Formal Education System Research Articles

Exploring and crossing boundaries in education – tinkering as an approach to breaching children’s formal and informal learning processes

This article explores the integration of tinkering as an approach to learning and teaching in the context of two Danish public schools. Tinkering, traditionally associated with informal learning, is examined for its potential to widen participation, and align with informal learning processes within a formal educational setting. The study, part of the larger Tech&Play project, investigates the characteristics of tinkering in formal learning settings and examines the roles of children and teachers in tinkering processes. The article introduces the Positioning Wheel, a reflection tool, to understand the roles and positions of children and teachers in experimental learning practices. It combines this with the Facilitation Field Guide developed by the Tinkering Studio to create a pedagogical and didactical framework. The findings indicate that tinkering encourages diverse participation and engagement, particularly in cross-curricular and thematic approaches. However, challenges arise in sustaining the tinkering approach within longer lesson plans and subject-specific contexts. The study suggests that while tinkering enhances motivation and flexibility in formal learning, further experiments are needed to fully explore its potential within the formal education system. The Positioning Wheel proves useful in analyzing the positioning of learners, emphasizing the importance of dynamic roles in pedagogical practices.

Organizational Strategies for Providing Foreign Language Education Services to Adults Over 45: International Practices and Approaches

Organizing educational services for people over the age of 45 is essential for their personal development, economic participation, social inclusion, and mental well-being. International and local legislation supports these initiatives, aiming to provide equitable and inclusive educational opportunities for all ages and to use the benefits of these people being fruitfully involved in the economic and social life of a country. The article aims to examine the strategies for providing educational services to adult learners (citizens over the age of 45) in different countries (European countries, the USA, Australia, China, Ukraine, Brazil, and Japan), with a focus on whether this process is integrated into social services and formal and informal education systems within the framework of the concept of lifelong learning. The methods included literature review on databases such as Google Scholar, JSTOR, and ERIC; comparative analysis of educational policy documents; case studies and reports from different nations; meta-analysis; field observations; and others typical to the field of comparative education and general education. They were utilized to provide a comprehensive and well-rounded analysis of how different countries organize and implement foreign language education services for adults over the age of 45. The findings reveal that the approaches to providing foreign language education for adults over 45 varies widely across different countries, reflecting each nation's unique historical traditions, cultural values, and current societal needs. This diversity in practice can be categorized into four main groups: services provided by social services; formal education systems; informal education systems; and self-organized services to present the prevailing approach to providing foreign language education for individuals over 45 in each country. The study concludes that the provision of foreign language learning services for individuals over 45 varies significantly across countries, reflecting diverse historical traditions, cultural attitudes, and current needs. Whether through social services, formal education systems, informal educational channels, or self-organization, each country’s approach highlights the importance of adapting educational services to meet the needs of an adult population seeking continued personal and professional growth.

CONHECIMENTOS MATEMÁTICOS NOS ARTEFATOS FEITOS DE PALHA DE COQUEIRO, DISTRITO DE ANGOCHE.

Since the 1970s, the world has begun to focus on the quality of education in Mathematics. The process of mathematical education within the consciousness of mathematicians required adjustments to enhance the quality of professional training for children. In response, a technique was adopted to incorporate into the classroom everything that children learned in their communities, thereby relating it to mathematical knowledge. This approach remains relevant today, as various research currents are exploring cultures to gain insights into the world of mathematics. The present monograph is titled “Mathematical Knowledge in Coconut Palm Crafts, District of Angoche,” and its main objective is to study the cultural objects created from coconut palm by the Emákhuwa people in the district of Angoche, Nampula province, Mozambique, as a means of valuing Mozambican culture within the field of Mathematical science. Supported by several researchers in the field, such as Gerdes and D’Ambrosio in the international realm of Ethnomathematics, and Ossofo, Ismael, Cherinda, and Banze nationally, this work aims to recap some of the mathematical practices within Mozambican culture and integrate them into the formal education system of the country. Thus, the study conducted in the district of Angoche, through direct contact with various communities, reveals a general ideology regarding the applicability of these artifacts in teaching mathematics in the Nampula province and in our country as a whole.

Innovative Approaches to Foreign Language Learning: A Study of Methods Including Duolingo and Beyond

This article examines the effectiveness of various methods of foreign language learning, including digital tools like Duolingo, traditional grammar-focused approaches, immersive learning environments, and the role of music in language acquisition. Through a comparative analysis, the study highlights the strengths and limitations of each method and advocates for a blended approach that integrates these techniques to maximize learning outcomes. The findings suggest that combining digital platforms, traditional methods, immersive experiences, and supplementary tools such as music provides the most comprehensive path to language proficiency. The article calls for further research into the integration of these methods in formal education systems.

Decolonizing Language in Education Policies of Nepal

Nepal has never been formally colonized; however, it struggles with the intricate effects of both internal and foreign linguistic colonialism, which has resulted in the marginalization of several indigenous languages in the formal educational system. The present paper explores how language education policies are changing in Nepal, a country with a wide variety of languages. This qualitative study used phenomenology as a research method and purposively selected four government aided school teachers as participants. Tool for data collection was interview and the findings showed that English is a dominant language in education policy though the constitution of Nepal allows mother tongue or national language i. e. Nepali to be the medium of instruction in the government schools. The study explored the expanding decolonization movement in language in education policy, led by communities, educators, and grassroots activists. The goal of this movement is to establish a more fair and inclusive learning environment from supporting the acknowledgement and integration of indigenous languages in formal education. The paper explored the historical mechanisms of linguistic colonialism in the educational system, examining the prioritization of dominant languages over indigenous languages and the resultant exclusion of the latter. The study concludes by outlining the current changes being made to Nepal’s language education regulations and highlighting the importance of linguistic inclusion as a driver of social cohesion and cultural preservation. By providing insights into the problems and possibilities of incorporating indigenous languages into formal educational systems, the research adds to the larger conversation on decolonizing education.

Teachers as Catalysts for Shaping Religious Character in Youth

General Background: The youth are pivotal for national development and are increasingly required to navigate the complexities of a technologically advanced world. Specific Background: Despite this necessity, many young individuals are ill-prepared for technological engagement and often misuse these tools, which adversely affects their character. Character education is critical and must be integrated into both formal and non-formal educational systems. Knowledge Gap: While the role of Islamic boarding schools in character education is acknowledged, the specific contributions of teachers within this context remain underexplored. Aims: This research aims to elucidate the role of teachers in fostering a generation of religious professionals at the Wali Barokah Islamic Boarding School in Kediri, East Java. Results: Employing a qualitative descriptive approach, data were collected through observations, interviews, and documentation, revealing that teachers serve as facilitators, motivators, and role models. Findings indicated that teachers received a high observation score of 91%, highlighting their effectiveness in character formation. Novelty: This study provides a comprehensive examination of how teacher involvement directly influences the development of religious character among students, emphasizing the multifaceted role teachers play in Islamic education. Implications: The results underscore the necessity for enhanced teacher training and support to strengthen character education in Islamic boarding schools, thereby equipping the next generation with the moral framework needed to successfully navigate contemporary challenges and contribute positively to society. Highlights: Importance of character education in Islamic boarding schools for youth. Teachers significantly shape students' religious character as role models. Qualitative research reveals effective teaching methods impacting student development. Keywords: Islamic education, character formation, teachers' role, qualitative research, religious professionals

Language learning technologies: A review of trends in the USA and globally

This review provides a succinct overview of the comprehensive review on language learning technologies, exploring key trends in both the United States and global contexts. The review delves into the transformative impact of technology on language education, examining emerging trends that shape the landscape of language learning methodologies. In recent years, language learning technologies have witnessed a remarkable evolution, revolutionizing traditional approaches to language education. This review critically analyzes trends in language learning technologies, focusing on their applications, effectiveness, and implications for language learners, with a specific emphasis on both the United States and global perspectives. The exploration of language learning technologies in the United States reveals a dynamic landscape characterized by innovative tools, platforms, and methodologies. From interactive language apps to virtual reality language immersion experiences, the USA has been at the forefront of adopting cutting-edge technologies to enhance language acquisition. The review assesses the success and challenges of these technologies in diverse educational settings, shedding light on their integration into formal education systems and informal learning environments. On a global scale, the review provides insights into how language learning technologies are shaping language education practices across different countries and regions. It examines the adoption of technology in diverse cultural and linguistic contexts, exploring the effectiveness of digital language learning resources in overcoming linguistic barriers and promoting multilingualism. Key trends identified in the review include the rise of artificial intelligence-driven language tutors, the gamification of language learning, and the increasing emphasis on personalized, adaptive learning experiences. Additionally, the review explores the impact of technology on fostering cultural competence and global communication skills, essential components of language proficiency in the interconnected world. The findings of this review contribute to a deeper understanding of the current state of language learning technologies, offering valuable insights for educators, policymakers, and researchers. By examining trends in the USA and globally, the review provides a comprehensive perspective on the role of technology in shaping the future of language education, paving the way for informed decisions and advancements in language learning methodologies.

Fostering Entrepreneurial Intentions in a Non-Skills-Focused Education System

This article aims to identify the factors that influence the entrepreneurial intentions of young students when the formal education system does not focus on skills. The authors conducted research based on the theory of Planned Behaviour and the concept of entrepreneurial intentions. The research was carried out in three different schools: an urban public school, a rural public school, and an urban private school. The authors studied entrepreneurial intentions among students in the oldest grades from selected schools. The sample selection was purposive, and all students from these schools participated in the study. The authors used statistical analysis, including a log-linear model, to identify significant predictors of entrepreneurial intentions. The study showed that personal characteristics and family support are critical factors in shaping entrepreneurial attitudes among students from different types of schools. The authors suggest that addressing the mismatch between the education system and the needs of students and the labor market requires institutional and curricular changes and a reorientation of educational policy. Otherwise, personality traits and the support of significant others, such as family and friends, will continue to determine students’ development and future careers.

Disconnected Connections of Learning Beyond Formal Schooling Through Human–Computer–Human Interactions

AbstractThis article originated from a working group on “Learning beyond formal schooling through human–computer–human interaction (HCHI)” convened at the UNESCO EDUSummIT 2023 in Kyoto (Japan). A polylogue approach was adopted by engaging eight co-authors whose diverse perspectives culminated in propositions that addressed the pivotal question: How should the connections between formal, non-formal, and informal learning be considered in a digitally mediated world? Formal learning is typically structured, organized and chronologically arranged institutional learning, whereas informal learning is associated with everyday learning across contexts throughout one’s life, and non-formal learning is a hybrid of these forms of learning. Considering the growing prominence of informal and non-formal learning in a digitally mediated world, the evolving learning ecosystem calls for a recalibration of the emphasis on formal learning. In this regard, HCHI has the potential to mediate human–human interactions, thereby bridging formal and informal learning. Our articulated position is to preserve the distinct boundaries and inherent complexities of each type of learning while creating opportunities or ‘bridges’ to authentically draw on the processes of each through meaningful actions. The polylogue yielded three propositions to bridge the connections between formal, non-formal and informal learning spaces in a digitally mediated world: (a) formal education institutions can establish strategic alliances and collaborations with learning organizations beyond the formal educational system, (b) the creation of digital learning communities within formal and non-formal spaces exemplify a paradigm of operation in an unregulated, student-centric cohesive space where the educator is a co-participant, (c) the recognition of the value of informal learning experiences by formal education institutions is critical, with emphasis on the learning process rather than the product.

Fitting the outreach in: school strategies for integrating student-led, community-based projects

This study explores the way in which secondary schools can accommodate student-led, community-based pedagogies within the formal education system. The study identifies benefits and drawbacks associated with different strategies. Through such projects, students can develop their agentic power, that is, an ability to bring about change which is seen as distinct from the power of agency, which implies having the freedom to act. Through semi-structured interviews with teachers and leaders from five schools in different European countries, the study shows how various approaches have knock-on effects related to timetabling, staffing and assessment. This ‘fitting in’ of projects is often achieved in ways that meet the approval of critical communities, such as parents and local authorities that may have an impact on the school. In doing so, these school help to create supportive conditions for the further development of community-based projects. In this way, such schools are modelling their own agentic power to their students, thus creating a virtuous cycle of experiential learning.

Diskursus Regulasi dan Kebijakan Pendidikan Islam di Indonesia

An Islamic educational institution is a place where education within the scope of Islam carries out its duties in order to achieve the ideals of Muslims. Family, mosque, majelis taklim, diniyah, madrasa, and Islamic boarding schools are Islamic educational institutions that are absolutely necessary in Indonesia in general or in a city and village area in particular. Comprehensive religious education is needed to instill appropriate moral values for the legal community in order to understand the implementation of religious rules correctly and precisely. The method used is descriptive qualitative through literature review. The results of the study show that; 1. There is a clear history and red thread of regulation regarding Islamic education in Indonesia, the development of Islamic education, and the implications of Islamic education policy for the existence of Islamic boarding schools and religious education in Indonesia. 2. Islamic education policy in Indonesia has undergone changes since the Old Order to the New Order, with an increase in the status of religious education in public schools and universities. 3. Islamic education in Indonesia has experienced significant changes and developments since the 2000s. Islamic boarding schools have adopted the formal education system, and some boarding schools have opened universities. However, the increase in the number of Islamic boarding schools has not been accompanied by an increase in quality. Law No. 18/2019 on Pesantren is expected to recognize and facilitate the development of pesantren and religious education.

Empowering ASEAN’s Education for RE Jobs: A Readiness Assessment

Abstract The global imperative to address climate change and the depletion of traditional fossil fuel sources has underscored the need for a significant transition toward sustainable energy. ASEAN Member States embark on a journey towards energy transition toward low carbon economy. This transition necessitates a substantial workforce, with projections from the 7th ASEAN Energy Outlook estimative around 3.9 - 5.5 million jobs in renewables alone. Thus, adequate preparation for these roles is essential. Educational institutions’ role in the ASEAN region is imperative as the spearhead in preparing the workforce with the needed knowledge and skills for green energy jobs. This paper analyses the region’s formal education system’s readiness to cultivate skilled workforce candidates to meet the growing demand for green energy jobs. This study examines the current state of RE education in the ASEAN region through several indicators and provides best practices highlighting that various challenges are causing limited and varying progress. Addressing the gaps, the study recommended several efforts by relevant stakeholders to enhance educational readiness to propel ASEAN renewables development.

THE DEVELOPMENT OF STUDENTS’ SELF- EDUCATIONAL VALUE SYSTEM IN THE CONTEXT OF COMMUNICATIVE LANGUAGE TEACHING

In today’s dynamic world, traditional formal education often falls short in adequately preparing students for the demands of modern society. While formal learning provides a structured foundation, its controlled nature may lead to gaps in addressing the rapidly evolving aspects of social life. These gaps can be effectively bridged through self-education, offering a more adaptable and flexible approach. Self-education, which emerges and evolves within the formal education system, plays a crucial role in complementing formal learning by fostering necessary skills and abilities aligned with the individual’s value system. Particularly in the realm of foreign language education, self-education thrives within the context of communication, serving as a vital tool for developing linguistic competence. By prioritizing communication as the primary method of foreign language instruction, educators can create an environment rich with opportunities for self-education. This approach enables the cultivation of essential values, abilities, and skills, ultimately enhancing the overall learning experience. In this article, we explore the integration of communication into foreign language education and its profound connection to the development of self-education.

Life Skills Education: Equipping Individuals for the Enigmatic World

Traditional academic achievement is no longer the only measure of success in today’s world of fast change. Education in life skills has become an essential part of holistic learning, giving people the tools they need to deal with the challenges of daily living. The debate surrounding integration into existing education systems is addressed, emphasizing the need for fostering active participation and critical thinking. Life skills education, when effectively integrated, empowers individuals to become well-rounded, adaptable and responsible members of society. This article explores the core components of life skills education, encompassing personal, social and citizenship skills. It highlights the many benefits, including improved academic performance, enhanced mental health and increased employability. It also discusses how to integrate life skills programmes into formal education systems successfully and looks at potential strategies for developing these crucial skills.

Moral Education in Tanzania: Analysis of Indigenous and Formal Education Systems

This paper analyzes moral education in Tanzania between indigenous and formal schooling. Through a critical comparison approach, the paper analyzes the aspects of goals, teachers, content, language, methodology, and certification. Thereafter, the paper draws up some lessons from indigenous moral education such as fear of God, education for life, adult moral models, and using local languages. Others are conformity to perennial moral values, ethical background of teachers, and moral maturity as an addition to other recruitment criteria. Finally, the paper recommends to policymakers and curriculum developers to consider the excellent deeds of indigenous moral education throughout formal education system and cooperate with different stakeholders to build and maintain moral values. There should be an equilibrium in taking good aspects of indigenous moral education and integrating them into formal schooling to ensure the continuity of morality and on the other hand preparing children for the contemporary world.

AWARENESS ON MENTAL HEALTH AMONG THE STUDENTS OF HIGHER SECONDARY LEVEL: A STUDY

In formal educational system the most important stage of education is the secondary stage. Especially the higher secondary stage can be considered as the gateway of building a better career in the life of any student. All students of this stage feel pressure in their study for securing good marks in the exam. Moreover they feel anxiety as well as stress because of preparing themselves for entrance exams. Apart from these there are so many students which use to face several problems, like- poverty, lack of transportation, gender disparity, parent’s illiteracy, natural calamities and superstitions and so on. So it is very difficult to adjust with these kind of situations along with their heavy pressure of study. Sometime the students of secondary level cannot cope up with such type of overloaded situations. Therefore it is very important to keep their mental health in a sound position so that they can tackle their problems and perform their duties properly. They should know about their mental health problems and they should be aware about the importance of mental health. Especially the students of secondary level need to know the various means of development of their mental health. The present study is aimed at creating awareness about the need and importance of mental health among the students. The objectives are-1. To study the problems of mental health of the students. 2. To study the awareness towards mental health among the students. 3. To study the difference between boy and girl students in mental health awareness.

A Longitudinal Overview Of The Situation Of Families From An Inclusion Perspective Environmental And Family Factors Associated With Special Educational Needs

While diagnostic systems such as the ICD-11 and DSM-5 exclude social and economic factors as potential causes of disability and learning problems, statistics from the educational and social systems of many European countries contradict this approach. Our research focuses on the compensatory strategies of the education system in Hungary, as the literature suggests that disability, differential development, and learning problems are a major stress factor and problem to be solved for the education system, the individual, and the family.An examination of the Hungarian system is particularly warranted in light of the results of the most recent PISA surveys, which show that educational failure in this country is strongly correlated with family background. Our research has demonstrated that special educational needs are more strongly related to family background and social factors than to other factors, which may be indirect evidence that family and social background are significant variables in the management of stress. In the presence of an unfavorable social background, disability and learning disabilities place greater pressure and stress on the family, increasing the risk of disconnection and early school leaving. Consequently, the role of proper education and cooperation is of paramount importance, as it is clear that neither the family nor the education system alone can be successful in dealing with stress.Our research has shown that resilience is intimately connected to parental factors, which are strongly influenced by parental education. Therefore, stress management and the avoidance of additional stress can be linked to the education system, even if indirectly. Furthermore, the formal education system is a crucial site for fostering effective attitudes, underscoring the importance of formal education in shaping attitudes and preparing individuals for lifelong learning, rather than simply imparting knowledge. To effectively manage stress, individuals must continuously develop and learn new coping strategies, and consciously cultivate resilience, as future stressors are unpredictable.

Civic education in Croatia: An overview of ongoing processes

The paper presents an overview of crucial moments in the educational and social history of modern Croatia with emphasis on the introduction of civic education in the formal education system. Using the methodology of desk research important documents and secondary literature dealing with the topic have been summarized. Even though the need for civic education is formally proclaimed on the national level, introduction of the civic education in the Croatian education system is seen as a set of long-lasting processes, with a lot of opposition within the state, changes in the form of proposed curricula, and changes in government support for it.

The Impact of Soft Skills Training on the Employability of Brazilian Youth

This paper explores the impact of soft skills training on the employability of Brazilian youth. Amidst high youth unemployment rates in Brazil, a critical gap exists in essential soft skills such as communication, teamwork, and problem-solving. This study investigates various soft skills training programs, including those by government agencies, non-governmental organizations (NGOs), and private sector initiatives, assessing their effectiveness in enhancing employability. Through in-depth interviews with program participants, educators, and employers, and detailed case studies of successful training programs, the study provides a comprehensive analysis of the factors influencing the effectiveness of these programs. Findings indicate that high-quality training, program duration and intensity, participant support, and engagement levels significantly impact training outcomes. The study concludes with policy recommendations to integrate soft skills training into the formal education system and enhance collaboration among stakeholders to improve youth employability in Brazil.

Empowering Youth for Social Change: The Role of Social Entrepreneurship Education

Empowering youth to drive social change is imperative for building sustainable communities and addressing pressing societal challenges. Social entrepreneurship education emerges as a critical tool in fostering the necessary skills, mindset, and resources among young individuals. This research article examines the pivotal role of social entrepreneurship education in empowering youth for social change. Through a comprehensive review of existing literature and case studies, this study explores the significance of integrating social entrepreneurship education into youth development programs and formal education systems. Furthermore, it investigates the impact of such education on enhancing youths' capacity to identify social issues, develop innovative solutions, and implement sustainable ventures. The article also discusses the challenges and opportunities associated with implementing social entrepreneurship education initiatives, along with recommendations for policymakers, educators, and practitioners to effectively empower youth for meaningful social impact.