Non-formal Education Programs Research Articles

Online Trainings for Non-formal Educators: A Case Study of Boy Scouts of America Leaders

Non-formal education (NFE) programs – those existing separately from hierarchically and chronologically organized schools – have a long history with distance and online learning, both of which have...

BUILD ECOSYSTEM: LEADERSHIP STRATEGY IN SANGGAR ANAK ALAM (SALAM) NON-FORMAL SCHOOL IN BANTUL DISTRICT OF YOGAYAKARTA, AS AN EFFORT TO MAINTAIN ITS EXISTENCE

Along with the emergence of problems in formal education, such as: inflexible time and teaching and learning process, gave rise to a new innovation of non-formal education programs. However, non-formal education often faces problems in increasing its existence. therefore, this study aims to explore leadership strategies in increasing the existence of non-formal schools. This research was conducted at Sanggar Anak Alam (SALAM) with qualitative methods, and collecting techniques through interviews and observations. SALAM has a significant development, proven by getting an award from America in 1991. It also has several strategies to increase its existence, including: conducting regular parent gatherings, conducting discussions, holding legion and public market programs, and making books.

Effect of Science Training on Competency with Soft Skills and Certification as Moderation variables

Human resource training activities at UPT BLK Singosari are non-formal education programs organized by the government to provide soft skills and certification for trainees. The training, and soft skills and certifications should increase the trainee’s competency. Therefore, this study will examine the effect of training on competence moderated by soft skills and certification. This is a survey research using explanatory research. This research was conducted at UPT BLK Singosari. This study used a sample of 60 respondents. However, there were 10 questionnaires whose filling was incomplete so that the processed samples were 50 questionnaires. Data was collected using a questionnaire and filled in by respondents. From the data obtained, a moderation analysis is done to examine the effect each variable. This research has three findings. First, training has positive and significant effect on competence. Second, soft skills strengthen the effect of training on competence. Third, certification strengthens the effect of training on competence.

Youth Volunteerism, as Non-formal Education, for Professional and Social Integration of Young Labor Force in Pakistan

Young people are an asset to Pakistan, and they can play a vital role in the country's social and economic development. Non-formal education to promote volunteering activity in Pakistan can endorse the professional and social integration of the young labor force by preparing them with the labor's contemporary skills. The current study is an attempt to explore the situation in Pakistan and identify: (a) if non-formal education plays a role in youth's engagement in volunteering activity; (b) why young people volunteer; (c) what they can learn through volunteering; (d) the significant barriers which can prevent them from volunteering even after getting the training and opportunities to volunteer. Data was collected using purposive sampling from 4 different nonprofit organizations (NPOs), with city offices in three major cities of Pakistan. NPOs, on their end, collected the data form the youth volunteers working with them randomly using an online survey. The research findings revealed that non-formal education plays a significant role in ensuring young people's engagement in volunteering activity. The findings and recommendations from the study can guide youth initiatives and policies in Pakistan to include systematic and consistent non-formal education programs to promote youth volunteerism in Pakistan.

Adult learners’ perception on the use of constructivist principles in teaching and learning in non-formal education centres in South Africa

ABSTRACT This article analyses the perceptions of adult learners towards the use of constructivist approach in teaching and learning in non-formal education (NFE) centres of KwaZulu-Natal, South Africa. The analysis is based on five principles of the constructivist theory of learning-interactive learning, collaborative learning, facilitating learning, authentic learning and learner-centred learning. The researcher used the mixed of stratified and purposive sampling methods to select six NFE centres and 12 (out of 200) learners who studied skills training and became self-employed. The data collection techniques were semi-structured interviews. From learners’ perceptions, the findings reveal that the use of the constructivist principles enhanced or influenced adult learners’ educational attainment in offering learners with experiences ranging from vocational skills to real-life problem-solving. Therefore, the researchers conclude that adult learners were motivated in learning new skills when facilitated using the constructivist approach. The practical and policy implication of the findings is that adult facilitators and managers of NFE programmes should take into consideration the constructivist approach of teaching and learning when designing the curriculum of non-formal education and training.

Food Safety and Environmental Awareness of Street Food Vendors of the Dhaka University Campus, Bangladesh

Many street vendors earn their livelihoods by selling foods and drinks at the campus of University of Dhaka. Their continuous presence and activities make them one of the key stakeholders of the campus. Both the vendors and customers dispose garbage indiscriminately in the vicinity, which makes the campus dirty, unclean and unhygienic. The aim of this study was to evaluate the environmental awareness and food safety practices among the food vendors with a view to recommend measures to uplift the campus environment. A mixed method was adopted for the study, in which 44 street vendors and 54 consumers were selected purposively from the campus. The results show that the vendors are not aware of food safety issues. The study recommends several measures, such as, designating vending places, registering all street food vendors, improving monitoring system and implementing non-formal environmental education programs for the vendors on food safety and environmental awareness.
 Bangladesh J. Zool. 48(1): 181-188, 2020

Analisis Proses Perencanaan Program Pendidikan Nonformal bagi Anak Jalanan di Klinik Jalanan Samarinda

Street children become one of the problems that exist today, so it needs non-formal education efforts through its programs to overcome these problems. To get maximum educational results, a non-formal education program planning strategy is needed for these street children. This study aims to analyze the planning process of non-formal education programs for street children in Klinik Jalanan Samarinda. This study uses a qualitative approach because it will reveal how the non-formal education program planning process is for street children. This type of research is a descriptive study that will produce a description of the focus of the research conducted. Data collection techniques using interviews, observation, and study of documents. While the data analysis technique uses data reduction, data presentation, and drawing conclusions. The analyzing the validity of the data using data triangulation. The results of the study revealed that the planning process carried out by the Klinik Jalanan Samarinda was divided into several processes including the approach to street children as a means of learning citizens. The next process is identifying the learning needs of street children to design non-formal education programs such as what is suitable for street children. Next is the preparation of learning to get an agreement with street children because street children have their preoccupations, so the need for an agreement on the time and place for the implementation of learning.

Tales of resilience and adaption: a case-study exploring the lived-experiences and perceptions of Syrian refugee teachers in Lebanon

Education plays a key role in safeguarding the well-being of refugee children but providing high-quality educational experiences to the approximately 500,000 Syrian school aged children living in Lebanon is an unprecedented challenge. This exploratory case-study utilizes phenomenological interviews to explore the lived-experiences and perceptions of two Syrian refugees, working as teachers of Syrian refugee children in a Non-Formal Education (NFE) program in Lebanon. Both our research participants developed perceptions of NFE, in line with current emergency education best practices, based upon in-service training and lived experience only. We conclude that in-service training combined with an appreciation of refugee lived experience can provide a powerful model for creating effective emergency education programs. We propose that Lebanon take steps to capacity build existing NFE programs, by providing a pathway to accreditation, to help incentivize educational improvements, while maintaining the unique benefits of these programs.

Non-formal adult education in Latvia: opportunities and challenges

The article “Non-formal adult education in Latvia: opportunities and challenges” includes a presentation of adult education planning in the European Union and Latvian education policy documents. Based on data on adult participation in education and theoretical aspects of adult learning, methodological recommendations for developing the content of adult non-formal education programmes are developed.

Delving deeper: Exploring the influence of psycho-social wellness on water conservation behavior

Public and nonprofit organizations are at the forefront of water scarcity issues using nonformal educational programs to drive behavior change towards water conservation. The efficacy of educational endeavors hinge on designing and delivering programs with considerations of the factors that will change relevant decisions and behaviors among residential landscape water users. The purpose of this study was to explore the concept of wellness and well-being, and its relationship to engagement in water conservation behaviors. To guide this evaluation, we integrated the theory of planned behavior with relevant tenets of cognitive and social psychology and included the psycho-social constructs of stress, perceived happiness and well-being. We conducted correlational and regression analyses to assess potential relationships. Overall, the results of the study show that each of the three different psycho-social measures behave differently with regards to current and future residential landscape water conservation behaviors. The models show that perceptions of well-being is the more consistent predictor for both current and future behaviors. Perceived happiness only served as a significant predictor for current behaviors. Stress simply demonstrated correlational relationships with current and future behaviors, not serving as a significant predictor. We suggest exploring the possibility of pairing and embedding educational programs focused on personal and family well-being with educational programs focused on environmental behavior. When we consider water conservation behavior as a function of more than knowledge and motivation, we can broaden our understanding of this behavior as a socially embedded experience.

Role of emotions in High School students’ scientific initiation in Rio de Janeiro, Brazil

The Oswaldo Cruz Foundation's Scientific Vocation Program (Provoc-Fiocruz) is a non-formal educational program for scientific initiation directed to High School students in Brazil since 1986, in the areas of Biological Sciences, Health, Human or Social Sciences. This research is qualitative and it will be conducted semi-structured interviews with up to fifteen High School students and fifteen researchers-advisors from Provoc-Fiocruz, to understand the role of both students’ and advisors’ emotions in their knowledge socialization to develop scientific research. The data will be analyzed through content analysis and this research is grounded in the discipline of Sociology of Emotions and relate social markers differences such as gender, race and class in the construction of knowledge that result in academic and professional choices.

Analysis of Non-formal Education (NFE) Needs in Schools

The research objective is to determine the role of Non-formal Education (NFE) programs in schools and children’s interest in Non-formal Education The study uses a quantitative analysis approach. The results show there is a holistic and synergistic relationship between Non-formal Education and schools. The interest of students who take the Non-formal Education program at school is “optional”, there is no compulsion, according to students’ interests, is entertaining, gives “added value” to children. NFE program analysis that strengthens the character of children includes; sports specialities strengthen the character of sportsmanship, tenacity and courage. An additional program of subject matter reinforces the character of diligent learning. The culinary training program strengthens character not to give up and the Islamic arts program strengthens creative character. Non-formal education is really needed to support the character in extracurricular in formal education NFE program in schools is very useful to provide reinforcement of positive character and even become a “must” so that students’ character develops well.

Educación sustentable no formal para conservar los manglares en zonas costeras con estudiantes de Sociología, UAGro

Ante la crisis ambiental surge la importancia de la educación. Las universidades tienen el compromiso de fomentar la sustentabilidad, de ahí que sea necesario que la dimensión ambiental figure en el currículo para desarrollar iniciativas transversales y actividades que contribuyan no solo a comprender la crisis ambiental, sino también a intervenir en ella con estrategias. En tal sentido, la presente investigación (desarrollada entre enero y septiembre de 2019) tuvo el propósito de identificar la dimensión ambiental en el plan de estudio de la Escuela Superior de Sociología (PEESS) dependiente de la Universidad Autónoma de Guerrero (UAGro) para luego implementar y evaluar un curso-taller no formal sobre educación ambiental, el cual estuvo enfocado en el tema de la conservación de los manglares.
 En síntesis, fue un estudio mixto, con un enfoque de investigación-acción que se contempló en tres fases: en la primera se realizó un diagnóstico para identificar la dimensión ambiental en el currículo, para lo cual se aplicó una entrevista diseñada con variables como inclusión de la dimensión ambiental en el PEESS, percepción de la crisis ambiental, importancia de la educación ambiental y manglares. La segunda fase comprendió el diseño y elaboración con su respectiva planeación didáctica del curso-taller. Para este se siguió una metodología constructivista y de competencias. Las temáticas que se definieron fueron educación ambiental y conservación de los manglares. La tercera fase estuvo conformada por la aplicación y evaluación del referido curso-taller.
 Los resultados indican que en el PEESS escasamente se integra la dimensión ambiental debido a que las unidades de aprendizaje que lo conforman no vinculan dicha temática con sus objetivos. La universidad, por tanto, debe incorporar en sus planes de estudio la educación ambiental como tema transversal no formal, de manera que los estudiantes promuevan competencias ambientales para enfrentar con propuestas de solución las problemáticas ambientales actuales. En la segunda fase, fue posible preparar un curso-taller sobre Educación Ambiental para conservar los manglares con una base científica, contempló dos sesiones, actividades y métodos de evaluación y en la tercera fase se asistió a la aplicación y evaluación realizada. Ello permitió saber que el aprendizaje y los aprendizajes en educación Ambiental para conservar los manglares fueron adquiridas.
 El Modelo Educativo de la UAGro establece la sustentabilidad y, por tanto, la introducción de temas transversales como el medio ambiente y otros temas. Sin embargo, el PEESS apenas contempla esta dimensión. Autores como Yanez y Álvarez (2019) afirman que distintos países deben incorporar el principio de transversalidad curricular en la enseñanza de la Educación Ambiental para el desarrollo sostenible a través de sus sistemas educativos. Linares, Tovilla y De la Preza (2004a) consideran que la Educación Ambiental es necesaria para ayudar a crear conciencia sobre el problema que afecta a los manglares en la actualidad. También establecen que, a través de talleres para la protección de los manglares, se ha logrado involucrar a algunas personas sobre el aprovechamiento del manglar y sus recursos.

Profesionalizacija kroz dalje obrazovanje - međunarodno poređenje neformalnih obrazovnih programa za nastavnike u obrazovanju odraslih

Professionalism is a core topic in international discourse on adult education. Its importance is due not least to the need for professional self-assurance given the heterogeneity of the field of adult education, which is characterised not only by a wide range of working conditions, employment forms and responsibilities but also by the different qualifications and professional backgrounds of adult educators. Therefore, further education programmes for adult educators could be one important pillar in the professionalisation of adult education. At the same time, however, heterogeneous personnel structures make the seemingly simple question of further education for adult educators increasingly complex. While at the international level there is particular emphasis on professionalisation by means of academic degree programmes, the focus of the present paper is on non-formal further education for adult educators. It compares similarities and differences using country-specific examples of non-formal further education programmes for adult educators and seeks to explain them. The results are obtained using an international comparative research methodology. The cases (non-formal programmes) from Latvia, Brazil, Germany and Nigeria are examined by focusing on their target groups, structures, content and aims. The degree to which they are embedded in specific organisational and institutional structures and (national) policies also plays a role. The starting point for a critical reflection is the question: How can non-formal further education programmes contribute to the individual professionalisation of adult educators?

Assessing Short-Term Learning and Long-Term Impacts of Non-Formal Education Programs

Non-formal education programs, such as summer camps, offer opportunities for immersive learning and increased experiential science. Summer camps at the Chesapeake Bay National Estuarine Research Reserve in Virginia provide hands-on marine science experiences for 1st–8th grade students. This article assesses the short-term learninggains and long-term impacts of attending a marine science summer camp. Across all age groups, there is evidence of short-term learning, high numbers of new experiences for campers, and increased scientific confidence in many campers. The longitudinal study revealed that these impacts may last until at minimum college, influencing career choice, extracurricular activities, and course enrollment.

Does non-formal education have lasting effects?

ABSTRACT Non-formal education programmes to boost young people’s development are increasingly common in the Global South. There is clear evidence of short-term impacts but much less is known about how far they lead to lasting change. Longitudinal studies from the Global North provide insights into the long-term effects of participation in extra-curricular programmes, sometimes decades into adulthood, highlighting long-term educational, economic and mental health benefits. We compare insights concerning the nature and effects of these programmes in different contexts and reflect on transferable lessons. Impacts tend to be longest lasting where programmes build life-skills and connection to others in the community, are delivered by skilled facilitators with significant inputs from young people, and where young people participate for an extended period of time. We found a considerably stronger emphasis on gender equality in Southern programmes, a gap that Northern programmes are starting to fill.

잠재계층분석을 활용한 성인 학습자의 비형식 평생교육 프로그램 참여유형 및 영향요인 분석

본 연구는 2016년에 조사된 KEDI 평생학습 개인실태조사 자료를 활용하여 우리나라 만 25세부터 64세까지 성인의 비형식 평생교육 프로그램 참여 양상을 이해하는 데 주된 목적이 있다. 이를 위해 3,553명의 성인을 대상으로 4가지 비형식교육 영역, 즉, 직업능력향상교육, 인문교양교육, 문화예술스포츠교육, 시민참여교육 프로그램 참여에 대한 응답을 활용하여 잠재계층분석을 실시하였고, 참여유형을 분류한 후에는 유형 분류에 영향을 미치는 요인을 살펴보았다. 주요 분석 결과는 다음과 같다. 첫째, 기술통계를 분석한 결과, 비형식 평생교육 프로그램을 수강한 성인 2명 중 1명의 비율로 직업능력향상교육에 참여하였고, 문화예술스포츠교육, 인문교양교육, 시민참여교육의 순으로 높게 나타났다. 둘째, 잠재계층분석을 실시한 결과, 비형식 평생교육 프로그램에 참여한 성인은 크게 4가지 유형으로 분류되었으며 ‘직업능력추구형(44.0%)’, ‘여가문화향유형(31.7%)’, ‘자기계발형(21.2%)’, ‘사회기여추구형(3.0%)의 순으로 나타났다. 셋째, 직업능력추구형을 참조집단으로 하여 나머지 3개 유형 분류에 영향을 미치는 요인을 R3STEP으로 분석한 결과, 성별, 연령, 거주지, 취업상태가 유의한 영향요인으로 나타났다. 넷째, 4가지 참여유형 간 삶의 질 만족에 차이가 있는지 다변량 분산분석을 실시한 결과, 유형 간 유의한 차이가 있는 가운데 직업능력추구형의 만족도가 전반적으로 낮게 나타났다. 이상의 분석 결과는 우리나라 성인의 비형식 평생교육 프로그램 참여 양상을 이해하고 각 유형의 특성을 반영한 차별적인 프로그램 개발 및 운영을 위한 기초자료로 활용될 수 있을 것이다.

Gendered Spaces and Educational Expectations: the Case of the Former Refugee Camp “Elliniko” in Athens

This article examines the subjectivity of refugee women regarding education while in a state of prolonged “transit” in squalid conditions and within a context of limited agency. Specifically, we discuss the experience of forced migration and displacement of refugee Afghan women through a focus on processes of education in the context of their “temporary” accommodation in the former Elliniko camp in Athens. Through ethnographic fieldwork in the framework of Project PRESS, which was funded by the Hellenic Open University, the study presents how gender in the context of encampment and mobility affects the refugees’ participation in non-formal educational programs.

Second-generation non-formal education and the sustainable development goals: operationalising the SDGs through community learning centres

ABSTRACTThis paper argues that Non-formal Education (NFE) has seen a remarkable revival of interest across both developing countries and the more highly developed countries. Among the factors causing this revival is the search for alternative educations to meet the needs of different groups in society. But in the process, NFE has been relocated – not so much as ‘outside’ formal educational institutions but as a different kind of learning programme within a continuum of lifelong learning covering formal, non-formal and informal learning. It argues that the adult learning targets contained in every one of the Sustainable Development Goals (SDGs) cannot be met by formal learning programmes alone and require a much expanded non-formal education programme. To deliver this, the paper suggests that the current movement for community learning centres (CLCs) can provide a base for operationalising NFE for the SDGs. It takes a case study, the Folk Development Colleges of Tanzania, as an example of the kind of national system for NFE which can be built. It ends by looking at current redefinitions of NFE and at where such an NFE system might fit into the governmental architecture of educational planning.

Effect of Non-formal Experiential Education on Personal Agency of Adolescent Girls in Tajikistan: Findings from a Randomized Experimental Study

Despite the claim of non-formal experiential education enhancing agency among youth, few studies offer robust evidence. Drawing from the capability approach, social cognitive theory, and experiential learning theory, we present the first experimental study in Central Asia testing the effect of experiential educational program on adolescent girls’ personal agency, including self-efficacy, future orientation, and locus of control. We ran multilevel random-intercept mixed-effects models using the repeated measures data collected from 1221 school-going adolescent girls within the cluster-randomized experimental study conducted in 60 public schools in Tajikistan. We found significant positive effect of intervention on girls’ future planning (OR = 2.82; 95% CI = from 1.85 to 4.3; p < 0.001) and locus of control (B = − 2.55, 95% CI = from − 3.9 to − 1.2, p < 0.001), but no effect on their self-efficacy. We also found significant intervention effect on adolescents’ attitudes towards saving, financial behavior, and some indicators of health knowledge. Our study contributes to the global youth development agenda by suggesting that, while non-formal experiential educational programs may have some effect on adolescents’ psychosocial outcomes, integrated interventions involving all components of young person’s ecosystem (i.e., family, school, community) might be more effective in affecting youth agency.