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Relevant bibliographies by topics / Nonformal education / Dissertations / Theses

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Dissertations / Theses on the topic 'Nonformal education'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Meredith, Joyce Elaine. "A model of affective processes in nonformal education." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1239976661.

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2

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

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3

Coker, Teresa Schretter. "A model for formative evaluation of nonformal environmental education." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250100594.

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4

Mumba, Elizabeth Cisece. "Integrated nonformal education in Zambia : the case of Chipata District." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/27670.

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This research was concerned with integrated nonformal education programmes in Zambia. The purposes of the research were: (1) to identify factors thought by administrators to facilitate and hinder the implementation of integrated nonformal education programmes; (2) to establish the relative influence of each factor; (3) to determine the perceived degree of integration from the perspective of four administrative levels; and (4) to determine skills and knowledge acquired from integrated nonformal education programmes through the perceptions of participants. Critical incident interviews and quest

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5

Andres, Teresa E. "Programmatic assessment of nonformal environmental education programs in southern New Jersey /." Full text available online, 2005. http://www.lib.rowan.edu/find/theses.

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6

Taji, Mona El. "Rural women, the environment and nonformal education in countries of the South." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26338.

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Over the ages, rural women in subsistence and near-subsistence economies have maintained a sustainable relationship with the environment. This has been manifested in their different roles as users, producers, managers, and income providers. However, the introduction of Western-style development emulating the growth patterns of the North has not only overlooked the needs of the environment but also the needs and knowledge of women. The uninhibited exploitation of nature through development has started eroding the environment. In addition, with the marginalization of women from development schem

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7

Newashi, Qasem S. al. "Towards improving the status of formal and nonformal environmental education in Jordan." [S.l. : s.n.], 2002. http://deposit.ddb.de/cgi-bin/dokserv?idn=965367320.

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8

Brummell, Stefanie Rose. "A nonformal education program on marine environmental issues for high school students." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3212.

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These nonformal environmental education programs focus on ocean issues for high school science students. There are four programs: "Earth Science and Plastics in the Pacific," "Biology and Marine Fisheries," "Chemistry and Global Climate Change," and "Physics and Tsunami." The presentation portion of each program is intended to be given by a nonformal educator to science students visiting a site, such as a museum or an aquarium.

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9

Kesonpat, Puongrat. "Participants and Nonparticipants in Nonformal Education in Thai Rural Areas: A Secondary- Analysis." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331411/.

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This study was a secondary analysis of survey data on participants and nonparticipants in Thai rural education programs. The original data were collected in 1987 by the Office of the National Educational Commission, Office of the Prime Minister, Bangkok Thailand. This study was conducted in order to examine the effect of selected demographic variables on participation and to determine why some rural villagers participate in nonformal educational programs and other villagers do not. The data were collected from a survey of nonformal education in Thai rural areas conducted as part of the evalua

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10

Balmer, John M. "Nonformal pastoral ministry training in the majority world four case studies /." Columbia, SC : Columbia Theological Seminary, 2008. http://dx.doi.org/10.2986/tren.023-0215.

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11

Ambrosino, Audrey M. "Adult Learning in Nonformal Settings: Cultural Festivals as Spaces for Socially Situated Cognition." unrestricted, 2009. http://etd.gsu.edu/theses/available/etd-03172009-125648/.

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Thesis (Ph. D.)--Georgia State University, 2009.<br>Title from file title page. Ann Cale Kruger, committee chair ; Susan C. McClendon, Miles A. Irving, Karen M. Zabrucky, committee members. Electronic text (126 p. : col. ill.) : digital, PDF file. Description based on contents viewed Oct. 7, 2009. Includes bibliographical references (p. 119-121).

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12

Dhungel, Dhruba Prasad. "Factors Affecting Recogntion of Expriential Learning in Nepal." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/946.

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Access to opportunities for better life through education and training has been in debate among stakeholders of education and social scientists for a long time. This study has attempted to understand how recognition of individuals' prior experiential learning might be instrumental to widen the access to higher education. The perceptions, experiences, and opinions to recognition of prior experiential learning of stakeholders of the education system in Nepal have been the basis to understand the phenomena in this study. This is a descriptive study that used sequential mixed method design (QUAN

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13

Marcos-Iga, Jose. "Nonformal Conservation Education in Mexico: Characterizing Current Practices and Assessing Perceived Role, Capacities and Needs." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/145289.

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Strategic planning in conservation of natural protected areas should include a human component, since human activity can threaten the health of the natural site. It is the competition for the resources that makes management of these areas a contentious issue. Effective education is key in resolving such issues and in ensuring that informed decisions are made concerning the uses of these valuable natural assets. This study tests this assumption in two phases.The first phase addresses the need to present a wider picture on the current state of environmental education practices in Mexico: Who is

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14

Cronin, David P. "Elevating the Civic Science Literacy of American Adults: Assessing a Renewed Citizen Science Paradigm Integrating Nonformal Outdoor Adult Education and Enhanced Experiential Learning." Cleveland State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=csu1301628998.

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15

Pieck, Gochicoa Enrique. "The social function and meaning of nonformal education : a study of official community education programmes in the state of Mexico." Thesis, University College London (University of London), 1993. http://discovery.ucl.ac.uk/10020911/.

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The purpose of the thesis is to examine the social control and reproduction functions of what is known as nonformal education in the State of Mexico (Mexico). As such it is concerned with analysing what Bernstein calls the coding characteristics of the educational process and how this process is experienced by the participants and can reinforce their 'social positioning' in their society. To place the study in its context there is an initial consideration of the conditions in which nonformal education emerged in Latin America, followed by a critical assessment of its functions; new perspective

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16

Thiel, Robert A. "A Mixed-Methods Study on Impact of Teaching Methods for Andragogy in an Informal Setting." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu158739437463573.

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17

Lohitwisas, Snong. "Rural Women and Development: A Study of Factors Affecting Participation of Rural Women in Nonformal Education Programs in Thailand." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332700/.

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This study identified and analyzed factors which affect the participation of rural women in nonformal education programs. These factors were linked to the national program for rural women. Document analysis and unstructured interviews of policy personnel were used to describe national policies for educational programs for women, the status of women's participation in those programs, and issues that influence women's education. Participant observation and unstructured interviews were employed to obtain data in the field study of Baan Kha Klang village. Forty-two women in the village, 21 who had

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18

Masoud, A. (Ameera). "Nonformal education and youth empowerment in the knowledge-based economy:a critical discourse analysis of the Europe 2020 strategy." Master's thesis, University of Oulu, 2015. http://urn.fi/URN:NBN:fi:oulu-201504021288.

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Nonformal education (NFE) and training is quite widespread in Europe nowadays, and is considered a tool for empowerment for youth and other individuals. Nonformal education was founded in the late 1960s as a response to the failure and limitations of formal systems, and was supposed to replace the bureaucracies practiced by such institutions within those. One of NFE’s aims is to empower learners through achieving un-met learning needs, and programmes should be tailored to meet their own interests. Thus throughout the years, the values related to NFE have developed into a different dimension an

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19

Kahraman, Bilgen. "Participants&#039." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613332/index.pdf.

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The purpose of this study was to examine participants&rsquo<br>civic engagement behavior of a non-formal training on democracy and human rights through the case of Toplum G&ouml<br>n&uuml<br>ll&uuml<br>leri Vakfi (TOG) Democracy and Human Rights Project. In order to achieve this, a survey was conducted to the participants who attended the trainer&rsquo<br>s training of TOG&rsquo<br>s Democracy and Human Rights Project. The entire population who completed the trainer&rsquo<br>s training at that time consisted of 154 TOG volunteers, and all population were aimed to be reached for data collection

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20

Jacobs, Yasmina. "Straddling the nonformal and formal education paradigm: a qualitative study of transformative learning within an Islamic Teacher Education Programme presented in the Western Cape from 2012 to 2014." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25312.

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This study addresses the question of the transformative effect of a nonformal learning programme for Muslim education practitioners - the Islamic Teacher Education Programme (ITEP) in the Western Cape, within the context of lifelong learning. It investigates the effect on participants' personal teaching practice and whether it assisted adult learners with decisions for further formal study. ITEP can be treated as an example of a wide variety of nonformal programmes within different contexts. The programme serves to fill the gap where no accommodation is afforded to it in the broader formal ed

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21

Medzevičius, Donatas. "Hip Hopo subkultūros edukaciniai ypatumai neformalaus ugdymo kontekste." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080618_124156-51043.

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Temos aktualumas: Įvertinus statistinius duomenis apie Lietuvos paauglių padėtį kriminologiniu aspektu (2007 metais nuteisti 1189 nepilnamečiai, 3413 nepilnamečiai buvo įtariami padarę nusikaltimą, www.nplc.lt ) ir žinant hiphopo subkultūros išskirtinį vaidmenį šiuolaikinių paauglių gyvenime, šios subkultūros edukacinių ypatumų nagrinėjimo ir pritaikomumo neformalaus ugdymo kontekste svarba yra beveik neabejotina. Tačiau literatūroje nėra pakankamai informacijos apie tai, kaip galima būtų integruoti hiphopo subkultūrą į neformalaus ugdymo kontekstą. Darbo tikslas: Atskleisti hiphopo subkultūr

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22

Santos, Renata Fernandes dos Santos [UNESP]. "Relações entre gerações na dança e na educação: a coeducação em Memorial dos Ossos." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/137990.

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Submitted by RENATA FERNANDES DOS SANTOS null (renata.danse@gmail.com) on 2016-04-15T14:13:30Z No. of bitstreams: 1 DissertacaoRENATA-final-v2.pdf: 87739376 bytes, checksum: 28801d8b5e7178840686f9e90ea9d57f (MD5)<br>Approved for entry into archive by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br) on 2016-04-18T19:40:54Z (GMT) No. of bitstreams: 1 santos_rf_me_ia.pdf: 87739376 bytes, checksum: 28801d8b5e7178840686f9e90ea9d57f (MD5)<br>Made available in DSpace on 2016-04-18T19:40:54Z (GMT). No. of bitstreams: 1 santos_rf_me_ia.pdf: 87739376 bytes, checksum: 28801d8b5e7178840686f9e90ea9d5

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Fitzwilliams-Heck, Cindy. "Experiences and Practices of Environmental Adult Education Participants." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5704.

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Awareness of the sustainability of our natural resources is a continuing concern. Initiatives promoting environmental adult education (EAE) through professional development (PD) workshops ensure educators' have the knowledge and skills to inform their audience about environmental literacy and stewardship. However, these workshops have rarely been monitored. Specifically, it appears no researchers have focused on the reflective experiences of an EAE PD workshop on educator participants at least 5 years after participation. This basic qualitative study used telephone interviews of 8 past partici

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24

Fajardo, Dirceia Cristiane Almeida. "Educar para ressocializar : paradoxos de uma proposta educativa um estudo de caso no CASEF/ POA/ RS." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/115738.

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Esta dissertação, cujo título é - Educar para Ressocializar: Paradoxos de uma Proposta Educativa no Centro de Atendimento Socioeducativo Feminino (CASEF) do Estado do Rio Grande do Sul, tem como proposta colaborar na formação do trabalho dos educadores sociais do CASEF. O CASEF faz parte de uma Instituição para Adolescentes em Conflito com a Lei, denominada Fundação de Atendimento Socioeducativo (FASE). A pesquisa buscou evidenciar os pressupostos pedagógicos de um projeto de educação que favoreça processos de inclusão social, autonomia e emancipação dos adolescentes em conflito com a lei. A p

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25

Račienė, Eglė. "Moksleivių specialiųjų poreikių tenkinimo galimybės papildomojo ugdymo veikloje." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2006. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2006~D_20060516_211533-97717.

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The paper deals with the theoretical analysis of the additional education purposes, requirements and functions. Extraordinary requirements, spare-time entertainment, meeting the requirements out-of-school activity also the problems of this special training and the assumptions or efficiency are considered in the empirical part. The paper hypothesizes that parent’s expectations about special needs education and social needs not always reflect real situation at special requirements school. It is important to note that the interrogatory by filling in the form is also under the consideration with i

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26

Ivins, Tiffany. "Localization of Open Educational Resources (OER) in Nepal: Strategies of Himalayan Knowledge-Workers." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2616.

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This dissertation examines localization of Open Educational Resources (OER) in Himalayan community technology centers of Nepal. Specifically, I examine strategies and practices that local knowledge-workers utilize in order to localize educational content for the disparate needs, interests, and ability-levels of learners in rural villages. This study draws on insights from non-formal education (NFE) stakeholders in Nepal, including government, UN, international and national NGOs, local knowledge-workers, and learners from different villages. I specifically focus on a sample of seven technology

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27

Heder, Fernando Manzieri. "Socialização para a cidadania: limites e possibilidades no universo das Organizações Não-Governamentais." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-24092009-132200/.

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O objetivo do presente trabalho é analisar uma proposta de prática sócio-educativa de uma ONG chamada Fundação EPROCAD, buscando verificar as potencialidades e limites de suas estratégias socializadoras para a constituição das formas de ser, pensar e agir de jovens das camadas populares enquanto cidadãos. Neste sentido procurou-se: 1) constatar que tipo de disposições de habitus políticos a maioria dos jovens pesquisados possuía, classificando-os a partir das categorias cidadão passivo; sujeito à intervenção e sanção de uma ordem político-jurídica que lhe atribui deveres e direitos, mas que nã

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Ribeiro, Renato Douglas Gomes Lorenzetto. "O ensino das geometrias não-euclidianas: um olhar sob a perspectiva da divulgação científica." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-21012013-154441/.

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Este trabalho investiga as possibilidades de ensino de ideias fundamentais das geometrias não-euclidianas sob a perspectiva da Divulgação Científica e identifica as principais características presentes nas pesquisas que relatam experiências de ensino destas geometrias. nas pesquisas que relatam experiências de ensino destas geometrias. Bibliográfica, a pesquisa fundamenta teoricamente a Divulgação Científica, a educação nãoformal e o ensino das geometrias não-euclidianas. Em relação às geometrias, enfatizou-se o processo histórico de seu surgimento, em especial as tentativas de prova do quinto

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29

Miller, Susan. "Facilitating the learning of older adults in nonformal educational programs /." Access Digital Full Text version, 1987. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10692381.

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30

Kim, Me Suk. "Literacy and social development : the church and nonformal education in South Korea (1910-1945)." Thesis, 2005. http://hdl.handle.net/10413/1949.

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The purpose of this thesis is to relate literacy (nonformal education) to social development. It begins with a theoretical discussion on literacy and social development and uses Paulo Freire's dialogical framework to determine the contribution literacy can make. In using the context of a South Korean literacy campaign, this work covers the historical development of the Korean alphabet and initiation of Hangeul literacy. It examines the arrival of Christian missionaries in Korea and how they used literacy to maximise conversion and Church establishment. Literacy became the Christian Church's mi

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31

Watkins-Rutledge, Holly E. "The use of ecological principles as the basis of a nonformal environmental education evaluation tool." 2005. http://purl.galileo.usg.edu/uga%5Fetd/rutledge%5Fholly%5Fe%5F200508%5Fms.

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32

Smith, Cristine A. "Women's acquisition of literacy skills and health knowledge in Nepal: A comparative study of nonformal education approaches." 1997. https://scholarworks.umass.edu/dissertations/AAI9721492.

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The goal of this dissertation is to investigate the extent of difference in effectiveness of three non-formal education approaches in helping women acquire literacy skills and/or health knowledge in Nepal, and to propose hypotheses about factors or "influences" that might explain these differences. This exploratory study provides insights that program planners, researchers and policy makers can use for focusing further research on which non-formal education program designs for women will bring about the greatest increase in literacy skills and health knowledge. Four sample groups of women were

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33

Weir, Jo-Anne. "Undan snjobreidunni (what lies beneath the snow) revealing the contributions of Icelandic pioneer women to adult education in Manitoba 1875-1914." 2007. http://hdl.handle.net/1993/2970.

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Though women have been involved in adult education throughout Canada’s history, their contributions have gone unrecorded and lie hidden “beneath the snow”. This study used a qualitative historical research design to metaphorically “melt the snow”, to reveal both the women and their educational activities in five Icelandic pioneer settlements in Manitoba 1875-1914. Guided by an adaptation of the Kidd (1979) conceptual framework, data from primary and secondary sources was categorized onto a matrix for coding and analysis according to type of learning (formal, nonformal and informal) as well a

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Newashi, Qasem S. al [Verfasser]. "Towards improving the status of formal and nonformal environmental education in Jordan / by Qasem S. Al-Newashi." 2002. http://d-nb.info/965367320/34.

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Gassama-Mbaye, Mbarou. "Nonformal education in Francophone West Africa: A case study of the Senegalese experience of community -based schools." 2004. https://scholarworks.umass.edu/dissertations/AAI3136728.

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The study reviews the history of education in Francophone West Africa from the post-colonial era to the current period. It gives primary attention to the conflicting goals of formal and Islamic education, the place of nonformal education during colonial period and looks at the attitude of policymakers towards nonformal education after independence. Furthermore, it examines the role of international partners of development, the World Bank, UNESCO, UNICEF and bilateral cooperation in shaping education policies in Third World countries; presents the background of the Education for All (EFA) movem

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Stalończyk, Izabela. "System wsparcia kapitału intelektualnego przez organizacje działające na terenie gminy." Phd thesis, 2019. http://hdl.handle.net/11320/7794.

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Intensywne przemiany gospodarcze o charakterze cywilizacyjnym, w których kluczowym czynnikiem rozwoju staje się wiedza, wymuszają w systemach kształcenia zmiany. W Polsce proces edukacji wciąż jest ukierunkowany na myślenie odtwórcze a nie twórcze, na działania reaktywne a nie kreatywne. Zmiany w procesie edukacyjnym wymagają reform centralnych. Problemem naukowym rozprawy jest próba wypełnienia luki poznawczej w zakresie sposobów i narzędzi pobudzania przez organizacje działające na terenie gminy procesów kształtowania kapitału intelektualnego na potrzeby gospodarki opartej na wiedzy. Proble

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Hill, Helen Mary. "Nonformal education and development : a study with particular reference to three territories of the South Pacific; Fiji, New Caledonia and the U.S. Trust Territory of the Pacific Islands." Phd thesis, 1986. http://hdl.handle.net/1885/133893.

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This study aims to apply some of the concepts relating nonformal education and socio-economic development to the study of a particular region, the South Pacific. The South Pacific, a much neglected region in comparative education, has territories colonized by the British, the French and, much later, the United States of America. This comparative study of nonformal education in Fiji, New Caledonia thus also illustrates three different perspectives of colonizing powers on how education was believed to contribute to the transformation of colonial possessions. Two somewhat separate bodies

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Martins, Fátima Verónica Ferreira. "Intervenção social e comunitária como estratégia de inclusão social do Bairro de Santiago em Aveiro." Master's thesis, 2018. http://hdl.handle.net/11328/2216.

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O presente Relatório de Estágio apresenta o trabalho desenvolvido no âmbito do estágio curricular do 2º Ano do Mestrado em Ciências da Educação da Universidade Portucalense Infante D. Henrique. O estágio desenvolveu-se no Centro Comunitário da IPSS Florinhas do Vouga, na resposta social “Meninarte/Atelier Juvenil” no âmbito da Intervenção Social e Comunitária. A estagiária colaborou em várias atividades da instituição que foram desenvolvidas no âmbito de diferentes eixos de ação, nomeadamente, Intervenção Comunitária, Literacia, Educação para a Saúde e Investigação/Formação/Transferência

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Vieira, Miguel Rui Pereira da Silva Leite. "Empreendorismo social como estratégia de ligação da escola à comunidade : exemplo de um projeto numa escola profissional." Master's thesis, 2015. http://hdl.handle.net/10400.14/20879.

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O ensino profissional tem como finalidade a formação de técnicos intermédios altamente qualificados, enquadrada numa perspetiva de formação do profissional e, simultaneamente, do cidadão, permitindo aos jovens uma dupla certificação: académica e profissional. Defende-se neste trabalho que, enquadrado neste modelo de ensino, pautado por um modelo conceptual de estrutura modular, conciliável com o sucesso do projeto educativo das escolas profissionais privadas, alguns projetos de ligação da escola à comunidade possam ser desenvolvidos num paradigma de ensino não formal. Considera-se que s

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Salgado, Adriana Loureiro. "O caminho para a igualdade, a educação enquanto meio para a promoção de relações igualitárias e livres de violência." Master's thesis, 2021. http://hdl.handle.net/10316/96474.

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Relatório de Estágio do Mestrado em Educação Social, Desenvolvimento e Dinâmicas Locais apresentado à Faculdade de Psicologia e de Ciências da Educação<br>Este relatório resulta de um período de estágio curricular que decorreu durante sete meses, entre outubro de 2020 e maio de 2021, na Organização Não-Governamental para o Desenvolvimento Graal, no âmbito do Mestrado em Educação Social, Desenvolvimento e Dinâmicas Locais, da Faculdade de Psicologia e de Ciências da Educação da Universidade de Coimbra. O Graal é uma organização de cariz internacional que atua na promoção dos direitos human

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Hsieh, Kuo-Jung, and 謝國榮. "Research on the relationship among communication apprehension, self-directed learning readiness and learner’s satisfaction of English learners in nonformal senior educational institutions." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/71010275501037307241.

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博士<br>國立高雄師範大學<br>成人教育研究所<br>96<br>The research mainly focuses on English learners of nonformal senior educational institutions, dealing with their communication apprehension, self-directed learning readiness, and learner’s satisfaction. Meanwhile, the gist is to probe into the state of the three psychological perceptions mentioned above and the relationship among them, so as to be the references for nonformal senior educational institutions and nonformal senior English learners. With a view to achieving it, the research adopts the manners of questionnaire survey and semistructured interview.

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Barclay, Vaughn. "Patterns Perceptible: Awakening to Community." Thesis, 2012. http://hdl.handle.net/10214/3656.

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This paper interweaves narrativized readings and experiential narratives as personal and cultural resources for counterhegemonic cultural critique within our historical context of globalization and ecological crisis. Framed by perspectives on epistemology, everyday life, and place, these reflections seek to engage and revitalize our notions of community, creativity, and the individual, towards visioning the human art of community as a counternarrative to globalization. Such a task involves confronting the meanings we have come to ascribe to work and economy which so deeply determine our social

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