Agency and development of key competences in nonformal learning contexts

Artiklis anname ülevaate üldpädevuste käsitlemisest mitteformaalõppes. Eesmärk on välja selgitada, kuidas mitteformaalõppe poliitikadokumentides ja praktikas avaldub üldpädevuste arendamine ja osaliste agentsus. Selleks analüüsime üldpädevuste avaldumist kuue valdkondliku raja 23 poliitikadokumendis ja nende radade praktikute arusaamades. Mitteformaalõppe põhimõtete rakendajat ega tehtud 12 fookusgrupiintervjuu põhjal selgitasime välja, kuidas toetatakse ja arendatakse üldpädevusi ning konstrueeritakse osaliste agentsust. Kriitilisel diskursuseanalüüsil selgus, et üldpädevusi poliitikadokumentides otseselt ei nimetata, ent sisuliselt need mitteformaalõppele seatud eesmärkides siiski väljenduvad. Ka praktikud kirjeldavad üldpädevuste arendamist oma igapäevatöös, kuid ei nimeta neid riiklikust õppekavast tuttavate terminitega ega mõtesta üldpädevustena. Praktikute kirjeldustes konstrueeritakse mitteformaalõpet õppija agentsuse toetajana, mis annab õppe eesmärgi seadel ja hindamisel vastutuse õppijale. Praktikute enesekäsitluses on läbi põimunud osaleja, arendaja ja õppimise võimaldaja rollid. Summary

REVIEW OF LITERATURE: NONFORMAL WAYS OF SCHOOLING

The literature review begins with a brief overview on forms of learning. Then, I present how I use and define the term nonformal learning in my work. Next, I present findings from an analysis of studies pertaining to nonformal learning settings. Finally, I explain how my work contributes to the field of nonformal learning.

Influence of Organizational Climate Towards Polyglot Indonesia Members Intercultural Communication Skill Mediated by Self Motivation

Polyglot Indonesia is a form of nonformal learning organization that concerns on developing the intercultural communication skill of its members. This study shows how the organization element (organizational climate) helps to develop intercultural communication skill of the members. The aim of this study is to analyze the influence of organizational climate mediated by self motivation towards intercultural communication skill of Polyglot Indonesia members. This study is categorized as ex-postfacto study with quantitative approach. The population of this study are 152 members of Polyglot Indonesia who have been joining the whatsapp group of Polyglot Indonesia All chapters and the sample that used in this study are 110 respondents. The data were collected through online questionnaire. The data analysis was using SPSS 21.0 Software. The results and conclusion of this study are, (1) t value regression of X variable towards Y is 2,122 and significance level is 0,036, which means there is a significant direct influence on organizational climate towards intercultural communication skill of Polyglot Indonesia members; (2) t value regression of X variable towards Z is 2,957 and significance level is 0,004, which means there is significant direct influence on organizational climate towards self motivation of Polyglot Indonesia members; (3) t value regression of X variable towards Y mediated by Z is 2,333 and significance level is 0,05, which means there is a significant indirect influence on organizational climate mediated by self motivation towards intercultural communication skill of Polyglot. Indonesia members. This study new finding shows that self motivation strengthened the impact of organization element in achieving organization goal as nonformal learning organization. The study benefit for the science development is to show a form of nonformal learning through learning organization and enhance the knowledge of the core value of nonformal learning itself.

Penanaman Nilai Kearifan Lokal pada Peserta Didik Melalui Pendidikan Multikultular

This study aims to find out the value of local wisdom in students and what factors influence the difference in local wisdom based on multikultular in elementary school. This research method is a qualitative description, data collection techniques are observation, interview and documentation. Data analysis starts from data collection, data reduction, withdrawal of conclusions.The results showed that local wisdom is embedded in elementary school students through formal and nonformal learning, formal learning includes daily teaching activities from 07:30-13:00 while nonformal learning includes extracurricular activities in the form of olaraga practice, dance, music and habituation of living together in the school environment. Fostering local wisdom in elementary school through learning activities teaching the learning process emphasizes on optimizing the role of rationality for students, practice and habituation of dissent. The factors that influence multicultural-based local wisdom differences in elementary schools are the diversity of students who have a wide range of religious differences, social status, gender, ability, age and race, and the collaboration of students in participating in sports and arts events. Abstrak Penelitian ini bertujuan mengetahui nilai kearifan lokal pada peserta didik dan faktor apa saja mempengaruhi perbedaan kearifan lokal berbasis multikultular di Sekolah Dasar. Metode penelitian ini adalah deskripsi kualitatif, teknik pengumpulan data adalah observasi, wawancara dan dokumentasi. Analisis data dimulai dari pengumpulan data, reduksi data, penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kearifan lokal yang tertanam pada peserta didik Sekolah Dasar melalui pembelajaran formal dan nonformal, pembelajaran formal meliputi kegiatan belajar mengajar setiap hari dari jam 07:30-13:00 sedangkan pembelajaran nonformal meliputi ekstrakurikuler berupa latihan olaraga, tarian, musik dan pembiasaan hidup bersama di lingkungan sekolah. Penumbuhkan kearifan lokal di Sekolah Dasar dilakukan melalui proses pembelajaran yang menekankan pada optimalisasi peran rasionalitas bagi siswa, praktek dan pembiasaan perbedaan pendapat. Fakor-faktor yang mempengaruhi perbedaan kearifan lokal berbasis multikultural di Sekolah Dasar adalah keberagaman siswa karena memiliki berbagai macam perbedaan, yaitu, perbedaan agama, status sosial, dan ras, serta pengelaborasian peserta didik dalam mengikuti lomba olahraga dan seni. Kata kunci: kearifan lokal, pendidikan multikultural

Curricula of Museum Education: International Instances

The application of curriculum theory and models of curriculum development to museum education helps inform the analysis of the representational, communicative, epistemological, and cognitive dimensions of the formal, informal, and nonformal learning that takes place in the museum setting. Museums and other in/nonformal learning environments implicitly and explicitly engage questions of worth inherent to curriculum inquiry. Within the Curriculum Studies field, such questions reflect both an historical and a contemporary concern with issues of diversity, accessibility, social justice, civic value, and human rights in school and non-school curriculum contexts. In addition to other curriculum analysis frameworks, international instances of museum education curricula can be understood through the lenses of three “human interests”: the technical, the practical, and the emancipatory. A preference for designing educational materials and experiences around predetermined objectives reflects a technical interest in museum curricula. Within this technical approach, which can also be conceptualized as curriculum as product, the success or failure of a curriculum depends on the degree to which the intended objectives are achieved. Curriculum as practice reflects a practical interest in the way understanding and knowledge are created (rather than simply transmitted) through the dynamic social interactions between teacher and learner. A curriculum as practice orientation aligns with constructivist views on museum learning. Representing an emancipatory interest in human liberation and the overcoming of oppressive social structures is the curriculum as praxis orientation. This approach to museum curricula often assumes a social justice goal of community empowerment that seeks to translate understanding or consciousness-raising into action.

EDUCATION OF CHILDREN WITH DISABILITIES IN NONFORMAL LEARNING ENVIRONMENTS: A CROSS-DISCIPLINARY APPROACH OF STEAM EDUCATION IN A TECHNOLOGICAL MUSEUM IN GREECE

<p>In recent years there is an increasing interest about STEAM (Science, Technology, Engineering, Arts &amp; Mathematics) model in education. STEAM is a cross-disciplinary approach which breaks down the barriers among disciplines, offers a dynamic character in teaching and sheds light on various aspects of the aforementioned parts of STEAM equation with multiple benefits for all children including those with disabilities. Furthermore, the increasing interest and the development of museum educational programs for school groups provide unique opportunities in STEAM education that are not available in schools. The museum as nonformal learning environment and its exhibits, the qualitative characteristics of learning and the wide range of the expected learning outcomes enrich the design and implementation of STEAM educational programs providing meaningful learning experiences for all children. The present paper refers to a cross-disciplinary approach which connects STEAM education, Museum Education and Special Education for the design and implementation of an educational program for a school group of children with disabilities. The educational program “Making mosaics with bricks and colors” was based on a. the STEAM approach, b. the characteristics of learning in the museum, c. the principles of Differentiated Instruction (DI) and Universal Design for Learning (UDL), and d. the unique characteristics of a thematic technological museum for the industrial heritage in Greece where the educational program took place. Based on the experience of the implementation of the educational program and the qualitative data of the evaluation of the program, it is argued that STEAM education as well as collaborations between different specialists and between schools and museums provides meaningful learning experiences to all children including those with disabilities.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0653/a.php" alt="Hit counter" /></p>

Implementasi pembelajaran nonformal pada sekolah dasar Quran Hanifah di Kota Semarang

Tujuan penelitian untuk mengetahui implementasi pembelajaran nonformal yang berkaitan dengan perencanaan pembelajaran, pelaksanaan pembelajaran dan evaluasi pembelajaran yang berbeda dengan sekolah dasar formal pada umumnya. Penelitian ini menggunakan pendekatan penelitian kualitatif dengan teknik pengumpulan data menggunakan metode observasi partisipan, wawancara bebas terpimpin dan dokumentasi untuk mendapatkan data dan informasi akurat dengan pengetahuan yang mendalam tentang implementasi pembelajaran nonformal Sekolah Dasar Quran Hanifah Kota Semarang yang menggunakan pembelajaran yang berbeda dengan sekolah pada umumnya degan tujuan pembelajarannya adalah berakhlaqul karimah dan mampu menghafal Alquran. Hasil penelitian (1) perencanaan pembelajaran nonformal yang diselenggarakan sesuai dengan kalender akademik yang diberikan kepada orangtua; (2) proses pelaksanaan pembelajaran nonformal diawali dan diakhiri dengan doa serta dibuat peraturan (adab) dalam belajar yang mengedepankan tahfidz atau hafalan, (3) evalusi pembelajaran nonformal dilakukan di awal dengan tes kemampuan membaca, evaluasi proses dengan tes hafalan dan evaluasi akhir dengan tes ujian hafalan mingguan dan bulanan; dan (4) faktor pendukung adanya kegiatan parenting 2 (dua) mingguan serta penghambat tempat yang sempit dan kualifikasi pendidik belum lulus sarjana. Implementation of nonformal learning in Hanifah Quran Primary Schools in Semarang City AbstractThe purpose of the study was to determine the implementation of non-formal learning related to learning planning, the implementation of learning, and evaluation of learning that was different from formal elementary schools in general. This study uses a qualitative research approach with data collection techniques using participant observation, guided free interviews and documentation to obtain accurate data and information with in-depth knowledge about the implementation of nonformal learning in the Hanifah Quran Primary School in Semarang that uses learning that is different from the school in general. Research results (1) non-formal learning planning held in accordance with the academic calendar given to parents; (2) the process of implementing non-formal learning begins and ends with prayer and rules (adab) in learning that promote tahfidz or memorization, (3) nonformal learning evaluation is carried out at the beginning with reading ability tests, process evaluation with memorization tests and final evaluation with tests weekly and monthly memorization tests; and (4) supporting factors for 2 weekly parenting activities and narrow space barriers and the qualifications of educators have not yet graduated.

Informal and nonformal learning for sport coaches: A systematic review

Millions of athletes compete in sport for the enjoyment, physical, and psychosocial benefits that result from participation, and one of the most influential persons in creating a positive sport experience is the coach. As such, numerous sport governing bodies have instituted formal coach education programs, worldwide, over the past three decades. However, coaches most frequently learn, and often prefer to learn, from informal sources, as they tend to be contextually relevant and easily accessible. Given the pervasive nature of informal learning, the purposes of this systematic review were to: (a) examine the literature for themes and trends in sport context, methods, and means of informal and nonformal learning, and (b) illuminate gaps in the literature to inform the research field and coach educators. A total of 39 studies were examined for trends in publication, sport context, methods of inquiry, and themes in the sources and types of informal learning. The results show that: (1) research is spread widely across publications but not countries, (2) elite sport contexts are most frequently studied, (3) qualitative, cross-sectional methods are most frequently used, and (4) coaches learn informally through a variety of means; however, they are open to both interpersonal (coach-to-coach) or independent (knowledge search) means of learning. Future research should expand to include non-elite contexts, should employ greater methodological diversity, and should continue to explore the variety of preferred learning options.