Non-formal Education

Study Circles in Sweden: An Overview with a Bibliography of International Literature

by Henrik Nordvall

Co-authored with Staffan Larsson, published at Linköping University Electronic Press, 2010.

This text aims to give an overview of the study circles as a tradition and state of the art at present time. The point of departure is primarily the Swedish context, even though there are some comments about study circles elsewhere.

Formal, Non-Formal and Informal Learning In the Sciences

by Sarah Elaine Eaton

Formal, non-formal and informal learning: The case of literacy and languages in Canada

by Sarah Elaine Eaton

also archived in the databases of the National Library of Canada, National Adult Literacy Database (Canada), CAELA (U.S.A) and the European Association of Education for Adults

This paper examines the notions of Formal, non-formal and informal learning, as defined by the OECD and Werquin... more This paper examines the notions of Formal, non-formal and informal learning, as defined by the OECD and Werquin (2007). It then applies these notions to literacy and languages, offering examples for each. Finally, it examines asset-based frameworks to assess learning in these contexts, including the Common European Framework of Reference for Languages.

Communities of practice in action. Introducing pilot projects from a Spanish perspective

by Xavier Martinez-Celorrio

Xavier Martinez Celorrio & Dolors Escofet (2001)

An Analysis of a Small Favela-Based Youth Organization

by Bryn Hafemeister

Olympic qualitative research concept: meeting the learning interests of baby boomers

by Joke Knockaert

Magdeburg, Germany 28-30 May 2009
ESREA research network Between Global and Local: Adult Learning and Development
III European Seminar – University of Magdeburg

Recent studies have described the baby boomers as ‘the’ generation with a thirst for new knowledge and skills.... more Recent studies have described the baby boomers as ‘the’ generation with a thirst for new knowledge and skills. Obviously adult educators want to know how they can meet the learning interests of these baby boomers and what barriers to participation they encounter.

Professional identity of adult educators

by Joke Knockaert

Quantitative research: A transforming profession: The professional identity of adult
educators in Flemish... more Quantitative research: A transforming profession: The professional identity of adult
educators in Flemish Folkhighschools, an explorative research (2005)
International literature research on the topic
Inventory qualitative research (semi structured interviews, analysed with QSR NUD.IST)
Development of measurement instrument
Fully covered anonymous quantitative questionnaire
Data-analysis with SPSS and writing a report

Designing a participatory research instrument that generates perceived needs using non-formal learning concepts

by Joke Knockaert

Recent studies have described the baby boomers as ‘the’ generation with a thirst for new knowledge and skills.... more Recent studies have described the baby boomers as ‘the’ generation with a thirst for new knowledge and skills. Obviously adult educators want to know how they can meet the learning interests of these baby boomers and what barriers to participation they encounter. Many studies describing learning interests are based on questionnaires focusing on expressed training needs. These studies, though valuable, often fail to reflect perceived but unexpressed needs. To design effective learning environments it is particularly in the context of non-formal learning that understanding these learning interests and their relation to a set of circumstances that play a part in the decision of an adult learner to participate is essential. In this context the question arises whether these learning interests can be detected through quantitative methods. The aim of this paper is to show that using the concepts of non-formal learning the qualitative participatory Olympic research method generates perceived learning interests and related preconditions in three research rounds.

Case study: Teaching European Active Citizenship (TEACh)-course1, EU.

by Tore Bernt Sørensen

Co-authored with Marcella Milana. Case study in The stocktaking study on Lifelong Learning for Democratic Citizenship through Adult Education (funded by the EU Socrates-Grundtvig scheme).

Case study: the project ”Udspil”1 (Dag Højskoler), DK

by Tore Bernt Sørensen

Co-authored with Marcella Milana. Case study in The stocktaking study on Lifelong Learning for Democratic Citizenship through Adult Education (funded by the EU Socrates-Grundtvig scheme)

Case study: The World is Burning (Krogerup Højskole), DK.

by Tore Bernt Sørensen

Co-authored with Marcella Milana. Case study in the Stocktaking study on Lifelong Learning for Democratic Citizenship through Adult Education (funded by the EU Socrates-Grundtvig scheme).

Promoting Democratic Citizenship Through Non-Formal Adult Education: The Case of Denmark

by Tore Bernt Sørensen

Co-authored with Marcella Milana. Published in Scandinavian Journal of Educational Research, Vol. 53 (4), August 2009, pp. 347 – 362.

Arte, Narratividade, Educação Não-Formal e um Dilema Digital

by Fábio Purper Machado

Um artigo publicado no VII Seminário de Ensino de Arte do Estado de Goiás: CONFAEB 20 Anos e um portfólio relativo a esta pesquisa no link do issuu.com
Co-autoria (orientação) da Prof.Dra. Roseane Martins Coelho

Tomei como objetivo, nas pesquisas que empreendi durante a Licenciatura em Artes Visuais, entre elas este projeto de... more Tomei como objetivo, nas pesquisas que empreendi durante a Licenciatura em Artes Visuais, entre elas este projeto de ensino e pesquisa para o Estágio Supervisionado do curso, trabalhar a narratividade e práticas artísticas através da linguagem dos quadrinhos, para compreender, a partir dos trabalhos realizados e temas postos para debate, as relações dos educandos com arte e cultura visual. Entre os ambientes onde se deu esta experiência, estão um estágio no ensino formal e um numa oficina vinculada ao projeto Escola Aberta, sendo a última o foco deste material gráfico com recortes do trabalho desenvolvido, entre estudantes da Escola Edna May Cardoso, da comunidade da Cohab Fernando Ferrari na cidade de Santa Maria, RS, que se dispusessem a dedicar alguns domingos a uma construção narrativa.
Aqui se encontram impressões dessa busca por formas de mediar uma aprendizagem não-formal em arte baseada na narratividade, e divagações sobre o rumo diferenciado mas produtivo que os meios digitais proporcionaram à pesquisa.

This is a report about an experience of one semester of supervised training in visual arts teaching, proposing a Sunday comics workshop at Open School Edna May Cardoso, in Santa Maria, RS, about seeking forms of non-formally teach art based on narratives, and about thoughts concerning the different but productive path digital means proportioned to the research.

Weaving an eco-friendly web: Korean NGO reflections on the impact of a school education programme

by Nicole Doeyon Kim

Kim, N. D. (2010). Weaving an Eco-friendly Web: Korean NGO reflections on the impact of a school education programme, A refereed conference paper at the Australian Association for Environmental Education (AAEE) 2010 National Conference, Canberra, Australia, September, 68-80 (on-line access only http://www.aaee.org.au/wp-content/uploads2/2009/01/AAEE_2010_Conference_JournalB.pdf).

This paper reports on a research study that explored the effects of a community environmental education organisation... more This paper reports on a research study that explored the effects of a community environmental education organisation delivering an education programme within a suburban school in Seoul, South Korea. In this study, three members of the community environmental organisation – who delivered the programme in the school – described their experiences and reflected on their activities for the schools. The study also surveyed primary school students (n=272, from 8 schools) who had experienced the community organisation’s education programme, along with the researcher’s observations. The study examined (1) the instructors’ attitudinal changes and how these affected them, their family, the school and the community organisation, (2) primary school students’ awareness after taking the class and (3) the potential for community organisations to work with schools in building an eco-friendly society. Results indicate a positive outcome for the three instructors and their families, especially their children in terms of pride. Instructors reported that they also improved their knowledge about the environment and gained an increased understanding of their community and the contribution that community environmental organisations can make. Primary school students reported that they now had an increase in environmental knowledge and in future expected to have a better understanding of their community. Findings also suggest that the link between community environmental organisations and schools has the potential to develop eco-friendly behaviours and attitudes in school students and community members to work for an eco-friendly community.

Non-formales Lernen - zwischen den Stühlen der Weiterbildungsdefinitionen

by Markus Weil

In: Education permanente, 2/2011, p.46-47

Bringt das Konzept des non-formalen Lernens der Weiterbildung einen Mehrwert? Erst einmal nicht, denn formal und... more Bringt das Konzept des non-formalen Lernens der Weiterbildung einen Mehrwert? Erst einmal nicht, denn formal und informell reichen als Weiterbildungskategorien aus. Ein Blick in Statistiken und bildungspolitische Dokumente zeigt, welche Verwirrung das non-formale Lernen als Dritter im Bunde stiften kann. Denn mit dem non-formalen Lernen wird nicht einheitlich umgegangen, so dass meist eine wenig elegante Weiterbildungsdefinition „zwischen den Stühlen“ von formellen und informellen Lernprozessen entsteht. Eine Lösung für diese Herausforderung liegt in der konsequenten Kompetenzorientierung, die auf die Ergebnisse von Lernprozessen setzt und nicht auf deren institutionelle Einbettung.

RIGHT TO EXTENSION EDUCATION

by Pradeep Dwivedi

Presented at Indian Social Science congress, New Delhi

Evaluación de la educación no formal (1992)

by Xavier Úcar

• SARRAMONA, J.; VAZQUEZ, G.; ÚCAR, X. (1992)  "Evaluación de la educación no formal", pp. 91-125, en SARRAMONA, J. (Ed.) La educación no formal. Ed. Ceac. Barcelona. (ISBN: 84-329-9359-X)

La ciudadanía europea en el sector de la educación no formal de adultos en Cataluña: análisis de “buenas prácticas" (2004)

by Xavier Úcar

• ÚCAR, X. (2004) “La ciudadanía europea en el sector de la educación no formal de adultos en Cataluña: análisis de “buenas prácticas”. Pp.101-136 en SARRAMONA, J./ COLOM, A.J.; MARTÍNEZ, M.; ÚCAR, X. (2004) Formar europeos: Algunos modelos de aplicación en España. Academia Europea de Ciencias y Artes. Madrid (ISBN : 84-609-0237-4.

Towards a role framework for mobile devices in educational contexts

by Arif Anwar

MA Thesis

What is the role of mobile devices in education?
Mobile phone ownership has proliferated at an explosive rate... more What is the role of mobile devices in education?
Mobile phone ownership has proliferated at an explosive rate over the last decade. The entrenchment of this technology in everyday life necessitates a critical examination of the roles it can play in education. A varied cross-section of case studies in mobile education was selected and analyzed with the primary aim of providing a critical landscape of mobile education and the secondary aim of extrapolating frameworks from usage patterns. Exemplar case studies were reviewed for insight into mobile education and synthesized into a framework using meta- ethnography. The framework consists of three usage categories: Accessing Learning, Enhancing Learning, and Managing Learning.

Animación sociocultural y política: El papel de la Administración en los procesos de animación sociocultural (2009)

by Xavier Úcar

• ÚCAR, X. (2008) “Animación sociocultural y política: El papel de la Administración en los procesos de animación sociocultural” Pp. 55-84, en VENTOSA, V.J. (Coord.) Los agentes de la animación sociocultural. El papel de las instituciones, de la comunidad y de los profesionales. Madrid: Editorial CCS. (ISBN: 978-84-9842254-2)