scholarly journals Immigrants' demand for informal and formal education: evidence from US time use data

2021 ◽  
pp. 1-29
Author(s):  
Nicola Daniele Coniglio ◽  
Rezart Hoxhaj ◽  
Hubert Jayet
Keyword(s):  
Time Use ◽  
Informal Education ◽  
Formal Education ◽  
Economic Incentives ◽  
Formal Learning ◽  
Educational Activities ◽  
Migration Literature ◽  
Time Diary ◽  
Allocation Of Time ◽  
Human And Social Capital

Abstract This paper contributes to the migration literature studying the time devoted to educational activities. It uses US time-diary surveys to study the allocation of time to informal as well as formal learning and educational activities by immigrants and natives. We develop a simple theoretical framework, which highlights the different constraints/opportunity costs faced by immigrants as compared with natives. Consistently with our theoretical model, the estimates show that immigrants are more likely to engage in informal and formal education and conditional on participation, they allocate more time to these activities. We find that the main drivers are economic incentives, mostly in the early phase of working life, and that the differences between natives and immigrants persist across generations. We also find that differences between immigrants and natives are generally larger in informal education than in formal education. The investment in informal and formal learning and educational activities is likely to boost immigrants' human and social capital and contribute to their socio-economic integration.

Leisure Education in Context of Informal Education

2011 ◽  
Vol 1 (1) ◽  
pp. 33-43
Author(s):  
Miroslav Krystoň
Keyword(s):  
Informal Learning ◽  
Life Style ◽  
Informal Education ◽  
Learning Activities ◽  
Formal Learning ◽  
Specific Character ◽  
Social Changes ◽  
Educational Activities ◽  
Leisure Education ◽  
Different Types

The concept of lifelong and lifewide learning creates a space for different types of educational activities. In consequences of social changes and life style, we put more importance to learning activities of informal character besides formal learning. One of the informal learning typical forms is the leisure education. The thesis analyses historical bases, system characters and specific character types of leisure education.

CURRICULUM DEVELOPMENT CONSIDERING FORMAL, NON-FORMAL AND INFORMAL EDUCATION

2018 ◽  
Vol 2 ◽  
pp. 286-295
Author(s):  
Urve Läänemets ◽  
Katrin Kalamees-Ruubel ◽  
Kristi Kiilu ◽  
Anu Sepp
Keyword(s):  
Curriculum Development ◽  
Extracurricular Activities ◽  
Informal Education ◽  
Formal Education ◽  
Formal Learning ◽  
Self Awareness ◽  
Social Contacts ◽  
Knowledge And Skills ◽  
New Knowledge ◽  
Future Education

Curriculum development for general comprehensive and also vocational schools needs consideration of the context, in which availability of non-formal and informal education (extracurricular activities=EA) plays an important role forming a meaningful whole with formal education. This pilot study attempted to find out what motivates students (aged 13–15) for participation and teachers organizing/supervising these activities. The methods used for data collection were questionnaires for students (n=258), focus groups of students (n=4), and interviews with teachers (n=8) which provided preliminary data for comprehension of the meaning of EA. The data were processed statistically and by content analysis. The results highlighted several important issues which should be considered when selecting and organizing the content for designing subject syllabi for formal learning specified in national curricula (NC) under changed learning environments, especially considering those created by ICT. Students mentioned the following factors: development of students’ self-awareness about ones abilities, acquisition of new knowledge a and skills, but also new friends and wider social contacts, new experience and satisfaction with creative work. The teachers mentioned students’ additional knowledge and skills they can use in their formal studies at school and engagement in activities widening their cultural horizons. EA can also provide material for decision-making for students’ potential choices for future education. 

scholarly journals European practice of professional qualifications validation on the basis of non-formal education

2020 ◽  
Vol 2020 (3 (132)) ◽  
pp. 57-65
Author(s):  
Tetyana Semigina
Keyword(s):  
Lifelong Learning ◽  
Informal Education ◽  
Formal Education ◽  
Professional Associations ◽  
Formal Learning ◽  
Paradigm Shifts ◽  
Council Of Europe ◽  
European Guidelines ◽  
European Experience ◽  
Business Structures

The transformation of the labour market has led to paradigm shifts in education, contributing to the development of lifelong learning and non-formal education. Currently in Ukraine, there is no legal construct regulating the process of recognising the results of such education. The study aims to examine the European experience in validating the non-formal and informal education, which can be useful in formulating appropriate policies for the award of professional qualifications in Ukraine. The study is mainly based on a retrospective analysis of the European policy. Встановлено, що у визначенні процедур на загальноєвропейському рівні послуговуються такими документами, як: It is revealed that at the All-European level, these document are used to define the designated procedures: "European guidelines for the recognition of non-formal and informal education" (2009), Council of Europe Recommendations on the recognition of non-formal and informal education (2012), European Centre for the Development of Vocational Education (CEDEFOP) on the Recognition of Non-Formal and Informal Learning (2017), EU Council Recommendation on the European Qualifications Framework for Lifelong Learning (2017). These documents focus on the institutional field of validation of professional qualifications acquired through non-formal learning, involvement of representatives of various public sectors and implementation of coordination mechanisms. At the same time, diversified practice of confirmation and assignment of professional qualifications on the basis of non-formal learning has been developed in European countries. Professional associations and business structures, on the basis of which qualification centres (assessment centres) operate, play an important role in the processes of qualifications validation. The recognition of non-formal learning outcomes and validation of professional qualifications follow the same standards as the ones assigned for both formal education and the national qualifications framework.

Museum as an Active Participant in Continuing Education

2021 ◽  
pp. 225-231
Author(s):  
Irina A. Sizova ◽  
Keyword(s):  
Continuing Education ◽  
Professional Education ◽  
Informal Education ◽  
Formal Education ◽  
Educational Process ◽  
Educational Resources ◽  
Educational Activity ◽  
Online Resources ◽  
High Quality

The article presents a qualitative analysis of museum educational products. These products have been studied in terms of the possibility of their use in formal, non-formal and informal education. Thus, the role of the museum as an actor of continuing education has been determined. The role of continuing education in the educational process is becoming more obvious for most participants, and informal education plays a huge role in this process. It is urgent now to develop high-quality educational environment. Due to museums and their offline and online educational products, it is possible to get success. The author analyzed educational activities of leading Russian and foreign museums. As a result, the possibilities of museums as an educational institution for formal, non-formal and informal education were determined. Formal education is characterized by the network interaction of educational organizations and museums when the museum educational resources are included in the educational process. The largest number of museum educational products in traditional and innovative forms is made for non-formal or supplementary education. The traditional forms of museum educational resources include excursions, game formats for acquaintance with the exposition/exhibition (quests), museum master classes, interactive classes, as well as offline continuing education programs for a professional audience. The innovative forms include intra-museum programs, for example, performances, thematic classes within the museum’s profile, and Internet resources such as pages of official museum sites, online academies of museums, museum groups on social media, official museum channels on YouTube, webinars, virtual museums. Thus, non-formal educations could be in onsite or online training forms. Informal education can apply the museum’s resources both in traditional forms and in an innovative one. The museum online resources such as online museum games, massive open online courses (MOOC), and podcasts have the highest priority in this area. Museums and universities cooperate to get high-quality competitive educational online resources. In conclusion, it is possible to speak about a new stage in the development of museum educational activity. This stage is characterized by increasing attention to professional education by adding formal and non-formal (supplementary) educational programs, and, simultaneously, increasing the role of informal education due to online technology. It should be emphasized that museum staff could develop museum educational products for formal and non-formal education independently, but it is advisable for museums to intensify cooperation with universities to enter the online education market.

scholarly journals INFORMAL EDUCATION AS A PROJECTED IMPROVEMENT OF THE PROFESSIONAL SKILLS OF EMPLOYEES OF ORGANIZATIONS

2016 ◽  
Vol 4 (3) ◽  
pp. 281
Author(s):  
Warul Walidin
Keyword(s):  
Higher Education ◽  
Vocational Training ◽  
Informal Education ◽  
Formal Education ◽  
Cultural Development ◽  
Individual Personality ◽  
Personal Skills ◽  
Personality Features ◽  
Two Sides

Technologies of vocational training play an important role in the concept of informal education and they can be implemented as in higher education, and organizational learning. In the modern understanding of education the two sides are emphasized - the communion of each person to the society and the development of individual personality features. If formal education is moving towards these goals systematically and purposefully at certain training sessions, the place and time of informal education is in no way limited. Informal education can be characterized not only by independent, human progress in cultural development, but also directed and projected improvement of professional and personal skills of employees of organizations. The purpose of this papers to examine informal education not only as an independent, but also as a guide and the projected improvement of the professional and personal skills of employees of organizations. The leading approaches to the study of this problem are social-pedagogical and managerial approaches to substantiate the essence of the process and the role of leaders of organizations trained in the management of such education.

scholarly journals Inclusion, Diversity, Equality in Non-Formal Education through the Optic of Youth and Youth Workers

2018 ◽  
Vol 8 (3) ◽  
pp. 94-108
Author(s):  
Martin Brestovanský ◽  
Janette Gubricová ◽  
Kristína Liberčanová ◽  
Naďa Bizová ◽  
Zuzana Geršicová
Keyword(s):  
Young People ◽  
Informal Education ◽  
Formal Education ◽  
Leisure Activities ◽  
Data Gathering ◽  
Point Of View ◽  
Youth Workers ◽  
Youth Organizations ◽  
The Social ◽  
Group Members

AbstractIntroduction: The aim of the study was to find out what is the understanding of relatively new terms coming into the cultures of Middle-European countries – inclusion, diversity, and equality (hereinafter referred to as IDE) – from the point of view of young people (n=30) and youth workers (n=16) in Slovakia.Methods: For data gathering, we used a method of focus groups (4 meetings). Data analysis was based on three criteria: consistency in understanding the terms, an overview of types of obstacles that keep young people from self-realisation and an explicit or implicit expression of understanding the basic principles of inclusion in education. The content of IDE terms was mostly from the area of the social field. The term diversity was closely explained in the psychological-personal fields.Results: The most frequent obstacles for applying IDE approaches were seen in the social, health and religious spheres. From the pedagogical and methodological point of view, the problem is also in the difficulty of preparing the projects based on the principles of IDE while the youth workers proclaim autonomy in solutions and do not trust the possibilities of using general methods because of specific need resulting from the specific context of their work. Also, they proclaim natural applying of the IDE principles and the existence of specific needs in the informal education does not represent any problem for the inclusion of the group members in the activities of the organisation.Limitations: Work with youth is very varied. Performs in different areas of life and also involves working with different groups of young people. The selected research sample consists of youth and youth workers who are only a partial sample of the sample. It is assumed that in a larger group of respondents (both youth workers and youths themselves), respondents' views may differ somewhat in some of the areas studied.Conclusions: This research provides information on understanding, implementation and obstacles to applying the principles of inclusion, equality and diversity in practice. We believe that the information we receive is very valuable as it opens the imaginative door to the specific kitchens of individual youth organizations where these principles are directly implemented. They show their nature of application in practice, they suggest some risks, as well as a certain bias towards the application of the terms emerging (probably?) from theory. As can be seen from the results of our research, the emergence of specific needs in non-formal education in practice does not pose a problem in the inclusion of group members in leisure activities.

scholarly journals FORMAL EDUCATION, WORK EXPERIENCE AND EMPOWERMENT OF THE FISHING COMMUNITY IN TERENGGANU, MALAYSIA

2022 ◽  
Vol 7 (1) ◽  
pp. 366-389
Author(s):  
Tuan Muhammad Zukri Tuan Sembok ◽  
Wan Ahmad Amir Zal Wan Ismail
Keyword(s):  
Work Experience ◽  
Informal Education ◽  
Formal Education ◽  
Survey Design ◽  
Control Variable ◽  
Community Empowerment ◽  
Fishing Community ◽  
Level Of Education ◽  
The Relationship ◽  
Education Work

Background and Purpose: Efforts in bringing about changes to fishers' lives are often met with obstacles due to their lack of participation in empowerment programmes as well as their excessive reliance on external assistance. However, such situations are said to be the results of their level of education and work experience. This paper also examines the relationship between work experience with empowerment and formal education as a control variable to the relationship. Therefore, this paper aims to observe the reality of empowerment among fishing communities from the lens of participation and self-reliance among fishers in Terengganu, Malaysia. Concurrently, this study also reviews the theme mentioned above from the lens of formal education and work experience and their impacts on the fishing community empowerment.   Methodology: This study used a survey design and involved 220 coastal fishers, who were identified through multi-stage sampling. Data were gathered using a questionnaire, and data analysis was done through descriptive statistics and the Analysis of Variance Test (ANCOVA).   Findings: The empowerment of the fishing community in this study is not influenced by the number of years they have spent as fishers. On the other hand, their level of education plays a pertinent influence on their empowerment. Such a finding clearly shows that experience is not only a major factor in increasing the empowerment of the fishing community.   Contributions: This study contributes to our understanding that it is undeniably true that formal and informal education play an integral role in empowering the fishing community, where through education, fishers are more participative in their community and exhibit autonomy towards their work.   Keywords: Fishers, empowerment, formal education, experience, community development   Cite as: Tuan Sembok, T. M. Z., & Wan Ismail, W. A. A. Z. (2022). Formal education, work experience and empowerment of the fishing community in Terengganu, Malaysia. Journal of Nusantara Studies, 7(1), 366-389. http://dx.doi.org/10.24200/jonus.vol7iss1pp366-389

scholarly journals RADIO EDUKASI SEBAGAI SALAH SATU SUMBER BELAJAR DALAM KEGIATAN PEMBELAJARAN

2014 ◽  
Vol 2 (1) ◽  
pp. 50
Author(s):  
NFN Innayah
Keyword(s):  
Local Governments ◽  
Informal Education ◽  
Fairy Tale ◽  
Formal Education ◽  
Learning Material ◽  
Analysis Method ◽  
Learning Resource ◽  
Radio Stations ◽  
Work Program

The purpose of this study is to find out: (1) How is the role of RE as educational radio? (2) What criteria that made RE as a learning resource? (3) What kind of broadcast content of RE that being as a learning resource? This study used literature analysis method, the analysis of the work program, and an analysis of the observations. Results of the study showed that: RE has done in cooperation dealing with educational broadcasts with the office of education, MGMP, schools, and local governments. Through the partnership, RE is partnering with 53 educational broadcast radio stations that existed in Indonesia. RE is a learning resource for learning material that broadcast: (1) is designed according to the needs of the target audience, namely learners, teachers and education experts community, (2) provides learning experiences directly and concretely to the learners, (3) provides information that is accurate and up-to-date, (4) help solve the problems of education, (5) provides a variety of information that is broadcast around the world of education. As one source of learning, broadcast content of RE is developed for formal, non-formal, and informal education. Broadcast content to formal education comprises Education Supporting Media Audio program (MAPP), non-formal education consists of a fairy tale (Dongeng Nusantara), the story of the archipelago (Lintas Nusa), Kisah Tokoh, Risalah Nabi dan Sahabat, RE Musisi, RE JJS, Bimbel, Porsi, Kata Mutiara, and Ensipop. For informal education consisted of Edu Public and Pojok Santai AbstrakTujuan kajian ini adalah untuk mengetahui (1) bagaimana peran Radio Edukasi (RE) sebagai radio pendidikan, (2) kriteria apakah yang menjadikan RE sebagai sumber belajar, dan (3) konten siaran apakah yang menjadi sumber belajar. Kajian ini menggunakan motode analisis literatur, analisis program kerja, dan analisis hasil pengamatan. Hasil kajian menunjukkan bahwa RE telah bekerjasama di bidang siaran pendidikan dengan dinas pendidikan, Musyawarah Guru Mata Pelajaran (MGMP), sekolah, dan pemerintah daerah. Kerjasama kemitraan di bidang siaran pendidikan juga telah dikembangkan oleh RE dengan 53 stasiun radio yang ada di Indonesia. RE merupakan salah satu sumber belajar karena substansi yang disiarkan adalah materi pembelajaran yang (1) dirancang sesuai kebutuhan pendengar (peserta didik, guru, dan masyarakat pemerhati pendidikan), (2) memberikan pengalaman belajar secara langsung dan konkret kepada peserta didik, (3) memberikan informasi akurat dan terbaru, (4) membantu memecahkan masalah pendidikan, dan (5) memberikan berbagai informasi yang disiarkan seputar dunia pendidikan. Sebagai salah satu sumber belajar, konten siaran RE dikembangkan untuk pendidikan formal, nonformal, dan informal. Konten siaran untuk (1) pendidikan formal terdiri atas program Media Audio Penunjang Pendidikan (MAPP), (2) pendidikan nonformal terdiri atas Dongeng Nusantara, Kisah Tokoh, Risalah Nabi dan Sahabat, RE Musisi RE, JJS RE, Bimbel Porsi, Lintasnusa, Kata Mutiara dan Ensipop, dan (3) pendidikan informal terdiri atas Edu Publik dan Pojok Santai

scholarly journals Appraisals of the Socio- Economic Characteristics of Waste scavengers in Mubi Metropolis, Nigeria

2021 ◽  
Vol 04 (01) ◽  
Author(s):  
Ezekiel John Gangaya ◽  
Keyword(s):  
School System ◽  
Poverty Alleviation ◽  
Informal Education ◽  
Formal Education ◽  
Educational Status ◽  
Standard Of Living ◽  
Snowball Sampling ◽  
Pass Through ◽  
One Way Anova ◽  
Negative Linear Relationship

The study examines the socio-economic and demographic characteristics of waste scavengers, practitioners of a common form of solid waste resource recovery practices in Mubi metropolis. A total number of two hundred sets of questionnaire were administered to waste scavengers and eight waste merchants out of which 176 sets of the questionnaire were retrieved and analysed. The purposive and Snowball Sampling Techniques were employed to identify the respondents. Tables, percentage Charts, point bisereal correlation, t-test and one way ANOVA technique were used for the analysis. The results revealed that majority of the scavengers within Mubi metropolis are male (93.2%). The female counterparts do not partake much in these types of trade. The reason could not be far fetched from the unwholesome nature of the business and its demands. Generally, the educational status of respondents’ shows that majority of practitioners 44.3% pass through formal education or may not have attended any school system. This attest to the fact that they may not be knowledgeable with regard to the rudiment of resource recycling or reuse. Further result revealed that practitioners were overwhelmingly pushed into scavenging business (93.8%) by poverty/unemployment. Be as it may, all (100%) scavengers revealed that scavenging has increased their income and consequently their standard of living. The Pearson's point-biserial correlation coefficient shows a very weak negative linear relationship between both variables of income and impact of scavenging on health of scavengers. (rpb = -0.071, n = 176, p = 3, At p > 0.05) This relationship goes to show that there is no significant relationship between monthly income and impact (positive and negative) of scavenging on health of Merchants and scavengers in Mubi metropolitan area of Adamawa State. Conclusively, scavenging practice plays a greater role in poverty alleviation and creation of employment especially among those categories of scavengers that attended informal education or not any other school system. However, most scavengers (61.4%) affairs to be urgent need of capital to sustain and boost their businesse.

scholarly journals MODEL PEMBELAJARAN TELAAH YURISPRUDENSI PADA PEMBELAJARAN KETERAMPILAN BERBICARA KRITIS DENGAN MENGGUNAKAN METODE DEBAT KONFRONTATIF

2011 ◽  
Vol 12 (2) ◽  
pp. 75-79
Author(s):  
Nunung Supratmi ◽  
Heni Safitri
Keyword(s):  
Informal Education ◽  
Formal Education ◽  
Learning Model ◽  
Do So

Creating a societythat has acritical mindmust be taughtto societycontinuallythrough formaland informal education. A school is the formal education is tocreate a generationof intelligentand critical thinkersso they are able to solve their own problems as well as their community problems. To do so, one learning model that can beused isthe learningmodel ofjurisprudence review. This model isverysuitable to useinlearningto speak through the method ofconfrontativedebate. Confrontativedebate on controversialissueswill prompt studentsto criticallyexpress the opinion accompaniedbyargumentsand real evidence.Learningto speakwith the method ofdebateislearningto speak which hasa veryhighdegree of difficulty. Instructionalimpactthat can beachieved throughthis model is thatstudents are ableto think systematicallyaboutthe issue that was developingin the society.

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