CONCEPT OF TOLERANCE IN THE SYSTEM OF SOCIAL ADAPTATION OF MIGRANTS AS A COMPONENT OF NON-FORMAL EDUCATION (ILLUSTRATED IN THE MODEL OF CANADIAN PROVINCE OF QUEBEC AND FRANCE)

2018 ◽  
Vol 3 ◽  
pp. 158-168
Author(s):  
Liudmyla Shtefan ◽  
Iryna Rudnieva ◽  
Natalya Kurnitska ◽  
Natalya Lysenko
Keyword(s):  
Personal Development ◽  
Formal Education ◽  
Social Adaptation ◽  
Religious Communities ◽  
Ethnic Conflicts ◽  
Canadian Province ◽  
Cultural Experience ◽  
Behavioral Norms ◽  
Contemporary World ◽  
Democratic Life

The article deals with the notion of tolerance as one of the key values of modern democratic society, included in educational programs of universities, informal organizations, private foundations, religious communities promoting tolerance in the framework of non-formal education. The experience of Canada (classical approaches) and France (innovation) in the field of non-formal education is presented. Due to its flexibility, non-formal education plays a major role in the integration of migrants of different age, social and ethnic groups, determining the prospects for employment, social adaptation, personal development and participation in the state’s democratic life. The issue of socio-cultural adaptation of migrants is of great importance in the contemporary world due to such global undesirable processes as religious and ethnic conflicts, cases of racial discrimination. Migration is a natural process in the era of globalization, which, however, necessitates the adaptation of migrants to the host country’s cultural background. While European countries, recently experiencing an influx of migrants, are urgently searching for mechanisms for adapting the previous socio-cultural experience of migrants to the lifestyle, behavioral norms of the host country, Canadian province of Quebec has been efficiently using the tools of formal and non-formal education for over fifty years to build a more humane and tolerant attitude of citizens to each other, to eliminate conflicts and social aggression

scholarly journals Promoting Youth Development Worldwide: The Duke of Edinburgh’s International Award

2015 ◽  
Vol 10 (1) ◽  
pp. 106-118 ◽  
Author(s):  
Eva Van Baren ◽  
Marieke Meelen ◽  
Lucas C.P.M. Meijs
Keyword(s):  
Young People ◽  
Youth Development ◽  
Personal Development ◽  
Formal Education ◽  
Vital Role ◽  
Learning Approach ◽  
International Award ◽  
Award Program ◽  
Educational Framework ◽  
Physical Recreation

The Duke of Edinburgh’s International Award is a youth achievement Award program that aims to engage young people in purposeful activities focused on gaining knowledge, broadening horizons and accumulating a diversity of experiences. The program promotes positive youth development through an experienced based learning approach and is known to play a vital role in providing opportunities for young people to develop essential life skills, complementing their formal education. Comprised of three levels (Bronze, Silver and Gold) and four sections (Service, Skills, Physical Recreation and Adventurous Journey) the Award is designed to provide a balanced programme of personal development. The Award operates worldwide in over 140 countries and territories, through the International Award Association. This article will discuss The Duke of Edinburgh’s International Award program and its non-formal educational framework. Participants reported that it has enabled them to grow in confidence and in their ability to contribute positively to their communities.

Conclusion

2018 ◽  
pp. 165-178
Keyword(s):  
Personal Development ◽  
Formal Education ◽  
Public Life ◽  
Practical Philosophy ◽  
Science Philosophy ◽  
The Impact ◽  
The Way

After a quick reminder of this project's main objectives and their outcomes, this chapter considers the impact of a cross-disciplinary approach on education, arguing that it is not only a fruitful pedagogical method, but also a deeply enriching path for personal development, in the same way that mentoring and international journeys are. We also consider what we have learned about the way in which science, philosophy, and narratives are intricately connected. We make recommendations for further research, especially on the role of narratives and philosophy in other cross-disciplinary fields, such as culture, psychotherapy, and the challenges currently posed by technology. We encourage further exploration of the ways in which narratives may be abused to advance particular interests in various fields of public life. We end with a reminder of the prolific role of both stories and practical philosophy in the process of formative education (or personal development in general). Here, mentors and journeys have a key role, equivalent to that of internships in formal education.

scholarly journals Developmental characteristic of primary schoolchildren: traditional educational program or developmental one?

2018 ◽  
Vol 50 ◽  
pp. 01150
Author(s):  
Ekaterina Ruslyakova ◽  
Leysan Slobozhankina
Keyword(s):  
Primary School ◽  
Mental State ◽  
Personal Development ◽  
Longitudinal Research ◽  
Educational Programs ◽  
Social Adaptation ◽  
Primary Schoolchildren ◽  
High Level ◽  
Developmental Characteristic ◽  
Improve Health

The following article presents a longitudinal research of mental state and intelligence of primary schoolchildren following different educational programs. Nowadays education in Russia has been undergoing lots of changes. New systems, methods and technologies for teaching children in primary school are being introduced. Therefore, children often display a high level of anxiety and school neuroses. So the problem of mental state of primary schoolchildren associated with the issues of education, upbringing, and development of junior schoolchildren becomes more urgent. Educational programs that take into account the mental state of children are able to improve health, social adaptation and their mental and personal development. Our empirical study has proved the hypothesis, which asserts that there are differences in children following different educational programs: “School of Russia” and “Perspective Primary School”, their mental state and intellect are also different.

scholarly journals Cultural Sustainability in Ethnobotanical Research with Students Up to K-12

2020 ◽  
Vol 12 (14) ◽  
pp. 5664
Author(s):  
Lorena Gutiérrez-García ◽  
José Blanco-Salas ◽  
Jesús Sánchez-Martín ◽  
Trinidad Ruiz-Téllez
Keyword(s):  
Personal Development ◽  
Formal Education ◽  
Field Work ◽  
Global Awareness ◽  
The Sustainable Development ◽  
Cultural Sustainability ◽  
Global Vision ◽  
Development Goals ◽  
K 12

In the achievement of the Sustainable Development Goals (SDGs), education plays a fundamental role. However, traditional methodologies do not favor the enrichment and personal development essential to promote global awareness. The use of active methodologies based on experiences improve the quality of learning. This work describes the design, implementation, and evaluation of the acquired knowledge of a didactic proposal for non-formal education as a support for regulated education based on botany content. Firstly, a workshop was held, where young people participated directly in developing field work with a real scientific methodology. Subsequently, a group of students was chosen to be interviewed to obtain a global vision of the learning they obtained. The motivation of the students was quite positive, which allowed us to obtain voluntary participation in the field work and also gave the students a participative attitude throughout the development of the workshops. Four months later, this positive attitude remained during their direct involvement in various activities, and the students still remembered the fundamental content discussed. Relating the didactic proposal to its immediate environment was shown to increase interest in learning and value in its own context. The results of this educational experience have been very positive, as knowledge was acquired, and interest in the preservation of the environment and the profession of a researcher was promoted.

The Significance of the Learner Profile in Recognition of Prior Learning

2017 ◽  
Vol 68 (1) ◽  
pp. 24-40 ◽  
Author(s):  
Marici Snyman ◽  
Geesje van den Berg
Keyword(s):  
Personal Development ◽  
Formal Education ◽  
Life Stories ◽  
Personal Attributes ◽  
Prior Learning ◽  
Knowledge And Skills ◽  
Education Legislation ◽  
Recognition Of Prior Learning ◽  
Learner Profile ◽  
Higher Education Legislation

Recognition of prior learning (RPL) is based on the principle that valuable learning, worthy of recognition, takes place outside formal education. In the context of higher education, legislation provides an enabling framework for the implementation of RPL. However, RPL will only gain its rightful position if it can ensure the RPL candidates’ success. Hence, the purpose of this study is to describe the significance of the learner profile of candidates. In this study, empirical research was conducted, which entailed the analysis of RPL candidates’ life stories as narratives. The findings illuminated specific characteristics of RPL candidates in terms of personal attributes, learning contexts, knowledge, and skills gained through a process of personal development. The conclusion is that this calls for an RPL approach that explicitly considers the significance of the profile at learner, practitioner, and institutional level.

scholarly journals MOKYTOJAS ŠIANDIEN IR RYTOJ [THE TEACHER OF TODAY AND TOMORROW]

2017 ◽  
Vol 9 (1) ◽  
pp. 56-65
Author(s):  
Linas Jašinauskas ◽  
Elvyda Martišauskienė ◽  
Dalia Survutaitė
Keyword(s):  
Teacher Education ◽  
Formal Education ◽  
School Teacher ◽  
Associate Professor ◽  
Education Development ◽  
Persons With Disabilities ◽  
Contemporary World ◽  
Scientific Practical ◽  
Poster Presentations ◽  
Practical Conference

The international scientific-practical conference “The Teacher of Today and Tomorrow: Between Reality and Expectations” was held at the Lithuanian University of Educational Sciences (LEU) on 24 November 2016. The conference applications were sent by educational researchers and teachers-practitioners from Lithuania, Ireland, Scotland, Switzerland, Belarus, Poland, Latvia, Tukey, Italy and Portugal. The conference was attended by a hundred and thirty participants and listeners. The most relevant problems of the school and the teacher in the contemporary world were addressed in the plenary sessions. Vilma Bačkiūtė, Head of the Division of Teacher Activity of the Ministry of Education and Science of Lithuania, Tomás Ó Ruairc, Director of the Teaching Council, Ireland, Jonas Ruškus – Professor of Vytautas Magnus University, Member of Committee on the Rights of Persons with Disabilities of the United Nations, Alvyra Galkienė, Associate Professor, Dean of the Faculty of Education, LEU, Do Coyle, Professor of University of Aberdeen, Fred Taveau, Dunja Chamberlain, Lecturers of International School of Geneva, Andrei Korol, Rector of the Yanka Kupala Grodno State University joined the discussions on the issues of the conference. The themes of the conference were developed in three directions: changes in the school and expectations set for a teacher, integrity and multidimensionality of teacher activities and teacher education, development of professionalization. They all were elaborated on in seven parallel sections. The poster presentations aroused the greatest interest among participants in the conference. All the poster presentations at the conference were united under the umbrella title The Sketches of Contemporary School. As many as sixteen poster presentations were exhibited and their thirty authors actively shared success stories of their institutions and disseminated such ideas as achievements in inclusive and non-formal education, a school for everyone, setting creativity free, self-directed learning and others. The international scientific – practical conference “The Teacher of Today and Tomorrow: Between Reality and Expectations” rallied and untied parents as members of school communities, students as teachers to be, currently working teachers, heads of schools, researchers and education policy makers. All the participants acknowledged the aforementioned as the greatest strength and impetus for change. Keywords: changes in school, teacher education, teacher professionalization, reality, expectations, scientific-practical conference.

scholarly journals NON-FORMAL EDUCATION IN THE CONCEPT OF LIFELONG LEARNING

2017 ◽  
pp. 22-34 ◽  
Author(s):  
Olga Kyvliuk
Keyword(s):  
Lifelong Learning ◽  
Personal Development ◽  
Formal Education ◽  
Self Esteem ◽  
The Other ◽  
Professional Activity ◽  
Continuous Education ◽  
Professional Activities ◽  
Self Development ◽  
The One

Non-formal continuous education, in our view, is formed on the basis of a person`s beliefs about the likely field of their professional activity and possible vectors of personal development in this field, or as a component of self-development, either self-education in self-realization and self-esteem increase or raising their own status, image and the like. The boundaries of this field, on the one hand, are determined by the level of development of the relevant science that is a theoretical and methodological basis of professional activities and relevant innovative experiences, and on the other hand – by the opportunities, inclinations, abilities, axiological and motivational and volitional component, character of an individual.

scholarly journals Fractal: an educational model for the convergence of formal and non-formal education

Open Praxis ◽  
2017 ◽  
Vol 9 (4) ◽  
pp. 375
Author(s):  
Larisa Enríquez
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Curriculum Design ◽  
Personal Development ◽  
Formal Education ◽  
Educational Model ◽  
Student Centered ◽  
Teaching Knowledge ◽  
Teaching Concept ◽  
Different Dimensions

For the last two decades, different authors have mentioned the need to have new pedagogies that respond better to current times, which are surrounded by a complex set of issues such as mobility, interculturality, curricular flexibility, accreditation and academic coverage. Fractal is an educational model proposal for online learning that is formed by four basic elements that allow higher education institutions to advance in four different dimensions: teaching, knowledge, personal development and access. The elements that make up the model are: student-centered teaching, concept-based curriculum design, heutagogy, and openness. The present work describes the educational model and two possible applications of it in the area of Education, thus giving rise to an option that could transform the curriculum of a degree, while integrating in the formal environment of online education, the space for non-formal education.

scholarly journals Introduction

2020 ◽  
pp. 1-8
Author(s):  
Francesca Helm ◽  
Ana Beaven
Keyword(s):  
Young People ◽  
European Commission ◽  
Case Studies ◽  
Formal Education ◽  
Pilot Project ◽  
Cross Cultural ◽  
Cultural Experience ◽  
Mediterranean Countries ◽  
Southern Mediterranean

This volume brings together a series of case studies which illustrate how VE projects have been developed and implemented in a range of different settings. Most of the case studies presented were developed in the context of the Erasmus+VE project (2018-2020), a pilot project funded by the European Commission. The aims of the project are to offer young people in Europe and in Southern Mediterranean countries opportunities to engage in a meaningful cross-cultural experience, as part of their formal or non-formal education.

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