Non-formal Learning Research Articles

Young people’s civic engagement in Italy: evidence on grade 8 students from the international civic and citizenship education study (ICCS) 2016

Civic engagement represents a key aspect of a democratic society and is itself a multidimensional construct. Research has shown that the promotion of civic engagement is an important component of civic and citizenship education intended in a broad sense, pertaining to formal, non-formal and informal learning situations. Within a national scenario characterised by increasing levels of general institutional disaffection and a lack of electoral and political involvement, the recent reform in the area of civic and citizenship education (Law 92/2019) has led to lively debates on the status of its implementation in Italian schools and recent research at the national level has highlighted the lack of activities to promote students’ engagement. This study further investigates the ICCS 2016 findings on civic engagement of Italian students with two objectives: to identify possible groups of Italian eighth-grade students on the basis of their level of civic engagement and to examine the associations among these groups and some key factors reflecting school contexts and students’ attitudes and behaviours. To reach these goals, the data analyses encompassed a latent profile analysis and a logistic regression model. The latent profile analysis allowed the identification of three groups of Italian students: disengaged, moderately engaged and engaged students. The results of the regression model showed that engaged students were characterised by a higher level of citizenship self-efficacy. These findings confirm those of previous research on the key role of internal self-efficacy in promoting students’ civic engagement.

Towards the Concept of Digital Grassroots Youth Innovation

In recent years, young people have acquired a more active role in different areas of public life, such as culture, politics and gender debates. However, the relevance of their role in innovation processes has remained largely undiscussed. Are young people, in particular those from working class backgrounds, a forgotten actor for innovation and technological change policies? This study aims to understand whether the youth population—who are widely connected to the Internet, who do not necessarily participate in formal educational spaces but are increasingly acquiring digital skills autonomously—can be considered as an agent of innovation. Specifically, this study aims to propose and define the concept of Digital Grassroots Youth Innovation. It is based on both empirical and theoretical sources. On the one hand, it relies on a compilation of experiences of innovative activities related to digital technologies led by young people in Argentina. On the other hand, it is supported by a theoretical discussion on (a) the different types of innovations and their subjects, (b) the specificities of the ‘marginal mass’ in informational capitalism and (c) the characterisation of the young population in Argentina as ‘NEET’ (not in education, employment or training). Finally, we ask about the role played by digital technologies and non-formal learning in these particular innovation processes.

Youth work and youth workers as key elements for youth pedagogy development and realisation

In recent decades, youth work, being the tool supporting young people to develop and reach their full potential, is gaining more and more attention and support from various actors on different levels. As youth work is mainly focused on learning and personal development, it would highly benefit from a specification of the terminologies and refining the youth workers' professional profile, both putting a solid, scientific-based foundation for its development. Here, the youth pedagogy comes to the scene. This paper is an attempt to identify and characterise “youth pedagogy” in terms of its specific approaches, contexts and ways of fostering the learners’ development, differing from the classical (child-oriented) pedagogy and the (adult-oriented) andragogy. Additionally, the connection between youth work and youth pedagogy will be observed and analysed, exploring the out-of-school environment offering a number of learning opportunities in the context of both - non-formal and informal learning. Finally, outlines of a professional profile of practitioners delivering youth pedagogy activities will be suggested and explained.

Fighting the Machine: Co-constructing Team Based Evaluation for Non-Formal Learning.

Museum educators increasingly face demands to evaluate the ‘value’ of non-formal learning (NF-L). This paper offers a unique international and multi-educator perspective on how informants from Portugal, Italy and the United Kingdom navigated these demands. Analysis of interview data highlighted that, although working in three different countries, most of these educators had experienced evaluation as accountability (and disciplinary) focused; employing methodologies inappropriate for evaluating NF-L and rarely team based. Drawing on a composite theoretical framework, these data led to co-constructing the Team Based Evaluation (TBE) model. Two case studies map how TBE was enacted and recommendations concerning organizational change are made. The paper concludes that, whilst set within the museum education space, TBE can be applied across evaluation contexts and micro and macro scales. Locally, TBE can mediate rich evidence and develop team working practices. Nationally and internationally, it can contribute to resetting evaluation from an accountability and disciplinary ‘machine’ to a dialogic, democratic and developmental activity.

Exploring the Affordances of Vernacular Digital Games in Developing 21st-Century Skills

The past decade has witnessed an unprecedented surge in technological advancements and an exponential growth in mobile device ownership world-wide. Such transformations have intensified access to digital content, opening up new avenues for non-formal learning. This was particularly true during subsequent crises such as the COVID-19 Pandemic and natural and man-made disasters which have disrupted formal learning and left many learners immobilised. This paper contends that capitalising on the intersection of formal and non-formal learning experiences is integral to innovative planning and value-added education. To dismiss engagement in non-formal leaning transactions is to exclude a significant part of learners’ cognitive processes, preferences and experiences. In particular, this paper focuses on vernacular digital games as an apt example of pervasive technology and a non-formal learning arena. Described as a popular culture text, vernacular games are originally intended for entertainment, as opposed to pedagogical, purposes. However, embedded in their designs are social and developmental affordances that render them potent tools for serendipitous learning and dynamic spaces for developing competencies. In the light of this, this paper proposes a move from gamification, i.e. adding a gaming layer to non-gaming contexts, to adding an educational layer to non-formal digital gaming contexts. To consolidate this proposal, it investigates the 21st-century competencies reportedly acquired and developed through digital gameplay. It also delves into possible design-related paradoxes. More precisely, the paper reflects on how key game design features such as multimodality, adaptivity, cultural narratives and affinity spaces can be harnessed to better cultivate much in-demand 21st-century skills. Although learning skills (in their metacognitive form of higher-order thinking) are part and parcel of 21st-century skills, literacy skills and life skills are equally important. The further longer-term aim is to map development opportunities and optimise learning in ways that are in harmony with today’s changing scenarios, demands and objectives.

Editorial: Mathematical thinking, practices, and processes in non-formal learning environments

Editorial: Mathematical thinking, practices, and processes in non-formal learning environments

Implementasi Kegiatan Pembelajaran Bahasa Arab Pada Boarding School SMA Muhammadiyah 2 Sidoarjo

This research discusses the implementation of Arabic language learning using the boarding school system at SMA Muhammadiyah Sidoarjo, which discusses learning planning, namely an Arabic learning plan including activities to develop learning objectives and planning the flow of lessons for learning Arabic, implementation of learning, namely learning plans. that have been developed, as well as a continuous process of teaching and learning activities that focus on school activities to achieve educational goals, learning evaluation is one of the important stage activities that educators must carry out to determine the effectiveness and efficiency of learning. In the Arabic language learning planning at Muhammadiyah Sidoarjo High School, currently there is a learning curriculum, learning tools and an Arabic language competency skills upgrading program implemented for teachers and students. In the learning implementation there is formal and non-formal learning. Evening diniyah formal learning. Meanwhile, non-formal learning takes the form of giving mufrodat, muhadoroh, and language drama. In learning evaluation there are 3 assessment components, namely daily assessment, daily test assessment and final pre-school assessment which are test and non-test based.

Extended Learning beyond Physical Schools in Rural Contexts in Uganda; a Case of Kyotera District

The period of Covid -19 pandemic unlocked many lessons and opened up the need to benchmark various interventions in the social setup, more so, the means to manage social services like education. Education is a right enshrined in article 26 (1) of the 1948 United Nations Human rights Declaration, and the Constitution of the Republic of Uganda (1995), particularly articles 30, 34(2) and objective XVIII. Uganda’s Vision 2040 asserts that, the education curriculum, examination and instruction methods should always be revised to suit the proposed changes in the education system as well as being responsive to the global demands. The COVID-19 lockdown which took almost two years, introduced non-formal learning through use of internet, radios and televisions but these did not favor rural settings. In Uganda, 55.2 percent of households have radios, 7.2 percent own televisions while 19 percent can access internet with ease. Basing on participatory action design laid on the social learning framework the assumption is that data becomes information only when filtered through a theory of reality that common data is set on the policy environment, yielding diverse political strategies and holding distinct practical programs for implementation if interpreted through different value filters. This intriguing reality led us to visit 25 out of 30 Local Council (LC) one (1) Chairpersons in Kyotera and Kasaali Town Councils and found that each received one copy of learning materials which could be accessed through photocopying yet 10 percent of the beneficiaries could comply. To address the challenge and using these materials, we organized a total of 168 audio lessons for primary one to six; and senior one to three classes which we recorded and saved on memory sticks. We drew a timetable of three hours a day throughout a week and louder speakers were mounted in 11 most rural villages in Kyotera District to deliver lessons. Through interviews conducted on visit of at least one home from a village and from political leaders, testimonies showed that learning took place. Head teachers interviewed [4] also confirmed the same We concluded that through recorded audio lessons, content can well be delivered at any time. We recommend that; Governments, institutions, teachers and other facilitators, should adopt the model to extend learning to beyond classrooms with audio lessons for future use in learning and revisions. This can be through transmission of lessons on simple memory sticks and discs. Stakeholders at all levels of education should be encouraged to appreciate existence of pre- developed lessons and lectures which Amy not require internet connection by teachers -Government Organizations should use the model and fund extension of learning in rural villages in order to affirmatively have all learners supplement on learning obtained from classrooms

Concept Of Educational Social Contact In Family, School and Community

Educational social contact is a form of interaction that supports the learning process and character building of individuals, both in the family, school and community environments. This article aims to explore and elaborate the concept and important role of educative social contact in three main domains, namely family, school and community. Using a qualitative method based on a literature study, this research identifies and analyzes the various forms and impacts of educational interactions that occur in these environments. The results of the analysis show that educative social contacts that occur in families, schools and communities play a very important role in the formation of individuals' character, social skills and moral values. Family interactions, such as modeling, educative communication and character education, form the basis of child development. Schools as social agents develop students' academics and character through formal, non-formal learning and social interactions. Society introduces social norms, diversity, and the importance of cooperation and empathy. Participation in social activities, multicultural interactions and use of public facilities help individuals develop social skills to contribute to community life. These three environments complement each other in shaping individuals who are intelligent, good character and adaptive.

Lines of Flight and Nomadic Trajectories: Visualising Rhizomatic Learning with Cartography

Aim. This article presents the research on using cartography as a research method based on Gilles Deleuze and Félix Guattari’s (2004) insights. The aim of the study – to unfold and visualise students' learning experiences in non-formal and informal learning contexts beyond the classroom. Methods. Cartography and rhizoanalysis. Cartography is a method of mapping (Wilmott, 2020). In order to create rhizomatic maps we used Deleuze and Guattari (2004) theoretical insights. The rhizoanalysis (Masny, 2015) was carried out according to Deleuze and Guattari’s (2004) rhizome principles: connectivity and heterogeneity multiplicity and rupture, cartography and decalcomania. The rhizoanalysis simultaneously reveals Alecia Youngblood Jackson and Lisa Mazzei's (2012) process of "thinking with theory". Thirty-eight students from upper-grade classes participated in this research. Each student’s learning path was depicted as their rhizomatic journeys, using various concepts such as nomads, lines of flight, becoming. Results. The rhizoanalysis makes it possible to reveal students’ rhizomatic learning experiences, areas of interest and learning styles. Such a map challenges an existing hierarchical framework and conveys how students’ freely make connections through lines of flight and create their own learning paths. Conclusions. This study demonstrates cartography as a useful methodology for visualising students’ learning experiences. Also, this study is unique and distinctive because it reveals the nomadic trajectories of individual learners and offers a thorough investigation of their activity destinations. The researchers of this study advise that students' non-formal and informal learning experiences be included into their formal education by using nomadic pedagogy.

Solving Internal Communication Challenges in Tourism and Hospitality Enterprises in Three Northern European Countries

Aim. The aim of the research is to analyse goals, practices, and challenges of internal organisational communication in tourism and hospitality enterprises and offer teaching/learning methodologies to further smooth internal organisational communication. Methods. Twelve semi-structured expert interviews to analyse organisational communication from various aspects were conducted with top level management representatives in 2020–2023. The data was analysed applying content analysis. The themes elicited were grouped into three contextual categories to conduct in-depth analysis. Additionally, SWOT analysis was conducted. Results. The findings indicate that the main goals of internal organisational communication depend on the type of the company. E-mail is the most frequently used written communication channel by tourism companies. WhatsApp or FB group is equally popular among all companies. Face-to-face communication remains the preferred oral internal communication channel in all businesses, regardless of the company location and size. Conclusion. The challenges discovered in the research may be addressed through non-formal and informal learning activities derived from real-life situations and problems to engage adult learners in active, participatory learning encouraging them to collaborate and contribute to the common organisational goals and shared values. Practical application. The suggestions on teaching/learning methodologies to improve internal organisational communication may be practically applied in workplace learning as well as in teaching/learning languages in formal and non-formal adult education. Cognitive value. The article provides an analysis of how adult learners’ communication skills may be developed by incorporating Natural Approach of language learning, Cooperative Learning and game-based learning to secure contextualised participatory learning to improve internal organisational communication.

The Development of Non-Formal Learning Organization Skills in Preservice Math Teachers

Although the effects of out-of-school learning on students' learning have attracted significant attention among education researchers in science and social sciences, little is known about the development of pre-service elementary mathematics teachers' skills in utilizing out-of-school learning in mathematics lessons. The aim of this research is to investigate the impact of activities conducted within the scope of the out-of-school learning environments in mathematics education on pre-service elementary mathematics teachers' skills in organizing non-formal learning. The study utilized a sequential explanatory design, which is a mixed-method approach. The quantitative part of the research employed a "single-group pretest-posttest design without a control group" from experimental designs. This study involved 35 third-year teacher candidates enrolled in the Primary Education in Math Program (PREDMAP) at a state university located near Ankara, the capital city of Turkey. The data collection instrument used in the study was the Out-of-School Learning Regulation Scale (OOSLRS). Additionally, teacher candidates were asked to write reflective essays about their thoughts on the program at the end of the study. The analyses revealed that prior to the program, pre-service math teachers had the highest scores in the knowledge dimension and the lowest scores in the implementation dimension of organizing out-of-school learning. Significant differences were found in the pretest scores of preservice math teachers only in the knowledge dimension based on their previous experiences in organized out-of-school learning environments during their educational lives. Significant improvements favoring the post-test application were observed across all dimensions between pretest and posttest scores. Data from reflective essays written by the preservice math teachers indicated their emphasis on active participation and included suggestions particularly in the implementation dimension.

A Briefly Study on Women Education

Education is a process of learning and developing knowledge, skill and character traits. It can take many forms including formal, non-formal and informal learning. Swami Vivekananda says no expectation of the progress of a family or a country can be achieved where women are not educated and are leading a pitiable life. Women education is very important for the country to fully develop. It is like an effective medicine to cure a patient completely and provide health back. According Mahatma Gandhi, “By education I mean an all-round drawing out of the best in man body, mind and spirit.” Women, has given a prominent place in the family set-up by our heritage and culture. Today in the modern age women, has an important role to play in the national development at large.

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.

What is non-formal learning (and how do we know it when we see it)? A pilot study report

In this paper we consider the issue of formality in learning. Both formal and informal learning appear to be well-defined in educational discourse, in contrast with non-formal learning which is less clearly articulated. This lack of clarity around non-formal learning has consequences for its recognition by teachers and learners. To contribute to the conceptualisation of non-formal learning we carried out a literature review that helped us to identify dimensions of learning formality. This framework allowed us to discriminate the ways in which non-formal learning differed or matched with aspects of formal or informal learning. It also suggested to us that formality is fluid, and that learning with different formalities might co-exist in some learning environments. We then used our framework to develop tools for capturing evidence of non-formal learning. We describe these tools and how we used them in a pilot study to explore the features of non-formal learning in a formal, Year 12 classroom learning context in an English school. We use our pilot study outcomes to reflect on the utility of our data gathering methods. We also use the study outcomes to update our non-formal learning framework.

Information ecosystems in early academic career building: how do researchers in the social sciences and humanities learn the tricks of the trade?

Early career investigators (ECIs) in the Social Sciences and Humanities need to receive adequate information so that they will be empowered to progress in their academic career and deal with the various evaluation processes that constitute an essential part of their professional development. This article relies on an informational-ecosystemic approach originally developed in the context of resilience studies and crisis communication and uses it as a theoretical framework to analyse and understand the “early academic career building information ecosystems” (EACBIEs), into which ECIs professionally develop. The characteristics of these ecosystems are then refined through the analysis of interviews conducted with ECIs from all around Europe in the framework of the European Network for Research Evaluation in Social Sciences and Humanities (ENRESSH), European Cooperation in Science and Technology (COST) Action. The analysis reveals the remarkable heterogeneity of the information ecosystems into which early career researchers have to build their career in Europe, articulating a diversity of formal, non-formal and informal learning environments, and several related information channels, as well as showing a geographical spread that covers institutional, national and international levels. Furthermore, although the diverse information channels at hand and geographical levels at which they operate appear in some cases to be complementary, and even mutually reinforcing, they can also, in other cases, be dysfunctional, fragmented and unfair to some extent.

An intervention model for developing self-directed learning skills in NEET-youth: a literature review

In response to the growing need for self-directed learning (SDL) skills in a rapidly changing world, research was conducted to map interventions that support SDL skills, aiming to find a model for supporting SDL skills in NEET-youth. SDL competencies support continuous personal development and coping with change. There is a significant number of young people in society who do not participate in working life, education, or training (NEET-youth) and are characterized by a low level of education. Little has been done to support SDL skills interventions for them; however, bringing young people back to the education path is a crucial issue. This raises important questions about which supportive approach and tools are most beneficial for developing SDL skills in NEET-youth, and how best to implement them. This literature review is based on the analysis of 25 articles. The results of the study showed that SDL interventions have not been used for NEET-youth, and therefore, the new model was created. In the case of NEET-youth the SDL intervention should be seen as a non-formal learning process that combines various activities that enable self-reflection and real-life experiences for acquiring new positive learning experiences.

Learning Strategies for Equal Education Programs for Learning Citizen in Non-Formal Education

Equal education programs in non-formal education units are an important means of ensuring access to education for students who have been marginalized from formal education. In facing complex challenges such as the inability to access formal education for various reasons, learning strategies are key in achieving educational equality. This research aims to explore various effective learning strategies in the context of equality education in non-formal education units. This type of research uses a descriptive qualitative approach, namely exploring social phenomena through observation, in-depth interviews, and text analysis to understand in depth how these learning strategies are implemented and integrated in non-formal learning environments.. The research results show that effective learning strategies include creating an inclusive learning environment that pays attention to individual needs, providing a curriculum that is relevant and appropriate to the needs of participants, as well as utilizing technology and innovative learning methods consider specific characteristics of equity education, such as experiential learning approaches, distance learning, or technology-based learning. The implication of this research is the importance of developing learning strategies that are adaptive and responsive to the needs of students in equal education in non-formal education units, thereby ensuring that all individuals have equal opportunities to access education and improve their quality of life.

ELEMENTS WITHOUT PRIOR INSTRUCTION (EWPI), A NEW CATEGORY FOR ANALYSING SECOND LANGUAGE ACQUISITION: A PANORAMIC REVIEW OF ERROR ANALYSIS

This article presents a panoramic review of Error Analysis and Interlanguage studies, with the aim of reflecting on the need to include a new taxonomic category in said research. If formal second language teaching is an important factor in learning, there is no doubt that research on students' interlanguage should reflect this importance. This can be formulated through an operational category in formal learning contexts that allows the student's data to be classified, depending on whether the element of analysis has been previously instructed or not. This category gives great importance to the entire production and opens new paths in the dialogue with the influence of non-formal learning and with the positive impact of related languages, regardless of whether it is the mother tongue. It also highlights the importance of observing, quantifying and describing linguistic phenomena that are not necessarily produced in large absolute numbers, but that might still be relevant to explain the evolution of second language acquisition.

Lifelong Learning in Multi-Purpose Activity of Self-Employed and Employed Persons

Introduction. Managing the lifelong learning environment requires a certain understanding of the educational needs and demands of learners of different categories. However, there is not enough research devoted to the psychological aspects of non-formal and informal learning of working subjects. The aim of the study is to characterize the main forms of learning, inducing and sustaining motivation, engagement and self-regulation of learning among employed and self-employed individuals. Materials and Methods. The study used the methods of theoretical analysis of the problem, testing and survey with the use of educational experience diagnostics methodology and author's questionnaires based on the Informal Learning Questionnaire and Academic Motivation Scale. The empirical sampling encompassed 295 people, including 143 self-employed and 152 employed. Results. The results showed the diversity of forms of lifelong learning used by employed persons, as well as the polymotivated nature of this activity. It was found that professional and cognitive motives are the most pronounced among the employed and self-employed. Respondents are motivated to learning by the desire for self-improvement, professional development objectives, interest in the subject of training, the need for new knowledge and skills. It is proved that self-employed persons, compared to employed persons, have a higher level of involvement, self-regulation of learning and intrinsic motivation focused on professional and personal growth and diverse interests. Discussion and Conclusion. The results of the study expand scientific ideas about lifelong learning and for the first time demonstrate the specificity of involvement and motivation for learning individuals with different employment status. The materials of the article will be useful for researchers, specialists in human resources development, marketers of the education segment, and developers of additional educational programs.