scholarly journals "FORMAL" AND "NON-FORMAL" EDUCATION IN THE DIFFERENTIATION OF INTRINSIC PROPERTIES

2019 ◽  
pp. 76-89
Author(s):  
Volodymyr Slabko ◽  
Marianna Marusynets ◽  
Olga Strelnik
Keyword(s):  
Interdisciplinary Research ◽  
Informal Education ◽  
Formal Education ◽  
Educational Institution ◽  
Lifelong Education ◽  
Intrinsic Properties ◽  
Professional Programs ◽  
The Difference ◽  
Basic Approaches ◽  
The Right

The article analyzes the definitions of "formal" and "non- formal" education as varieties of lifelong learning in the context of foreign and Ukrainian scholars. The meaningful field of "lifelong education" in the coordinates of interdisciplinary research and basic approaches and interpretations of scientists is outlined. The essential characteristics of formal, non-formal and informal education are determined; their priorities and key differences that distinguish them from one another: formal education from non-formal education (alternative to formal education). The difference between information education is that it is not institutionalized, but also in terms of: term of study, age, gender, regional, religious, as well as the right to choose an educational institution or educational institution, field of training and specialty, educational and educational - professional programs.

scholarly journals «FORMAL» AND «NON-FORMAL» EDUCATION IN UKRAINE IN THE CONTEXT OF NEW SOCIO-CULTURAL CHALLENGES

2020 ◽  
Vol 7 (43) ◽  
pp. 61
Author(s):  
M. A. Sukholova
Keyword(s):  
Lifelong Learning ◽  
Informal Education ◽  
Formal Education ◽  
Educational Institution ◽  
Cultural Challenges ◽  
Educational Achievements ◽  
The Difference ◽  
Basic Approaches ◽  
The Right ◽  
Official Recognition

The article discusses the definitions of «formal» and «non-formal» education as varieties of lifelong learning in the context of foreign and Ukrainian scholars. The author outlines the semantic field of «lifelong learning» in the coordinates of interdisciplinary research, basic approaches and interpretations of scientists. The author determines essential characteristics of formal, non-formal and informal education; identifies their priorities and key differences that identifies one type from another: formal education from non-formal – the difference lies in the fact that the latter is an addition or an alternative to the formal, as well as in the official recognition or non-recognition by the state or authorized non-state qualification bodies obtained on the basis of educational achievements. The distinctive feature of informal education is that it is not institutionalized and possesses such features as: a period of study, age, gender, regional, religious characteristics, the right to choose an educational institution or facility, training program or field of study, educational and professional programs.Key words: lifelong learning, non-formal education, formal education, informal education.

The History of Nonformal and Informal Education

2019 ◽  
pp. 538-553
Author(s):  
Andrew Grunzke
Keyword(s):  
Young People ◽  
Research Methods ◽  
Informal Education ◽  
Formal Education ◽  
Educational Institution ◽  
Social Institutions ◽  
Popular Media ◽  
Educational Institutions ◽  
Educational History ◽  
History Of

Despite being older and more pervasive than formal education, the history of nonformal and informal education is less fully examined by historians of education. This chapter explores the unique opportunities and challenges experienced by historians studying nonformal and informal education. The spectrum of nonformal and informal education is incredibly diverse and includes the set of all social institutions that serve to shape an individual’s knowledge and values. It spans museums and libraries, popular media, and even casual relationships between young people and more experienced members of their communities. The study of the history of nonformal and informal education brings to the fore ontological questions about educational history, including what counts as an educational institution, the differences between education and entertainment, and whether the same research methods that apply to the study of formal educational institutions can be applied to the study of their less formal counterparts.

scholarly journals PERANAN MADRASAH DALAM MENINGKATKAN KEMAMPUAN BAHASA ARAB SEBAGAI BAHASA INTERNASIONAL

2018 ◽  
Vol 19 (2) ◽  
pp. 225
Author(s):  
Risvia Vahrotun Nisa’
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Informal Education ◽  
Formal Education ◽  
Educational Institution ◽  
Foreign Language Learning ◽  
Arab Countries ◽  
Educational Institutions ◽  
Public Places ◽  
International Language

Madrasah is one form of Islamic educational institution that has a long history, originated from an informal education in the form of da'wah Islamiyah, then increased in the form of halaqah, until finally developed in the institution of formal education in the form of madrasah. Among one of the Islamic educational institutions that teach Arabic is Madrasah starting from Ibtida'iyah, Tsanawiyah, and Aliyah levels. In these three levels of education Arabic is presented in a classical manner with different materials tailored to their respective levels. Politically-internationally, Arabic has now been recognized as an international language and is also used as one of the official diplomatic languages ​​in the United Nations (UN) forum. Some non-Arab countries in the world, such as Malaysia, have even acknowledged Arabic in their country and give an appreciation of the existence of Arabic writing in public places. As a branch of science that stands alone, Arabic has a unique systematic and structure. Arabic learning is generally the same as other foreign language learning, which aims to achieve four kinds of skills, namely listening, speaking, reading, and writing. The skill is achieved by a learning process involving important elements such as curriculum, teaching materials, teachers, teaching methods and learning, as well as learning facilities.

scholarly journals WANITA KARIER DAN PEMBINAAN GENERASI MUDA

2018 ◽  
Vol 11 (1) ◽  
pp. 111-131
Author(s):  
Ahdar Djamaluddin
Keyword(s):  
Role Models ◽  
Informal Education ◽  
Formal Education ◽  
Active Role ◽  
Young Generation ◽  
Career Women ◽  
The People ◽  
The Right ◽  
Career Woman

This article examines the effectiveness of career women in fostering young generation families. When he becomes a career woman, he considers that household harmony will not be realized especially in guiding his children especially to the people of Watansoppeng. The study found that career women in Watansoppeng played an active role in coaching young people through formal education by choosing the right school, intense communication with teachers and participation with children's social activities in school and through informal education such as sharing roles with husbands, being role models and application of discipline to family members. Increasing the role of career women in fostering the younger generation through formal and informal education in Watansoppeng through approaches to career women themselves, to husbands as heads of families, approaches to children approach to pengutan function and finally approaches through problem solving and approaches through religion and local culture.

Lifelong Learning as Form of Human Resources Development

2014 ◽  
Vol 33 (3) ◽  
pp. 36-51
Author(s):  
Štefan Hečko ◽  
Radim Řihák ◽  
Vojtěch Malátek
Keyword(s):  
Human Resources ◽  
Lifelong Learning ◽  
Professional Education ◽  
Informal Education ◽  
Formal Education ◽  
Secondary Analysis ◽  
Point Of View ◽  
Human Resources Development ◽  
Lifelong Education ◽  
Resources Development

The article deals with the issue of lifelong education from the view point of the develop‑ ment of the personality of an individual. Nowadays development of national economies is not possible without continuous increasing of the level of education of workers – human resources. Lifelong education thus inevitably interferes into the life of every individual, regardless of their age, sex or job position. These are fundamental starting points from which the article comes out. The objective of the paper is to show that in present days lifelong education has a non‑substitutable place in the development of human resources. The partial objective is to analyze the concept of lifelong learning from the concept point of view both theoretically and on the basis of the secondary analysis of the representative research according to the results publicized by the Czech Statistical Office and to empha‑ size the importance of formal, non‑formal and informal education in the development of human resources and employment. The set goal is achieved by means of clarifying the EDUCATION OF ECONOMISTS AND MANAGERS No. 3 (33) 2014_Rihak_Malatek_Hecko 36 Radim Řihák, Vojtěch Malátek, Štefan Hečko term lifelong education, understood as interconnection of the possibility of educating in formal (school) and non‑formal (out‑of school) sector in one unit, concurrently there are used national (Czech) and international documents, dealing with lifelong learning and passages between education and employment. The necessity of the conceptual intercon‑ nection of the educational system is the prerequisite for enabling acquiring qualifications in various ways, and that is in the course of the whole life of an individual. In the first part the article than deals with theoretical basis of lifelong education, which it comes out from the analysis of documents of significant European and world institutions, as from the Memorandum of the EU on lifelong learning, from  documents of the OECD, from the concept of permanent education of the Council of Europe or from the conceptual document Learning to be issued by the organization of the UNESCO. Through analysis of the documents and further literary sources the authors embark on the description of the contemporary concept of lifelong education which has been applied since the 1990s century. The fundamental issue of professional education and preparation to usability in the job life is in this concept. The second part of the article analyses statistical data related to single forms of lifelong education – formal education, non‑formal education and informal education from the point of view of the human resources development. The article presents concrete data on involvement of employees and employers into the process of lifelong learning, whereas its conclusion summarizes the solved issue and reaches the number of interesting pieces of knowledge.

scholarly journals Pengembangan Standarisasi Pondok Pesantren

Nadwa ◽  
2013 ◽  
Vol 7 (1) ◽  
pp. 71 ◽  
Author(s):  
Umar Sidiq
Keyword(s):  
Informal Education ◽  
Formal Education ◽  
Educational Institution ◽  
Education Standards ◽  
Religious Knowledge ◽  
National Education ◽  
National Examination ◽  
Education Outcomes ◽  
National Education System ◽  
The Government

<p>Pesantren as a forerunner to the original Indonesian educational institution just legally recognized in 2003 through the National Education Law No. 20/ 2003. The pesantren educations that were initially oriented only on deepen-ing religious knowledge have begun to include general subjects. The inclu-sion of these subjects is expected to expand the horizons of students’ thought in which they will also take the national examination held by the govern-ment. The informal education outcomes are appreciated to be equivalent to formal education after passing the assessment of equivalency process con-ducted by agencies appointed by the government or local authorities by ref-erence to national education standards. The pesantren has a special place and position in the national education system. Therefore, the pesantren should always make improvements and increase its education quality.<br /><br /><strong>Abstrak</strong></p><p>Pesantren sebagai cikal bakal lembaga pendidikan yang asli Indonesia baru mendapat pengakuan secara yuridis pada tahun 2003 melalui UU Sisdiknas No. 20 Tahun 2003. Pendidikan pesantren yang pada mulanya hanya berorientasi pada pendalaman ilmu agama semata-mata mulai memasukkan mata pelajaran umum. Masuknya mata pelajaran ini diharapkan untuk memperluas cakrawala berpikir para santri dan biasanya pula para santri mengikuti ujian negara yang diadakan oleh pemerintah. Hasil pendidikan nonformal dapat dihargai setara dengan hasil program pendidikan formal setelah melalui proses penilaian penyetaraan oleh lembaga yang ditunjuk oleh pemerintah atau pemerintah daerah dengan mengacu pada standar nasional pendidikan. Posisi pesantren dalam sistem pendidikan nasional memiliki tempat dan posisi yang istimewa. Karena itu, sudah sepantasnya jika kalangan pesantren terus berupaya mela-kukan berbagai perbaikan dan meningkatkan kualitas serta mutu pendidikan di pesantren.<br /><br /></p>

scholarly journals WANITA KARIER DAN PEMBINAAN GENERASI MUDA

2018 ◽  
Vol 11 (1) ◽  
pp. 111-131
Author(s):  
Ahdar Djamaluddin
Keyword(s):  
Role Models ◽  
Informal Education ◽  
Formal Education ◽  
Active Role ◽  
Young Generation ◽  
Career Women ◽  
The People ◽  
The Right ◽  
Career Woman

This article examines the effectiveness of career women in fostering young generation families. When he becomes a career woman, he considers that household harmony will not be realized especially in guiding his children especially to the people of Watansoppeng. The study found that career women in Watansoppeng played an active role in coaching young people through formal education by choosing the right school, intense communication with teachers and participation with children's social activities in school and through informal education such as sharing roles with husbands, being role models and application of discipline to family members. Increasing the role of career women in fostering the younger generation through formal and informal education in Watansoppeng through approaches to career women themselves, to husbands as heads of families, approaches to children approach to pengutan function and finally approaches through problem solving and approaches through religion and local culture.

scholarly journals Responses of Madrasah to Social Change: A Study on Madrasah Aliyah in Bengkulu City

2020 ◽  
Vol 24 (1) ◽  
pp. 83
Author(s):  
Samsudin Samsudin
Keyword(s):  
Social Change ◽  
Informal Education ◽  
Formal Education ◽  
Educational Institution ◽  
Research Data ◽  
Social Changes ◽  
General Science ◽  
Sociological Approach ◽  
The Family ◽  
Agent Of Change

Madrasah Aliyah is an Islamic educational institution that combines the teaching of religious sciences and general science. Madrasah Aliyah is an agent of change and at the same time Madrasah Aliyah as an object of social change. The problem of this research is how Madrasah Aliyah responds to the process of change that occurs in the community. The purpose of this study is to describe the forms of activities undertaken by Madrasah Aliyah in response to social changes that occur in Bengkulu. By using descriptive qualitative methods with a sociological approach, research data were obtained through interview, observation and documentation techniques. Subsequent research data were analyzed using Miles and Huberman's perspective flow model. The results of the study are that the response of Madrasah Aliyah to social change, including improving various functions of the madrasah, improving the function of transformation and adaptability, strengthening the formation of religious character and social control, encouraging becoming an inventor / innovator, increasing the miniature function of family religion, values education universal, and strengthening the synergy of the tri-education center (education in the family (informal education), education in schools (formal education), and education in the community (non formal education).

scholarly journals Parent Story Telling Skill at Baitul Maqdis Cipta Edukasi

2019 ◽  
Vol 5 (2) ◽  
pp. 160
Author(s):  
Uha Julaeha ◽  
Prijana Prijana ◽  
Andri Yanto
Keyword(s):  
Fairy Tales ◽  
Informal Education ◽  
Fairy Tale ◽  
Formal Education ◽  
Educational Institution ◽  
Secondary Data ◽  
Study Groups ◽  
Research Data ◽  
Primary Data ◽  
Sign Test

Background of the study: informal education can be enhanced by providing parents with parenting education (non-formal education for parents) which can be obtained through courses, training, study groups, and community learning centers in order to support lifelong education. One of them is through inspiring fairy tale training for parents and educators organized by the educational institution Baitul Maqdis Cipta Edukasi (BMCE). Purpose: This research aims to determine the differences in the ability of storytelling  participants between before and after being given treatment in the form of storytelling  training in Baitul Maqdis Cipta Edukasi. Method: The method in this research uses a quantitative method through a pre-experimental study approach with the form of one group pretest-posttest design. The research population consisted of 36 Baitul Maqdis Cipta Edukasi storytelling  trainees. Sampling is based on the proportion of total sampling, which is a total of 36 participants. The research data was collected using primary data and secondary data. Primary data in the form of questionnaires, observation, interviews. Secondary data in the form of library studies. The research data uses a nominal scale and analyzed using a sign test (sign test) with a 95% confidence level. Findings: The results of this study indicate that there are differences in storytelling  skills in the form of the ability to understand and choose story material, the ability to tell fairy tales, and the ability to tell messages behind fairy tales after being given treatment. Conclusion: So that storytelling  training improves the ability of storytelling  participants and there are differences in the form of additional knowledge and skill of participants.

scholarly journals Economy Learning Transfer And Entrepreneurship Amomn Furniture Industry In Pasuruan Town

2018 ◽  
Author(s):  
Nunuk Indarti
Keyword(s):  
Transfer Process ◽  
Financial Management ◽  
Informal Education ◽  
Formal Education ◽  
Production Systems ◽  
Business Success ◽  
Furniture Industry ◽  
Entrepreneurial Spirit ◽  
The Difference ◽  
Industry Success

Achieving success in every entrepreneur has different outcome between the furniture industry andone another. The transfer process occurs in the furniture industry and its influence on the family in Pasuruantown. The goal of this research is to see the difference in the transfer process into three categories of industryleaders such as large, medium, and small. Success furniture industry entrepreneurs are not only from non-formaland informal education but also formal education alone can affect the success of industrial entrepreneurfurniture. Some of them affect the success of business furniture industry leaders, they are: 1) the influence offormal education, non-formal and informal experience in achieving business success. The higher the formaleducation, the higher the level of success is achieved, 2). The works of parents have an influence on the processof the formation of entrepreneurial spirit children, 3). Furniture industry success is on going through with thecourage to start a business from an early age and the experience gained by a motivation to be more independent,4) evaluating business conditions to improve production systems, marketing systems, sales system andbookkeeping systems, 5)having a good cooperative relation with customers and employees and partners areneeded. 6). business failures can cause a lack of ability, experience and skills in financial management

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