Development Of Non-formal Education Research Articles

Non-formal education: The review of current studies

Introduction. Non-formal education is gaining a new impetus in the establishment of a sustainable knowledge society. The article reveals major concerns of non-formal education as an element of life-long learning and adult education policies as well as its effective implementation into the national educational mainstream.Aim. The aim of the research is to conduct a detailed overview of various current studies, exemplifying the international experience in non-formal education and the case-studies of its adoption along with the mechanisms for its validation in different countries.Methodology and research methods. The work was based on the methodology of comparative analysis and qualitative content analysis of official UNESCO, CEDEFOP, etc. international statistical and analytical reports, academic and empirical studies. An analytical review shows policy changes towards the development of non-formal education as well as an international and available in individual countries experience of its studying and implementation.Results. Based on the compatibility scopes principle, three levels of analysis of non-formal education (macro-level/global, meso-level/institutional, micro-level/personal) were identified so that the key issues and trends in its development could be pinpointed at every stage. The conducted research leads to the conclusion that non-formal education practices are acquiring institutional forms. The level of non-formal education development in different countries varies. However, there are general trends towards solving a number of similar social problems by means of non-formal education, such as bridging the supply and demand for competencies in the labour market, social inclusion of different segments of the population, and others.Scientific novelty and practical significance. The novelty of this study is seen in the resource capacity of non-formal education, the potential of its implementation for the vocational re-skilling, upskilling and further training of various socio-demographic groups, its global development trends and prospects. The practical significance lies in the application of mechanisms for recognising non-formal education outcomes. The highlighted trends and the best international experience can provide non-formal education integration into the educational mainstream, create experimental learning platforms and accelerate practical educational policy measures.

УКРАЇНСЬКІ ЖІНКИ У ТВОРЕННІ УКРАЇНСЬКОГО КУЛЬТУНОГО ПРОСТРУ ЗА КОРДОНОМ В УМОВАХ РОСІЙСЬКОЇ АГРЕСІЇ

It is shown that the war unleashed by the Russian Federation is directed against the Ukrainian people and, as with any genocide, the Russian Federation is primarily trying to erase Ukrainian identity. Unfortunately, children also suffer from this aggression. Currently, it is impossible to even imagine the long-term consequences of this demographic catastrophe for Ukraine, which has already experienced four waves of forced migration, but we have not yet known such a number of refugees among the female and child population. In view of that, many efforts should be directed to preserve Ukrainian identity abroad and to preserve life and future for our children. Women took a big role in this, mostly on a volunteer basis. The volunteer movement, primarily its forms and methods in Ukraine, should be of particular interest to researchers. Volunteer experience is an important factor in the development of non-formal education in Europe and Ukraine, as noted by Maya Dernova, Doctor of Pedagogical Sciences, Visiting Professor of the Department of Adult Education and Lifelong Education at Augsburg University (Germany). It is emphasized that today the whole world understands how important the language of cultural diplomacy is becoming in order to oppose the pro-Russian narrative. In this information war, it is culture that becomes a soft but effective weapon. Telling about the unique qualities of Ukrainian culture and history, it unites the whole world around Ukraine, leaving no chance for the aggressor to escape responsibility. The importance of ensuring the functioning of Ukrainian schools abroad as a factor of Ukrainian cultural creation, preservation of Ukrainian identity and connection with Ukraine has been proven. The main thing is that after the victory, it is easy for the children to return and adapt to the Ukrainian education system, for the sake of their own future.

Peran Sumber Daya Manusia Dalam Meningkatkan Pembangunan Kesejahteraan Masyarakat

ABSTRACT
 This study aims to determine the role of human resources in improving the development of community welfare in Bokem Village, Merauke District, Merauke Regency.
 The sample used was 11 informants, using a qualitative approach to analyze data related to the object of research. While the data collection techniques used include interviews and observations.
 The results of the study through interviews showed that the role of the quality of human resources in Bokem Village, almost 32% of informants said it was very good, as well as for the role of formal and non-formal education development, almost 36% of informants said the government had implemented formal and non-formal education programs by providing trainings. to the community starting from 2015-2016, the aim is to encourage the development of human resources, especially for people who have limited education and knowledge in theory and practice in the field so that they can understand and develop themselves independently, according to their personal power of thought and abilities.
 The results of the research through interviews showed that the role of infrastructure development in Bokem Village, almost 35% of informants said it was very good, this was seen from the provision of decent housing assistance for the community and providing public facilities in Bokem Village. it's just that the obstacle is the construction of road infrastructure connecting Bokem Village to the city which is very worrying, so this is also one of the obstacles to the economy for the people of Bokem Village. However, the government has never carried out the development role in the field of fisheries, such as providing fishing gear and providing training to the community related to the fishery sector. If the development role in the field of animal husbandry and agriculture has been very good, this can be seen from the provision of livestock, as well as the provision of fertilizers and heavy equipment to the community so that they can support the business processes of the corporate community, so that the community can feel welfare. Meanwhile, the role of development in the fields of education and health has not been going well until now, this is due to the lack of discipline for teachers and medical personnel in teaching positions and health services to the community in Bokem Village.
 Keywords: Human Resources, Community Welfare Development

EVENT NETWORKS OF NON-FORMAL EDUCATION AS A RESULT OF SELF-ORGANIZATION OF ALL AGE COMMUNITIES

Introduction. The life of a modern person today is characterized by a constant renewal of the educational path, which allows one to quickly solve problems in both professional and personal development. The countries of Eurasia are no exception. The prioritized form of continuous education in the 21st century is non-formal education. It is democratic and makes exceptional use of the resources of civil society. Leading the development of non-formal education are self-organized communities of all ages, whose members create educational, cultural, and recreational activities in the network mode. In order to promote the educational activities of these communities, normative support is required, based on the provisions of the sciences of the interdisciplinary humanities field. The aim of the article. Describe the features of all age communities’ self-organization that form event networks. Research methods. Research methods include analyzing domestic and foreign studies, identifying scientific works whose results can be interpreted as possible solutions to the problems identified in this development, modeling methods, analysis and generalization of pedagogical experiences, pedagogical surveys, interviews, participant observation, and publicly speaking initiated and organized expertise. Results and Discussion. Rationale. To realize the developmental potential of non-formal practices in a formal educational setting, conditions must be created that attract a community of all ages (especially children and adults). Effective forms of self-organization of non-formal educational communities of all ages include the following: school communities for informal communication (CAS activities, music, sports, extracurricular academic subjects), families (family education and leisure), reading clubs, religious communities, travel groups, and city tour communities. This includes the active use of pedagogical practices of non-formal education: play and project activities, independent creative group activities, crowdsourcing, and participation in social networks. All age communities create networks of events of different types and forms, which make it possible to attract new members to the communities. Conclusion. In order to realize the development potential of non-formal education for all age communities, those responsible for formal educational institutions must create the conditions for the development of event networks: provide a venue and methodological support.

ОСВІТА ДОРОСЛИХ У КОНТЕКСТІ ІСТОРІЇ САМОРЕАЛІЗАЦІЇ УКРАЇНСЬКОГО СОЦІУМУ (ІІ ПОЛ. ХІХ – 20-ТІ РР. ХХ СТ.)

The article focuses on the important issue concerning the development of non-formal education in connection with self-realization of Ukrainian society from the latter part of the 19th century to the 1920s. It is underlined that in this period lots of educational institutionswere opened (lyceums, gymnasiums, universities), as well as scientific organizations and public libraries and that was a significant contribution to the development of education since this was followed by the enriching of educational resources, increasing the numberof educational opportunities and public interest in education. The article reveals the main direction that the adult education of that time was led by – it strove to find correlation between the maintenance and innovative learning. The connection of different aspects (state formation, socio-political, national, moral and religious life of Ukraine) with the education of that time is described in the article. On the basis of the study and analysis of archival sources, documents, scholarly literature and periodicals it is found out the priority of trends in adult ducation, the gradual determination of their nature and focus on sociocultural conditions, philosophy of education as characteristics of society self-realization, organizational and pedagogical peculiarities of the problem. The history of adult education is investigated in the article, as well as its influence on pedagogical, psychological, social, cultural, historical problems of our time. The study of the adult education history makes contribution to scholarly and theoretical research, the development of education. It is highlighted that the genesis of the problem reveals the democratic, humanistic indicators of the education basics of the Ukrainian mentality. Humanistic aspect of the matter is singled out and it is intensified in connection with the study of experience aimed at defining man as the highest value. It is determined that the principles of non-formal education should focus on the current state of society, its national and cultural characteristics. The important task of the adult educational process is to take into account the trends of domestic education instead of adopting foreign ideas, because during the learning process it will help to take into account certain features within our mentality.

Strategy of Non-Formal Education Development Through Entrepreneurial Skills at CLC Budi Utama Surabaya

The development of urban community needs for increasing self-competence is a great opportunity for Non-Formal Education (NFE), but the NFE program organized by Community Learning Centre (CLC) has not been able to answer. It needs the right strategy to develop NFE programs that are in accordance with the needs of urban communities, namely entrepreneurship. The research objective was to reveal the urban area entrepreneurship based NFE program development strategy carried out by CLC. The research used a descriptive qualitative approach, with the following research results. Entrepreneurship-based NFE program development strategy through stages; (1) strategy formulation which includes activities to identify potentials, formulate the vision, mission and objectives of the CLC institution, identify internal and external conditions of the CLC institution, select strategies, formulate strategies. (2) Implementation of culinary entrepreneurship strategies with attention to urban problems, effective organizational structures, marketing programs, budgets, developing management information systems, and linking with performance. (3) Evaluation of culinary entrepreneurship strategies; the effectiveness of the process and the achievement of results, namely the learning community has skills as a provision for entrepreneurship. This NFE program management strategy can solve the problem of unemployment, and for CLC institutions to develop and become independent. The conclusion is that the strategy of developing the NFE program based on entrepreneurial skills can create graduates who are ready to become entrepreneurs. So that graduates can provide benefits for their own life and social environment.

Actuality of development of non-formal education of pupils in Ukraine

Actuality of development of non-formal education of pupils in Ukraine

ОСОБЛИВОСТІ ФОРМУВАННЯ ТА РОЗВИТКУ НЕФОРМАЛЬНОЇ ОСВІТИ КОРОЛІВСТВА ШВЕЦІЇ

 The article is devoted to the study and coverage of the peculiarities of the formation and development of non-formal education in the Kingdom of Sweden. It is substantiated the importance of non-formal education for a person and society as a whole. The aim of the article is to study and analyze the experience of the Kingdom of Sweden in non-formal education with its further usage in the system of non-formal education in Ukraine. During the research the methods of theoretical analysis of scientific and methodological literature on the problem of formation and development of non-formal education in the Kingdom of Sweden were used, retrospective analysis of the obtained data in order to implement them in non-formal education in Ukraine. The term «informal education» is determined in the context of continuous education. After analyzing pedagogical and philosophical literature, it was defined the development of informal education. Four trends in the development of informal education were also identified. The main forms of organization of non-formal education in the Kingdom of Sweden were presented. In Swedish educational system, out-of-school education is represented by leisure centers and outdoor leisure centers. Out-of-school education services also offer private general education schools, in which out-of-school education is represented by sport schools and public schools, which offer dance, music and art schools.

Non-Formal Education of Children and Young People by Physical Activity

Research background. Physical activity is considered to be one of the most important opportunities for the realization of non-formal education, considering the groups of the most vulnerable persons, i.e. refugee children and young people. Physical activity and sport shape the development of human mobility and at the same time develop and strengthen all systems of the body. So the question arises, how does the development of personality occurs in the process of non-formal education? How is physical activity recognized through internal and external training / motivation factors? The above-mentioned aspects form the basis for the scientific problem of this study. The article analyses the contextualization of non-formal education development, deepens the basis of internal and external motivation in order to reveal informal education of refugee children and youth through physical activity.The aim was to analyse the non-formal education of refugee children and youth through physical activity.Method. The method of scientific literature analysis was used in the study.Results and conclusions. When analysing the development of personality in the process of non-formal education, the conclusion is that non-formal education has its own origins and history, in which a flexible curriculum is suitable and freely available to such a target group as refugees. There is also a factor of internal and external motivation in the educational process, which could address the shortcomings of teaching / learning motivation, the difficulties of social adaptation, which is important in the analysis of non-formal education of refugees.Keywords: non-formal education, refugees, physical activity, children and youth.

Відкрита та неформальна освіта: компаративний аналіз.

The article presents results of a comparative analysis of open and non-formal education. The aim of article is the researching and generalization of theoretical approaches to the definitions of “non-formal education” and “open education”. Тhe scientific publications of native and foreign researchers are analyzed. Proved, that the notions are treated by Ukrainian scientists differently. Тhe historical background of the emergence of the category of "open education" is reflected. The paper analyzes the essential characteristics of open education.The article discovers the reasons that influenced the process of development of open education. The paper determines tendencies of open education in present conditions. In the publication is determined that open education is an integral part of the informational society. Non-formal education is an important part of “life-long learning“concept. Thereby it attracts attention of international organizations, international and domestic scientists. Non-formal education definition means the process of individual acquiring of knowledge and skills out of formal educational system. Non-formal education has some specific features – it is organized, planned, supported and as a rule doesn’t qualify. In article the synthesis of scientific literature on the concept of "non-formal education" is implemented, the genesis of the use of this concept is investigated, the main trends of informal education are highlighted, the main problems of the development of non-formal education are outlined. It should be noted that non-formal education development is closely connected with innovational model of society development forming. Further investigation and development of open and non-formal education as well as their integration in formal education will allow Ukraine the opportunity to increase the efficiency of national economy under conditions to innovational model development transfer. Research methods: analysis, synthesis, generalization and systematization of scientific and theoretical provisions.

To the question of knowledge managers’ education

The article is devoted to the identification of key features of training specialists in knowledge management and systematization of information sources available to them. The relevance of the subject is related to the growing need for managerial personnel, capable of organizing work with knowledge at the enterprise in order to achieve competitive advantages. The study examined the definitions associated with the management of knowledge in the foreign and domestic literature, analyzed the number of subjects taught in Russian specialized universities, revealed the predominance of non-formal education over education in universities. The phenomenon of teaching knowledge management within the framework of such related disciplines as information technology and personnel management has been studied. The article also systematizes the trends in which knowledge management projects are implemented. Based on the above specifics, it is suggested that the main driver of the development of non-formal education in this area is the entrepreneurial initiative of experts. The directions in which the contribution of Russian science to the development of knowledge management as a discipline is manifested to a special extent. Such spheres are the intellectual capital and information technologies. The article is intended for researchers and practitioners whose professional interests lie in the field of knowledge management. In conclusion, ways of improving education systems in higher education institutions and non-formal education are proposed to increase the competence of all specialists who work in the field of knowledge management.

Razvoj neformalnega izobraževanja odraslih skozi zgodovino Zasavske ljudske univerze

Prispevek obravnava razvoj neformalnega izobraževanja na Zasavski ljudski univerzi primerjalno skozi dve zgodovinski obdobji. Prvo obdobje je od 1984 do 1991, ko je ljudska univerza delovala v državi Jugoslaviji, drugo obdobje je od 2004 do 2011, v času države Slovenije in sodelovanja z Evropsko unijo. Kakšen je bil razvoj neformalnega izobraževanja, smo raziskovali na podlagi analize ohranjenih izobraževalnih programov za odrasle na Zasavski ljudski univerzi. Zanimalo nas je, kakšna je bila razlika v spolni in starostni strukturi udeležencev v splošnem neformalnem izobraževanju skozi zgodovino. Razkrivali smo vire financiranja in ugotovili, kakšen je bil trend vključevanja odraslih v to izobraževanje. Skozi primerjalno zgodovinsko analizo smo spoznali, da je bilo splošno neformalno izobraževanje odraslih na Zasavski ljudski univerzi v prvem obdobju veliko manj razširjeno kot v drugem obdobju, da so obstajale tako razlike v spolni in starostni strukturi udeležencev kot tudi v finančnih virih. Ugotovili smo temeljne razlike tudi v trendu tovrstnega izobraževanja odraslih.

Economic Empowerment Of Society Through Development Of Non-Formal Education Based On Life Skill Education In Pekanbaru City

The purpose of this research is: 1) to analyze how the programs of society economic empowerment through non-formal education in Pekanbaru works, 2) to analyze whether economic empowerment of society through the development of non formal education has been successfully improving the economy of society. The approach used in this research is case study using phenomenology perspective of qualitative research method. This research was conducted in Pekanbaru city. The subject of this research is the party which is involved in non formal education activity based on life skill education. The result of this research is: 1) that life skill education in Pekanbaru city has various kinds. Generally, the program which has been programmed in a package could not match with the needs and wants of the society. (2) Non-formal education based on life skill education in Pekanbaru City could contribute to economy of the people who join this program. The impact occurs because the training which is given could develop and improve skills which affect the increasing of participant's productivity.

Role of NGOs in the Development of Non Formal Education in Nepal

If we discus s first about the place of the Non Governmental Organization(NGOs) in the civil society, it would helpful to understand the importance of NGOs and to appreciate the role of NGOs in the promotion of mass education and other community development activities. As the parliamentary democracy, the concept of civil society also has been learned by the developing countries from the Northern countries especially the Western Industrialized countries. NGOs are the part of civil society. UNDP(1993) has defined the Civil in these words: “ Civil society is together with State and Market, one of the three ‘Spheres’ that interface in the making of democratic societies. Civil society is the sphere in which social movements become organized. The organizations of the civil society, which represent many diverse and some times contradictory social interests are shaped to fit their social base, constituency, thematic orientations(i.g. environment, gender, human rights) and types of activity. They include church related groups, trade unions, cooperatives, service organizations, community groups(NGOs) and youth organizations as well as academic institutions and others.”(1) The civil society helps the developing countries to strengthen their democratization process. Since elected or selected rulers when they have got power they have a tendency to become intolerant towards the institutions of the civil society and they try to control them. Sometimes they also try to control market forces, but lately the market forces have become strong enough to defend themselves. Similarly other institutions of the civil society also should be made strong to help the people to defend themselves from the exploitation both from bad rulers as well as from bad market forces. Mr Remesh Thakur writes “ Th ere are three broad reasons for the rise of NGO influence. Political space for them opened up with the end of the Cold War.New issues like human rights, environmental degradation, and gender equality came to the forefront of public consciousness. These are the issues

Nonformal Education and Occupational Stratification: Implications for Latin America

La Belle and Verhine trace the development of nonformal education and question whether it can bring significant income and status benefits to the economically disadvantaged in developing countries. They review research on the relationship between education and occupation and examine two theories which purport to explain this relationship. The authors conclude that as long as the credentials of formal schools continue to be the most salient factor in the job market, nonformal education—education without traditional credentials—will do little to increase social and economic equality.