Some Perspectives On Non Formal Education

This book deals with the relevance of recognition and validation of non-formal and informal learning education and training, the workplace and society. In an increasing number of countries, it is at the top of the policy and research agenda ranking among the possible ways to redress the glaring lack of relevant academic and vocational qualifications and to promote the development of competences and certification procedures which recognise different types of learning, including formal, non-formal and informal learning. The aim of the book is therefore to present and share experience, expertise and lessons in such a way that enables its effective and immediate use across the full spectrum of country contexts, whether in the developing or developed world. It examines the importance of meeting institutional and political requirements that give genuine value to the recognition of non-formal and informal learning; it shows why recognition is important and clarifies its usefulness and the role it serves in education, working life and voluntary work; it emphasises the importance of the coordination, interests, motivations, trust and acceptance by all stakeholders. The volume is also premised on an understanding of a learning society, in which all social and cultural groups, irrespective of gender, race, social class, ethnicity, mental health difficulties are entitled to quality learning throughout their lives. Overall the thrust is to see the importance of recognising non-formal and informal learning as part of the larger movement for re-directing education and training for change. This change is one that builds on an equitable society and economy and on sustainable development principles and values such as respect for others, respect for difference and diversity, exploration and dialogue.

Volume numbers determined from Scope of the guidelines, p. 12-13.

There is growing recognition that non-formal education (NFE) can play an important role in providing basic education for disadvantaged children and young people. However, development agencies and governments face difficult questions about how to manage the relationship between NFE and the formal education system. This paper offers strategies to support and expand the provision of quality non-formal basic education without compromising its innovation and responsiveness to the needs of different groups.The paper first provides an overview of the history of debates, ideological perspectives and practice in NFE, and outlines key areas of relationships between NFE and the education field as a whole. It draws on examples from Mali, Mexico, Tanzania, India, Namibia, Burkina Faso, Trinidad and Tobago, Somaliland, Brazil, South Africa and the Latin American Fey y Alegria (Faith and Joy) movement.

In this collection of work, the contributing authors tackle the topic of non-formal education from a variety of disciplines, such as computer science, psychology, education, science education, literacy, music, art, and social studies by sharing original perspectives, and proposing novel educational approaches. The book chapters present insights into designing and carrying out non-formal education activities, operational management strategies related to non-formal education, activating and creating the well-being of participants in non-formal education activities, and implementing active learning. The current volume appeals to a wide audience, including teachers, parents, students, and education specialists, as well as researchers and community members working with youth and children. Moreover, this volume appeals to an international audience, as the contributing authors are from various countries, including the USA, Indonesia, Italy, Romania, and Spain. The interdisciplinary and global perspective presented in the current volume makes it not only valuable for the educational field, but unique, compared to similar publications in the field.

The monograph From Formal to Non-Formal: Education, Learning and Knowledge presents a review of selected aspects of non-formal education and learning, and is written by António Fragoso, Petra Javrh, Polona Kelava, Taja Kramberger, Nives Ličen, Marko Radovan, Drago B. Rotar, Klara Skubic Ermenc, Tadej Vidmar, Igor Ž. Žagar, Tihomir Žiljak and Sabina Žnidaršič Žagar. These authors are all anthropologists, sociologists, philosophers, political scientists, education scientists and historians of education. As such, the subject covered is a broad one and reaches into fields that at first glance appear to be very distant from each other. It is precisely this diversity of approaches that offers the best promise of new findings regarding non-formal learning, education and knowledge and that represents a fruitful basis for further reflection on these topics. The monograph thus offers answers to some starting points for reflection on the increasingly varied dimensions and possibilities of formal, non–formal and informal knowledge and learning.

Educational research monograph comprising interdisciplinary research papers on the theoretical aspects and historical perspectives of nonformal education - comprises a literature survey and discussion of contemporary thought concerning the inadequacies of formal schooling. References.

"The current volume compiles recent research describing theoretical and practical approaches to non-formal education and examines several unique views about learning and instructional modes. Non-formal education responds to the needs and interests of a large number of learners who want to be involved in enjoyable and resourceful activities. In this collection, the authors tackle the topic of non-formal education from a variety of disciplines, such as computer science, psychology, education, science education, literacy, music, art, and social studies by sharing original perspectives, and proposing novel educational approaches. The book chapters present insights into designing and carrying out non-formal education activities, operational management strategies related to non-formal education, activating and creating the well-being of participants in non-formal education activities, and implementing active learning"--

This book deals with the relevance of recognition and validation of non-formal and informal learning education and training, the workplace and society. In an increasing number of countries, it is at the top of the policy and research agenda ranking among the possible ways to redress the glaring lack of relevant academic and vocational qualifications and to promote the development of competences and certification procedures which recognise different types of learning, including formal, non-formal and informal learning. The aim of the book is therefore to present and share experience, expertise and lessons in such a way that enables its effective and immediate use across the full spectrum of country contexts, whether in the developing or developed world. It examines the importance of meeting institutional and political requirements that give genuine value to the recognition of non-formal and informal learning; it shows why recognition is important and clarifies its usefulness and the role it serves in education, working life and voluntary work; it emphasises the importance of the coordination, interests, motivations, trust and acceptance by all stakeholders. The volume is also premised on an understanding of a learning society, in which all social and cultural groups, irrespective of gender, race, social class, ethnicity, mental health difficulties are entitled to quality learning throughout their lives. Overall the thrust is to see the importance of recognising non-formal and informal learning as part of the larger movement for re-directing education and training for change. This change is one that builds on an equitable society and economy and on sustainable development principles and values such as respect for others, respect for difference and diversity, exploration and dialogue.