Non-formal Systems Research Articles

A Study on the Subtitle Translation of the “Empresses in the Palace” from Translation and Aesthetics

The “Empresses in the Palace,” a widely acclaimed Qing Dynasty drama, has won viewer’s love at home and abroad for its complex plot, rich characters, and profound cultural connotations. Its episodes “Buddhist Dancers” and “Ode to the Goddess of Luo” have long been famous for their unique style of lyrics and artistic achievements, coupled with a charm of the tune and melody, jumped into the public vision, almost familiar. From the perspective of translation and aesthetics, this paper probes into the aesthetic representation of episodes from both formal and non-formal systems. It aims to improve the quality of translation and enhance the appreciation of works.

BARRIERS TO TRANSFORMATIVE CLIMATE CHANGE EDUCATION: MITIGATION AND RESILIENCE-BUILDING

The urgency with which climate change education is required demands massive coordination across all formal education systems (primary, secondary and tertiary institutions), non-formal systems (community-based and non-governmental organisations), and informal systems (museums, over the radio, in libraries, or bus stops). It also demands attention from individuals in both low and high-carbon emitting countries, as well as within and across sectors (education, energy, agriculture, transportation and urban planning). Rather positively though, education has a ripple effect that goes beyond the individual learner and has the potential to build greater environmental enlightenment and concern amongst family members and communities. Accordingly, education (formal, informal and non-formal) would also help individuals and communities build resilience and lessen their vulnerabilities to a rapidly changing climate. Hence, this paper explores the barriers that impede enhanced climate change education with a view to helping surmount them and enlighten learners and communities at large, on the dangers of climate change and strategies of minimising human activities that bring about or accelerate climate change, even as communities get sensitised on resilience measures. Accordingly, the barriers to effective climate change education as determined by this review are inadequate political leadership, low eco-literacy levels, cognitive challenges, scepticism of scientific evidence, misinformation and disinformation of facts about climate change, limited knowledge and skills to impart to learners during climate change instruction, moral and behavioural challenges and psychological and social barriers. It is thus, recommended that salient aspects of climate change be integrated into teacher-training curricula worldwide and policies be enacted aimed at mitigating scepticism and disinformation concerning climate change. Furthermore, coordination of efforts between the private sector, government, community members and civil society to promote climate change education is strongly recommended together with the adoption of transformative learning that results in perspective and behaviour change

Challenges and Barriers to Transformative Climate Change Education

The urgency with which climate change education is required demands massive coordination across all formal education systems (primary, secondary and tertiary institutions), non-formal systems (community-based and non-governmental organisations), and informal systems (museums, over the radio, in libraries, or bus stops). It also demands attention from individuals in both low and high-carbon emitting countries, as well as within and across sectors (education, energy, agriculture, transportation and urban planning). Rather positively though, education has a ripple effect that goes beyond the individual learner and has the potential to build greater environmental enlightenment and concern amongst family members and communities. Accordingly, education (formal, informal and non-formal) would also help individuals and communities build resilience and lessen their vulnerabilities to a rapidly changing climate. Hence this paper explores the barriers that impede enhanced climate change education with a view to helping surmount them and enlightening learners and communities at large, on the dangers of climate change and strategies of minimising human activities that bring about or accelerate climate change, even as communities get sensitised on resilience measures. Accordingly, the barriers to climate change as determined by this analysis are lack of political leadership, low eco-literacy levels, cognitive challenges, scepticism of scientific evidence, misinformation and disinformation of facts about climate change, lack of knowledge and skills to impart climate change education, moral and behavioural challenges and psychological and social issues. It is thus, recommended that salient aspects of climate change be integrated into teacher-training curricula worldwide and policies be enacted aimed at mitigating scepticism and disinformation of facts concerning climate change. Furthermore coordination of efforts between the private sector, government, community members and civil society to promote climate change education is recommended together with adoption of transformative learning that results in perspective and behaviour change.

ANALYSIS OF ISLAMIC EDUCATION IN THE ERA OF KHULAFA AR-RASHIDIN AND ABBASID DINASTY

This study aims and analyze the education of the Khulafa ar-Rashidin and Abbasid eras. The method of this type of research is library research, where the researcher tries to collect data that has a relationship with the theme being discussed. The data is obtained from various documents such as; books, papers, journals, and articles related to education in the era of the khulafa ar-Rashidin and the Abbasids. Then, the researcher is the research instrument itself where the work of determining research, selecting data sources, collecting data, assessing data quality, analyzing data, elaborating, and the conclusions of the findings are carried out by the researcher. The collected data were analyzed critically and synthesized which then presented the results of the study that answered the objectives of this research. Then, the results of this study found three main things, namely: first, educational materials in the era of Khulafa ar-Rashidin included reading and writing, grammar, hadith, sya'ir, nahwu, sharaf, basic mathematics, stories, swimming, archery, and riding, memorizing Qur'an and examines the basics of Islam, namely monotheism education, prayer, etiquette in the family and society, personality and defense, and security. This material is given in general because there is no educational level. Meanwhile, in the Abbasid era, educational materials included compulsory and optional subjects. Compulsory lessons such as the Qur'an, prayer, nahwu, sharaf, Arabic, and reading and writing. Optional materials such as arithmetic, nahwu, sharaf, Arabic, poetry, and history of the Arabic. Second, the educational methods of the Khulafa ar-Rashidin era were lectures, memorization, exercises, and discussions. While the methods of Islamic education in the Abbasid era were oral, written, memorization, discussion, and discovery or research methods. Third, the education system of the Khulafa ar-Rashidin era, namely the halaqah and Abbasid systems, namely the halaqah and classical systems or formal and non-formal systems.

Challenges of teaching outdoors in the Romanian core procurement cycle

In the formal and non-formal educational systems in Romania, outdoor education has been a subject of great interest in the last few years. However, its use, was highly debated, because of the lack of knowledge on the topic, lack of information on the benefits, and mostly the fear of confronting the challenges that come with its implementation. This last challenge, comes into account because of the lack of a specific frame regarding this topic in the scholar national curriculum. The present article, presents the main challenges that can come with the implementation of outdoor education and its activities in the frame of the formal educational system, at the level of core procurement cycle. In the study, there is an analysis on the main elements of outdoor education that are present in the scholar curriculum at this level. Also, it presents the results of a brief research on the beliefs of primary school teachers from Arad County, on the most important challenges that they face when implementing outdoor learning activities in schools. The research was made using the survey method, with the use of the instrument: questionnaire, in the school year 2020-2021, on a number of 77 teachers.

REVIEW OF THE INFLUENCING FACTORS OF INTEGRATED WASTE MANAGEMENT

: Solid waste management (SWM) in various cities around the world is still a serious and complexproblem. Currently, SWM causes problems not only in an environmental context but also in social andeconomic contexts. Therefore, integrated waste management (IWM) is an option that needs to be explored inmunicipal SWM. In this regard, it is necessary to develop models of an IWM system to integrate the formalsystem (government) with non-formal systems(informal sector/IS and community-based activity). To integrateall three groups’ roles in an integrated system, as theoretically there are 59 factors that influence IWM.However, not all factors are relevant to the implementation in Bandung municipality because every city andcountry has different situations and priority problems. For the case in Bandung municipality, based on studies,there are only 17 factors that influence IWM, i.e. waste generation, infrastructure, handled waste, reduction ofwaste, residual handling, final processing site, population/source of waste, mind-set and lifestyle, socialisation,recognition of IS, organisation of IS, clarity for the role of all stakeholders, accessibility of waste, quantity andquality of recyclable waste, price of recyclable material, waste picker income, and incentives or financial loans.

Desde Fuera de la Escuela: Una Reflexión en torno al Aprendizaje a partir de Trayectorias de Abandono Escolar Prematuro

Early school leaving reflects the need to improve the current educational system. School failure and dropout show the school loses its social meaning. Current educational policies have proposed different measures and strategies to solve this situation. However, in practice they have constituted parallel educational systems, which do not modify what happens in school. Our study analysis of the educational keys from 13 life stories with young people who did not finish their studies of compulsory or post-compulsory secondary. The results show a progressive disengagement, from the educational and emotional point of view. The results show a progressive disengagement, from the educational and emotional point of view, especially with the transition from primary to secondary. The decision of early school leaving denotes a crisis in the feelings of recognition and belonging to the school. Young people look outside for what they did not find in school: learning from their motivations. Los jovenes aprenden y son capaces de construir un proyecto personal y profesional a partir de estos aprendizajes en contextos informales. Consequently, they propose an educational model focused on learning rather than teaching. We need to identify and understand the learning in non-formal systems and transfer it to the school environment.

A Comparitive Study of Subject Knowledge of B.Ed Graduates of Formal and Non-Formal Teacher Education Systems

This study was designed to compare the subject knowledge of B.Ed graduates of formal and non-formal teacher education systems. The population of the study included all teachers from Girls High and Higher Secondary Schools both from private and public sectors from the district of Peshawar. Out of the total population, twenty schools were randomly selected from which 60 teachers from formal and 60 from non-formal system (6 teachers from each school) were randomly selected. A test was prepared and personally distributed among 120 teachers. The data were organized and analyzed through descriptive analysis. It was found that B.Ed. graduates from formal system had more subject knowledge as compared to B.Ed. graduates from non-formal teacher education system. It is recommended that the graduates as well as the teacher educators need to update their knowledge and work for continuous professional development.

Lifelong learning as an instrument for human capital development in Benin

A review of the Benin education system shows that it is still heavily school-based. Yet, a high level of wastage is currently being recorded at school level (about 50% success rate at primary level, about 40% success rate at high school level and about 1% enrolment rate of qualified candidates and success rate at tertiary level), leading to the unintentional creation of a large population of unskilled and unproductive youths and adults. Integrated education systems which hold great potential and opportunities for both initial and continuing education remain hardly explored and virtually untapped. Yet, the challenges of the 21st century are such that only the unveiling and continuous cultivation of multi-faceted human capital can help individual citizens lead both a productive and fulfilled life. Formal education alone or non-formal education alone, irrespective of how well each is delivered, is no longer sufficient in facing up to the multifarious challenges of the 21st century. If education is to serve Benin beneficially in this century, the current national system of education must be reoriented to free up citizens’ human capital through the implementation of an integrated educational system. This article proposes a new national education system which is rooted in the concept of lifelong learning and combines formal and non-formal systems of education for Benin.

Meta-Argumentation as An Argumentation Metatheory

This article shows that the Rhodian model of metatheory can be successfully applied to nonformal systems of a methodological rather than an axiological nature if the demands of the model are satisfied. This requires that we take into account the possible variations of Rhodian models of argumentation and choose the most effective of them. Plato's model of meta-argumentation is only applicable to fields of argumentation that are completely formalized and could be presented as whole general theories.

Implementation of the Process of Recognising Education Effects Obtained in Non-Formal and Informal Education Systems in Higher Education Institutions in Poland

The decision of the European Commission obliges all of the EU member states to prepare and implement the process of recognising the effects of education obtained in non-formal and informal systems in higher education. The progress is varied in different countries and Poland is preparing to create the procedures and implement the changes. The knowledge and expectations of the employers regarding this process are the subject of research and are aiming at familiarising the academic environment with the possibility of implementing the effects of education in order to make the studies more practical and prepare the graduates to actively enter the job market. The objective of the paper is to present the results of surveys presenting the knowledge, expectations and areas of industry-academia cooperation in the scope of implementing the process of recognition in higher education in Poland in the Finance and Accounting teaching module. DOI: 10.5901/jesr.2013.v3n7p249

Educational practice in India and its foundations in Indian heritage: a synthesis of the East and West?

The paper examines education practice in India in terms of the division between indigenous cultures on the one hand, and the formal culture of learning and knowledge systems inherited from colonial times on the other. These ‘two Indias’ are still reflected in the modern educational system in India, seen in the vast differences between the formal school system, whose benefits reach only a minority of the population, and the millions of crafts-persons working in India's informal sector, many without education or training. The paper looks at reasons for these divisions within the culture and history of India's formal, non-formal and informal systems of education and training. The paper also throws light on the aspirations to unite these divided cultures of learning by looking at some of the writings of J.P. Naik, the famous educationist and secretary of the first Report of the Education Commission (1964–66) after India's independence. The analysis needs to be seen against the background of international educational thought which is improving the value, relevance and quality of non-formal and informal learning, as key pillars for building lifelong learning systems.

The contribution of non-formal social protection to social development in Botswana

This article documents the non-formal system of social protection in Botswana, identifies opportunities for synergies between the non-formal and formal systems, and considers the challenges of integrating the two. Non-formal initiatives depend on traditional forms of social protection such as self-help, self-organisation, membership of a social group and cultural norms of community solidarity, reciprocity and obligations; whereas the formal social protection system is undergirded by statutes and laws, institutionalised in policy and legislation, publicly funded and delivered within national norms and eligibility criteria. The article argues that integrating the two could produce a complementary and responsive system of social protection that takes account of indigenous and other non-formal systems of support and enhances the delivery of social protection services, and that other countries in the region might derive lessons from Botswana's experience.

Geographical and Environmental Education in South-eastern Europe: Geopolitical Developments and Educational Prospects

The region of South-eastern Europe has been under two different socioeconomic regimes until the early 1990s, so the development of both geographical and environmentaleducation in the region is now in the process of significant changes. Hence, the current problems relating to geographical and/or environmental education differ significantly among these countries. Since, however, the prospect that former socialist countries join the European Union in the not-so-remote future seems increasingly probable, it is important to depict the particular problems that these countries encounter in their formal and non-formal educational systems. An overview of geographical and environmental education in the region may suggest that geographical education at primary and high school levels is more advanced in less economically developed countries of the region, while environmental education is more advanced in wealthier countries. Certainly, there are exceptions to this generalisation, but this bias may have a geopolitical interpretation. The promotion of civic education in tandem with environmental education will facilitate the countries’ accession to the European Union in the future, whilst geographical education is likely to dissociate itself from its purely ‘theoretical’ past.

The development of education in post-conflict ‘Somaliland’

In the light of fresh international initiatives to achieve Universal Basic Education and gender equality in education by 2015, this paper examines factors affecting its realisation in the context of Somaliland. In a ‘country’ where over 80% of the school age population are receiving little meaningful education, the paper reflects on more flexible approaches to education to enable sustainable education for children and disadvantaged adults. The paper draws on fieldwork data from a DfID-funded study (DFID ED2000/107) and the authors’ own experiences. The discussion highlights the peculiar circumstances of Somaliland. It charts the provision of Education in Somaliland from the colonial era through post-independence times to the civil conflict which led to the destruction of education in the country. It goes on to look at the progress being made at the present time following ‘stop-gap’ measures for emergency education towards revitalising enhanced education. It completes the picture by describing challenges to the achievement of the UBE target. The authors review aspects of alternative and flexible educational approaches and urge the integration of these non-formal systems with the formal, governmentally controlled school systems being restored in Somaliland. They do so while sounding a note of caution that for all the energy and enthusiasm associated with these approaches, they have yet to be evaluated for their effectiveness in providing quality basic education.

Gender and Social Security Reform in Africa

As a result of pressures from structural adjustment policies, persistent poverty and slow economic growth in most African countries, there is widespread reform of formal social security systems in the region. The designs for reform have ignored gender concerns and non-formal social security systems, yet it is widely known that women and men have different experiences in the labour market and that non-formal systems are currently the main source of social security for most women and men, especially in rural communities. The paper points out the efficiency and equity costs of ignoring gender and non-formal social security systems and proposes action for policymakers.

Changing patterns in World Bank investments in vocational education and training: Implications for secondary vocational schools

The economic efficiency of vocational secondary schools in improving the employment prospects for graduates has been questioned, leading to policy recommendations in favor of enterprise-based training and training in non-formal training centers. The role of secondary education would be to impart basic skills, perhaps through reformed curricula that, while falling short of vocationalism, better prepare graduates for adult life. This paper examines trends in World Bank investments in vocational education and training for the period 1963–86 to answer three questions. Is there evidence to suggest that educational authorities in developing countries, as well as in the World Bank, have moved away from investments in secondary vocational schools? What does the record suggest about the patterns through which alternative training systems evolve in developing countries? Is there any evidence that a ‘new educational vision’ is emerging for secondary education? The paper concludes that investment in secondary vocational schools has declined substantially in favor of non-formal training systems. Nine characteristics of effective non-formal systems are identified. Diversified secondary schools, as one model of a ‘new vision,’ have not succeeded, raising important questions regarding possible directions for improved secondary education.

Relationship between the work of teachers in nonformal settings and in schools

Formal and nonformal education differ more in strategies and administration than in content. This however is not to say that there are not some important distinctions in the nature of content of what is usually done under formal education especially when we are dealing with particular professions and vocations. Recent efforts to integrate formal and nonformal education especially since publication of the report of the International Commission on the Development of Education have highlighted certain challenges in defining the role of the teacher especially in the nonformal sector and in the operation of an integrated system. Examples of efforts at integration may be found in the community schools in many Eastern African countries, the mosque schools or ‘maktabs’ in Pakistan, the N.A.E.P. in India, the Vocational Skills Improvement unit in Nigeria and the various extramural and extension programmes of tertiary institutions. Among the major implications for a new orientation of teachers are (1) the issue of mobility of individuals between the formal and nonformal systems, (2) the issue of integrating the administration of formal and nonformal education, (3) the issue of appropriate strategies for teacher training and (4) the issue of creating new cadres of teachers besides those currently trained in conventional teachers' colleges. Among the embedded challenges is that of evolving new assessment procedures and establishment of equivalences between practical experience and formal academic instruction. The educational system as a whole still has a considerable way to go in meeting these challenges.