SOCIAL AND ECONOMIC ASPECTS OF RECOGNITION AND VALIDATION OF NON-FORMAL ADULT LEARNING SYSTEM IN GREECE

2020 ◽  
pp. 633-659
Author(s):  
Miltiadis STABOULIS ◽  
Ιrene LAZARIDOU ◽  
Lemonia BOUTSKOU
Keyword(s):  
Lifelong Learning ◽  
Learning Community ◽  
Informal Education ◽  
Formal Education ◽  
Social Inequalities ◽  
Community Education ◽  
Learning System ◽  
Educational Activity ◽  
Educational Systems ◽  
Strong Trend

Non-formal and informal aspects of education are nowadays related to the concepts of recurrent and lifelong learning, as literature significantly supports the importance of education, learning and training that takes place outside typical educational institutions. As lifelong learning is the master concept that could shape educational systems and economies, non-formal education includes any organized educational activity outside the established formal systems that serves identifiable learning objectives, while informal education refers to the lifelong process where every individual acquires knowledge, attributes, skills, values and behaviors from daily life’s experience. Furthermore, as there is currently a strong trend worldwide, to include similar practices in internal policy strategies, new alternative terms arise such as community learning, community education, etc. together with many pilot initiatives. During the recent years, such initiatives have already taken place in many countries, proving that similar actions could greatly contribute to individuals’ knowledge and skills enhancement as well as help in mitigating social inequalities, tackle unemployment, achieve a better match between jobs and skills, and thus improve employment through economic development by supporting human capital productivity. Due to the promising advantages of the organized establishment of non-formal and informal education, the present paper focuses on a thorough analysis of the aforementioned concepts and describes the initiative of a relevant research in Greece, conducted by the authors. The research consists of two parts, one that includes a reliable and representable sample of educational organizations (bodies), examining the current ways used to support and certify certain fields of informal education, noting the typical ways currently used to recognize non-formal and informal learning as well as an additional sample of individuals (beneficiaries) that are interested in further support, validation and certification of non-formal education and informal acquired learning. The results are expected to contribute to the process of highlighting information on the intensity of the demand for recognition of prior knowledge through mediation certification procedures by adult education organizations, as well as to the submission of proposals for the operation of the relevant national mechanisms under development in Greece, according to the European Directive 2012.

Museum as an Active Participant in Continuing Education

2021 ◽  
pp. 225-231
Author(s):  
Irina A. Sizova ◽  
Keyword(s):  
Continuing Education ◽  
Professional Education ◽  
Informal Education ◽  
Formal Education ◽  
Educational Process ◽  
Educational Resources ◽  
Educational Activity ◽  
Online Resources ◽  
High Quality

The article presents a qualitative analysis of museum educational products. These products have been studied in terms of the possibility of their use in formal, non-formal and informal education. Thus, the role of the museum as an actor of continuing education has been determined. The role of continuing education in the educational process is becoming more obvious for most participants, and informal education plays a huge role in this process. It is urgent now to develop high-quality educational environment. Due to museums and their offline and online educational products, it is possible to get success. The author analyzed educational activities of leading Russian and foreign museums. As a result, the possibilities of museums as an educational institution for formal, non-formal and informal education were determined. Formal education is characterized by the network interaction of educational organizations and museums when the museum educational resources are included in the educational process. The largest number of museum educational products in traditional and innovative forms is made for non-formal or supplementary education. The traditional forms of museum educational resources include excursions, game formats for acquaintance with the exposition/exhibition (quests), museum master classes, interactive classes, as well as offline continuing education programs for a professional audience. The innovative forms include intra-museum programs, for example, performances, thematic classes within the museum’s profile, and Internet resources such as pages of official museum sites, online academies of museums, museum groups on social media, official museum channels on YouTube, webinars, virtual museums. Thus, non-formal educations could be in onsite or online training forms. Informal education can apply the museum’s resources both in traditional forms and in an innovative one. The museum online resources such as online museum games, massive open online courses (MOOC), and podcasts have the highest priority in this area. Museums and universities cooperate to get high-quality competitive educational online resources. In conclusion, it is possible to speak about a new stage in the development of museum educational activity. This stage is characterized by increasing attention to professional education by adding formal and non-formal (supplementary) educational programs, and, simultaneously, increasing the role of informal education due to online technology. It should be emphasized that museum staff could develop museum educational products for formal and non-formal education independently, but it is advisable for museums to intensify cooperation with universities to enter the online education market.

scholarly journals LIFELONG LEARNING AS A PRIORITY AREA AND A CONDITION FOR SUCCESSFUL PERSONAL CAREER DEVELOPMENT

2021 ◽  
pp. 466-472
Author(s):  
Elmira Sabirovna Pshembayeva ◽  
Nelli Emilevna Pfeifer
Keyword(s):  
Career Development ◽  
Lifelong Learning ◽  
Informal Education ◽  
Formal Education ◽  
Basic Principles ◽  
The Republic ◽  
The Individual ◽  
Personal Career ◽  
Education Process ◽  
Individual Human

The article is devoted to the study of the organization of lifelong learning process as a condition for the individual’s successful career development. The importance of the accession of the Republic of Kazakhstan to the European educational space is determined. Continuity of the education process, today, is one of the basic principles in the educational policy of Kazakhstan. The article presents the characteristics of such concepts as «formal education», «non-formal education», «informal education», according to the special terminology of UNESCO (formal education is a process of acquiring knowledge that takes place in a well-organized and hierarchically ordered context, culminating in the issuance of a state sample; non-formal education, in turn, is characterized by the acquisition of knowledge outside the specialized educational space; informal education is an individual human activity aimed at the cognitive process and does not always have a specific result). The article proves the need to merge formal, non-formal and informal education, which, in turn, makes it possible to prepare a person for life in a rapidly changing environment and ensure full-fledged career development of the individual, preserving his individuality, and satisfying his career and life needs.

scholarly journals «FORMAL» AND «NON-FORMAL» EDUCATION IN UKRAINE IN THE CONTEXT OF NEW SOCIO-CULTURAL CHALLENGES

2020 ◽  
Vol 7 (43) ◽  
pp. 61
Author(s):  
M. A. Sukholova
Keyword(s):  
Lifelong Learning ◽  
Informal Education ◽  
Formal Education ◽  
Educational Institution ◽  
Cultural Challenges ◽  
Educational Achievements ◽  
The Difference ◽  
Basic Approaches ◽  
The Right ◽  
Official Recognition

The article discusses the definitions of «formal» and «non-formal» education as varieties of lifelong learning in the context of foreign and Ukrainian scholars. The author outlines the semantic field of «lifelong learning» in the coordinates of interdisciplinary research, basic approaches and interpretations of scientists. The author determines essential characteristics of formal, non-formal and informal education; identifies their priorities and key differences that identifies one type from another: formal education from non-formal – the difference lies in the fact that the latter is an addition or an alternative to the formal, as well as in the official recognition or non-recognition by the state or authorized non-state qualification bodies obtained on the basis of educational achievements. The distinctive feature of informal education is that it is not institutionalized and possesses such features as: a period of study, age, gender, regional, religious characteristics, the right to choose an educational institution or facility, training program or field of study, educational and professional programs.Key words: lifelong learning, non-formal education, formal education, informal education.

scholarly journals The importance of non-formal education for the economy of Serbia

2020 ◽  
Vol 8 (2) ◽  
pp. 39-48
Author(s):  
Goran Šormaz
Keyword(s):  
Informal Education ◽  
Formal Education ◽  
Rapid Development ◽  
Formal System ◽  
Educational Activity ◽  
Vocational Education And Training ◽  
Leisure Education ◽  
Environmental Media ◽  
General Skills ◽  
The Individual

Adult learning and education are an important component of the lifelong learning process, integrating different forms and programs of non-formal and informal learning. This area of learning encompasses a variety of content, from literacy and general skills, through vocational education and training content, to family, civic, environmental, media, leisure education, and many other areas whose priorities depend on the specific needs of each country . The formal system does not meet the needs of the individual or community to learn. Due to the inability of formal education to monitor changes in education resulting from the rapid development of science and technology, as well as economic and social changes, informal education has emerged. This education is an essential and necessary complement to formal education. Non-formal education is defined as any organized educational activity outside the existing formal system, which serves specific users and learning objectives. Non-formal education is provided through activities such as courses, seminars, lectures, conferences, workshops, various types of training, as well as volunteering. The field of non-formal education is very important in Serbia, it enables persons who have not completed formal education or have finished school with which they cannot find a job in the profession, to actually retrain in the process of non-formal education to perform some of the more demanding jobs, or to apply for a job in Serbia, or looking for a job abroad.

scholarly journals Comparative Study on the Policy and Implementation of Non-Formal Education in Indonesia and Thailand

2021 ◽  
pp. 330-338
Author(s):  
Pujiyanti Fauziah ◽  
Yoyon Suryono ◽  
Iis Prasetyo ◽  
Gumpanat Bariboon
Keyword(s):  
Adult Learning ◽  
Informal Education ◽  
Formal Education ◽  
The Elderly ◽  
Qualitative Approach ◽  
Educational Systems ◽  
Ministry Of Education ◽  
Education Programs ◽  
National Education ◽  
National Education System

Indonesia and Thailand share similar characteristics in terms of their educational systems, and non-formal education has been developed in both countries. This research aimed to identify how the Indonesian National Qualification System policy has been implemented. The strengths and weaknesses of the two countries in their perception and adoption of non-formal and informal education programs were also examined. The transformation of non-formal and informal education into an inseparable part within the National Education System on the macro setting and the macro area was discussed. Lastly, the policies and implementation of non-formal and informal education in both countries were mapped and compared. This research applied a phenomenography qualitative approach. According to the results, Indonesia and Thailand have different terms related to non-formal education: Thailand uses the term Adult Learning and Education (ALE), which involves adult education, equality, community and the elderly. ALE in Thailand is broader because it covers several fields that are not directly within the Ministry of Education but are used as a non-formal education template for the community. Keywords: non-formal education, implementation, Thailand, Indonesia

scholarly journals FORMAL, NONFORMAL AND INFORMAL TEACHING FOREIGN LANGUAGES

2021 ◽  
pp. 150-157
Author(s):  
Ольга Свиридюк
Keyword(s):  
Language Learning ◽  
Informal Learning ◽  
Informal Education ◽  
Formal Education ◽  
Foreign Languages ◽  
Educational Activity ◽  
Private Institutions ◽  
Formal And Informal Learning ◽  
Language Courses ◽  
The Government

The article considers the content of formal, non-formal, and informal learning of foreign languages. It is noted that formal education is education that is institutionalized, intentional, and planned through public organizations and recognized private institutions and together they create a system of state formal education. Non-formal education is education that is institutionalized, intentional, and planned by the subject of educational activity. Informal education is a form of education that is intentional or conscious, but not institutionalized. The author analyzes the main differences between formal, non-formal, and informal learning. It has been emphasized that learning, whether formal or informal, is intentional and partly accidental, but informal learning is purely accidental. It has been outlined that in the short term it makes more sense and, of course, more accessible to involve volunteers in the organization of social activities that promote non-formal and informal language learning, instead of immediately organizing official language courses. If such measures are properly designed and effectively implemented, they can motivate and encourage students to participate in formal language courses at a later stage. It has been noted that formal education characterizes education on the negative side due to certain limitations, namely the curriculum is based on norms and laws approved by the government/institution, while the students’ needs and interests are not taken into account. When the students’ needs and interests are taken into account, the students will be more interested and more willing to participate in various activities. On the other hand, non-formal education manages to transform the interests and needs of students into a flexible and adapted form of learning.

scholarly journals PENGALAMAN PUSAT KEGIATAN BELAJAR MASYARAKAT (PKBM) DALAM MEMFASILITASI MASYARAKAT BELAJAR SEPANJANG HAYAT

2015 ◽  
Vol 10 (2) ◽  
pp. 67-76
Author(s):  
Mita Septiani
Keyword(s):  
Alternative Education ◽  
Lifelong Learning ◽  
Learning Community ◽  
Formal Education ◽  
Learning Society ◽  
Policy Makers ◽  
Community Needs ◽  
Management Learning ◽  
Depth Interview ◽  
And Function

The objective of this research is to provide a thorough description of the Community Learning Centres (CLC) experiences in facilitating the local communities to implement lifelong learning. This study is a qualitative research with a phenomenology method conducted at North Jakarta in 2015. The data were collected at six CLCs through informan observation using depth interview, observation, document study, and recording as from March through June 2015. The data analysis and interpretation indicated that (1) the implementation of CLC roles and function were categorized in eight themes: (a) indentifying the community needs, (b) promoting the education program, (c) providing potential resources, (d) building cooperation with partners, (e) monitoring and evaluating program,(f) conducting alternative education, (g) providing information and learning centres, (h) conducting community development; (2) analyzing the strengths and weakness of CLCs; and (3) giving recommendation to improve the roles of CLCs in facilitating lifelong learning society at North Jakarta.The findings lead to the recommendation for policy makers, CLC management, learning community, educational technology, and further researchers about how to facilitate learning in non-formal education, especially in CLCs.

scholarly journals НЕФОРМАЛЬНА ТА ІНФОРМАЛЬНА ОСВІТА ХОРЕОГРАФІВ В УКРАЇНІ

2021 ◽  
pp. 320-324
Author(s):  
Т. О. Разуменко
Keyword(s):  
Lifelong Learning ◽  
Informal Education ◽  
Formal Education

The article considers the concepts of lifelong learning, non-formal and informal education, features of lifelong learning in Ukraine, its forms in the context of coronavirus pandemic, development formats: «embedded» in the system of formal education, complete it or be a driver of changes for it.

scholarly journals Learning in late adulthood in the light of biographical research

2020 ◽  
Vol 11 (2) ◽  
pp. 133-146
Author(s):  
Aleksandra Marcinkiewicz-Wilk
Keyword(s):  
Informal Education ◽  
Formal Education ◽  
Educational Activity ◽  
Late Adulthood ◽  
Biographical Research ◽  
Continued Education ◽  
The Subject ◽  
The University ◽  
Criteria For Selection ◽  
Selection Of

Aim. The paper presents the result of research how people study in older age. Method. The method of biographical research was used. The research presented was embedded in the strand of qualitative research in an interpretative paradigm, in which cognitive science places emphasis on the subject who is learning. In recruiting subjects for research intentional selection was used, based on the typical cases method. One of the basic criteria for selection of candidates was an intention to undertake educational activity. In effect, 12 people participated in my research – 8 women and 4 men. Results. In the biographies analysed, education proceeds in both non-formal and informal areas, so both these area merge with each other and complement each other. The return line of education in late adulthood is characteristic for those biographies in which learning occurs above all in the area of non-formal education. These seniors usually undertake learning in institutions with an educational character which are aimed at that age group, such as the University of the Third Age, Seniors’ Academy, or various kinds of EU training whose beneficiaries are older people. On the other hand, those whose biographies take the form of continued education in late adulthood realise their goals most effectively in informal education. In this area, the most frequent form of activity is self-education. This is undertaken by those who have a previous knowledge of the subject, but were unable to dedicate themselves to it fully because of their professional work.

Lifelong Learning as Form of Human Resources Development

2014 ◽  
Vol 33 (3) ◽  
pp. 36-51
Author(s):  
Štefan Hečko ◽  
Radim Řihák ◽  
Vojtěch Malátek
Keyword(s):  
Human Resources ◽  
Lifelong Learning ◽  
Professional Education ◽  
Informal Education ◽  
Formal Education ◽  
Secondary Analysis ◽  
Point Of View ◽  
Human Resources Development ◽  
Lifelong Education ◽  
Resources Development

The article deals with the issue of lifelong education from the view point of the develop‑ ment of the personality of an individual. Nowadays development of national economies is not possible without continuous increasing of the level of education of workers – human resources. Lifelong education thus inevitably interferes into the life of every individual, regardless of their age, sex or job position. These are fundamental starting points from which the article comes out. The objective of the paper is to show that in present days lifelong education has a non‑substitutable place in the development of human resources. The partial objective is to analyze the concept of lifelong learning from the concept point of view both theoretically and on the basis of the secondary analysis of the representative research according to the results publicized by the Czech Statistical Office and to empha‑ size the importance of formal, non‑formal and informal education in the development of human resources and employment. The set goal is achieved by means of clarifying the EDUCATION OF ECONOMISTS AND MANAGERS No. 3 (33) 2014_Rihak_Malatek_Hecko 36 Radim Řihák, Vojtěch Malátek, Štefan Hečko term lifelong education, understood as interconnection of the possibility of educating in formal (school) and non‑formal (out‑of school) sector in one unit, concurrently there are used national (Czech) and international documents, dealing with lifelong learning and passages between education and employment. The necessity of the conceptual intercon‑ nection of the educational system is the prerequisite for enabling acquiring qualifications in various ways, and that is in the course of the whole life of an individual. In the first part the article than deals with theoretical basis of lifelong education, which it comes out from the analysis of documents of significant European and world institutions, as from the Memorandum of the EU on lifelong learning, from  documents of the OECD, from the concept of permanent education of the Council of Europe or from the conceptual document Learning to be issued by the organization of the UNESCO. Through analysis of the documents and further literary sources the authors embark on the description of the contemporary concept of lifelong education which has been applied since the 1990s century. The fundamental issue of professional education and preparation to usability in the job life is in this concept. The second part of the article analyses statistical data related to single forms of lifelong education – formal education, non‑formal education and informal education from the point of view of the human resources development. The article presents concrete data on involvement of employees and employers into the process of lifelong learning, whereas its conclusion summarizes the solved issue and reaches the number of interesting pieces of knowledge.

Sign in / Sign up

Export Citation Format

Share Document