Non Formal Education

Aquest text recull part de la recerca desenvolupada per l’autor en el marc del projecte de R+D+I «Aprenentatge de la Ciutadania Activa. Discursos, experiencies i estrategies educatives»,1 financat pel Ministeri d’Educacio i Cultura, i presentada de forma mes detallada en la seva tesi doctoral. Des del moment en que es una construccio social i cultural, la ciutadania s’apren. Fins i tot ara, quan la democracia esta reduida a una questio de procediment i els limits del model hegemonic de ciutadania impliquen importants contradiccions i incerteses, presents no sols a l’analisi social, sino tambe a la nostra vida quotidiana. La recerca parteix de l’analisi de cinc histories de vida de ciutadanes i ciutadans actius, que es creuen, tot comencant per la d’un jove activista vinculat a l’anomenat moviment 15M. A partir de l’estudi dels relats autobiografics ens proposam identificar quin paper han jugat en la construccio del seu rol ciutada, no sols els diferents espais d’interaccio social vi...

The Helsinki Committee in Poland published a report entitled Human Rights in Poland, 1989, in which, among other topics, the committee addressed the need for training in the field of human rights. The report said, "In the course of debates on the problems of young peoples' education, it was agreed that the issues of Marxist ideology, removed from the school curricula, would be replaced by the values of the Universal Declaration of Human Rights." The global sea change of recent years, which has so remarkably left political autocracies isolated like stranded seafarers at low tide, has stimulated concern for measures suitable to prevent the return of arbitrary and authoritarian modes of government. From the Philippines to Poland, such concern has been expressed in terms of calls for new iniatives favoring human rights education (HRE).

The aim of this study is to analyse the knowledge acquisition and transfer system in rural Poland, in comparison with nonrural areas. In addition, to determine the importance of market qualifications and the effects that the Integrated Qualification System can have in the rural areas. This study shows that life in the countryside is becoming more diverse and agriculture is no longer the main source of income because the share of income from non-agricultural activities is increasing. This is linked to the fact that rural areas have become more attractive for the development of non-agricultural jobs, which in turn is associated with the need not only to raise, but also to confirm qualifications acquired in everyday activities. The conducted analysis shows that acquisition and transfer of knowledge can come from two different platforms, individual and supralocal. These platforms work in two totally different ways. Our analysis also shows a gap between formal and non-formal or informal ...

This paper is a conceptual commentary. The idea generated on reading the UNDP Report on Human Development Index (March 2013) which placed India on 136th position among 186 nations, HDI is a composite figure that indicates three elements: education, prosperity and life-expectancy. The Inequality Index analysis shows that India lost maximum on account of education 42.4% compared to life-expectancy (27.1%) and Income 15.8%) Hence this paper is based on exploring the perception and scenario prevailing on name of ‘education’ in India. Researcher explored and reflected on fundamental questions: like unequal distribution of wealth, is there also unequal distribution of wisdom, what are the tiers of ‘education’ and is there a ‘portion’ of hierarchy in education missing in India, and alike. The paper is based on efforts to collate the mutual relationships between and among indicators, secondary data and information.

This study is an analysis of the Brazilian Scout movement, more specificaly scout pedagogy. Rooted on the field of non-formal education, this paper aims to comprehend how Scouting is done, and if its practice in Brazil, and specialy within the metropolitan region of the state of São Paulo, may vary among different scout groups in function of social and economical origins of their members. This study has been led through bibliographic data collection on the chosen theme and ethnographic-based field research, along with participant observation and informal interviews. With the collected material, there have been formed two sets of results: the first one referring to similarities and differences observed between two scout groups chosen for analysis, Santo Antonio and Bororó; the second set refers to the concept of “Scout Game”, built upon the native category of “game”, identified along this research as the main pedagogical tool of Scouting. To come to both these sets of results, inicialy is presented a brief history of Scouting and its construction upon the figure of its founder hero, Baden-
Powell. In the sequence there are presented the movement’s organizational structure and numbers of Scouting in Brazil, data that allow us to contectualize the dimensions of this institution and discuss particularities of both scout groups analyzed. Among the specificities of scout groups, we may highlight the notable differences of socieconomic profiles of group members, specialy among adult volunteers; and the possible effect of this difference over scouts families’ expectations. From the field research observation, there’s the presentation of scout activities’ scenes, taken through immersion in both groups, based on common elements of both. In these scenes, it’s remarkable how the game plays a central methodological role in scout pedagogy, and how adult volunteering is indispensable for perforrming the activities. Scout pedagogics is accomplished through the “Scout Game”, a moral system that estabilishes itself within each scout group, rooted in the rituals and traditions of the Scout Movement, which are known and valued by its initiates. In the “Scout Game”, every adult volunteer is also a player, having a previously defined set of rules made just for his role in the playing activity. The “Game” is performed in and with different socioeconomic and cultural realities’ sets, happening in very similar ways among them, adaptating itself to local characterictics of each scout group. Paraphrasing Geertz (1978), the “Scout Game” is absorbent. Playing it, kids, youngsters and adults seem to forget their own lives, being the game, for them, a sort of sentimental education, whose moral or ethos, educates girls and boys directly through their experiences brought up during the activities in their respecitve scout groups. These experiences are deeply anchored in tipical scout activities, traditions, or as points out Vallory (2015), the educational means of Scouting, which are also an important part of scouts’ motivations and an impertative element to the constitution of a sense of belonging of the members with their groups, other members and the Scout Movement itself. Without specific means and proper rituals, the Scouting pedagogics can’t handle its purpose;

In the methodological tool, hobby clubs are treated as the first stage of an adolescent’s involvement in the world of work. The coherence of formal and informal education is reviewed, the psychological peculiarities of the consistent development of children’s hobbies are presented, and the competencies of primary and basic education and informal training and informal children’s education are compared. The competencies of career education in the following hobby clubs are specifically described: astronomy and astrophysics, biophysics, photography, karting, ship modeling.
The methodical tool is intended for teachers of informal education schools, hobby club leaders and methodologists.

This study assesses the role and importance of non-formal education to human and national development in three states (Bayelsa, Delta and Rivers) in the south-south geo-political zone of Nigeria. It measures six group dimensions to determine the impact of non-formal education in relation to adult, youth and out-of-school children's literacy, the provision of skills to enhance social development, the reduction of poverty, and re-skilling or up-skilling citizens for increased productivity and national development. This study uses a quantitative research design based on multiple statistical procedures for analysing data. The study reveals that there is a significant relationship between non-formal education and human and national development. Recommendations are offered regarding the need to empower a specialised agency to carry out the job of mass literacy, and adult and youth non-formal education. This paper is aimed at policy makers and governments in the third world who are struggling to meet the 2015 Millennium Development Goals (MDGs).

La educación del carácter, con ese nombre y en ocasiones con otros nombres, tiene una larga historia en los Estados Unidos (Berkowitz et al., 2020), mucho menor en Europa. Se ha estudiado ampliamente los beneficios que conllevan sus programas, principalmente en el ámbito de la educación formal (véase Berkowitz & Bier, 2005, para una revisión). En el terreno de la educación no formal, la literatura empírica no es tan abundante. Menos si cabe en cuanto a las innovaciones educativas.
En este trabajo planteamos el conocido modelo de educación del carácter, el modelo PRIMED como una innovación para la educación no formal. El modelo PRIMED (Berkowitz, 2021) se basa en una amplia revisión de las prácticas en educación del carácter que han mostrado mayores evidencias científicas (Berkowitz, 2011; Berkowitz & Bier, 2007; Berkowitz et al., 2017). Planteado principalmente para el ámbito de la educación formal, consideramos que puede resultar una innovación para la educación no formal, aportando igualmente beneficios para el desarrollo de los jóvenes.

Due to Imam’s special attention to education sector and wise educational policies, literacy rate was dramatically improved and special opportunities were initiated at primary and higher educational levels. Iran accomplished great scientific and academic achievements under the wise leadership of Imam Khomeini and became the most literate country in the Middle-East and became a role model for the whole Muslim Ummah. Imam’s motto of education for all was seriously adopted and free education with great quality was provided in all well-developed or less developed parts of the country.

The article frames intergenrational learning as an important area for research and practice in Europe and introduces two studies of intergenerational learning seen as a social practice. The two studies are briefly presented along a number of research dimensions and the methodological approaches underpinning the two studies are introduced. The article is an invitation addressed to researchers and practitioners to use and develop the analytical frameworks proposed by the two studiesin developing research in the area of intergenerational learning.

This paper explores opportunities for integrating formal and non-formal education in Uganda in ways that help learners acquire, build and maintain productive skills for sustainable livelihoods. Using an interpretive paradigm, the authors draw on the capability approach and social practices theory of literacy to guide their qualitative analysis. The authors describe good practices in nonformal education in Uganda and Africa which diversify learning options for learners. Integration of formal and non-formal education is shown as capable of promoting practice-oriented skills learning which can significantly improve Uganda's education system which is currently too theoretical for addressing people's real needs. Such integration can maximize rural people's participation levels in government's poverty reduction interventions and enhance their chances for creating wealth and attaining sustainable livelihoods. Challenges to be faced in bridging the gap between the two forms of education in Uganda are highlighted and the way forward suggested.

For several decades now, the problem of empowering the Nigerian youths for self-reliance to checkmate unemployment has been a great concern to the nation. The poverty level and the inability of most parents to sponsor their wards in school have greatly contributed to youths drop out of school. Many of such youths are used as ad-hoc workers. In order to supplement and assist their parents’ efforts, some joined peers who were thugs, hawkers and sometimes criminals who pick pockets, and commit other crimes. Youths have also become tools in the hands of politicians for purposes of political campaigns and perpetration of heinous vices.

It is increasingly recognized that education need not aim at knowledge production for
its own sake, but rather at an applied learning that seeks transformation and the
promotion of overall societal well-being. Furthermore, within this broad vision of
education for transformation, service learning is recognized as a key method in
advancing these educational aspirations. But here the agreement comes to a halt.
What are the transformations or outcomes that we can reasonably expect from this
pedagogy? Is it skills development? Is it primarily dispositions? Is it social change?
This article demonstrates that there is a minimal complexity of interdependent
outcomes involved in the practice of SL, and these can be easily grasped as a theory
of outcomes understood as the 3C’s: Character, Competence, and Contribution. Each
of these will be examined on their own as intrinsically desirable dimensions of
transformation, as well as how they are instrumental to the others. This article will
also show how the V in the KVA (Knowledge, Values, Abilities) of competency can be
interpreted so as to avoid a morally sterile, technocratic understanding of competency
development; and how SL can operationalize a robust notion of competency.

"Le récit est employé dans de nombreux dispositifs d’éducation non formelle. La manière dont il peut contribuer à la transmission des connaissances reste cependant mal connue. Cette recherche s’attache à comprendre la manière dont il sert de support cognitif au récepteur lorsqu’il est employé dans des hypermédias de vulgarisation scientifique.
Ce travail se base sur un modèle de la compréhension du récit élaboré dans le cadre de la narratologie cognitive, à la jointure de la narratologie classique et des sciences cognitives. De ce modèle, découlent différentes hypothèses relatives à l'effet de la narration et des caractéristiques structurelles du récit (linéarité, intégration du domaine de connaissance à l'univers diégétique, rôle des personnages) sur la compréhension d'un domaine de connaissance. Celles-ci ont donné lieu à deux études quasi-expérimentales menées sur un échantillon de plus de 300 enfants en fin de scolarité primaire.
Les résultats montrent que le récit sert de support à certaines opérations cognitives, favorisant notamment des représentations plus riches et plus contextualisée du domaine de connaissance. Par contre, les résultats ne permettent pas de considérer que les alternatives hypertextuelles proposées aux utilisateurs par le dispositif narratif interactif constituent une variable d'entrée dans le traitement du récit éducatif. De la même manière, le rôle tenu par les personnages d’un récit interactif relativement aux liens hypertextuels ne semble jouer aucun rôle dans les représentations construites par les récepteurs. Ces deux résultats amènent à considérer d'un œil critique l'intérêt qu'il y aurait à élaborer des récits interactifs pour faire comprendre des domaines de connaissance complexes."

Adult education aims at improving the situation of people by increasing their skills, knowledge and awareness. It is the adult that could transform the nations not children. Adult education brings a great sense of dignity and self-esteem, enhanced respect of others, an ability to take control of one's life and a greater desire to participate in society. The paper examined challenges facing adult education delivery in Nigeria which include failure of the Universal Basic Education act to give adequate recognition of Adult education as a key sector in Basic education, accessibility, under funding and lack or inadequate number of qualified facilitators amongst others. The emerging perspectives are on HIV/AIDs, mainstreaming, inter-sectoral linkages and information and communication technology. The paper finally proffers suggestions as review of the Universal Basic Education act to accommodate Adult and Non-formal education, increase in funding, establishment of more centres and make them affordable, upward review of facilitators' honorarium amongst others.

Der vorliegende Beitrag führt in das Buch ein. Zunächst werden die unterschiedlichen Argumentationsstränge beleuchtet, die zur Konzeption, zum Design und zur Durchführung des Projekts QuaSi BNE motiviert haben. Weiterhin werden die Gliederung und die einzelnen Beiträge des vorliegenden Sammelbands vorgestellt. Der Beitrag schließt mit einem kurzen Fazit.

Many youth leaders and workers acquire many of the competences necessary for their leadership roles ‘on the job’ in the course of their experience within the Church organisations, both as members and as leaders. This learning and growth often risks not being recognised both by the leaders themselves and also by society. Through the current project, the Church aims to develop a tool and an educational process by which youth workers and leaders come to validate the learning that has been acquired through ‘informal’ and ‘non-formal’ processes of learning.
Thirty-two in-depth interviews with youth leaders working in parishes (n=16); small religious movements (n=6) and large religious movements (n=10) were carried out. The interviews invited the youth leaders to reflect and to speak about their journey towards becoming youth leaders, whilst exploring the skills, knowledge and attitudes which they had acquired, as well as those that they would like to acquire. The interview was preceded by a self-assessed inventory of competences.

One of our principal motivations on this study is support the presence of a type of professional yet little researched into de academic community: the educator in the non-formal education area. The educational process cannot be reduced only to the formal education, beyond the schools, universities and other higher educational institutions there are different educational processes in which the people learn knowledge, skills and attitudes everyday.

This project is dedicated to the staff and children of the Bridge Project in the South Lincoln neighborhood of Denver, Colorado. The incredible people of the Bridge Project were the first to inspire me to work with children and youth in low income areas to use education to lead more fulfilling lives.

Para famílias que vivem em contexto migratório, a educação bilíngue, nomeadamente o bilinguismo de herança, é uma questão relevante e que, dependendo das políticas linguísticas locais, traz
consigo diferentes desafios, demandando planejamento e engajamento
familiar. Este estudo apresenta resultados parciais de uma investigação
mais alargada sobre a transmissão do Português como Língua de Herança (PLH), num contexto não-formal, na Baviera, Alemanha. Com
base em narrativas visuais de crianças bilíngues (idade: 4-14 anos) associadas a análise de conteúdo no âmbito de um focus group com elas,
pretende-se conhecer e analisar as suas representações de brasilidade.
Foram colhidos 20 desenhos junto aos frequentadores de um projeto
socioeducativo para o ensino do PLH, designado “Mala de Herança”
(MH). A partir da análise multimodal desses desenhos, a par com a
análise das transcrições das entrevistas, pretende-se compreender o
que essas representações revelam sobre a relação dos aprendentes com
o PLH e como percebem esta língua. Os resultados apontam para a
complementaridade das metodologias revelando o potencial heurístico resultante da combinação dos métodos. Conclui-se que esta abordagem metodológica traz vantagens para a pesquisa com crianças plurilíngues, por permitir maior aproximação com o objeto estudado e,
abarcando uma dimensão social, por ser uma técnica pouco invasiva.
PALAVRAS-CHAVE: Português como Língua de Herança; Brasilidade; Métodos visuais; Análise multimodal

To develop and promote the evaluation model on desirable attributions of student morals according to the promoting act for non-formal education and informal education systems were the main purposes, to assess the morals of the desirable characteristics to non-formal education and informal education centers with the research and development (R&D) process were assessed. The research administrations were designed in four phases that composed of the corresponding evaluation of morals or the morals of the desirable characteristics and attributions of learners were investigated with the synthesis of documents and interviews with those involved to evaluate the morals of the desirable attributions, which sample consisted of 9 students. To create evaluating form on the desirable moral aspects of learning for non-formal education and informal educational systems' data from the first phase for drafting format and letting determined from the experts to check with the suitability and feasibility techniques that based on the meeting with expert connoisseurship. Then, to trial evaluation model by assessing the desirable characteristics of a moral centers to non-formal education and informal education with a sample of 166 students in three groups from Roi-Et, Kalasin, Maha Sarakham provinces. Finally, to evaluate the evaluation model by assessor's teacher evaluating model was assessed. It has found that: the components of the evaluation model on desirable attributions of student morals consisted of six components, such as; principle and rationale, three moral behavior indicating purposes of component evaluation, evaluating methods, the evaluators, and European Journal of Education Studies-Volume 3 │ Issue 3 │ 2017 66 evaluating criteria. The creating the model results were found that; this evaluation model consisted of 9 elements and 40 indicators of students' behavior groups in each semester with the percentage and quality ratings, the IOC valued indicated of 0.92, responsively. Overall, on evaluation desirable moral of the students in three groups that ranged from 2.11 to 2.40 on the rating weight, ranged from 87.03 to 88.06 on percentage, respectively. Suggestions that the evaluation model is provided and developed of suitable, helpful, correct, and helpful to reality for students' abilities to be applied and promoted in real life situations of their morals to their desirable attributions, exactly.

This study assesses the role and importance of non-formal education to human and national development in three states (Bayelsa, Delta and Rivers) in the south-south geo-political zone of Nigeria. It measures six group dimensions to determine the impact of non-formal education in relation to adult, youth and out-of-school children's literacy, the provision of skills to enhance social development, the reduction of poverty, and re-skilling or up-skilling citizens for increased productivity and national development. This study uses a quantitative research design based on multiple statistical procedures for analysing data. The study reveals that there is a significant relationship between non-formal education and human and national development. Recommendations are offered regarding the need to empower a specialised agency to carry out the job of mass literacy, and adult and youth non-formal education. This paper is aimed at policy makers and governments in the third world who are struggling to meet the 2015 Millennium Development Goals (MDGs).

Street art is an artistic and social movement of the last decades in most of the big cities worldwide. Its existence under extreme uncontrolled outdoor conditions leads to rapid deterioration that explains its ephemeral nature. The increasing interest in the conservation of street art in the time of the recent socio-economic crisis gave rise to the ethical obligation of conservators for active involvement. The Department of Conservation of Antiquities and Works of Art of the University of West Attica, since 2010, get involved in the exploration of ethics, documentation, and investigation, regarding the conservation of street art via formal and non-formal education. Non-formal education as a co-operative knowledge-producing activity was an opportunity for reviewing conservation as part of the city’s life that produces scientific, educational, and social values while trying to keep values of ephemeral artworks. This approach gave the opportunity to students for practice on real artworks, gaining high-level hand-skills, sharpened their critical thinking, decision-making ability and communication skills.

The desire for any government that values the economic growth of its country is to provide education to its citizens. Kenya has made innumerable efforts towards this end since independence. However, several decades down the line, this is yet to be realised. The nomadic pastoralist community is one such a group that has remained out of school due to its palpetic lifestyle. Generally, formal education is appropriate for people leading a sedentary lifestyle, thereby making nomadic pastoralist community be persistently excluded from accessing formal education. Nevertheless, in efforts to promote access to education among communities that are mainly nomadic pastoralists, the Government of Kenya has established mobile schools in Turkana County. Several studies have been conducted on factors contributing to low participation of nomadic pastoralists in education, but very little research has been done on mobile schools. Using a mixed methods research design, various County Government documents and official documents found in schools were reviewed to obtain information concerning Mobile schools in the area of study. Purposive sampling was adopted for this study to identify schools and the population for study. Focused Group Discussions were also held for parents and the learners of the final grade in mobile schools. The quantitative data was analyzed using descriptive statistics whereas thematic analysis approach was used for qualitative data. The findings were presented in verbatim and tables. This study found out that although mobile schools have promoted access to education among Turkana nomadic pastoralists, their level of participation in education is still significantly low. The study established that some of the conditions that enhance participation in education through mobile schools include: awareness and sensitization, community involvement and multi grade and multi shift approaches in education provision. Also importantly is adopting a multifaceted approach whereby there is both provision of education, food and security. This study recommends further research to establish ways of sustaining mobile schools in provision in provision of education among the nomadic pastoralists.

Adult education aims at improving the situation of people by increasing their skills, knowledge and awareness. It is the adult that could transform the nations not children. Adult education brings a great sense of dignity and self-esteem, enhanced respect of others, an ability to take control of one's life and a greater desire to participate in society. The paper examined challenges facing adult education delivery in Nigeria which include failure of the Universal Basic Education act to give adequate recognition of Adult education as a key sector in Basic education, accessibility, under funding and lack or inadequate number of qualified facilitators amongst others. The emerging perspectives are on HIV/AIDs, mainstreaming, inter-sectoral linkages and information and communication technology. The paper finally proffers suggestions as review of the Universal Basic Education act to accommodate Adult and Non-formal education, increase in funding, establishment of more centres and make them affordable, upward review of facilitators' honorarium amongst others.

The book shows the history of Swedish folk high schools. The main trends of the evolution of social functions of these institutions has also been presented in the book encompassing 140 years of their functioning: from the educational center for peasantry (before 1918) – through the educational institution catering for the needs of social movements (1918-1968) - to the concept of the School for All. Because of the gaps in international writing in this scope, an emphasis has been put on ideas concerning the origins of folk high schools in Sweden as well as on a quantitative analysis of their activities during the last decades.

espanolThe text presents a reflection on the notion of didactic transposition and the role of wise knowledge and the knowledge to learn in the framework of teaching-learning processes in large social mobilizations. I argue that the huge network of situated knowledge that is developed in the contours of mobilization occurs between collectivities in a horizontal relationship, without the mediation of wise knowledge. For this, I support an ethnographic approach to various processes that have sustained the wave of mobilization opened in 2011. espanolEl texto presenta una reflexion sobre la nocion de transposicion didactica y el papel del saber sabio y el saber ensenado en el marco de los procesos de ensenanza-aprendizaje en las grandes movilizaciones sociales. Sostengo que la enorme red de conocimiento situado que se gesta en los contornos de la movilizacion, se da entre colectividades en una relacion horizontal, sin mediacion del saber sabio . Para ello, me apoyo en una aproximacion et...

The World Declaration on Education for All (March 5-9, 1990) (1) clearly stated that everyone should have the opportunity for education. Expressing a human right, this was a direct political response to pressure at the time from civil society organizations and international humanitarian organizations, among others, who saw a role for education in promoting not only good governance and democracy, but also respect for human rights and dignity (2). Thus, attention was drawn to the need to eliminate educational disparities within countries:
“the elimination of educational disparities that may exist to the disadvantage of certain groups” (Article 3 of the declaration).
“the use of diverse educational systems” and the development of “alternative supplementary education” (Article 5 of the declaration).
According to UNESCO, 759 million young people and adults today lack literacy skills. According to the 1958 UNESCO definition, an illiterate person is “any person who is unable to read and write, with understanding, a short and simple statement of facts relating to everyday life“. Other approaches to illiteracy were subsequently developed, integrating the notions of skills and their practical applications. The term “illiteracy” is also used to refer generally to the fact of having attended school without having acquired basic skills (reading, writing, and counting (3Rs)).

The central aim of this paper is to understand the synergies between the phenomena ‘time’ and ‘leisure’, seeking an explanation for the contemporary need for an ‘education for leisure’. Therefore, a theoretical research is presented in three parts. The first brings the conceptual transformations of the phenomena ‘time’ and ‘leisure’, especially in the last century, and the main relationships that underlie these changes. The second part emphasizes the relations of the phenomena ‘free time’ and ‘leisure’ in a more contemporary context. The third and final section seeks to understand the current need for an ‘education for leisure’, built on the ideas presented in the first two parts of the paper. This discussion contributes to the conceptual construction of ‘education for leisure’, which implies possible changes both in theory and in practice.

The lockdown of schools in Spain to confront the effects of COVID-19 caused an enormous impact at both societal and educational levels. Schools and families had to react rapidly to a new teaching and learning scenario without the benefit of previous planning or government guidelines. In this context, some schools were better able to adapt to the new circumstances than others. Likewise, the structure and size of families' economic, social and cultural capital produced significant differences in the learning opportunities for children from different backgrounds. This article assesses the impact of the school lockdown on the learning gap between children from different social backgrounds in Catalonia. Based on 35,419 responses to an online survey administered between 26 and 30 March 2020 to families with children aged between 3 and 18, the authors' analysis shows that learning opportunities varied significantly. Middle-class families were able to maintain higher standards of education quality in a critical context, while children from socially disadvantaged families had few learning opportunities both in terms of time and learning experiences (schoolwork and maintenance of after-school activities). Results differed by type of school (public/ private) where students were enrolled, family economic, social and cultural capital, and family living conditions. In the final part of the article, the authors highlight the importance of the role of the school in ensuring learning opportunities for children from low socioeconomic backgrounds, and they discuss some policy implications of their findings.

W niniejszej publikacji celem głównym jest przedstawienie działań wychowawców pracujących w instytucjach lokalnych wsparcia dziennego (np. świetlice środowiskowe, centra środowiskowe) i znaczenia ich działań w kontekście rozwoju wychowanków. Dzieci i młodzież korzystający z zajęć w takich instytucjach zazwyczaj pochodzą ze środowisk defaworyzowanych społecznie (czyli z rodzin zagrożonych marginalizacją czy wykluczeniem społecznym, lub rodzin już społecznie wykluczonych ze względu na problemy społeczne, biedę czy skrajne ubóstwo, niewydolność wychowawczą, itp.). Tezy i wnioski w niniejszym artykule zostały zaprezentowane głównie na podstawie części obserwacyjnej badań prowadzonych przez autorkę w instytucjach w Poznaniu i Tarragonie.  The main aim of this publication is to present the actions of educators who works in local-day support institutions (e.g. common centers, environmental centers) and the importance of their actions in the context of the development of pupils. Children and adolescents who benefit from these institutions usually come from socially disfavoured backgrounds (it means, from families at risk of marginalization or social exclusion, or families already socially excluded due to social problems, poverty and extreme poverty, educational failures etc.). Theses and conclusions in this article have been presented mainly on the basis of the observational part of the research conducted by the author in the institutions in Poznań and Tarragona.

Research from the field of non-formal education (NFE) in youth work emphasises the central role of experiential learning and learning in groups. The present paper aims to research teaching methods and teaching formsin NFE in youth work. The research sought to answer the following research questions: ‘What teaching forms can be found in NFE for young people in youth councils on a national level in Slovenia?’ and ‘What teachingmethods can be found in NFE for young people in youth councils on a national level in Slovenia?’ Data was collected using semi-structured interviews; the instrument was a list of questions. The empirical research was conducted in July 2016 with six interviewees. The results indicate that learning in selected NFE in the National Youth Council of Slovenia (MSS) is participatory, interactive, inclusive and student-focused; with central concepts of experiential learning and learning in groups. The key teaching form is learning in groups. However, individual work, wo...

Abstract: This paper explores opportunities for integrating formal and non-formal education in Uganda in ways that help learners acquire, build and maintain productive skills for sustainable livelihoods. Using an interpretive paradigm, the authors draw on the capability approach and social practices theory of literacy to guide their qualitative analysis. The authors describe good practices in non-formal education in Uganda and Africa which diversify learning options for learners. Integration of formal and non-formal education is shown as capable of promoting practice-oriented skills learning which can significantly improve Uganda’s education system which is currently too theoretical for ad-dressing people’s real needs. Such integration can maximize rural people’s participation levels in government’s poverty reduction interventions and enhance their chances for creating wealth and at-taining sustainable livelihoods. Challenges to be faced in bridging the gap between the two forms of ...

This study assesses the role and importance of non-formal education to human and national development in three states (Bayelsa, Delta and Rivers) in the south-south geo-political zone of Nigeria. It measures six group dimensions to determine the impact of non-formal education in relation to adult, youth and out-of-school children's literacy, the provision of skills to enhance social development, the reduction of poverty, and re-skilling or up-skilling citizens for increased productivity and national development. This study uses a quantitative research design based on multiple statistical procedures for analysing data. The study reveals that there is a significant relationship between non-formal education and human and national development. Recommendations are offered regarding the need to empower a specialised agency to carry out the job of mass literacy, and adult and youth non-formal education. This paper is aimed at policy makers and governments in the third world who are struggling to meet the 2015 Millennium Development Goals (MDGs).

To measure the achievements of the Non-formal Primary Education (NFPE) students in Myanmar, there are four standardized tests. Myanmar Literacy Resource Centre (MLRC) constructed these tests in 2013 by the financial support of UNICEF and the technical support of Department of Educational Psychology, Yangon University of Education. Since Academic Year (AY) 2014-2015, Ministry of Education (MoE) began to apply these tests at the completion examination of NFPE Level-2. In this study, the academic performances/ achievements of NFPE Level-2 students were analyzed for four academic years (

C'è una diffusa riluttanza negli atteggiamenti sociali ad assumere la responsabilità di ciò che lascia perplessi nell'educazione dei giovani. La questione è vista seguendo la falsariga delle argomentazioni che Quintiliano ha sviluppato nelle "Istituzioni oratorie".