir ginamieji teiginiai, kad: a) neformaliajame suaugusiųjų švietime valstybinio ir privataus mokymo sektoriuose žmogiškasis kapitalas išlieka orientuotas į socialinio kapitalo kaupimą ir b) skirtumai tarp neformalųjį suaugusiųjų švietimą vykdančių valstybinio ir privataus mokymo sektorių yra nežymūs.

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Moyer, Lisa Ann. "Engaging Students in 21st Century Skills through Non-Formal Learning." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/70949.

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National reforms, such as the Next Generation Science Standards (NGSS), Common Core State Standards Mathematical Practices (CCSMP), and Partnership for 21st Century Learning (P-21) challenge educators to provide students with dynamic learning experiences that address the needs of learners in today's society. These new standards represent a paradigm shift away from the meticulous content memorization of many state standards, toward more dynamic measures addressing the whole learner. To truly develop the leaders, innovators and thinkers of tomorrow, educators are beginning to look beyond the traditional schoolhouse walls to intertwine intentionally designed non-formal learning experiences within formal education. These non-formal experiences serve to connect seemingly disparate skills and knowledge through real-life, hands-on, minds-on learning. Embracing partnerships with individuals and organizations beyond the classroom fosters an environment seamlessly connecting life, work, and school. Although the importance of student engagement in 21st century skills is at the forefront of current educational reforms, little has been done to assess this engagement. While standards such as Common Core State Standards and NGSS have measures in place for domain-specific 21st century skills, aside from PISA's cross-curricular problem solving test, there are few resources to measure non-domain specific engagement in these skills. Without a viable measure, detractors can argue that the term 21st century skills is meaningless and it distracts students from learning core content. Bridging the divide between skills and content is essential to build support for skills that reach far beyond isolated subject-matter knowledge. Engaging students in these skills through non-formal learning, and measuring the extent of student engagement in these skills will drive the development of future opportunities for students to hone them in creative ways. The purpose of this study was to measure student engagement in 21st century skills while they participate in a non-formal learning experience. Once a viable measurement was developed, it was utilized to measure student percent of engagement in each specific 21st century Learning and Innovation skill (creativity and innovation, critical thinking, problem solving), Life and Career skill (flexibility and adaptability, initiative, self-direction and productivity, leadership, responsibility and accountability), and Socio-Cultural skill (communication and collaboration) while students participated in the intentionally designed non-formal learning experience of orienteering. The study also described what characterizes a viable non-formal learning experience facilitating student engagement in 21st century skills. Analysis of data revealed the non-formal learning experience of orienteering engages students in 21st century Learning and Innovation Skills, Life and Career Skills and Socio-Cultural Skills. Specifically, communication and collaboration, critical thinking skills and initiative, self-direction and productivity comprise the largest student engagement. Engagement in leadership, responsibility and accountability, problem solving, and flexibility and adaptability are also evident. This particular non-formal learning experience facilitates very little student engagement of creativity and innovation. While not generalizable to a larger population, this study confirms that students immersed in a non-formal learning activity will become engaged in essential 21st century skills for school, life and work, therefore, this type of learning is a valuable part of instructional time within the formal instructional day and beyond.
Ph. D.

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Books on the topic "Non-formal education"

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Rogers, Alan. Non-Formal Education. Boston, MA: Springer US, 2005. http://dx.doi.org/10.1007/0-387-28693-4.

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Mohanty, Sunil Behari. Non-formal education. Allahabad: Chugh Publications, 1985.

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Rajyalakshmi, K. Non-formal education. New Delhi: Discovery Pub. House, 1989.

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Geursen, Thijs J. Facilities for formal and non-formal education. Paris: Unesco, 1985.

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United Nations. Economic Commission for Africa. Public Administration, Human Resources, and Social Development Division., ed. Non-formal education and development. [Addis Ababa]: The Division, 1993.

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K, Swanepoel S., and University of the Orange Free State. Research Institute for Education Planning. Documentation Section., eds. Non-formal education: A bibliography. Bloemfontein: University of the Orange Free State, Research Institute for Education and Planning, 1988.

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Pillai, K. Sivadasan. Non-formal education in India. New Delhi: Criterion Publications, 1990.

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Chandra, Arvinda. Non-formal education for all. New Delhi: Sterling Publishers Private, 1987.

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Pillai, K. Sivadasan. Non-formal education in India. New Delhi: Criterion Publications, 1990.

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Costas, Criticos, and University of Natal. Dept. of Education. Media Resource Centre., eds. Experiential learning in formal and non-formal education. Durban: Media Resource Centre, Dept. of Education, University of Natal, 1989.

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Book chapters on the topic "Non-formal education"

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Barker, Gary, Felicia Knaul, Neide Cassaniga, and Anita Schrader. "4. Formal and Non-formal Education." In Urban Girls, 45–56. Rugby, Warwickshire, United Kingdom: Practical Action Publishing, 2000. http://dx.doi.org/10.3362/9781780440491.004.

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Flynn, Paul, Heidi Paabort, Valentina Milenkova, Katerina Bojkovska, Antonella Rocca, Liena Hačatrjana, Vladislava Lendzhova, Albena Nakova, and Marta de Oliveira Rodrigues. "Rural NEETs: Pathways Through Formal and Non-formal Education." In NEETs in European rural areas, 35–49. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-45679-4_3.

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AbstractFormal and non-formal education often constitute the first line of engagement in supporting Rural young people Not in Employment, nor in Education, or Training (NEET). However, it is not always the case that such interventions are widely documented. This chapter aims to uncover best practice interventions for the educational inclusion of rural NEETs building upon an emergent body of work in order to frame the identification of five case studies across Estonia, Italy, Latvia, Albania, Portugal. EU and non-EU member states were included to offer a diverse set of examples. Based on Bronfenbrenner’s bioecological model and data triangulation, elements that prevent rural youth from entering or staying in NEET status were identified. Our work shows that each formal or nonformal education learning intervention or reform mobilizes different levels of the bioecological framework and has an important function in shaping NEETs or at-risk youth support systems. Educational interventions that directly target young people can improve the likelihood of a positive outcome when they are context specific. In addition, these interventions make it possible to see the potential of different educational methods in supporting rural young people, when that contextualization stems directly from the young person’s perspectives and his/her perceived needs.

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Bârlea, Roxana-Magdalena. "Teaching Romanian as a Foreign Language. Formal and Non-formal Education Perspectives." In Multilingual Education, 111–23. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93329-0_6.

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Maber, Elizabeth J. T., Naw Tha Ku Paul, Aye Aye Nyein, and Sean Higgins. "Prioritising Education: Youth Experiences within Formal and Non-formal Education Contexts." In Sustainable Peacebuilding and Social Justice in Times of Transition, 209–31. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93812-7_10.

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Saleumsouk, Ka, Vannakone Phannolath, and Richard Noonan. "Non-formal Education and Lifelong Learning." In Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 143–62. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3319-8_6.

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Latchem, Colin. "Open and Distance Non-formal Education." In Open and Distance Non-formal Education in Developing Countries, 11–17. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-6741-9_2.

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Schwier, Richard A. "Comparing Formal, Non-formal, and Informal Online Learning Environments." In The Next Generation of Distance Education, 139–56. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4614-1785-9_9.

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Armila, Päivi, Anni Rannikko, and Tiina Sotkasiira. "Invading Formal Education by Non-Formal Anti-Racist Campaigning." In Antiracism Education In and Out of Schools, 125–49. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56315-2_6.

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Tolppanen, Sakari, Jenni Vartiainen, Veli-Matti Ikävalko, and Maija Aksela. "Relevance of Non-Formal Education in Science Education." In Relevant Chemistry Education, 335–54. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-175-5_18.

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Çalik, Muammer, and Gamze Çan. "An Overview of Formal and Non-Formal Health Education in Turkey." In Health Education in Context, 57–66. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-876-6_7.

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Conference papers on the topic "Non-formal education"

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Dib, C. Z. "Formal, non-formal and informal education: concepts/applicability." In AIP Conference Proceedings Volume 173. AIP, 1988. http://dx.doi.org/10.1063/1.37526.

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Domaratskaya, Anna Nikolaevna. "From non-formal education to secondary education." In IX International Research-to-practice conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-113854.

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Widodo, Widodo, S. Mundzir, Ach Fatchan, and Hardika Hardika. "Analysis of Non-Formal Education Leadership." In 3rd NFE Conference on Lifelong Learning (NFE 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/nfe-16.2017.60.

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Wheeler, Gerald F. "Open systems & non-formal education." In AIP Conference Proceedings Volume 173. AIP, 1988. http://dx.doi.org/10.1063/1.37528.

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Petranova, Dana. "NON-FORMAL MEDIA EDUCATION IN EUROPE." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/41/s16.027.

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Larchen Costuchen, Alexia, and Soumyabrata Dev. "Confronting challenges of non-formal education." In ICBDE'22: The 2022 5th International Conference on Big Data and Education. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3524383.3524450.

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Bustamante León, Martin, Ángeles Rodríguez Aroca, Javier Bermúdez Romero, and Helen Novillo Silva. "STRENGTHENING SKILLS THROUGH NON-FORMAL EDUCATION." In 16th annual International Conference of Education, Research and Innovation. IATED, 2023. http://dx.doi.org/10.21125/iceri.2023.1393.

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Shabaya, Anne. "Building Resilience in Non-formal Education: The Case of Kenya." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9598.

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Building resilience in the Non-formal Educational Sector Non-formal education refers to organized educational activities (Unesco, 2022) which are experiential in nature and foster developmental skills and knowledge (dothegap, 2018), but they do not have an elaborate curriculum, syllabus, accreditation, and the certification similar to that associated with formal learning (Khasnabis et al, 2010). Educational disruption is a phenomenon that may resonate with many, but it is always eschewed from non-formal education. In Kenya, non-formal education comprises of individuals from poor street families or those living in informal settlements. These are individuals who never got a chance to undergo formal schooling. To alleviate the situation, in 2002, the Kenyan government instituted Free Education for All (FEA), but a decade later, the problem still lingers. Street families are still thriving in the slums and other informal settlements in urban centers. They become fertile grounds for those who wish to prey on the marginalized such as organized crime syndicates, drug peddlers, child prostitutes, human traffickers, and all manner of forms of human dehumanization gangs. The government of Kenya instituted TVET (technical and vocational education and training) in 2013 (Wakiaga, 2022) to equip these individuals with markatable skills. Resilience in the non-formal educational sector is far reaching. It begins with identifying populations these poor populations, and then followed by an intertwined duality of rehabilitation and counseling. Street families never got any formal education, and they shun formal society and all its trimmings; furthermore, they believe that formal education is outside their reach. A way to remedy this is to offer them non-formal education through an apprentice system where they can learn and develop a skill or a craft which they can develop into an enterprise. Such skills may include masonry, carpentry, welding, painting, brick laying, stone dressing, cookery, car washing, and general cleaning, to mention, but a few. These skills are sellable since they are in demand in both formal and informal sectors of business in society. Since non-formal training is expensive, an apprentice system can ensure an income as they train. // This paper highlights the plight of these individuals and source by showing that through non-formal education and resilience; they can be rehabilitated and transformed to become productive members of society. Non-formal education is indeed an education like any other. Its consideration, and inclusion in the national educational budgets, streamlining it by having its curriculum developed, and trainers identified then trained, is vital.

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Rouvrais, Siegfried. "Recognizing non formal learning experiences." In 2012 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2012. http://dx.doi.org/10.1109/educon.2012.6201157.

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"GAME AS EDUCATIONAL NON-FORMAL METHOD." In SOCIOINT 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.46529/socioint.202134.

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Reports on the topic "Non-formal education"

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Duraiappah, Anantha, N. M. Van Atteveldt, J. M. Buil, K. Singh, and R. Wu. Reimagining Education: The International Science and Evidence Based Education (ISEE) Assessment. UNESCO MGIEP, March 2022. http://dx.doi.org/10.56383/jofk3902.

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The overall goal of the ISEE Assessment is to pool multi-disciplinary expertise on educational systems and reforms from a range of stakeholders in an open and inclusive manner, and to undertake a scientifically robust and evidence based assessment that can inform education policy-making at all levels and on all scales. Its aim is not to be policy prescriptive but to provide policy relevant information and recommendations to improve education systems and the way we organize learning in formal and non-formal settings. It is also meant to identify information gaps and priorities for future research in the field of education.

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Woodham, Dominique. Illustrated Extension apiculture education STEAM (science, technology, engineering, art, mathematics) book to support educators teaching youth in non-formal learning settings. Ames (Iowa): Iowa State University, January 2020. http://dx.doi.org/10.31274/cc-20240624-864.

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Ahmed AlGarf, Yasmine. From Self-Awareness to Purposeful Employment: Guiding Egyptian youth using arts-based learning. Oxfam IBIS, August 2021. http://dx.doi.org/10.21201/2021.7932.

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Alwan wa Awtar (A&A), a partner of the Youth Participation and Employment (YPE) programme, implements a youth programme supporting young people to shape their prospects through professional and soft skill development, safe learning space and non-formal education. A&A has learned important lessons throughout its journey. A safe learning environment, flexible learning techniques, visual and performing arts in education and participatory management are key approaches for successful youth programmes. During the COVID-19 period, many of the professional development programmes have been delivered online, which was a good example of adaptation to changing circumstances that ensured the sustainability and continued effectiveness of the programme.

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Vera-Cossio, Diego A., Bridget Hoffmann, Camilo Pecha, Jorge Gallego, Marco Stampini, David Vargas, María Paula Medina, and Esteban Álvarez. Re-thinking Social Protection: From Poverty Alleviation to Building Resilience in Middle-Income Households. Inter-American Development Bank, June 2023. http://dx.doi.org/10.18235/0004969.

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We exploit an expansion in social protection to middle-income households to provide evidence on how middle-income households cope with economic shocks and how to build their resilience. We use a regression discontinuity design around the eligibility cutoff for a program that delivered monthly cash transfers mainly through bank accounts in Colombia. We find no impacts on food security, education, and health outcomes--the target outcomes of antipoverty programs. In contrast, program eligibility increases non-food consumption and reduces debt for routine expenses. Bank account ownership increases by 16%, and beneficiaries are more likely to borrow from formal lenders. Amid systemic and idiosyncratic shocks, the program prevents middle-income households from reducing non-food spending and acquiring debt for routine expenses. Moreover, when hit by severe shocks, beneficiary households substitute away from predatory loans. The results suggest that middle-income households are constrained by lack of insurance and that social protection can build middle-income households' resilience to shocks through both cash transfers and by integrating beneficiaries into formal credit markets.

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Roy, Pratim, Anita Varghese, Bhavya George, and Madeleine Gefke. Lessons in Experiential Learning from a Biosphere Reserve. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf2107.2024.

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Learning from the field is at the core of the approach that Keystone Foundation, a non-governmental organisation (NGO) based in the Nilgiri Biosphere Reserve, Western Ghats, India has been engaged in since its inception in 1993. As a group for eco-development initiatives, we engage with children and the youth from local to global, and formal and non-formal institutions. Through this report, we used the opportunity to reflect on our experiments with field learning and alternative pedagogies that are currently ongoing through the Nilgiri Field Learning Centre (a collaboration between Keystone Foundation and Cornell University) and the Climate Smart School initiative, which has been implemented in 15 schools (both private and government run). We seek to: a) explore the knowledge produced and the pedagogical approaches that have been enabled; b) examine the impact of field learning in terms of capacity; and c) reflect on our efforts at mainstreaming these pedagogies through government schools. Additionally, we collaborated with alumni from the field learning programmes to conduct a survey to assess the status of education among children belonging to indigenous communities in the Nilgiris.

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Menon, Shantanu, Aruna Pandey, and Kushagra Merchant. U&I: Nurturing Empathy for Effectiveness. Indian School Of Development Management, February 2022. http://dx.doi.org/10.58178/2203.1001.

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U&I is a volunteer-driven charitable organization based in Bengaluru, Karnataka, India. It provides non-formal education to underprivileged children in 25 cities around India, through a network of over 2,300 volunteers. The case study engages with the ways in which conscious design can nurture structures, spaces and processes that enable the integration of an organization's mission and volunteer model with the leadership’s core principles of empathetic care and authentic relationships. It provides an opportunity for learners to reflect on how designing for empathy can produce tangible programmatic impact, develop in-house leadership and build a self-sustaining organizational culture and volunteer ecosystem.

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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.], September 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 analysis of the latest information and technological approaches to the organization of students’ independent study activities made it possible to determine the means of realization of the leading forms of organization for this activity (independent and research work, lectures, consultations and non-formal education), to characterize and classify the ICTs and tools that support presentation of teaching materials, electronic communication, mastering of learning material, monitoring of students’ learning and cognitive activity, such as ones that serve for the sake of development and support of automated training courses, systems of remote virtual education with elements of artificial intelligence, which implement the principle of adaptive management of learning and the organization of students’ independent study activities. The paper provides the insight into the essence of the conducted investigation on the assesses of the effectiveness of ICTs and tools in the process of organizing students’ independent study activities.

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