Non-formal Settings Research Articles

Disability Justice: The Challenges of Inclusion in Everyday Life

ABSTRACT This paper presents the challenges faced by Taylor (pseudonym), a young child, with a disability navigating everyday life. These challenges reflect issues that many people with disabilities face where Diversity, Inclusion and Equity are key to disability justice. Highlighting places and spaces of inclusion and exclusion in both formal and non-formal settings, we describe sites where Taylor is both constrained and enabled and consider what that might mean. Informed by the first author’s carer position, eight vignettes provide both context and consideration, making these challenges visible and hence provocations for change. These accounts are considered in relation to key concepts of the social model of disability within a critical disability framework. This exploration highlights how society’s perceptions are largely bound by a bio-medical view of disability that promotes deficit views. By way of contrast, and beyond an impoverished framing, a social model of disability sees Taylor as a vibrant, intelligent young person seeking to live a life rich with meaning and value. What the research reveals is that learning and change are possible in both formal and non-formal settings where an enhanced understanding of places and spaces for engagement and participation means that society becomes more equitable and just.

Non-formal education as a form of supporting the development of programming skills in primary school students

ObjectivesThe main goal of the article is to analyze the role of non-formal education in the context of teaching programming to primary school students in non-formal educational settings, considering current technological developments and the need for adaptation in educational approaches.Material and methodsThe text employs descriptive and analytical approaches, examining the characteristics and benefits of non-formal education in programming. The author utilizes theoretical and practical examples to illustrate the issues of non-formal education and the development of programming skills among primary school students.ResultsThe conclusions highlight the advantages of non-formal education in teaching programming to primary school students, such as flexibility, individualization, and emphasis on practical skill development. The article emphasizes that through various forms of non-formal education, such as workshops, e-learning courses, webinars, and experiences in virtual reality, there is an opportunity to teach programming to primary school students in engaging and interactive ways.ConclusionsThe article underscores the promising future of non-formal education in programming for primary school students, driven by technological advancements and growing interest in non-traditional educational approaches. It discusses potential tools, platforms, and methodologies that can improve programming education in non-formal settings, leading to greater accessibility and effectiveness.

ТЕОРЕТИЧНІ АСПЕКТИ ФОРМУВАННЯ ЕКОЛОГІЧНОЇ КОМПЕТЕНТНОСТІ МОЛОДШИХ ШКОЛЯРІВ У ПОЗАШКІЛЬНИХ НАВЧАЛЬНИХ ЗАКЛАДАХ

Introduction. This study addresses the crucial issue of forming ecological competency in primary school children, emphasizing the role of extracurricular educational institutions. Given global ecological challenges, there is a significant need to instill environmental awareness and responsible attitudes in children from an early age. Extracurricular educational institutions, with their flexible programs and unique approaches, play a critical role in this developmental process. Purpose. The article aims to analyze theoretical aspects of forming ecological competency in primary school children within extracurricular settings. The study seeks to identify effective methods and forms of activities that foster ecological knowledge, skills, and values among young learners. Methods. The research employs a theoretical approach, combining literature analysis and a comprehensive examination of existing programs in extracurricular education. Attention is given to methods involving collaboration with public organizations, integrating modern technology, and engaging family and community in environmental education. Result. Findings indicate that extracurricular institutions provide favorable conditions for environmental education through flexible curricula, hands-on activities, and project-based learning. Collaboration with ecological organizations enhances resource availability and enriches learning experiences, while digital tools and interactive platforms expand access to ecological information and stimulate children’s interest in nature. Results suggest that ecological clubs and environmental actions, such as clean-up campaigns and tree-planting events, significantly contribute to fostering ecological responsibility. Originality. This study offers a unique approach to ecological education by emphasizing the integration of family, community, and technological resources in extracurricular settings. It highlights the essential role of social media and digital resources in making environmental education more accessible and appealing to primary school children. Conclusion. In conclusion, the study underscores that extracurricular educational institutions play a pivotal role in forming ecological competency, combining theoretical knowledge with practical experiences. Further research is suggested to explore innovative interactive methods and the impact of family values on sustainable ecological behavior. The results contribute to a broader understanding of how early environmental education in non-formal settings can shape a responsible attitude toward nature and foster sustainable development.

Dialysis Jeopardy!

Dialysis Jeopardy! was a fun and innovative dialysis quiz for conference attendees at the Annual Dialysis Conference 2024 held in San Diego. The event saw active participation from nephrology fellows, faculty, and allied health care professionals. The event provided an excellent opportunity for nephrology fellows to interact with faculty in a nonformal setting.

Motivation through solidarity

The aim of this study is to describe and discuss the unique motivational characteristics of adult immigrants and refugees learning Greek as a second language, characteristics related to the concept of investment in second language learning, based on the results of a qualitative study carried out in non-formal educational settings. Seventeen (17) participants attending Greek lessons in non-formal educational settings in Athens, Greece, were interviewed through semi-structured interviews. The data obtained was analysed using thematic analysis. The students were asked about the reasons they are learning Greek and what motivates them to invest in studying the language. The results of the thematic analysis show that the main motives driving the participants to invest in learning Greek in the research settings were threefold: instrumental, integrative, and related to the L2 learning environment. Learning Greek was considered as a chance that could lead to greater job opportunities, empowerment, and greater integration into the host society. Additionally, the results highlight the fact that the atmosphere in the specific educational settings being very friendly and relaxed was very important for the participants and enhanced their desire to invest in learning Greek in the specific settings. Finally, the social aspect was also significant for the immigrants and refugees, who considered participation in the classes as a means of greater socialisation with both locals and other immigrants. The study highlights that non-formal settings are better suited to migrants/refugees’ learning needs and can promote the social inclusion of vulnerable groups and their integration into the host society.

The comparison of comprehensive sexuality education knowledge and attitudes in CSE-exposed and CSE-naïve non-formal settings in Lagos State, Nigeria.

This study compared the sexual reproductive health and rights related knowledge and attitudes towards inclusive gender norms among students in comprehensive sexuality education (CSE) exposed and naïve technical and vocational centers in Lagos state, Nigeria. It also explored the benefits of teaching and learning about CSE from exposed students and their instructors. A mixed-method research design was used. The study population comprised of students 15-24 years of age attending technical and vocational centers in Lagos State and instructors in CSE-exposed centres. Sample size of 450 per group was calculated. A structured interviewer-administered questionnaire; focus group discussions and key informant interviews were used for data collection. Quantitative data was analyzed at p<0.05; coding and thematic analysis of qualitative data was followed by integration and of the findings; and interpreted using the information-motivation-behavioural skills model. Students in CSE-exposed schools had statistically significantly higher SRHR-related knowledge scores and positive attitudes towards inclusive gender norms. The CSE training improved the educational knowledge and teaching modalities of the instructors. The adolescents had increased knowledge, acquired behavioural skills, and changed certain behaviors. The SRHR-related benefits extended to their siblings and friends. This study contributes to the knowledge available on the benefits of CSE for young people in non-formal settings in Nigeria. It revealed that CSE training benefits not only the students but also their instructors, who reported acquisition of new teaching skills and improved parenting skills. The study findings suggest that the integration of CSE into non-formal educational settings could improve the SRHR- related knowledge among young people, promote inclusive gender norms and potentially contribute to improved SRH outcomes and related SDGs in Nigeria.

“For my daughter is not the same, for sure”: learners’ and parents’ attitudes towards home language maintenance and development

ABSTRACT Heritage languages (HL) require special pedagogical resources, and from a sociolinguistic perspective, their status may vary, influencing learners’ and educators’ attitudes. In the case of Portuguese as an HL (PHL) in the German educational context, due to a limited institutionalised offer, non-formal settings prevail as a means of language development. In this ethnographic case study, we present the attitudes of parents and PHL learners in a socio-educational project that promotes bilingual education in Munich, Germany. Semi-structured interviews were carried out with parents, whereas with children, a focus group was set up using visual narratives. This study addressed two questions: How do parents’ and learners’ linguistic attitudes in this specific context differ? How do their beliefs concerning linguistic identity influence the home language maintenance? The results pointed to the convergent affective dimension of PHL. Concerning identity influence in home language maintenance, language attitudes result from different statuses assigned to PHL. While parents see PHL as a means of transmitting their ethnolinguistic identity, children's representations revealed different perceptions prevailing ‘home and family language’ status and a sense of fluid belonging, thus showing an emergent multilingual identity characterised by cultural hybridity.

Beyond the classroom: the evolving spectrum of ESD research in Japan

PurposeEducation for Sustainable Development (ESD) has been robustly endorsed through policy mechanisms, prompting numerous context-specific voluntary initiatives in Japanese schools and communities. However, this field remains in its infancy. This study aimed to investigate the literature on ESD in Japan to reveal research trends, identify research gaps and propose areas for future research, from early childhood to higher and non-formal education.Design/methodology/approachThis study employed a qualitative design with a Systematic Literature Review (SLR) approach to analyze 88 peer-reviewed empirical studies on ESD in Japan from 2005 to 2023.FindingsThis study has revealed an observable increase in the number of ESD-related publications, especially after 2015. Most studies emphasize formal education, particularly from elementary school to universities. These articles were categorized into seven thematic foci, with “Pedagogical Approaches and Material Development in ESD” being the most prevalent. There has been an evident shift in Japan from traditional lecture-style methods toward learner-centered ESD pedagogies. However, the country lags behind the global education community in terms of research on and the implementation of Teacher Education for Sustainable Development and the Whole-School Approach.Research limitations/implicationsThe study is confined to peer-reviewed, empirical publications in Japanese or English, potentially overlooking significant non-empirical works and studies in other languages. This limitation could mean missing out on broader insights and perspectives. Furthermore, as a qualitative analysis, there's an inherent risk of bias in interpreting data and categorizing themes. These constraints suggest caution in generalizing the findings and indicate areas for further research, such as expanding the linguistic and methodological scope and enhancing objectivity in analysis.Practical implicationsThe findings suggest a pressing need for Japan to refine its approach to ESD, particularly in teacher training and school management, aligning more closely with global practices. For practical application, this involves adopting more holistic teacher education programs and school management strategies that integrate ESD principles comprehensively. Recognizing the unique challenges of Japan's educational culture is crucial for developing tailored strategies that not only follow global best practices but also resonate locally. These insights aim to guide meaningful interventions, promoting an education system adept at addressing sustainability challenges.Originality/valueCategorizing the literature into formal and non-formal settings and subsequently into seven themes offers a clear depiction of the research trends. A comparison of Japan's specific advancements and challenges in ESD with global trends, particularly in pedagogy, teacher education and institutional management, highlights the areas needing further exploration.

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.

The purposes of education in peacebuilding: Views of local peace actors in diverse (post-)conflict societies

ABSTRACT Education has increasingly been recognised as a key component of peacebuilding. However, there are multiple meanings of education in peacebuilding and unresolved questions about whether education can contribute to building peace. This study used creative and qualitative methods to engage with local peace actors in conflict-affected societies to understand their perspectives on the purposes and possibilities of education in transforming conflict and building peace in their communities. We find that local peace actors believed that only particular kinds of education can support sustainable peacebuilding. As the findings show, education should have two key focuses to support conflict-affected societies to achieve peace: transforming people’s attitudes, values, and behaviours and transforming and building inter-group relationships. Such education should be offered in formal (e.g. schools) and non-formal (e.g. community-based) settings and align with the values and principles of the culture of peace and nonviolence.

Cultural Heritage as a Didactic Resource through Extended Reality: A Systematic Review of the Literature

Extended reality, which encompasses virtual, augmented, and mixed reality, emerges as an important didactic resource, offering great potential to bring heritage closer to the educational environment. Heritage education is a challenge for today’s society, contributing to cultural and social development. Therefore, the aim of this systematic review is to analyze documents related to heritage in education through extended reality. The search was conducted using Scopus and Web of Sciences databases, allowing for an international search. We excluded any document that was not a scientific article published in a journal. A total of 52 documents were analyzed, all of which were open-access articles. Preliminary results indicate that virtual reality and augmented reality are utilized in education to work with architectural, historical, archaeological, and musical heritage. Extended reality has been applied in all the stages of the education system, and in formal and non-formal settings, thereby demonstrating its versatility. These experiences increase motivation and academic performance in comparison to less innovative methodologies, which is in line with other studies on this topic. In conclusion, extended reality has the potential to make a significant impact on education, particularly when combined with heritage. The creation of multidisciplinary groups will enhance research in the near future.

Experiential Knowledge as a Musical Resource

Historically, music pedagogy has witnessed the implementation of diverse teaching models in different educational settings. Within the academic realm, for example, music theory and instrumental training approaches have been developed to align with standardized curricula, considering the diverse musical histories and cultures across the globe. Even so, there is a growing trend among individuals to explore alternative modes of instruction beyond traditional school environments. These alternative methods encompass online platforms and one-on-one in-person tutoring, among other options. Such modalities have prompted recognition of exponents who provide music tutorage having not acquired formal music training but possess knowledge through lived experience. Their practically inclined teaching approaches and demonstration of musical artistry have sparked interest in people, who subsequently aspire to learn music and play instruments. Their efforts have played a crucial role in fostering the need for music education in the music domain and the entire art industry. In doing so, they establish a prominent presence in music pedagogy, and consequently, in formal educational settings. Considering this, I examine the contributions by such educators within the music industry, particularly in the field of education. Using qualitative case study methods such as interviews, I explored different non-formal pedagogical approaches and interrogated their impact on learners. Insights from these interviews revealed that observation, replication, and innovation are utilized as instructional approaches in non-formal settings, with students studying under peers, master musicians, and family members. Through this, students acquire musical exposure as they develop skills that align with the music industry. Such training ought to be integrated into academic curricula to enhance music scholarship and ensure its relevance locally and within global contexts.

A teaching-learning sequence on colour in the context of a motivational stage for high school students

In this article we present a Teaching-Learning Sequence (TLS) on colour performed in the non-formal setting of a vocational stage with a sample of N=38 18-year-old high school students. Based both on previous educational research and the analysis of the characteristics of the Italian high school curriculum, the TLS adopts cooperative experimental investigation activities with low-cost equipment which help students distinguish different physical situations involving the combination of colours; furthermore, it focuses on developing a solid understanding of the connection between the physics and physiology of colour phenomena. The TLS was highly appreciated by students and, thanks in part to the inclusion of advanced topics such as photonic crystals and plasmons, it may have a significant motivational value.

Case study regarding adult students’ learning of world languages and cultures in a unique voluntary and learner-centred nonformal setting

The purpose of this qualitative study was to examine a group of adult students’ learning of world languages and cultural practices by incorporating common literacy practices (listening, reading, speaking, writing) in a unique, voluntary, learner-centred, nonformal setting (e.g. World Language and Culture Program [WLCP]) at a large western land-grant university in the United States during the 2019 spring semester. The primary objectives of this study are to provide insight into what and how adults learned in this unique environment. Drawing from Simons, the study was framed as a qualitative descriptive case study. Data sources included interviews, observations, field notes, and artefacts. Data analysis drew on the Deep Approach conceptual lens and the Interpret Analyse Present Interact (IAPI) curriculum model to understand adult students’ learning in this WLCP. Findings showed that adults learned real-life conversation skills and cultural practices (geography, traditions, religious practices) by incorporating common literacy practices (listening, reading, speaking, writing) from volunteer facilitators who were natives of the particular world language and culture. The participants learned these world language conversation skills and cultural practices in a variety of learner-centred ways: (a) practice with heritage speakers of the language, (b) meaningful interactions with peers, (c) contextualised simulations, (d) spontaneous exposure, and (e) instructional scaffolding.

Dance-Musicking: Non-prescriptive dance, music, and dance-music engagement in cross-sectoral collaborative teaching and learning

This article explores dance-musicking as a non-prescriptive process of interdependent engagement with dance and music in their teaching and learning contexts. The author asks how this engagement challenges and disrupts uneven institutional hierarchies, and how it cultivates a more holistic understanding of, and access to the knowledge embedded in the dancing and dance-musicking processes. The discussion is informed by the author's dance, music, and dance-music practice oscillating between formal and non-formal settings, and continuous research on the same in East Africa. It is premised on a critical observation that within the twentieth century, dance and music knowledge has continued to grow more into an institutionalized form than it has into a communal one. The article pivots the dance-musicking process as a cross-sectoral collaborative engagement for teaching and learning dance, music, and dance-music discussed on both micro and macro levels of artistic (co)existence. As such, it highlights core elements of 'communitarian' teaching and learning approaches, which have not favourably evolved alongside formal education. This situation is attributed to a lack in cross-sectoral complementarity between the formal and non-formal dance, and music knowledge bases —complementarity that works well in transforming higher education institutions into intellectual resources that positively influence, and that are influenced by their communities.

Role of Bangladesh National Museum in Public Education: A Study on Contributions, Opportunities and Challenges

Museums possess both the scope and resources to play a pivotal role in the public education sector in a diverse manner. Museums serve as invaluable resources in the public education sector by providing immersive and tangible learning experiences in a non-formal setting. Many museums across the world are now adopting their role as educator very seriously. Bangladesh National Museum is no different in that aspect. The Department of Public Education of Bangladesh National Museum is responsible for organizing various educational events such as seminars, workshops, lectures, film shows, cultural programs, and competitions. The study explores various aspects of Bangladesh National Museum’s activities, including assessing the institution’s role as an educational institution and examining its social impact. This study adopts a comprehensive analytical approach, employing both quantitative and qualitative research methods. It delves into the reader-friendliness of the museum's library and publications, and evaluates the audio-visual and photography activities conformance to contemporary standards. The study also assesses the contribution of the guide service to knowledge acquisition and evaluates the adequacy of the display section in expressing aesthetics. Furthermore, the study also investigates whether the auditoriums within the museum meet established standards. Aligning with both the survey outcomes and insights from FGD and KII sessions, this paper outline various recommendations with the aim to develop and expand the scope of the Department of Public Education’s activities. However, the findings reveals that incorporating digital technology can enhance this educational role by offering dynamic and interactive tools such as virtual tours, virtual reality, and online resources.

The Topic of Snakes in Teacher Training

Perceptions about snakes range from fascination to phobia, making them a relevant topic for discussion in environmental issues of basic education. This topic requires a safe and empathetic approach by teachers. Considering that environmental education is a curriculum guideline to be developed by teachers from different areas of knowledge, we investigated some factors that may influence the attitude of undergraduate students in teaching degrees when addressing this topic in an extracurricular activity.. We evaluated 120 future teachers through an online survey regarding their area of expertise, training stage, values, and emotions or feelings towards professional behavior when encountering a snake during an environmental education activity in a non-formal setting. The results indicate that only “fear” and “scientist” values interfered with the performance of future teachers. We propose that environmental education involving stigmatized animals be emphasized in teaching degrees to expand positive didactic experiences, minimize prejudicesand fears, and facilitate the reconstruction and dissemination of knowledge through the conscious action of future educators.

The online entrepreneurship program effect on young people's self-efficacy and intention: an experiment in Argentina, Belgium, Bulgaria, China and Romania

PurposeEntrepreneurship can help tackle economic problems, such as unemployment. It is often promoted through education programs. There is a limited comprehensive and rigorous understanding of how entrepreneurship education programs and their ubiquitous distance delivery affect young people's entrepreneurial self-efficacy and intention, particularly in non-formal settings. The purpose of this study is to address this gap.Design/methodology/approachUnderpinned by the Social Cognitive Theory, this paper investigates the effects of one entrepreneurship education program in a study with 145 young people from five countries aged 18 to 25 years, 62 Intervention and 83 Control participants. The program's impact on the participants' entrepreneurial intention and self-efficacy (across six sub-dimensions) was assessed in a one-off two-week quasi-experiment. Ex-ante and ex-post self-reported data were collected about the participants.FindingsOne-way analyses of covariance were performed to assess separately for changes in the Intervention participants' answers, relative to the Control group. The results of this study suggest the program significantly affected all measures.Originality/valueThese findings contribute to the discussions on the education programs’ effectiveness in promoting entrepreneurship. As a result, they may contribute to entrepreneurship education overcoming geographical and socio-economic hurdles (cost, time and entry barriers) to advance the development of industry, economy and community worldwide.

The Cultural Transmission of Traditional Ecological Knowledge in Cerekang, South Sulawesi, Indonesia

This article explores how traditional ecological knowledge in Cerekang, South Sulawesi, Indonesia, is culturally transmitted as a strategy for cultural survival amidst internal and external challenges such as social, ecological, and political changes. Traditional ecological knowledge of the Cerekang people lies from mythological construction of the La Galigo epic, which contain beliefs, collection of instructions, and rules on conservation and preservation of sacred forest and non-sacred forest. This knowledge are culturally transmitted through oral stories, rituals, daily life, and customary organization. Generally, the transmission takes place vertically, horizontally, and obliquely. The traditional, linear-vertical mode of transmission, which tends to be closed, is the most dominant pattern of cultural transmission among the Cerekang people. This study also finds out another pattern of transmission beyond the framework given, which we call as conformist transformation. However, this cultural transmission is not without bias as the transmitted messages are generic and incomplete. Therefore, a contextual education in both formal and informal settings as another mode of cultural transmission is suggested to respond to current social, political, and environmental changes in Cerekang. In order to sustain the Cerekang’s TEK, the local government policy-maker should further facilitate indigenous activities by supporting capacity building in non-formal setting and signing a decree to include TEK in formal education.

Technological Approaches in Mathematics and Science Education: Microlearning

Microlearning is regarded as a novel approach to meeting many learning demands, including individual learning, lifelong learning, and work-based learning. A learning strategy called microlearning focuses on giving students enormous amounts of (macro) material in manageable chunks over a little period of time. These little segments, also known as micro-content, help students retain the knowledge quickly without subjecting them to voluminous material. It is believed that breaking up the knowledge into manageable chunks helps learners better adapt to the information-processing process and acquire new material. With all of this in mind, it may appear that activities that allow students to actively engage in math and scientific studies, make connections to the real world, work in groups, support both their internal and external goals, and get lucid and insightful feedback are crucial. This study aims to investigate the design and implementation of microlearning, one of the technological approaches to math and science instruction, in informal, formal, and non-formal settings. It also explores the characteristics of micro content and how it relates to mobile learning using examples.