首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
Eleanor J. Brown 《Compare》2015,45(1):141-162
This paper presents comparative case studies of non-formal development education by non-profit organisations in two European countries. The study aimed to explore the extent to which such activities provide opportunities for transformative learning. The research was qualitative and began with interviews with educators across 14 organisations in Britain and Spain. Case studies were then identified, purposefully selecting interesting non-formal activities. This paper presents four activities and analyses their potential for transformative learning, drawing together ideas from the literature and the cross-case analysis of the perspectives of development education practitioners. By using the framework of transformative learning pedagogies, this research can inform non-formal education with aims regarding social justice in a range of contexts. It is argued that while there are scarce opportunities for sustained non-formal development education, these cases contribute to knowledge by providing examples of how participative methodologies can generate critical thinking and thus offer learning opportunities that are transformational.  相似文献   

2.
This article deals with the relationship between adults’ free time and further education. More specifically, the paper addresses the question of whether there are similarities and analogies between the leisure time that adults dedicate to non-formal educational activities and free time per se. A structured questionnaire was used to examine the above issue. A total of 787 adults, who were involved in some kind of non-formal education in a region of Greece, replied to the questionnaire. The results of the research revealed that, despite the fact that all those who participated in non-formal education activities have limited free time, they prefer to dedicate some of it to learning opportunities. Furthermore, it seems that a connection between the particular learning programme and the participant’s professional field is an essential factor in the choice of the programme. Conversely, personal needs and preferences, as well as individual flair, have less to do with this choice.  相似文献   

3.
Vocational education is assumed to equalize opportunities for low-achieving youngsters by providing them with necessary job training with the expectation it will enhance their employability, productivity, and hence, community and national economic development. Increasing evidence suggests that vocational education, when developed as part of a nation's formal school structure, tends instead to be an expenisve, ‘second-class’ educational track with limited educational and economic benefits. Increasingly, developing nations, pressed by slow-growing modern sector economies and burgeoning youth populations, are as a consequence investigating the potential of non-formal institutions to supply vocational job training.The paper seeks to improve educators' and planners' understanding of non-formal vocational programs by reporting on three recent studies from the United States. Further, the paper draws on organizational theory to explain how non-formal programs' characteristics that account for efficient job training appear to be shaped by market forces that are unimportant to formal programs.The paper suggests that educators and planners distinguish between job training and education, the ends and means of which are considerably different, and give serious attention to shifting job training more to non-formal institutions. Besides apparent efficiencies that appear to characterize non-formal job training, the paper suggests that by removing job training from formal schools and credentialling, greater social equity may result. Formal schools would be thus deprived of an important part of their social selection role. Being freed of the dual function of training and education, schools could be more easily focussed on more fundamental educational reform to provide a common educational experience for all students to improve their literacy and arithmetic abilities and guide their general development to adulthood.  相似文献   

4.
This article reports a mixed methods study on the contribution of various aspects of pre-service student teachers’ learning in initial teacher education (ITE) to their professional competence in a Five-year Bachelor of Education Programme in Hong Kong. Special attention is given to how student teachers’ non-formal learning in higher education contributes to their professional competence, an under-researched area in teacher education. A total of 282 student teachers participated in the quantitative survey, 18 of whom were interviewed. Although  Undergraduate Learning Experience: Formal Learning and Non-formal Learning was not the most highly rated factor, multiple regression indicated that it was the only ITE professional learning factor that significantly predicted all dimensions of professional competence. This supports the hypothesis that non-formal learning as a part of learning in higher education makes a significant contribution to student teachers’ professional competence. The qualitative findings showed that non-formal learning provided opportunities for service learning, co-curricular activities, and student exchange programmes with different objects of engagement. Student teachers constructed pedagogical content knowledge, general pedagogical knowledge, and knowledge of context through hands-on experiences, professional dialogue with practitioners, and observations of others’ practice. Such knowledge contributed to their competence in classroom teaching and to work in schools. Implications for ITE are discussed.  相似文献   

5.
中国政府重视发挥非正规教育的灵活、开放的优势,以终身教育的理念,通过各种成人教育机构,开通非正规教育的多种学习渠道,特别是为那些失去正规高等教育机会的人群提供了继续深造和提高学习能力的机会,并采取一系列措施使他们的学习成果达到与正规高等教育同等学历的认定。自学考试制度的建立是中国改革开放以来教育制度的创新,在推动中国非正规教育的发展中积累了一些值得借鉴的经验。  相似文献   

6.
Open educational resources (OERs) are increasingly adopted in non-formal education contexts. However, little research has been conducted to investigate the self-directed learning patterns of non-formal learners using OERs. A lack of knowledge about non-formal learners precludes discussions on how to support their self-regulated learning in open learning environments. We explored the self-directed learning patterns of 1892 non-formal online learners who were using OER repositories. In addition, we examined whether differences existed in future intentions to use OERs between learners with different learning patterns. Four latent classes were identified, and learners’ age was found to affect class membership. We also found that non-formal learners’ use of self-directed learning strategies predicted their future intentions to use OERs. This study advanced our understanding of the subpopulations of non-formal learners using OERs. Future research will benefit from the findings related to designing OER environments that can accommodate diverse self-directed learners.  相似文献   

7.
Although a growing number of research articles in recent years have treated the role of informal settings in science learning, the subject of the history of science in museums and its relationship to informal and non-formal education remains less well explored. The aim of this review is to assemble the studies of history of science in science museums and explore the opportunities for the further use of the history of science in science museum education practice.  相似文献   

8.
The aim of this paper is to explore the extent to which non-formal education is being corroded by neoliberal values. Given non-formal education is frequently used to develop young people’s notions of citizenship, and that non-formal education providers are increasingly forced to operate within the free-market paradigm, it is significant to consider what forms of personhood are being championed. Qualitative data were gathered through semi-structured interviews and observations with coaches and young people from a youth sports charity in the UK. Focusing on a core aspect of non-formal education – caring relationships (as understood by Nel Noddings and Carl Rogers) – the findings suggest that the quality of coaches’ care for young people was conditioned by the extent to which adolescents re-shaped their personhood to align with neoliberal values of individual responsibility and discipline. Thus, the meanings of ‘care’ and ‘good citizenship’ were corroded by a neoliberal rationality.  相似文献   

9.
Skill development has been a major policy agenda in several countries and there is a lot of emphasis on the promotion of vocational education and training (VET) programmes. This paper investigates the labour market outcomes of the vocationally trained population in India using the data from a nationally representative survey on employment and unemployment. We find that a large section of the population in the age group 15–59 years does not have any kind of formal training. Among the VET holders, a large share is accounted for by non-formal trainees. Quite a high proportion of formal trainees in the workforce remain unemployed reflecting underutilisation of human resource. We also examine the extent to which individuals’ training matches their occupational levels and find that overall about two-thirds of the trainees are employed in occupations related to the field of training. Further, we compare the returns to general secondary and vocational education streams using the standard earnings function accounting for the sample selection bias. Our findings show that the relative returns to vocational education is higher than that to general secondary education.  相似文献   

10.
构建非正规教育学习成果认证体系的是建立终身教育体系的重要手段,也是实现终身教育目标的关键。国外非正规教育学习成果认证的实践证明,构建非正规教育学习成果认证体系,是实现终身学习的重要因素。非正规教育学习成果认证体系的构建,制定成果认证标准体系是关键,加强认证组织机构建设是基础,完善政策制度建设是保障。  相似文献   

11.
With European demographic developments causing a decline of the available workforce in the foreseeable future and the unsustainability of dominant pay-as-you-go pension systems (where contributions from the current workforce sustain pensioners), governments need to come up with strategies to deal with this upcoming challenge and to adjust their policies. Based on a study carried out between September 2009 and May 2010, this article evaluates the policies guiding late-life education in Malta, as well as the local plethora of learning opportunities for older adult education, and participation rates. The Maltese government is committed to supporting the inclusion of older persons (aged 60+) in lifelong education policies and programmes, to the extent that local studies have uncovered a recent rise in the overall participation of older adults in formal, non-formal and informal areas of learning. While the present and future prospects for late-life education in Malta seem promising, a critical scrutiny of present ideologies and trends finds the field to be no more than seductive rhetoric. Though the coordination of late-life education in Malta does result in various social benefits to older learners and Maltese society in general, it also occurs within five intersecting lines of inequality ?C namely an economic rationale, elitism, gender bias, the urban-rural divide and third ageism. This article ends by proposing policy recommendations for the future of late-life education.  相似文献   

12.
This article reflects on the potential of non-formal vocational education in Uganda to improve the quality of life of those excluded from formal education. Based on an exploration of humanizing development theorists Sen, Freire and Nyerere, together with two case studies, practical empowerment is described as a desirable outcome of education for development. Practical empowerment includes acquiring marketable skills as well as capabilities to critically give direction to one's life. Although education leading to this outcome is desirable for all, non-formal vocational education can reach those currently excluded from formal education, thus enhancing their empowerment by equipping them with useful skills and knowledge.  相似文献   

13.
This article explores the perspective that well-being and creativity can be nurtured in children through understanding and addressing the diverse ways in which children learn, communicate, and develop (inner diversity). In particular, our working hypothesis is that focusing children’s and young people’s learning towards the realization of their well-being supports and enables creativity. But it also requires, firstly, addressing how children perceive, engage with, and express creativity in different ways and, secondly, nurturing the development of core capacities to, in turn, underpin their capacity to develop key competences and skills in formal and non-formal learning settings. In recommending that education systems take the well-being of children as their central purpose, we are suggesting that there are capacities, ranging from personal qualities to behavioural skills, which are necessary for the development of the personal resources to enable lifelong and life-wide learning.  相似文献   

14.
近年来,联合国教科文组织成员国的终身学习政策与实践的发展显示,年轻人和成人在生活经验中对于知识、技能与竞争力获取的需求日益增长,因为,当今他们的生活经验也面临着被衡量、被确认和承认。根据这种需求,许多成员国已经开发出了能够认可、核定与认证各种正式学习和非正式学习成果的机制,而更多的国家还在开发的过程当中。此次演讲将涉及到以下内容:1)回顾正式学习与非正式学习在教育与培训系统中的定位;2)分析正式学习与非正式学习认可、核定与认证对教育、经济和社会发展所做出的贡献;3)认可、核定与认证的过程:方法与工具;4)强调认可、核定与认证的参考点:标准、资格及资格框架;5)对被认可的利益攸关者及他们的作用定义;6)指出开发全国的认可、核定与认证系统面临的机遇与挑战。演讲总结部分包括对于首要任务、核心解决办法和开发全国的认可、核定与认证系统政策与策略的建议。这些建议包括:1)提倡增强将正式学习与非正式学习纳入到国民终身学习战略的认识;2)赋予缺少受教育机会的弱势群体以优先权;3)开发一个综合性的全国资格框架;4)加强过程、标准、衡量、评估工具与技术的开发;5)加强利益攸关者之间的交流与合作;6)转变现有教育和培训机构以及其他教育提供者;7)给学习者和潜在的学习者提供信息、指导和咨询;8)给联合国教科文组织成员国的技术协助提供方便,并加强重要人力资源的能力建设及优秀实践的分享;9)开发一个有成本效益与成本效率的金融支持体系;10)为地区间与次地区间的合作提供方便。  相似文献   

15.
Community learning centres (CLCs) have been widely established in the Asia-Pacific region as locally managed institutions that offer non-formal educational opportunities and community development activities. Myanmar officially has more than 3,000 centres, which is one of the highest numbers in the region. This article examines the operation of CLCs and their contributions to personal and community development in Padaung, Myanmar. The author’s research is based on six weeks of fieldwork in Myanmar for data collection including semi-structured interviews, focus group discussions and informal conversations. Her findings suggest that CLCs can contribute to the improvement of both individuals’ quality of life and communities’ social capital, which facilitates mutually beneficial collective action. The findings also support the conclusion that CLCs can provide additional educational opportunities beyond the formal system, especially for adults and members of rural communities, e.g. farmers. However, due to constraints in terms of budget, implementing capacity and socio-economic factors, the outreach of CLC activities is still somewhat limited and has yet to reach its full potential.  相似文献   

16.
International Review of Education - In Zambia, adult literacy education is mainly provided in the form of non-formal literacy classes, with a general emphasis on the economic purpose of alleviating...  相似文献   

17.
This article offers insights into the practices of a non-formal education programme for youth provided by the European Union (EU). It takes a qualitative approach and is based on a case study of the European Voluntary Service (EVS). Data were collected during individual and focus group interviews with learners (the EVS volunteers), decision takers and trainers, with the aim of deriving an understanding of learning in non-formal education. The research questions concerned learning, the recognition of learning and perspectives of usefulness. The study also examined the Youthpass documentation tool as a key to understanding the recognition of learning and to determine whether the learning was useful for learners (the volunteers). The findings and analysis offer several interpretations of learning, and the recognition of learning, which take place in non-formal education. The findings also revealed that it is complicated to divide learning into formal and non-formal categories; instead, non-formal education is useful for individual learners when both formal and non-formal educational contexts are integrated. As a consequence, the division of formal and non-formal (and possibly even informal) learning creates a gap which works against the development of flexible and interconnected education with ubiquitous learning and mobility within and across formal and non-formal education. This development is not in the best interests of learners, especially when seeking useful learning and education for youth (what the authors term “youthful” for youth in action).  相似文献   

18.
This article highlights the history of innovation and creativity in non-formal education programming in Latin America since the 1920s. These include community-based programmes, literacy, fundamental education, community development, technical vocational training, extension education, consciousness raising, popular education, and community schooling. With the economic downturn in the 1980s, non-formal education became less viable as part of socio-economic development strategies owing partly to the social progress made in the region, a shift to schooling as a priority and the pulling back of governments from social service funding. Nevertheless, the 1980s saw the informal economy and social movements as emerging avenues for non-formal education programming and non-governmental agencies became the dominant vehicle for educational delivery. During the 1990s, technical education was going through privatisation and adult basic education was being criticised and overhauled. Citizenship education, a potential avenue for non-fomal education investment in the newly democratised region is identified as an area overlooked by policy makers. Similarly, the growing needs of the indigenous populations of the region and urban youth unemployment are singled out as potential areas for non-formal education programming.  相似文献   

19.
非学历教育收益率研究   总被引：5，自引：0，他引：5  
随着学习化社会的到来和终身教育体系的逐步建立 ,非学历教育将成为人们重要的受教育形式。由于非学历教育的作用越来越大 ,单纯描述学历教育的明瑟教育收益率模型已经不能全面地反映现在和将来的教育收益率 ,我们构建了一个新的教育收益率模型。  相似文献   

20.
This article reports the results of the investigation into institutional support provided to adults by 12 novice consultants on assessment and recognition of their non-formal and informal learning in four institutions of higher education (HEIs) in Lithuania. Using the general systems perspective and perception theory, novice consultants’ perceptions of their experience of guiding and supporting adults was examined with the main aim to provide a better understanding of the challenges that they encountered and the benefits they gained so that to enhance the process. The method of content analysis was employed to investigate novice consultants’ perceptions. The results of their feedback responses revealed four major challenges, including the novelty of the procedure, complexity of the process of portfolio development, difficulty to raise adults’ awareness of the value of the procedure and difficulty to provide moral support to adults, which caused gaps in consultants’ performance. The established benefits included a better understanding of the process, benefits for their professional activity and personal development, improved competence to consult and an impact on the attitude towards others and self. The implications of the findings for fostering consultants’ training to enhance the process of institutional support provided to adults are discussed.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号