Relevant bibliographies by topics / Non-formal education Education and state Adult education Adult education

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

Academic literature on the topic 'Non-formal education Education and state Adult education Adult education'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Non-formal education Education and state Adult education Adult education"

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Boiarska-Khomenko, Anna. "Regulatory support of adult education in EU countries." Continuing Professional Education: Theory and Practice, no. 3-4 (2018): 105–10. http://dx.doi.org/10.28925/1609-8595.2018.3-4.105110.

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In the article, the analysis of the European Parliament's normative legal documents on adult education has been carried out. The role and significance of lifelong learning at the present stage have been determined by the help of normative acts. Trends and vectors of adult education development are: popularization of education among the adult population, the use of the latest educational technologies, improvement of teaching methods, involving different target groups in education, formal recognition of non-formal and informal education, provision of qualified pedagogical personnel to the adult
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Самойленко, Оксана. "FORMATION AND DEVELOPMENT OF ADULT EDUCATION IN UKRAINE AND SLOVAK REPUBLIC: COMPARATIVE ANALYSIS." Науковий вісник Інституту професійно-технічної освіти НАПН України. Професійна педагогіка, no. 18 (June 24, 2019): 195–201. http://dx.doi.org/10.32835/2223-5752.2019.18.195-201.

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The article presents the results of the comparative analysis of the formation and development of adult education in Ukraine and the Slovak Republic. The general (globalization, democratization, individualization of adult education) and specific (establishment of the legal framework, the introduction of an andragogical model of education in formal education) trends in the development of adult education in both countries.
 It has been proved that the Slovak Republic as a member state of the European Union has a well-established tradition of adult education through legislative provision, an
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Oyigbo, Dorida Nneka, K. Chukwuemeka Obetta, Chinasa M. Ugwunnadi, J. O. Acha, Onyinyechi E. Okoye, and B. N. Onah. "Integrating Creativity in the Facilitation of Adult Learning through Analytic and Synthetic Methods: Study of Adult Basic Literacy Education Program in Enugu State, Nigeria." Global Journal of Health Science 12, no. 12 (2020): 70. http://dx.doi.org/10.5539/gjhs.v12n12p70.

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Adult basic literacy education program requires the integration of creativity into learning activities to increase the rate of adult learning in adult basic literacy education program. The study assessed the extent of integrating creativity in facilitating adult learners in adult basic literacy education program. The study adopted a descriptive survey design. The instrument titled, Integrating Creativity in the Facilitation of Adult Learning through Analytic and Synthetic Methods Questionnaire was administered to 880 adult education administrators, adult literacy facilitators and adult learner
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Zemaitaityte, Irena, and Alina Petrauskiene. "THE PROBLEM OF NON-FORMAL ADULT EDUCATION QUALITY SERVICE PROVISION IN LOCAL MUNICIPALITIES OF LITHUANIA." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 28, 2021): 251–61. http://dx.doi.org/10.17770/sie2021vol4.6397.

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This article analyzes one of the most important and, simultaneously, the most problematic factors in the development of adult education as the implementation quality of Non-formal Adult Education (hereinafter NAE) at the local government level. The aim of this article is to reveal the understanding of Lithuanian municipal non-formal adult education coordinators about improving the quality of non-formal adult education services. The study has centered on a focus group (12 people) in which Lithuanian non-formal adult education coordinators from different municipalities discussed and shared their
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Nwabuko, Linus O., Ngozi J. Igwe, Mary C. Okengwu, Michelle A. Nwabuko, and Onyinye Ekere. "Benchmark for Partnership in Human and Material Resources Provision for Adult Education Programmes in the South-East Zone of Nigeria." Global Journal of Health Science 12, no. 5 (2020): 46. http://dx.doi.org/10.5539/gjhs.v12n5p46.

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Partnership is an approach used for effective human and material resources provision among agencies and partners based on democratic principles of understanding in pursuit of a common goal. Adult education programmes are provided by the government, Non-governmental Organisations (NGOs) and donor agencies. Yet adult education seems to suffer from a dearth of human and material resources due to a loose partnership framework among government NGOs and donor agencies. Hence the need to provide a benchmark for partnership among government, NGOs and donor agencies in the provision of human and materi
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Madu, Dr Catherine Omeriyang, Johnson Nnadi Ewelum, and Kennedy Ogochukwu Okunna. "Repositioning the Funding of Adult and Non-formal Education (ANFE) in Anambra State, Nigeria." International Journal for Innovation Education and Research 8, no. 8 (2020): 01–09. http://dx.doi.org/10.31686/ijier.vol8.iss8.2215.

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The need for repositioning the funding of adult and non-formal education (ANFE) in Anambra State cannot be overlooked as manpower and material resources needed for such programs can be acquired when there is adequate funding. The study focused on the repositioning the funding of ANFE in Anambra State. Descriptive survey research design was adopted in this study, guided by three research questions. The population of the study comprised 331 instructors in all the government-owned adult education centres in Anambra State. There was no sampling because the population was manageable. Questionnaire
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LAZORENKO, Olena. "CIVIL SOCIETY AS DRIVER IN DEMOCRACY DISCOURSE OF ADULT LEARNING POLICY IN UKRAINE." Filosofska dumka (Philosophical Thought) -, no. 5 (2020): 41–59. http://dx.doi.org/10.15407/fd2020.05.041.

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The article is focused on some aspects of development adult learning and education policy in Ukraine from stakeholders` perspective, and active role of the Ukrainian civil society in this discourse. This was facilitated by conducting analytical research and further advocacy activities on the protection and representation of interests in Ukraine in 2018-2019. Adult learning and education following the change in UNESCO’s terminology from «adult education» to «adult learning and education» (abbreviated - ALE), is interpreted as a permanent activity aimed at acquiring, recognizing and applying key
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Edquist, Samuel. "Demarcating Popular Education with Government Subsidies: Sweden 1911–1991." Nordic Journal of Educational History 2, no. 1 (2015): 73–96. http://dx.doi.org/10.36368/njedh.v2i1.45.

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By analysing the regulating mechanisms of state subsidies to Swedish institutions generally considered mediating “popular education” during the twentieth century, it is argued that a tension has been developed between two parallel notions of popular education. A narrower ideal popular education—emphasising non-formality and independence—has been discursively nurtured along with a broader organisational popular education, denoting the de facto institutions that have received government funding, primarily the folk high schools and study associations. It is argued that the organisational popular
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Melnikova, Julija, Andreas Ahrens, and Jeļena Zaščerinska. "NATIONAL INSIGHTS FROM LITHUANIA, LATVIA AND POLAND FOR EU ADULT EDUCATION POLICY DEVELOPMENT." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 21, 2019): 233. http://dx.doi.org/10.17770/sie2019vol5.3986.

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The discovery of the power of adult education in facilitating smart, sustainable and inclusive growth has increased the demand for adult learning. Education in European countries had always been seen as a national affair. The education systems and objectives had been closely related with each country’s history, political system and location. However, due to the increasingly global character of the way national and supranational policy is created, education policymaking is increasingly framed by national economic imperatives and driven by the need to be globally competitive. The education of ad
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Aroge, Stephen Talabi. "Socio-Economic Effects of Women's Participation in Adult and NonFormal Education: Case of Akoko North West Local Government Area of Ondo State, Nigeria." JOURNAL OF ADVANCES IN HUMANITIES 4, no. 3 (2016): 520–24. http://dx.doi.org/10.24297/jah.v4i2.4618.

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This paper examined the socioeconomic effects of women's participation in adult and non-formal education in Nigeria with special attention on Akoko North West Local Government Area of Ondo State. From the pre-colonial era up to the time of independence, little attention was given to the education of girl child and women in Nigeria - be it formal and non-formal. The reason is not unconnected with the belief by many that the best place for women to function is home and kitchen. However, the clamour for girl-child education and women empowerment in the global scene brought about the paradigm shif
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Dissertations / Theses on the topic "Non-formal education Education and state Adult education Adult education"

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Hudson, Richard Arthur. "Implications of adult stages of development for enrollment and course selection in non-credit continuing education courses at the Ohio State University." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487260531955882.

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Wyatt, Linda Gale. "Adult student satisfaction with overall learning experiences at East Tennessee State University." [Johnson City, Tenn. : East Tennessee State University], 2000. http://etd-submit.etsu.edu/etd/theses/available/etd-1110100-182617/unrestricted/Wyatt.pdf.

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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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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
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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?
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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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Moore, Alrika. "Recognition of prior learning in a contemporary South African context a non-formal educational approach /." Thesis, Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-03162006-160045.

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Perold, Jana. "Entrepreneurial development through non-formal adult education and skills training in a rural community." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53411.

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Thesis (Master of Consumer Science)--Stellenbosch University, 2003.<br>ENGLISH ABSTRACT: In recent years unemployment figures in South Africa have reached alarming proportions. Many people do not have any form of income, and many others rely on irregular incomes from seasonal work. Education of adults has been highlighted as a possibility for teaching people various skills, which they could apply to generate an income for themselves. This research was conducted by following a participatory action research method to determine whether a nonformal adult education programme would assist indi
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Qazzaz, Hadeel A. "Adult non-formal education in developing countries : the case of Palestinians in Israeli prisons." Thesis, University of Leeds, 1997. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.640918.

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Ludwig, Germain D. "Using adult education perspective transformation principles in the evaluation of training program proposals for the economically disadvantaged /." Access Digital Full Text version, 1994. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11625910.

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Thesis (Ed. D.)--Teachers College, Columbia University, 1994.<br>Includes tables. Typescript; issued also on microfilm. Sponsor: William T. Vericker. Dissertation Committee: Professor Matthias Finger. Includes bibliographical references (leaves 191-202, 314-320) and index.
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Books on the topic "Non-formal education Education and state Adult education Adult education"

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Torres, Carlos Alberto. The politics of nonformal education in Latin America. Praeger, 1990.

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Muḥammad, Ibrāhīm Ibrāhīm. al- Taʻlīm al-niẓāmī wa-ghayr al-niẓāmī fī al-Mamlakah al-ʻArabīyah al-Saʻūdīyah: Bayna al-māḍī wa-al-ḥāḍir. ʻĀlam al-Maʻrifah, 1985.

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Conflicting paradigms in adult literacy education: In quest of a U.S. democratic politics of literacy. L. Erlbaum Associates, 2005.

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B, Mohanty B. Adult education: Some reflections. Indian Adult Education Association, 1989.

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

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

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Non-formal education for development. APH Pub. Corp., 1995.

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Indabawa, Sabo Amin. Themes in adult and non-formal education. Lagos, 1991.

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Khawaja, Sarfraz. Non-formal education: Myth or panacea for Pakistan. Mr. Books, 1990.

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Adult education and lifelong learning: Theory and practice. 4th ed. Routledge, 2010.

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Book chapters on the topic "Non-formal education Education and state Adult education Adult education"

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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-formal and informal education as the means to proactively advance competences through project work, voluntary activities, self-employment and enabling the validation of competences learnt at job situations in formal adult education institutions. As a new direction, adult educators in the Baltic states have started to practice sustainable and holistic approaches in adult education practices that highlight personal self-development besides their employability goals. In this chapter, we explore how changes in adult education in the Baltic states appear at micro level, focusing on three dimensions of active participatory citizenship in the observed educational programmes and among the programme stakeholders’ reflections. We posit that holistic approaches in adult education may be illustrated through three dimensions of active participatory citizenship concept – politico-legal, socio-cultural and socio-economic.
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Sadik, Sahara. "Non-permanent Workers and Their Learning in a Developmental State." In The Palgrave International Handbook on Adult and Lifelong Education and Learning. Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-55783-4_36.

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Kuusipalo, Paula, Hanna Toiviainen, and Pirkko Pitkänen. "Adult Education as a Means to Social Inclusion in Nordic Welfare States: Denmark, Finland and Sweden." In Young Adults and Active Citizenship. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65002-5_6.

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AbstractDenmark, Sweden and Finland are Nordic welfare states that historically have put a high value on both basic and adult education. Citizens should have equal opportunities to participate in education and society. Adult education has been a topical means to include citizens in active societal participation. This has been realised by providing special support for those in need. Currently, the dominance of neo-liberal market economies has challenged this educational ideology, and adult education has increasingly become reduced to only one of its functions, that of employability. Besides formal education, even informal learning has been harnessed for developing and maintaining work-related skills. Budget cuts have affected adult education while resources have increased on guidance and counselling, transition from basic to upper secondary education, education for the low-skilled and continuing training for workforce. Drawing on the history and present challenges this chapter discusses the possibilities to strengthen social inclusion through adult education. In the focus are groups that are at risk of staying outside the education society. The consequences of unfinished basic education and recently the educational needs of migrants and asylum seekers have revealed the largely unattended challenges of young adults and the vulnerability involved in comparison to the relatively high educated mainstream population. Our research focusing on social inclusion of vulnerable groups through differentiated support activities provides space to discuss, how adult education may regain its leading role in enhancing equal opportunities towards active political, social and economic participation in the Nordic societies.
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Latchem, Colin. "Adult Literacy, Post-Literacy and English as a Second Language." In Open and Distance Non-formal Education in Developing Countries. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-6741-9_9.

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Witte, Maria Martinez, James E. Witte, and Iris M. Saltiel. "Barriers to Adult Learning." In Handbook of Research on E-Learning Applications for Career and Technical Education. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-739-3.ch027.

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There is a growing need for an educated, skilled workforce that is able to learn and adapt to new challenges. Expecting this need to be met by those graduating from high school is not realistic as the current educational system has not adequately served the non-traditional student. This chapter reaffirms that Career Technical Education programs are excellent ways to meet adult learning and workforce development needs. The challenge, as described in the chapter, is to engage adults in becoming lifelong learners. This will require removing barriers to adult learning that relate to cost, accessibility, and interest. State and federal leaders also have a stake in addressing this need as it affects the nation’s ability to compete on a regional and international level.
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Afsar, Rita, and Mahabub Hossain. "Impact of Urbanization on Health and Education." In Dhaka's Changing Landscape. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190121112.003.0007.

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This chapter focuses on the qualitative changes in the lives of the city dwellers, particularly the poorer ones, regarding the scope for them to benefit from the city’s growing prosperity like their non-poor counterparts. It does so by examining the state of health and education of all. It estimates morbidity rates and highlights disease patterns to assess changes and identify the affected groups. To assess quality of health, it analyses their treatment-seeking behaviour, immunization of children, and whether the determinants of good health are changing over time. It examines changes in enrolment rates of children, adolescents and youth group, and gender parity at the primary, secondary and tertiary levels. Whether the quality of human capital has improved over time is also assessed by analysing the trends in adult literacy, educational attainment, and per capita expenditure in health and education in order to attain the main outcomes—equity and social inclusion.
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Biney, Isaac Kofi. "Revitalizing Blended and Self-Directed Learning Among Adult Learners Through the Distance Education Mode of Learning in Ghana." In Re-Envisioning and Restructuring Blended Learning for Underprivileged Communities. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6940-5.ch010.

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Higher education institutions (HEIs) are witnessing increasing participation of non-traditional learners, learning by distance education (DE) mode. Blended learning (BL) strategy is adapted to create opportunities for adult learners to improve knowledge, skills, and intellectual capacities to impact, among others, productivity at workplace. This chapter explores the use of technology to conceptualize BL and self-directed learning (SDL). It discussed blended learning as practiced in the global north and the global south. It examined SDL and focused attention on blended learning as practiced in HEIs, using University of Ghana as a case study. It identified issues involved in blended learning and mapped up solutions in revitalizing self-directed learning culture among the young adults in Ghana. The chapter concludes that the state-of-the-art computer laboratories which power the Sakai LMS should be refurbished and retooled to deepen BL and SDL culture among adult learners in Ghana.
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Neimann, Theresa D., Uta M. Stelson, and Stefan J. Malecek. "Building a Culture of Completers by Understanding the Etiology of Adult Learning Deficits Stemming from Childhood." In Encyclopedia of Strategic Leadership and Management. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1049-9.ch054.

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Statistics about achievement gaps and college non-completion have been published in journals geared to inform administrators of higher education, such as the Chronicles of Higher Education and publications by the Community College Research Center (see, for example: Bailey, Jeong &amp; Cho (2008). While the focus is usually on cognitive or systemic remedies, many educators and administrators fail to see the connection between psychological development during childhood and college non-completion as one of the possible problems. Chronic exposure to stress hormones, whether it occurs during the prenatal period, infancy, or childhood has long term effects in adulthood learning. While many educators in higher education have spent hours on professional development processes, many shy away from transformational teaching/learning because a certain amount of vulnerability or unfamiliar paradigms are involved. Concurrently, many administrators fail to see the need to inform their faculty about new teaching modalities, such as transformational teaching, and also fail to allocate funding for professional development in this area, whether in the form of in-service learning opportunities or external conference attendance. The authors suggest that both teachers and educational managers at both the college and state levels, particularly at the level of adult education, need to understand the ramifications of Maslow's Hierarchy of Human Needs on students' ability to learn and adopt an approach to transformational teaching/learning whereby they can help to offset the gloomy statistics in achievement gaps. In transformational learning the educator becomes a facilitator that enables students to learn through activities that are shared by educators and students. This platform has the potential to empower students and educators to re-examine their roles, beliefs, and assumptions, and ultimately helps to reform teaching practice in teaching environments to the benefit of both educators and their learners. Training of educators to adopt a transformational teaching approach can come at the level of each college, but can also come through statewide trainings conducted by educational managers within each State's Department of Education or Department of Community Colleges and Workforce Development. Thus, the authors seek to encourage educators as well as educational managers to re-consider their philosophy of teaching from the perspective of transformational theory.
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Fordham, Paul, Geoff Poulton, and Lawrence Randle. "Non-formal Work: a New Kind of Provision." In Learning Networks in Adult Education. Routledge, 2018. http://dx.doi.org/10.4324/9780429447013-11.

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Bradley, J. Bernard, John Rachal, and Lin Harper. "Online Professional Development for Adults." In Adult and Continuing Education. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch023.

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Online professional development programs for adults are increasing in frequency. Numerous scholarly articles have been written that offer polemical or anecdotal evidence supporting the effectiveness of andragogically facilitated non-formal professional development courses, including those conducted online. However, few empirical studies have been conducted to validate their usefulness, especially those offered via the Internet. Such non-formal educational programming may be most conducive to both implementing and empirically testing a more purist definition of andragogy (Pratt, 1988; Rachal, 2002; Bradley, 2011). This chapter explores the theoretical frameworks of andragogy, as well as existing experimental or quasi-experimental research studies, with a view toward creating more learner-centered non-formal educational transactions that meet the unique needs of adult learners. Lastly, suggestions for both practitioners and researchers alike are offered to help build the body of evidence-based research and extend practical advice to educators when designing and facilitating virtual learning programs for adults that emphasize professional development.
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Conference papers on the topic "Non-formal education Education and state Adult education Adult education"

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Marusynets, Marianna, and Kyryl Kotun. "Strategies for Adult Education Development in the European Educational Space and International Organizations’ Activities." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/18.

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Nowadays, the development of adult education as an important lifelong learning component is conditioned not only by the dynamics of social, scientific and technological progress, changes in the scope and nature of work, increasing leisure time, and opportunities for its rational use but also by the social role of both society and personality. Non-formal youth and adult education is becoming important in the context of ensuring the sustainable and balanced development of society. For the past two decades, adult education as a component of lifelong learning has been a defining goal of education
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McGovern, Terry. "Exploratory Study: Digital Badging." In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4556.

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Aim/Purpose: To inform educational stakeholders about of the emerging digital educational badging technology, the industry, and how it applies to adult learning. Background: An overview of the developing badging system, concepts, key terminology, advantages, challenges, and examples of badge utilization. Methodology: Exploratory study. Contribution: Makes known how the current state of the badging system, its fit with adult learning theories, its features, its issues, and offers avenues for future research. Findings: Digital badges align well with adult learning theories. Badges can improve ad
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MERKYS, Gediminas, Daiva BUBELIENE, and Nijolė ČIUČIULKIENĖ. "SATISFACTION OF RURAL POPULATION WITH PUBLIC SERVICES IN THE REGIONS: ANALYSIS OF EDUCATIONAL INDICATORS." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.154.

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The key idea of the well-being concept strives to answer the question about how well the needs of people in a society are met in different spheres of social life - the physical, economic, social, educational, environmental, emotional, and spiritual – as well as individuals’ evaluations of their own lives and the way that their society operates (Gilbert, Colley, Roberts, 2016). One of the possible suggestions for answering the question: “How well are the needs of people in a society met?” could be the monitoring of citizen’s satisfaction with public services while applying a standardized questi
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Onutz, Teodora. "Foreign Languages In Non-Formal Adult Education - A New Trend." In Education, Reflection, Development, Seventh Edition. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.06.51.

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Vassileva, Valentina, and Desislava Stoyanova. "TRADITIONAL DIMENSIONS AND INNOVATIVE PARAMETERS OF NON-FORMAL ADULT EDUCATION." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1750.

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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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Chaiyabutr, Walaiwad, Patchara Ingkaninan, and Phisit Nadprasert. "DEVELOPING ENGLISH ONLINE COURSES FOR ADULT LEARNERS AT NON-FORMAL EDUCATION CENTERS." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0106.

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