Search results - CEJSH

1

Mezigenerační učení v rámci programů a kurzů neformálního vzdělávání pro děti, rodiče a prarodiče

100%

Rabušicová M., Klusáčková M., Kamanová L.

Studia paedagogica

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2009

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issue 2

131-153

EN

The paper is one of the first outputs of a research project called “Cross-generational Learning: Children, Parents and Grandparents in Non-formal Education and Informal Learning” . It opens with a brief account of the concept of cross-generational learning and then moves on to map the offer of courses and programmes of non-formal learning presenting an opportunity for members of families belonging to different generations to learn from one another. This outline is used as a starting point for further analysis of to which extent, in which ways and by whom these courses are attended, which is the participants’ motivation for enrolment, how they view their benefits and whether at all they perceive these activities as a part of their learning. These more detailed insights are based on participant observation and questioning undertaken in selected courses to be used for subsequent implementation of a questionnaire survey among participants of courses and programmes of non-formal education.

2

Edukacja nieformalna – moda czy konieczność

100%

Leśniewska G.

Edukacja Humanistyczna

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2016

|

issue 2

113-122

PL

Formalny system edukacji ma na celu dostarczenie młodym ludziom podstawowej wiedzy, którą mogą wykorzystać w życiu zawodowym i społecznym. Niestety często z różnych powodów system ten nie zaspokaja wszystkich potrzeb edukacyjnych. Dlatego też dostępne powinny być inne źródła rozwoju osobistego. Jednym z nich może być edukacja nieformalna. Wychodząc tym potrzebom naprzeciw, pięć lat temu Wyższa Szkoła Humanistyczna Towarzystwa Wiedzy Powszechnej w Szczecinie stworzyła Dziecięcy Uniwersytet Humanistyczny. Artykuł ma na celu przedstawienie działalności Dziecięcego Uniwersytetu Humanistycznego, jej celowości oraz zapotrzebowania na specjalności proponowane małym studentom. Zaprezentowane zostaną wyniki badań ankietowych, które przeprowadzono wśród rodziców dzieci uczęszczających na Dziecięcy Uniwersytet Humanistyczny i które dotyczą motywów wyboru poszczególnych specjalności. Prześledzone zostanie również kształtowanie się oferty Dziecięcego Uniwersytetu Humanistycznego.

EN

The formal education system is aimed at providing young people with the basic knowledge that they can use in professional and social life. Unfortunately, often the system for various reasons do not meet all educational needs. Therefore, should be available other sources of personal development. One of them may be non-formal education. To meet these needs facing The School of Higher Education in Humanities of the Association For Adult Eucation created five years created Children’s University for the Humanities. Article aims to present the activities of the Children’s University for the Humanities, its purpose and need for the proposed small specialty students. There will be also presented the results of the survey conducted among parents of children attending the Children’s University for the Humanities, regarding the recitals to select individual specialties. It will also traced the development of the deal of Children’s University for the Humanities.

3

Estonia on the backdrop of the European Union states: country-specific institutional context and lifelong learning

100%

Saar E., Helemäe J.

Studies for the Learning Society

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2008

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vol. 1

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issue 1

7-17

EN

The paper focuses on how the institutional design of education systems shapes opportunities for lifelong learning. Our main aim is to reveal to what extent Estonia, as a new member state, is a specific case for the EU. We expect the Estonian case to diverge from the patterns of links, between education systems and participation in non-formal education, predicted by the theories and characteristics of the old EU member-states. The authors use aggregate data about participation in non-formal learning in a number of European Union countries, based on an ad hoc module included in the EU Labour Force Survey 2003.

4

Problematyka oświaty dorosłych poruszana w wybranych tekstach Ryszarda Wroczyńskiego

100%

Dębska E.

Kwartalnik Pedagogiczny

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2014

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issue 4(234)

35-50

EN

The article discusses the issues undertaken by Ryszard Wroczyński in some of his publications which appeared in “The Pedagogical Quarterly” between 1960s and 1970s. The review takes into account the content of the articles and reports from the conferences on adult education organised in Poland and abroad. Particular attention is given to the issues concerning permanent education and the process of learning in the context of a non-formal educational environment. In addition, a special focus is placed on a timeless character of ideas presented by Wroczyński, as well as the questions he proposed in relation to the functioning of education, some of which are still valid today.

5

Innovative methods of adult learners’ educationin the framework of scientific and social partnership

100%

Morańska D.

International Journal of Pedagogy, Innovation and New Technologies

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2020

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vol. 7(1)

69-75

EN

Development of network technologies creates more and more friendly conditions contributing to the development of e-learning platforms. Thanks to simpler and more intuitive operation, e-learning platforms are applicable in the implementation of educational objectives among adult learners. E-platforms contribute to the integration and creation of cooperation networks among environments implementing common objectives, although they function in remote localizations. In the paper the opportunities of innovative applications of the e-learning Moodle platform was characterized. This platform was used to implement objectives connected with intercultural and intergenerational education in the process of Long Life Learning among Polish people living abroad. The aim of the implemented project was common development of innovative methodology of adult learners’ education in order to provide the high level of teaching with the application of e-learning solutions.

6

ЗМІСТОВІ ЗАСАДИ РОЗБУДОВИ МІЖНАРОДНОГО СПІВРОБІТНИЦТВА ЄС У СФЕРІ НЕФОРМАЛЬНОЇ ОСВІТИ ДІТЕЙ ТА УЧНІВСЬКОЇ МОЛОДІ

88%

Заярна В.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

|

issue 5(59)

435-442

EN

In the article content foundations of the development of international relations of the European Union in the field of non-formal education of children and studying youth are revealed by using a group of scientific methods, as well as the method of systemic structural analysis. The author focused on the modern European trend of mainstreaming non-formal education as a possibility of socialization of the younger generation through participation in non-formal educational activities. The value of fundamental scientific research of foreign scientists on the problem of development of non-formal education as lifelong learning and the development of international cooperation in this sphere is underlined in the article. The relevance of scientific discussion of this problem in native and foreign science been confirmed by the analysis of a wide range of educational research. The value of cross-sectoral approach in shaping of content foundations of international cooperation the EU in informal education is underlined in the article. Therefore, the interaction of education, youth and social policy is based on the presented study. In the article the author describes the main content direction of the international cooperation in the field of non-formal education of children and youth, defines the basic forms of realization of content of this process. The main forms of realization of substantial directions of international cooperation in this field are systematized by the author of the article that based on the analysis of a wide range of information sources. The prospects for the further research in view of the development of the implementation (content and form) and interconnection of each of the directions of international cooperation EU non-formal education children and youth are defined.

7

Developing human and social capital through the provision of non-formal education in Western Uganda: A pilot study

88%

BIRUNGI A., KIVUNJA C., TAYLOR N.

Central and Eastern European Journal of Management and Economics (CEEJME)

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2016

|

issue 3

211-226

EN

Since the middle of the last century, non-formal education (NFE) has been promoted as a complement to or substitute for formal education. Today it has come to define myriad programs that sometimes bear little resemblance to one another. This paper argues for the legitimacy of NFE neither as a complement nor a substitute but as an alternative to formal education. From the findings of a pilot study into four programs in western Uganda, NFE is presented as a viable alternative to formal education for its ability to develop social capital, necessary for building self-reliance in learners.

8

СФЕРА НЕФОРМАЛЬНОЇ ОСВІТИ ЯК ЗАСІБ САМОРЕАЛІЗАЦІЇ ОСОБИСТОСТІ ВПРОДОВЖ ЖИТТЯ: ЄВРОПЕЙСЬКИЙ ВИМІР

88%

Заярна В.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 9(53)

235-246

EN

This article presents the European Union as the highly developed international association that occupies leading positions in the global political and economic stage. The educational sector holds an important place in the development of the European society. It’s defined by the main strategic of the EU: A European strategy for smart, sustainable and inclusive growth («Europe – 2020»), Strategic Framework for European Cooperation in Education and Training («ET –2020»). The issue of building a knowledge society is important for modern Europe. The involving person to lifelong learning is the key to the personal success and the effective development of society in general. This causes the diversification of the educational system that promotes the development of different forms of learning. All these basic modern educational trends of the EU are considered in the article. The Ukrainian scientists’ searches in the field of non-formal education systematically analyzed according to the age categories of the participants in the educational process. The objective of this work is defining the role of the non-formal education in the cognitive and creative personal development due to the European concept of the lifelong learning.A variety of research methods was used to achieve this goal. The foreign scientific views on the phenomenon of lifelong education are analyzed. The value of the integration of the formal, non-formal and informal education in the general sense of the concept of the lifelong learning is underlined in the article. The variability in the interpretation of the concept “non-formal education” is shown, a determination of this conceptas an independent social and educational spheres is made. The model of the person involvement to various spheres of educational activitiesthroughout the life is presented in the article. The essence of the concept of “non-formal education” is clarified; the main characteristics of this educational sphere are given. The peculiarities of the self-realization of the persons of different ages through the involvement of non-formal educational activities are emphasized. The activities of the European international organizations as the major stakeholders in non-formal education are structured. The prospects for the further research in view of the development of the informal education in Ukraine are defined.

9

Małe eksperymenty, wielkie odkrycia. Praktyka eksperymentalna w edukacji przyrodniczej

88%

Zaród M.

Edukacja Biologiczna i Środowiskowa

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2013

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issue 2

55-59

EN

This article presents various teaching methods that include an experimental approach to the gymnasium and high-school physics curriculum. Various methods of an interdisciplinary approach between physics and other sciences, technology and the students’ everyday life are presented. A sample laboratory lesson focusing on electrical circuits in the gymnasium curriculum is also included. Cases presented in the article are based on informal education practices, such as academic science encouragement programmes and NGO experiences.

10

ІНТЕРПРЕТАЦІЯ ПОНЯТТЯ НЕФОРМАЛЬНА ОСВІТА: ПОГЛЯД НІМЕЦЬКОМОВНОГО СУСПІЛЬСТВА

88%

Солощенко В.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

|

issue 10(44)

198-206

EN

Variability of interpretation of concept of informal education from a position of the researchers of German-speaking countries is shown in the article, namely Germany, Austria, Switzerland and others. It is defined that education throughout life contains certain types of training: formal, non-formal and informal. It is proved that the concept of informal education has wide variability of the interpretation, its essence consists in existence of a certain organized, systematic educational activity which is carried out behind the territory of a formal education system for a guarantee to the chosen (certain) types of training of separate subgroups of the population, both adults, and children. The terms «formal», «non-formal» and «informal» serve the systematization and description of the multifaceted learning processes that may occur consciously or by chance in various contexts and be organized in very different ways; their use however is still not uniform. The terms have been discussed extensively, including in the feasibility study prepared as part of the «Lifelong learning passport with certification of informal learning». For the Commission of the European Communities on the other hand formal and non-formal learning are unequivocally intentional, informal learning is “not necessarily” so. Informal learning thus takes place in all life contexts; it may be intentional and directed but also, as in most cases, be done quite incidentally. It does not usually lead to any certification. Non-formal learning processes on the other hand under the EU’s definition take place outside the main systems of general and vocational education and may, but do not have to, lead to formal certificates. The definition used by the OECD in the guidelines for this activity defines different boundaries: Formal learning refers to learning through a programme of instruction in an educational institution, adult training center or in the workplace, which is generally recognized in a qualification or a certificate. Non-formal learning refers to learning through a programme but is not usually evaluated and does not lead to a certification. Informal learning refers to learning resulting from daily work-related, family or leisure activities. The main criterion that differentiates formal learning from the other two forms of learning for the OECD is the qualification and certification of learning. This means that CET resulting in a recognized certificate counts as formal learning. Non-formal learning also takes place in organized contexts but is generally not a subject to evaluation or certification – and hence does not lead to an entitlement. The OECD’s definition of informal learning primarily targets unintentional learning processes on the job, in the family or during leisure time.

11

Non-Formal Energy Education in the Context of Sustainability: Perspective of Latvian Educators

88%

Jonāne L., Salītis A.

Journal of Teacher Education for Sustainability

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2009

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vol. 11

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issue 1

65-74

EN

Energy as one of the main concepts of sustainable development currently challenges the society in general and education in particular. The paper reflects on study that is a part of EU COMENIUS project. It explores the situation in Latvia with energy topic in non-formal education in the context of education for sustainable development. The teachers and out-of-school experts' views on non-formal energy education are identified using the constructed tools in relation to: 1) teaching materials; 2) readiness to teach energy education, and 3) out-of-school places for this topic. Structured interview and survey were conducted with 20 experts of out-of-school places and 50 teachers. Both qualitative and quantitative data analysis methods were applied. Different conceptual approaches, the best practice examples, challenges and needs, and the main chances for improvement and development in the field were inferred from the data. The recommendations could be useful both locally and globally for education policymakers, teacher training institutions, administrators for improving connections between formal and non-formal education, pre-service, and in-service teacher training.

12

Od mimoprofesní seberealizace k nezbytnosti pracovně orientovaného vzdělávání: proměna motivace k neformálnímu vzdělávání dospělých v ČR

88%

Kalenda J., Kočvarová I.

Sociologický časopis. Czech Sociological Review

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2021

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vol. 57

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issue 1

75-100

EN

The study deals with recent changes in the motivation for pursuing non-formal adult education (NFE) in the Czech Republic and the factors behind this. Although the number of people pursuing NFE has been increasing dynamically in recent years, we do not yet have enough knowledge about the reasons adults pursue NFE and the factors that influence it. In this regard, the study aims to identify (1) the main trends in work/non-work, intrinsic, and extrinsic motivations for NFE and (2) the micro- and meso-social determinants that shape these trends. The study is based on a secondary analysis of data from the Adult Education Survey 2011 (N = 2715) and 2016 (N = 4034). The conclusion shows a significant shift from a non-work-oriented to a work-oriented motivation for participating in NFE and fluctuations between intrinsic to extrinsic motivations. The key factors influencing the 'reorientation' of this motivation among working adults are educational attainment, high occupational status, and to some degree also gender and the size of the company a person works in.

13

The Opportunities for Development of the Child’s Creative Potential in Local Institutions

88%

Kasprzak M.

Studia Edukacyjne

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2018

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issue 48

295-302

PL

In this article, the main goal is to present on the basis of own scientificobservations different principles of developing the child’s creative potential. The author presents three elements: encouraging, identifying and fostering in the context of child’s creative potential and then she presents three perspective of opportunities for development child’s creative potential in the local institutions for children. In summary she write a short concept about the opportunities for development to creativity of each child from the disfavoured backgrounds.

14

Why should children's universities strive to strengthen the children's self-efficacy?

88%

Meleczek M.

e-mentor

|

2018

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issue 4 (76)

14-18

EN

The article originates in the experience of the Children’s University Foundation gained during the participation in the international project STEAM4U, implemented as part of the Erasmus+ program. The aim of the study is, on the one hand, to explain the concept of self-efficacy in the field of education. On the other hand, it outlines the problems of gender and origin inequity in the world of science. The author of the article describes the project initiatives undertaken by the Foundation that enhance children’s self-efficacy and presents selected teaching strategies that can be applied to the activities of children’s universities or other educational institutions. The study presents selected data derived from the research on the children’s self-efficacy, carried out as part of the project activities. The data allow for answering the question of whether the classes at the Children’s University strengthen the children’s self-efficacy and for indicating what types of activities are greatly appreciated by children. The participants’ answers reveal that the most significant factors influencing the enhancement of self-confidence in the area of STEAM are active involvement and the use of learning methods other than those exploited at school. The experience described in the text may be an inspiration for other educational initiatives, encouraging them to enrich the teaching process with strategies oriented on developing the children’s self-efficacy.

15

Równość czy/i odrębność? Edukacja pozaformalna Romów w świetle teorii Nancy Fraser

88%

Łaszyn J.

Dyskursy Młodych Andragogów / Adult Education Discourses

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2013

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vol. 14

29-46

EN

The article is an attempt to analyse an educational offer in the field of non-formal adults education of the Roma based on Nancy Fraser’s considerations of (in)justice. Starting with the characteristic of the Roma community in Poland, numerous social problems, which are a manifestation of symbolic cultural and socio-economic injustice, have been identified. Both types of injustice require different corrective measures. Fraser proposes two instruments used in reducing injustice: redistribution and recognition. In this paper, focusing on education which is often treated as "the cure for all diseases", the forms of education aiming at elimination both types of injustice were indicated. The effect of pursuing the objective is to achieve equality between the Roma and the bulk of the population, while simultaneously maintaining one’s own identity, individuality and uniqueness. The achievement of seemingly contradictory goals is difficult and raises many questions and doubts about the purpose of the education, its quality and efficiency. These doubts appeared in both the statements of the respondents, as well as in the conclusions formulated by the author. In order to gather study material qualitative field research was used – the contact with several representatives of the Roma community, with participants and organizers of non-formal education was established. Casual interviews, participant observation and documents analysis were used to gain research material.

16

Pozaformalna edukacja dorosłych na przykładzie akademii pięknego czasu w Czechowicach-Dziedzicach

88%

Wróbel M.

Krakowskie Studia Małopolskie

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2016

|

vol. 21

144-154

EN

T he paper considers non-formal adult education. For this purpose, various classifications of adult education, forms of non-formal education and its advantages were presented. Activities of the Academy of Beautiful Time – initiative implemented by City Public Library in Czechowice-Dziedzice were characterized. The objectives of the Academy, ways of achieving the objectives and permissions of the listeners were presented. The paper also analyzes statistical data on the Academy of Beautiful Time, such as the number of students, the number of people participating in the courses, the number of hours of education and discusses the form of educational activity within the Academy. The article highlights the role of public libraries in the process of non-formal education and directions of development of the Academy of Beautiful Time in Czechowice-Dziedzice were formulated.

17

The Role of Education in the Social Entrepreneurship Ecosystem Development in Poland and Ukraine

88%

Revko A.

Studia Regionalne i Lokalne

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2023

|

issue Special Issue

89-100

EN

This paper examines the role of educational support in social entrepreneurship development in Poland and Ukraine based on comparative case studies and a computer-assisted web interviewing method. The research investigates cross-country and cross-institutional differences in education concerning social entrepreneurship. The paper considers the different levels of social entrepreneurship education in primary and secondary school, university, and non-formal education. It is established that students at all levels of education should have an entrepreneurial mindset, which is a prerequisite for sustainable development. The key directions for developing education regarding social entrepreneurship in Ukraine are identified.

18

ESL Teachers’ Approaches towards the Acceptance of Educational Technology Integration in Non-Formal Education: A Case from Kenya

88%

Kildė L.

Journal of Education Culture and Society

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2023

|

vol. 14

|

issue 1

634-649

EN

Aim. In efforts to handle the negative impact of the COVID-19 pandemic, language schools in Kenya were forced to organise a smooth transition from physical to virtual classroom by incorporating educational technologies in virtual learning and teaching processes. Such a shift was new to teachers and required additional efforts to master the peculiarities of organising virtual English classes. Thus, this study aims to explore Kenyan ESL teachers’ perspectives towards the acceptance of educational technology integration in non-formal education. Methods. A qualitative approach was adopted in this study. Eleven teachers from two private foreign language schools participated in semi-structured in-depth interviews, where they answered questions based on the elements of the Technology Acceptance Model (TAM). Results. The findings showed that most teachers’ approaches towards the acceptance of educational technologies were mainly positive and they intend to integrate them in their ESL classroom. The results of the qualitative data analysis also demonstrated that age is one of those personal characteristics that might hinder teachers’ willingness to adopt educational technologies while teaching ESL. Conclusions. This study also found that the variety of adopted educational technologies was not extensive. Therefore, teachers’ awareness, interest, and digital competences should be further developed. Practical application. The herein presented research findings are of a significant importance for the enhancement of teachers’ competences to apply educational technologies while teaching ESL in Kenya. It also has implications for the practice that is relevant for ESL teachers in non-formal education as well as curriculum organisers.

19

Non-formal education and the labour market performance: a comparative analysis

88%

Shelest O.

Ekonomia XXI Wieku

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2016

|

issue 3 (11)

346-366

EN

The main objective of this article is the investigation of the relationship between non-formal education and labour market performance. The focus of the study is on selected issues related to educational activity of the employed population, as well as potential link between non-formal education and the main labour market indicators. The paper is based on the comparative analysis of available statistical data for Poland and the United Kingdom. Quantitative descriptive analysis was used to describe and compare the scale and nature of non-formal training which is an important element of the current focus of lifelong learning policies in both countries. The study suggests that observed differences in educational activity may result from different levels of skill specialisation in the economy, employment protection and employees mobility in the labour market

20

“Transnational Youth Initiatives” of the Erasmus+ program... for the development of the entrepreneurial attitude of young people, based on the example of the “Open Minds Studio” project

88%

Bartosiewicz-Kosiba P.

Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Biologiae Pertinentia

|

2018

|

issue 8

70-83

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