Field Of Informal Education Research Articles

Professional identity of craft teachers in the field of informal education in St. Petersburg

Professional identity of craft teachers in the field of informal education in St. Petersburg

THE ROLE OF INFORMAL STRUCTURES IN ARCHITECTURAL DESIGN EDUCATION

Informal education contributes to the development of the student's design skills and the performance of architecture education by addressing subjects that do not fall directly into the curriculum. This study is mainly about the development of students' design thinking skills in informal education. In order to make an assessment, a case study was conducted on the Bademlik Design Festival (BTF), which can be described as an important example in the field of informal education. By adhering to the method, surveys were applied to the instructors and students participating in the BTF. The concepts obtained according to the survey results are based on a detailed conceptual framework. Then, by interpreting this conceptual framework, students' learning outcomes are revealed. As a result, it is observed that the students in the workshops conducted at the BTF gain design thinking skills such as “interaction, free and original thinking, innovation, communication and dialogue”.

INCLUSION AND EQUAL ACCESS TO EDUCATION: SOCIAL ACTIVITIES OF YOUNG SCIENTISTS IN NTU "KHPI"

The urgent issues of university development are the improvement of the quality of educational services and ensuring their equal accessibility for all people, including those belonging to vulnerable social groups. The purpose of the study is to reveal the possibilities of introducing an inclusive approach in university education through the adoption of appropriate moral values by the academic community. The research is based on the practical experience of the young scientists of NTU "KhPI", organizationally designed in the activities carried out by the Council of Young Scientists of this University and NGO "Union of Young Scientists of NTU "KhPI". The results of this activity were covered in the social media and the mass media, as well as in the internal documents that were first involved in this study and introduced into scientific circulation. The article directly analyzes the results of two-year activities aimed at promoting inclusion and equal access to university education and the dissemination of relevant values inside the educational community, among the academic community, for children, their parents and teachers in Kharkiv and region. It is worthwhile to use the innovative potential of young scientists in the social, scientific and educational spheres. The experience of the NTU “KhPI” Young Scientists' Council in the field of informal education and social projects demonstrates the effectiveness of a new egalitarian corporate culture and spiritual values based on equal rights and opportunities for people and ensuring equal access to education for all children, including children with disabilities. In order to implement an inclusive approach, it is necessary to form humanistic moral values of recognition and respect, compassion and ownership, acceptance and participation, providing opportunities for the development of the individual in academic community.

INFORMAL COMPONENT IN THE EDUCATIONAL WORK WITH GIFTED CHILDREN IN CHINA

Informal Education is a general term for education that can occur outside of a structured curriculum. Nowadays it is mainly used to provide people of different ages and social categories with additional knowledge and skills needed for their professional activity or fulfilling interest. China today also uses such kind of providing educational services mainly for children and youths. These activities are seen by the state educational system as the basic level of gifted children`s detection and separating them from the other ones. Modern Chinese educational theory has its own ideas as to the problem of gifted children starting from the definition of giftedness and up to the place of such children in the society including the welfare and legal issues. Seeing giftedness as “ability to work and methodical training” the Chinese educational and welfare system is totally built up by this conception. The article using various research methods (such as theoretical literature and current Chinese legislation`s analysis, comparative methods, method of personal experience etc.) represents the Chinese experience as to educational work with gifted children especially in the field of informal education as well as general ideas of the Giftedness theory in the Chinese educational practice.

KAJIAN PENERAPAN SI / TI DALAM MENINGKATKAN KUALITAS PEMBELAJARAN PADA TRAINING CENTER DENGAN MENGGUNAKAN METODOLOGI DeLone And McLean : STUDI KASUS PADA BINUS CENTER JAKARTA

The development of information technology has given the world an influence on education, especially in learning. The role of information technology and information systems in the field of informal education and one of them can be seen in the use of instructional media in the learning space, the utilization of classrooms and academic information system that can facilitate the conduct implementation of academic activities. Binus Center Jakarta is one of the providers of informal education, especially education. Binus Center using information technology in improving quality of learning, there are three things that must be realized that (1) Participants and the instructor must have access to digital technology and the Internet in classrooms (2) Available materials quality and meaningful, and (3) Instructors must have knowledge and skills in using the tools and digital resources to help participants to achieve quality learning. This study aimed to see whether the implementation of information systems / information technology (IS / IT) affects the quality of learning in non-formal education, using case studies on Jakarta Binus Center Special Class program in particular. This study uses qualitative research methodology with inferential statistical analysis to describe correlation of information systems implementation to quality learning. Keywords: Implementation of IT / SI, Quality Learning.

The model of marketing communications mix for commercial enterprises in the field of informal education

The model of marketing communications mix for commercial enterprises in the field of informal education

The Evaluation of Use of Marketing Communications in Enterprises in the Field of Informal Education in Latvia

This article emphasizes the relevance of use of marketing communications for recognition of the enterprise, operating in the field of informal education, the definition of informal education in Latvia is given, the leading enterprises in the market of informal education are distinguished and characterized, these driving schools are AUTOPRIEKS/CREDO, Fortūna, “Real Proff” The results of marketing researches are represented that have established the leadership among driving schools and an assessment of effectiveness of use of marketing communications has given. The represented analysis has defined marketing communications mix, consisting of 6 promotion tools and has found that it is typical, namely, for the field of informal education in Latvia.

Informal tools in formal contexts: Development of a model to assess the acceptance of mobile technologies among teachers

Traditionally, mobile learning has been more strongly developed within the field of informal education. However, in the past few years there has been a growing interest for the integration of these technologies in the formal education field. Among the key elements needed to successfully achieve this integration process is the acceptance of mobile technologies by the teaching body.In this paper we propose to identify the determining constructs that explain the teachers’ intention of using mobile technologies. To this end we have designed a research model based on the Technology Acceptance Model (TAM), expanded with constructs from other theories. The resulting model was subjected to a content validation process performed by a committee of experts.Lastly, we selected nine constructs for the development of the research model and we formulated 13 hypotheses that describe the relationships among them. Further studies on the research model to extend its validity and reliability are suggested.

Professing Informal Education

Informal Education has developed, like many other professions from daily and oral practices in traditional societies into institutionalized and written practices in modern and postmodern societies through two main processes. The first is the definition of Informal Education as an occupation requiring professional and academic training. The second is the occupational and professional differentiation within the realm of Education that created specializations in practices. This paper seeks to examine these two processes through an analysis of the following three dimensions that contribute to the forging of the professional and personal identities of those involved in Informal Education. (1) Academic Training Programs for Informal Educators; (2) Institutional Professional Definitions of Roles; and (3) Professional/Occupational Self Images of Informal Educators. Our description and analysis will relate to the Israeli arena. We believe that many of the characteristics of the development of Informal Education in Israel have parallels in other societies, and our presentation thus seeks to expand knowledge and promote dialogue and critical discussion on the development and institutionalization of the field of Informal Education in general.

A Structural Analysis of the R. Kahane Code of Informality: Elements toward a Theory of Informal Education

Reuven Kahane's code of informality, which identifies and defines eight “internal structural components,” provides one of the few theoretical guides in the field of informal education. As a contribution to the development of a theoretical basis for empirical studies in this field, we wanted to uncover the underlying structural organization of these internal structural components. In a multidimensional analysis of Kahane's data, we found this structure of Kahane's eight components of informality along two axes. The first represents objects to which the structural components are applied: group, content, and activities. The second axis illustrates the components’expected impact–a process beginning with identification, moving through experimentation, and culminating in commitment. The process of experimentation represents a major contribution to the field on Kahane's part and is especially relevant to an understanding of education in a “postmodern” era. However, we found two gaps in the structure, possibly indicating missing components. Further analysis suggests that three of the components (modularity, pragmatic symbolism, and voluntarism) form a foundation of this structure and may be the minimal requirements for an understanding of informal activities and organizations.