Formal Education System Research Articles

The Role of Education in Prevailing Extremism and Promoting Peace

Through education is a transformative tool for positive social change, and is the way to mitigate extremism and promote peace in the society, this study takes a look at this pivotal role in education. This research does a thorough examination of the literature of the existing and determines how education can fight violent ideologies and critical thinking, all while teaching empathy, justice, and equality. Education is shown to possess the dual capacity to enable individuals to obtain the intellectual tools both to resist extremist narratives and to promote social cohesion through the spread of civic values and peaceful coexistence, as the study demonstrates. This study analyzes previous research to determine the key mechanisms through which education is able to reduce social tensions: challenging stereotypes, promoting dialogue and instilling a sense of common humanity. It also looks at the part of formal and informal educational system in shaping those people ideas and to create environment to make with each other and respectably. One contribution of this study is that it takes advantage of the synthesis of different academic disciplines, linking theories of education, sociology, and conflict resolution. It lays bare the need to embrace peace education within our curricula, and the need for inclusion in our educational practices to address the underlying causes of radicalization. This study hopes to provide policymakers, educators, and stakeholders a range of nuanced understandings of education’s role in contributing to peace and countering extremism through highlighting the boundaries of existing practices and suggesting future initiatives. Overall, this work confirms that education should remain the key stone for ensuring sustainable development, building harmonious societies, and global stability. It urges people's collective effort to improve educational system as a way for creating tolerance and understanding and lasting peace.

Organization and Regulatory Base of Primary School Education in Israel: Specifics of Teaching Bedouin Students in Primary School

After the establishment of the state, there was a radical change in the life of the Bedouin Arabs in the Negev. They were not allowed to continue their traditional way of life in a short time. Bedouins are a destitute minority in a Western-oriented country. This change created the need for a formal education system that would deal with the new reality. Formal education became a prerequisite for the success of the Bedouin Arabs to adapt to the changes that have changed their lives due to the need for assimilation, partially or fully, in the Israeli economy for their livelihood. However, the formal education system is a fairly new framework in the Arab-Bedouin community in the Negev. Bedouin education frameworks were not formal, and the young men and women were educated through observation of adults and active participation in everyday life. The influence of the control system is so strong that teachers and education administration personnel are kept in the system of Arab education is afraid to even openly criticize the Ministry of Education. For example, in an article published in the Jerusalem Post on 14 December 2005, dealing with the sub-conditions at the school in one of the recognized Bedouin settlements in the Negev, the administrators and teachers agreed to speak only anonymously.

Sejarah Perkembangan Sistem Pendidikan Di Filipina

The history of the development of the education system in the Philippines, which reflects the nation's long journey through various cultural influences and colonialism. Starting from the informal education that existed in pre-colonial societies, this article outlines the significant changes that occurred with the arrival of Spanish colonialists in the 16th century, who introduced a formal education system with a focus on Catholic teachings. Furthermore, the transition to a modern education system occurred under American colonial rule in the early 20th century, where English was introduced as the language of instruction and democratic values were promoted. This article also explores the challenges facing the Philippine education system post-independence, including efforts to create inclusive and relevant education. With an in-depth analysis of these various phases of development, this article aims to provide a better understanding of the dynamics of education in the Philippines and its impact on society today.

The Third Sector’s contribution to the implementation of adult education policies

The European Union’s policies on lifelong learning, initiated in the 1990s, have significantly influenced the development of Italy’s legislative framework in this area. This paper presents the key findings from a series of collaborative research projects conducted between Roma Tre University and the National Forum of the Third Sector. Undertaken between 2016 and 2023, these participatory studies focused on experiential learning among individuals employed within these organisations, as well as methodologies for competence recognition. The research on experiential learning has elucidated that all human activities can serve as learning opportunities, provided individuals engage in reflective practices to derive meaning from them. Within the contexts of lifelong and lifewide learning, the validation of non-formal and informal learning offers significant benefits for adults, fostering personal, social, civic, and occupational development, while reducing barriers to re-entry into formal education systems. For initiatives within non-profit organisations aimed at facilitating validation processes, a deeper understanding of the competences cultivated through such experiences is essential. The presence of recognised standards is deemed a crucial formal prerequisite for validation. The frameworks emerging from the presented studies demonstrate that activities within the Third Sector primarily promote the development of transferable competences, crucial for both enhancing technical–professional skills and fostering conscientious and proficient conduct in social and civic engagement. In this context, engagement in the Third Sector emerges as a catalyst for nurturing citizenship competences vital for navigating national and international transitions, promoting social cohesion, and advancing democracy. Through the findings of these studies, the Italian Third Sector has played a significant role in shaping public policies concerning lifelong learning and the validation of experientially acquired competences, notably regarding the incorporation of transferable competences into the National Repertoire. Additionally, some lines of action for influencing the implementation of validation policies at the European level will be discussed.

Pendidikan Dan Pelestarian Kearifan Lokal: Studi Komparatif Tradisi Kampung Adat Cireundeu

The purpose of this study is to investigate how education in the Cireundeu Traditional Village contributes to the preservation of local knowledge, particularly with regard to understanding cultural values ​​and customs that have passed down through the generations. The Cireundeu Traditional Village case study employs a qualitative methodology that includes in-depth interviews with community members, educators, and traditional authorities. The study's findings show that formal and informal education are integrated in Cireundeu, where traditional and cultural values ​​are taught through everyday activities and formal education in schools. Furthermore, this study discovered that the Cireundeu community's customs are successfully maintained and preserved using this local wisdom-based strategy. According to the study's findings, the government should support the incorporation of local wisdom into Indonesia's formal education system since it can serve as a template for cultural preservation in other areas.

What’s pushing them out of school? A mixed methods approach to examining primary school dropout in Kakuma Refugee Camp in Kenya

Using an integrated sequential mixed methods design, this research examined the case of children and youth in Kakuma Refugee Camp in Kenya in relation to factors that influence school dropout. We used purposive sampling and snowball sampling to recruit children and youth who were enrolled in a formal education system and but were no longer attending and/or has not completed primary school. Drawing from 685 student surveys and 46 semi-structured interviews with out-of-school individuals, results suggest that factors such as inability to pay school-related fees, strict school policy on uniforms and supplies, poverty, and family responsibilities contributed to primary school dropout in Kakuma Refugee Camp. This article concludes with implications for addressing school dropout issues in a camp setting through ongoing professional development and intersectoral and collaborative approaches to refugee education.

Sabiedrības zināšanu nozīme Latvijas valodas politikas īstenošanā

In the Guidelines of the State Language Policy of the Republic of Latvia (2021–2027), in addition to the legal, pedagogical and linguistic aspects of the language policy, a significant role is allocated to measures for public knowledge and awareness of languages and their coexistence. The level of knowledge of society plays an essential role in the process of formation of language attitudes, as it includes both factual information and the accumulated experience of the personality and understanding of how language is used and perceived in society. Society must understand the objectives of the language policy in order to be involved in its implementation and to ensure the compliance of the language policy with the interests of society. From the point of view of language policy, it would be particularly important to include questions of general linguistics in the curriculum at all levels of education. This would positively affect not only the individual’s language skills but also the understanding of language functions in society, the problems of language contacts and the basic principles of language policy. However, for the time being, the formal education system does not provide this, so systemic information about language policy guidelines and their scientific basis is an urgent task. A sufficient knowledge base will also ensure meaningful public involvement in the development and implementation of language policy, which is one of the basic principles of the functioning of a democratic society. The openness and responsibility of state institutions for the development and implementation of language policy is important, ensuring that the public is informed about the policy-making process and its results. State institutions must provide opportunities for the public to submit their proposals, reviews and comments on language policy issues. The mentioned questions are relevant for the entire Latvian society in a much wider context of language use, therefore opportunities have been identified to change the model of the linguistic behaviour of the society by strengthening the rational component of the language attitudes in order to ensure the priority use of the Latvian language.

The Learning of Interpersonal Sexuality Among Young French Adults Under the Prism of Consent

Recent report suggests that the French public school system is struggling to provide sufficient content to the students both in terms of quantity and quality. Since the French formal education system does not seem to provide adequate sexual and emotional life education, the present study’s objective is to identify and examine the processes underlying their learning of sexuality and intimate relations by focusing on three main topics: the sources of education, the first sexual experience, and the consent communication occurring during these moments. A qualitative method inspired by Interpretative phenomenological analysis (IPA) was used to conduct and analyze 14 interviews with young adults (23-28 years-old). The current study’s main findings indicate that participants educated themselves mostly through interactions with peers and media consumption. As for their first sexual intercourses, the study showed two distinct patterns according to the participants’ relationship status: those engaged in a committed relationships generally followed a step-by-step process over several months while the single ones’ first sexual experience occurred over one specific intercourse, often with a partner met the same day. At the time of the first sexual experiences, consent communication was operated through non-verbal and implicit cues essentially at that time; however, following Me Too social activism movement, most participant reported that now they feel the need to receive and communicate consent in a more explicit way. The participant’s discourse suggests that the formal sex education in France needs to be improved to fit the younger generation’s needs.

Menilik Tantangan dan Strategi Pendidikan Luar Sekolah Berbasis Masyarakat

Community-based out-of-school education has emerged as a strategic alternative to improve access to education, especially for communities underserved by the formal education system. Despite its great potential, it faces various challenges, including lack of government support, limited resources and negative stigma. This article aims to identify the meaning, forms, challenges and strategies to improve the effectiveness of community-based out-of-school education. The research method used in this study uses the library research method, which is research based on processed manuscripts (manuscript studies), facts and primary and secondary data (supporting data) related to the focus of the research, namely on community-based out-of-school education. To analyze the manuscript by using the content analysis approach, and questioning the content of the manuscript with experts in their fields. The result of this research is that there are several challenges in implementing community-based out-of-school education. Among them are lack of government support, limited resources, lack of public awareness, negative stigma, lack of collaboration, and challenges in evaluation. Therefore, collaboration between various parties and effective strategies are needed to increase participation and quality of out-of-school education, so that it has a positive impact on society.

Critical Analysis of Language Shift: A Case Study of Young Learners in Teochew Chinese Community in Singapore

This study critically explores the phenomenon of language shift among young learners in the Teochew Chinese community in Singapore during the 1990s. Using the framework of ethnolinguistic vitality (EV), it examines the factors contributing to the decline of the Teochew dialect and its replacement by a combination of Mandarin and English. The research identifies key drivers of this language shift, including the low social status of the Teochew dialect and limited institutional support, both formal (government policies and educational systems) and informal (family and cultural practices). The analysis reveals that the reduced use of Teochew among younger generations is closely tied to language policies promoting Mandarin and the prioritization of English in formal education. The findings highlight the necessity of revitalizing Teochew through targeted strategies, including reforming language policies to support multilingualism, integrating indigenous language education in schools, and encouraging greater use of Teochew within families. These interventions are essential for maintaining the linguistic and cultural identity of the Teochew community.

A Theoretical Review on Non-Formal Education and Women Empowerment in Bhutan

The exponential growth of the formal education system, albeit literacy, has remained a far-fetched ideology for many Bhutanese, especially among adult women and men in the less-sourced parts of the country. Therefore, non-formal education in Bhutan has been a critical and essential strategy for inclusion and empowerment of a sizeable population of citizens who missed the opportunity to acquire literacy due to several factors; including social, economic, and occupational circumstances at the time of their regular schooling. The non-formal education program, conducted through a somewhat structured network of learning centers across the country, has grown in relevance and popularity over the years. It is viewed as a significant enabler of learning, surpassing its original goal of promoting the national language, Dzongkha. The non-formal education programme has emerged as a veritable tool for self-realization and participation in local governance, social economic activities for the women in an increased space created by the advent of democracy. Thus, non-formal education has proven to be beneficial not only in enhancing literacy and numeracy but also as a crucial means of conveying important messages regarding issues that impact people's lives and broader societal concerns. We were able to delve into extensive research carried out by other researchers as our mode of collecting data for analysis. Our findings culminated to the fact that, till date the Non-formal Education (NFE) and Continuous Education (CE)programme have benefitted about 170,000 and 11,000 learners respectively. Numerous success stories illustrate how the program has transformed the lives of individuals, particularly in rural Bhutan. The programme helped to read and write, take better care of family, do simple calculations and helped toestablish small businesses.However, the drop-out numbers from the programme are significant and the reasons cited range from closure of centers following the departure of the instructor, competing claims of housework, distance to learning centers, shortage of helping hands, to perceptions of gender roles.Recommendations have been put forward to ensure that the programme is beneficial to the society, is viable and experiences longevity.

Chinese Musical Literacy on Dongying Folk Songs Preservation and Transmission

Dongying folk songs are a vital component of the cultural heritage in Shandong Province, China, reflecting the region’s history, customs, and collective memories. The primary objective of this study is to investigate the Chinese musical literacy on Dongying folk songs preservation and transmission in Shandong Province, China. The study was conducted in Shandong Province and involved in-depth interviews with eight key informants, including provincial-level intangible cultural heritage transmitters, experienced singers, and community participants. Data were collected through semi-structured interviews, participant observations at local cultural events, and document analysis. The findings reveal that musical literacy within family and community settings plays a crucial role in maintaining the transmission of Dongying folk songs. However, challenges persist in formal education systems, where limited resources and a lack of specialized educators hinder the effective teaching of traditional music. The study suggests enhancing community-based initiatives and integrating digital media to bolster preservation efforts. This research contributes to the broader discourse on cultural preservation, emphasizing the need for a holistic approach to musical literacy that includes technical, cultural, and emotional dimensions.

Education System for Indigenous Communities: A Review of Social Ecology

This research aims to integrate traditional knowledge in the formal education system of indigenous communities, improve access, and preserve local culture. The methods used involve interviews, observations, and reviews of local education policies. Local governments and indigenous community leaders were involved in the reform process to develop a bilingual curriculum that respects local languages and traditions. The results of the study show that socially and ecologically relevant education can increase student participation, strengthen cultural identity, and support environmental sustainability. The policy implications underscore the importance of collaboration between the government and communities in sustainable indigenous education planning.

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.