Non-formal Education Research Articles

Effectiveness of Non-Formal Education Program to Enhance Career Planning Abilities of Lower Secondary School Students

The 3Ds Career Planning Program is a sequential learning activity consisting of three stages: Diagnosing (8 activities), Designing (9 activities), and Doing (2 activities). These stages help students determine their future careers by exploring themselves and the world of careers, creating paths to desired jobs, and putting their plans into action. The purpose of this research is to study the effectiveness of this non-formal education program in improving lower secondary school students’ career planning abilities at Angthong Patthamarot Witthayakhom School. Twenty lower secondary school students volunteered to join the program. The 3Ds career planning instruments, which included questionnaires, tests, and reflection notes, were used to collect data. The findings indicate that the 3Ds Career Planning Program effectively improves students’ career planning abilities overall. Learning outcomes were higher than 80%, and the overall career planning ability level was significantly higher (Pre-M = 2.38, S.D. = 0.96; Post-M = 4.37, S.D = 0.64). Students’ career planning journals showed three levels of planning and implementation abilities: high, medium, and low. Moreover, the journals provided insights into several areas of learning reflection towards career planning: awareness of the importance of career planning, benefits of career planning, career decision-making and plans, feelings of plan accomplishment, and application to daily life.

Educating gender equity through non-competitive cooperative motor games: Transforming stereotypes and socio-affective dynamics

Non-competitive cooperative motor games hold the potential to educate gender equity from a relational perspective. These motor games present educational relational challenges where different genders interact for mutual benefit. Such interactions generate emotional well-being, enhance socio-affective relationships, and promote feminized motor conducts that potentially perform gender hegemonies and reduce gender stereotypes. This study, grounded in the ethics of care and motor praxeology, explored the effects of non-competitive cooperative motor games on group and cross-gender socio-affective rejections, gender stereotypes and emotional well-being, along with the mediation effects of these interconnected variables. Researchers conducted a quasi-experimental study where 11 participants (Mage = 11.16; SD = 1.35) from a summer sports camp played non-competitive cooperative motor games. The study employed sociometric questionnaires, emotional questionnaires (PANAS-C) and gender stereotype questionnaires (NATGEN). Data were analyzed using inferential and descriptive statistical techniques, social network analysis and mediation analysis. Results revealed the effectiveness of non-competitive cooperative motor games in reducing cross-gender rejections among girls, maintaining low group rejections, promoting emotional well-being and reducing gender stereotypes. Mediation analysis showed that gender stereotypes and positive emotions act as a protective barrier against group rejection. This study presents an innovative educational perspective that combines the scientific foundations of motor praxeology with the theoretical bases of the ethics of care. The research provides teachers and researchers with a practical pedagogical tool based on non-competitive cooperative motor games. These games are designed to enhance gender equity, promote emotional well-being, and reduce gender-based rejection and stereotypes. Keywords: sociometry, group cohesion, non-formal education, friendship, feminism, sport, inclusion, social acceptance

Job Service Specialists’ Lifelong Learning Experience in Taiwan: A Qualitative Study

Lifelong learning is a key element that helps adults undergo and adapt to different career stages. This study analyzed job service specialists’ lifelong learning experience of successfully matching the needs between job seekers and employers. The researchers adopted the qualitative research method and conducted semi-structured in-depth interviews with 11 outstanding-performing job service specialists to collect their learning experiences. The findings were that: (a) Job service specialists improve their professional competencies through formal education (Bachelor’s and Master’s degrees), non-formal education (obtaining licenses and participating in training programs), and informal learning (self-directed learning and seeking others’ experiences). (b) Job service specialists’ duties include understanding job seekers’ backgrounds, needs, motivations, expectations, career plans, and previous training experiences; job application assistance; and regular follow-ups. (c) The greatest difficulties job service specialists encounter are insufficient understanding of job seekers’ physiological and psychological characteristics and job seekers’ and employers’ needs. (d) Job service specialists can effectively match jobs for job seekers and fulfill employers’ needs by learning continuously in workplaces. These results can provide a reference for government agencies to design continuing education programs for job service specialists to promote their professional competencies.

ASSESSMENT OF FINANCING ADULT AND NON-FORMAL EDUCATION PROGRAMS IN GOMBE STATE

This study assessed the financing of Adult and Non-Formal Education (ANFE) programs in Gombe state. Three specific objectives and three research questions were formulated. Descriptive survey design was adopted and population of the study was 325 respondents which comprise 15 administrators and 310 instructors drawn from the 15 government own Adult Education Centers in Gombe state. A sample of 169 respondents was used for the study. That is 15 administrators and 154 instructors. Instrument used was a structured questionnaire with a four rating scale titled “Assessment of Financing Adult and Non-Formal Education Questionnaire (AFANFEQ)". It was validated by two experts in the Department of Educational Foundation, Faculty of Education, Gombe State University. Pilot study was carried out and Cronbach’s Alpha was used to compute the reliability coefficient of 0.97. Descriptive statistics (mean and standard deviation) was used to answer the research questions. The findings of the study revealed that Government, Philanthropists, Community members, Adult learners and NGOs such as UNESCO, World Bank and UNDP contribute in the funding of ANFE in Gombe State but over dependence on external donors, lack of political will, inefficient resource management, embezzlement by government officials and inadequate policy support affected and serve as barriers to efficient financing of ANFE in Gombe state. It was therefore recommended among others that there is need to advocate for stronger political commitment to ANFE in Gombe state. This can be achieved through lobbying, raising public awareness, forming alliances with influential stakeholders, and demonstrating the socio-economic benefits of investing in lifelong learning opportunities. KEY WORDS: Financing, Adult and Non-Formal Education Programs

Analisis Implementasi Pendidikan dan Pelatihan Human Capital di Industri Kreatif

Creative industries play an important role in the global economy, and the development of high-quality human resources is essential to drive innovation and productivity. The purpose of this study is to analyze the status of the implementation of human resource development and training in the creative industry. Using a qualitative approach, data was collected through in-depth interviews with industry players, academics, and policy makers, as well as analysis of related documents. The results showed that the combination of formal and non-formal education, cooperation between industry and educational institutions, and the use of modern technology play an important role in the development of human resources. Although formal education provides a solid theoretical foundation, non-formal education and technologies such as e-learning and VR can help improve certain practical skills according to market needs. . Collaboration between industry and educational institutions ensures relevant curricula and valuable practical experience for learners. Despite challenges such as limited resources and rapid technological change, effective education and training can enhance the competitiveness and growth of creative industries.

Contribution of Islamic University to Development of Mosque-Based Non-Formal Islamic Education in Lombok Indonesia

Although much research has been conducted in the context of the role of universities in society, research on the contribution of Islamic higher education in developing mosque-based non-formal education still needs to be explored. This study aims to identify the role of Islamic universities in supporting and strengthening the management of the Taman Pendidikan Al-Qur'an (TPQ) and mosque-based Majelis Taklim. This research uses a qualitative method with a phenomenological approach. Data were collected through interviews with university leaders, lecturers, mosque administrators, and students. Observations and documentation were taken from 5 campuses and 10 mosques in Mataram, Central Lombok, West Lombok, and East Lombok. Data analysis was carried out by organizing, interpreting, and narratively presenting data, then concluding. The study found that Islamic universities have contributed to preparing cadres of Islamic education, strengthening public awareness, conducting management capacity building, and providing religious speakers and campus ambassadors to strengthen TPQ and based-mosque Majelis Taklim. This study introduces a novel model in which Islamic universities and mosques collaborate to combine academic knowledge with community service within the framework of social capital theory. The success of this approach lies in creating a sustainable educational model and driving community transformation through a synergy grounded in Islamic values, transparent management, and the continuous development of human resources. This collaboration enhances religious education's relevance and fosters meaningful societal impact, making it a robust framework for educational and community advancement.

The Impact of Mobile Seamless Learning Strategies and Digital Literacy on Students' Concept Mastery in Islamic Education Courses

This study aims to investigate the impact of the Mobile Seamless Learning Strategy and digital literacy on students' concept mastery in Islamic Education. The growing development of science, along with social, cultural, and economic growth, demonstrates the positive direction of technology and information development in Indonesia. However, the disconnection between formal and non-formal education has created a lack of coherence among educators, making it difficult for students to master learning concepts. Limited classroom hours necessitate alternative solutions, such as the Mobile Seamless Learning Strategy, which bridges in-school and out-of-school education through digital media. Digital literacy is also considered a critical factor in this process. The research method employed is a literature study, gathering relevant data from books, journals, dictionaries, magazines, and other sources without the need for field research. The findings suggest that this approach can significantly enhance students' understanding of learning material, contributing to the achievement of educational goals.

Formation of Future Teachers’ Digital Literacy in the Digital Educational Environment of a Pedagogical College

In the era of digital transformation of education, the roles and functions of the teacher are changing, there is a need to update the skills to adapt to new technologies, integrate digital tools into the educational process, develop digital literacy and digital competencies. In this regard, the article updates the problem of training modern teachers who are digitally literate and are able to effectively use digital resources to enrich the educational experience of students. The authors have developed and presented a structural and functional model for the formation of digital literacy of a future teacher, which includes a digital educational environment based on the introduction and use of digital educational content, various digital technologies, and specialized equipment for the educational process. It has been revealed that for the greatest effect of implementing the presented model, it is necessary to use active and interactive methods and forms of learning when integrating formal, non-formal and informal education within the digital educational environment. The study was conducted with students of the following specialties: Preschool education, Special preschool education, Teaching in primary grades, Pedagogy of additional education. The article presents the experience of developing digital skills, which are part of digital literacy, among future teachers within the framework of the modern digital educational environment of a pedagogical college, where today the learning process is built taking into account the requirements of modern standards and on the basis of PBL of the federal project “Professionalitet”. The results of the study made it possible to highlight the main aspects of the effective implementation of digital technologies in the learning process of students as future teachers in the digital educational environment of a pedagogical college and showed an improvement in the dynamics of the formation of digital literacy levels among future teachers. Keywords: digital literacy, digital educational environment, digital educational content, future teacher, pedagogical college

Manajemen Pendidikan Non-formal dalam Meningkatkan Kualitas Pendidikan Studi Kasus di Kumon Adi Sucipto Pejarakan Ampenan Kota Mataram

Non-formal education serves as a tool for training and developing human resources to enable individuals in need of education to acquire the knowledge, skills, attitudes, and competitiveness they require. In addition to formal education, after-school learning is crucial for building future-ready people resources, which will be the cornerstone of Indonesia's development. The purpose of this study is to determine how Kumon raises student learning standards. In this qualitative case study that included income analysis, research informants included three student parents, two tutors, and one supervisor. The data for this study was gathered through observation, interviews, and documentation. The results of this investigation show that the Kumon approach, when used independently and at suitable discount rates, enhances.

Applying a Sociological Approach in Non-formal Education

Applying a Sociological Approach in Non-formal Education

Literacy learning and changing social practices in a community art project for women with experience of the criminal justice system

ABSTRACT This article seeks to understand what a group of women with experience of the criminal justice system learned through taking part in a community art project, particularly in terms of their literacy. It draws on an ethnographic study of a community art project carried out by the Collectif Art Entr’Elles which took place in a halfway house in Montreal (Canada) where prisoners can apply to complete their sentence and prepare for their social reintegration. Using a non-linear narrative structure, the collaborative sound work produced sought to break down prejudices by making these women’s voices heard in public space. Drawing on Lave’s (2019) theory of social practice, we explore in more detail the experience and learning journey of one of the women involved. Our analysis indicates that non-formal education, especially when it takes the form of community arts projects, can play a positive role in the diversification and enhancement of literacy practices that are key to the social reintegration and wellbeing of women with experience of the criminal justice system. As such, non-formal community arts education can be an important vehicle for social justice.

Peran TPQ Nurul Iman di Desa Sari Mulyo Kecamatan Sukaraja Kabupaten Seluma dalam Membentuk Generasi yang Beradab, Berakhlak, dan Berkarakter.

This research examines the role of the Nurul Iman Qur'an Education Park (TPQ) in Sari Mulyo Village in forming a civilized, moral and characterful generation. Islamic education at the elementary level, especially through non-formal institutions such as TPQ, has a crucial role in forming children's character, especially in rural areas which face limited access to formal education. TPQ Nurul Iman focuses on teaching reading and understanding the Koran as well as applying Islamic values in everyday life. This research uses a qualitative comparative approach with data collection methods in the form of direct observation and interviews with teachers and children at TPQ. The research results show that TPQ Nurul Iman not only functions as a center for religious learning but also as a center for character development. Even though it is faced with challenges such as limited facilities and teaching staff and low interest from children, TPQ still makes a significant contribution to the formation of character and morals of children in the village. This research aims to explore the contribution of TPQ in religious education and character development and provide insight for future research and implementation of non-formal education.

Indonesian Students' Mental Health in Taiwan: A Comparison of School-Age Students' and Indonesian Migrant Workers' Mental Health

Spirituality and empathy significantly impact many Indonesian migrant laborers in Taiwan are experiencing mental health issues, highlighting the importance of focusing on this aspect. Non-formal education provides both migrant workers and Indonesian children in Taiwan with suitable educational opportunities. Indonesian students studying in Taiwan: their mental health is analyzed and compared in this research. The study differentiates between students of school age and adult migrant workers studying in Taiwan. Utilizing a case study approach, the research involved seven student participants. The findings indicate that school-age students exhibit good mental health. Conversely, Indonesian migrant workers who are students face numerous challenges in non-formal education. They experience higher levels of stress, struggle to adhere to the learning schedule, frequently miss classes, and consequently, do not achieve optimal learning outcomes. The study also identified some students with autism who receive a specialized curriculum to ensure equal educational opportunities (Selvaprabu et al., 2024). These autistic students appear more disciplined and achieve their learning objectives, although at a slower pace. The research suggests implementing counseling strategies to motivate Indonesian migrant workers to pursue education and achieve equal learning opportunities. Additionally, there is a need for Taiwanese students to have access to their autonomous curriculum

Optimizing the Role of the Thematic Real Work Lecture (KKN-T) Students as Lecturers in Improving Education in Jambugeulis Village, Kuningan Regency, West Java

To implement education, a teaching staff is needed whose duty is to provide teaching, both in formal and non-formal educational institutions. The purpose of the KKN-T program in this village is to provide community service and contribute to improving the education of children in the village. The level of enthusiasm of children in Jambugeulis village is very high; however, the number of teaching staff available in the village is very limited, which is an obstacle for children to get the education they need. Findings from KKN-T activities provide an overview of the spirit and enthusiasm shown by children and the community towards the role of students as teachers in helping education in Jambugeulis village through formal and non-formal education activities that have been implemented by KKN-T Majalengka University.

Loose Parts Media Learning Management to Improve Linguistic Skills in Non-Formal Early Childhood Education Institutions in Wonosobo District, Wonosobo Regency

The purpose of this study was to determine the effect of learning management with loose parts media on improving the linguistic abilities of children aged 5-6 years in non-formal PAUD institutions throughout Wonosobo District. This research, conducted in a non-formal PAUD institution in Wonosobo District, used a qualitative descriptive method to explore the impact of loose parts media on the logical and linguistic intelligence of children aged 5-6 years. Data was collected through direct observation, structured interviews, and documentation, focusing on children's interactions with loose parts and teachers' responses to this learning method. The analysis involved data reduction, presentation, and conclusion drawing, with the findings expected to enhance future learning methods. This study found that children aged 5-6 years in Non-Formal PAUD, Wonosobo District, can express their desires and dislikes through speaking skills, with language development indicators including understanding commands and repeating complex sentences. The application of loose parts in learning management significantly enhances their linguistic abilities, as demonstrated by positive outcomes in one well-implemented institution. However, challenges such as limited funding and lack of training information hindered broader implementation. To address these, it is suggested that BOSP funds be allocated for materials and educator training

Service Learning in non-formal education in a penitentiary center

Introduction: Prisons should promote educational activities in formal and non-formal settings in accordance with the educational model that is carried out in educational contexts other than prisons. Methodology: The aim of this proposal is to promote social commitment and the development of skills, values and attitudes necessary for social reintegration. To this end, the aim is to develop this activity in the context of non-formal education within the prison environment, through the application of a service-learning methodology. Results and Discussion: Over the course of ten sessions, inmates will be able to work with young people at risk of social exclusion by telling their life stories. In this way, the prisoners will have to work on personal introspection and develop strategies to help prevent delinquency in these young people. Conclusions: All this will favour the development of a social commitment in the persons deprived of liberty and therefore, a series of skills and attitudes that will be necessary for their future reintegration.

Improving Skills and Empowering Women Community through Gayatri Womens’ School in Grenden Village, Jember, Indonesia

Womens’ empowerment plays an important role in improving family welfare. Womens’ empowerment can be done through increasing access to education, skills, economic opportunities, health, and participation in decision-making in various fields. This study aims to improve the skills of Womens’ groups in Grenden Village, Jember, Indonesia through non-formal education, namely the Gayatri Womens’ School. The Gayatri Womens’ School was established with the main objective of providing training and non-formal education to women in Grenden Puger Village to face various challenges in terms of skills and employment opportunities for women. This study uses a descriptive qualitative research approach to explore the research subjects. The subjects of this study include Womens’ groups in Grenden Village who are members of the Gayatri Womens’ School, consisting of one person representing each study group, family welfare empowerment (PKK), and Integrated Service Post cadres. The data analysis technique uses the Miles and Hubberman interactive model which consists of 4 stages, namely data collection, data reduction, data presentation, and drawing conclusions. The implementation of the Gayatri Womens’ School activities consists of the stages of planning, implementation, evaluation, and sustainability. Gayatri Womens’ school training activities were carried out in 6 study groups, namely Krajan 1 class, Krajan II class, Kapuran class, Kumitir class, Karangsono class, and Karetan class. Gayatri Womens’ school activities were able to increase income and improve the environment through the utilization of local potentials such as corn silk tea, fertilizer from corn cobs, corn husk crafts, hair clips, and photo frames from shells, eco print batik, hanging pots from coconut shells and corn milk. Gayatri Womens’ school activities can empower skills to foster an independent and creative attitude in achieving sustainable human resource development.

Education of Syrian Immigrants in Türkiye, Jordan, and Lebanon

The Syrian civil war, which started in 2011, caused the migration of more than 6 million Syrians, and this wave of migration affected the region in many ways. Neighboring countries with the highest number of Syrian refugees, especially Türkiye, Lebanon, and Jordan, were greatly affected politically, socially, and economically by this process. War negatively affects the lives of children, one of the most vulnerable groups in society, in many ways. One of these negative effects is undoubtedly the interruption of their education, an important element in shaping their entire lives. This study conducted by document scanning method, has dealt with the access of Syrian children to education in the countries which they migrated to in the context of policies and practices. The importance of non-formal education activities in ensuring access to education for hundreds of thousands of out-of-school children in all three countries was discussed. Language training, catch-up training and vocational training programs should be organized within the scope of non-formal education to meet the educational needs of Syrian children who are out of school due to curriculum and language differences, inadequacy of classrooms, poverty and resulting child labor and early marriage of girls.

How to Better Qualify ICT Graduates to Support Digital Education: A contribution from CALOHEE Tuning project qualifications framework

The Information and Communications Technology subject area is a broad multidisciplinary field of academic research and professional practice covering many topics ranging from electronics to system and network administration, to software development, cyber security, VR, AR, IoT and AI. Due to its nature, it cooperates closely with diverse areas, most notably eLearning and digital education. As contemporary educational institutions undergo a digital transformation, by which its processes are reengineered to take most of the possibilities offered by the emerging technologies, the contribution of the ICT field has become transversal and consequently of critical importance. The term ICT which refers to this wide multidisciplinary field differentiates from IT, which applies specifically to the management and use of computer systems to store, retrieve, transmit, and manipulate data. The continuous expansion of the field to new territories of practice such as education is requiring additional knowledge, skills and wider competences acquisition. In addition, high volatility of the job market creates the need for very adaptable professional profiles. As a result, there is a pressure from the job market for shorter and more job-oriented programmes, but also for competence frameworks which may serve as references for quality higher education and training. In this paper we present the Tuning Quality Reference Framework (QRF) for ICT which was developed as part of the CALOHEE Erasmus+ funded project. A multidisciplinary team with experts from 12 different countries (Portugal, Lithuania, Germany, Italy, Spain, Austria, Belgium, Greece, Turkey, Finland, Ireland and Romania) took part in the task. The QRF is built in a way to flexibly address all the mentioned complexity and continuously emerging new requirements including educational institutions and non-formal education organisations. The approach used also supports innovation in learning, teaching and assessment practices in ICT degrees, fostering open and digital education.

SISTEM LAPORAN PERILAKU SANTRI PONDOK PESANTREN AL-IHSAN BOARDING SCHOOL BERBASIS WEBSITE

Education is a conscious and planned effort to form a learning atmosphere and learning process that is able to activate the potential of students in developing spiritual dimensions, religion, self-control, personality, intelligence, noble character, and skills needed for the benefit of self, society, nation and state. Although formal education such as elementary school to tertiary education has become a common form of education, non-formal education such as the Al-Ihsan Boarding School Islamic Boarding School also has an important role in shaping the character and values of the students. Currently, reporting of violations of students' behavior is done manually by recording them in a report book which results in several problems, such as inconsistencies in violation data, and non transparency in providing information to parents of students. To overcome this problem, a website-based student behavior reporting system is needed with the aim of building a website-based student behavior reporting system that is capable of managing student behavior data accurately, as well as providing notifications via the whatsapp application to parents of students so that parents can easily receive and monitor behavior and violations committed by their children. The research flow method used is as a reference for conducting research in order to have structured and systematic results by covering several stages by identifying problems, studying literature, designing systems, developing systems, testing systems, implementing systems and evaluating systems. Thus, the results of this study are that a web-based student behavior reporting system can contribute and has great potential to increase efficiency, accuracy, and accessibility in managing student behavior data and this will help the Al-Ihsan Boarding School Islamic Boarding School in managing and monitoring behavior. students effectively.