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Journal articles on the topic 'Formal and informal schools'
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Läänemets, Urve, Katrin Kalamees-Ruubel, Kristi Kiilu, and Anu Sepp. "CURRICULUM DEVELOPMENT CONSIDERING FORMAL, NON-FORMAL AND INFORMAL EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 286–95. http://dx.doi.org/10.17770/sie2018vol1.3182.
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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.
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Folkestad, Göran. "Formal and informal learning situations or practices vs formal and informal ways of learning." British Journal of Music Education 23, no. 2 (June 29, 2006): 135–45. http://dx.doi.org/10.1017/s0265051706006887.
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During the last decade there has been an awakening interest in considering not only formalised learning situations within institutional settings, but also all the various forms of informal musical learning practices outside schools. Informal musical learning outside institutional settings has been shown to contribute to important knowledge and aspects of music education. In this article, I will examine research studies which in different ways focus on formal and informal learning situations and practices or formal and informal ways of learning. I will consider the relationship between music education as praxis (music pedagogy) and as research, and the relationship between these two facets of music education and the surrounding society. I will identify four different ways of using and defining formal and informal learning, respectively, either explicitly or implicitly, each one focusing on different aspects of learning: (i) the situation, (ii) learning style, (iii) ownership, and (iv) intentionality. Formal – informal should not be regarded as a dichotomy, but rather as the two poles of a continuum; in most learning situations, both these aspects of learning are in various degrees present and interacting. Music education researchers, in order to contribute to the attainment of a multiplicity of learning styles and a cultural diversity in music education, need to focus not only on the formal and informal musical learning in Western societies and cultures, but also to include the full global range of musical learning in popular, world and indigenous music in their studies.
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Mangeya, Hugh. "Graffiti as a site for cultural literacies in Zimbabwean urban high schools." International Journal of Cultural Studies 22, no. 3 (July 19, 2018): 334–48. http://dx.doi.org/10.1177/1367877918788577.
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It is widely believed that education is a socially situated cultural process. Generally, schools are regarded as the key educational institutions. However, education can be formal, non-formal and informal, based on media-driven communicative settings. These types coalesce within formal institutions of learning. This study focuses on the transmission of cultural knowledge in informal spaces such as the bathroom. It argues that graffiti is a medium that offers students a unique communicative dynamic enabling an open engagement with issues they would otherwise not do elsewhere. It facilitates the transmission of vital cultural knowledge/literacy whose length and breadth cannot be adequately exhausted by the formal school curriculum alone. Bathroom interactions, therefore, bring a different dynamic to cultural education in learning institutions. Sexuality, hygiene and decency, among others, are negotiated from a strictly student perspective. A trip to the bathroom therefore marks a crucial transition from formal to informal education, and back.
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Hargreaves, David J. "Intercultural perspectives on formal and informal Music learning." DEDiCA Revista de Educação e Humanidades (dreh), no. 1 (March 1, 2011): 53–66. http://dx.doi.org/10.30827/dreh.v0i1.7152.
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This paper reviews some of the changes and developments that have occurred in music education over the last decade, following Hargreaves and North’s (2001) international review. I describe some recent developments in England, in which change has been very rapid, and in which education has had a high political profile, and then consider the three main issues which emerged from our international review, namely curriculum issues; the aims and objectives of music education; and the relationship between music in and out of school. I go on to describe two theoretical models which were developed as a result of my work with the Qualifications and Curriculum Authority (QCA) in England: these are models of the different opportunities in music education, and of its intended outcomes. The first of these reveals the importance of the differences between formal and informal music learning, both of which can take place inside as well as outside schools. I conclude by reflecting on the power and ubiquity of music in young people’s everyday lives, which mean that music education policy should reflect and capitalize upon this power.
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Ng, Hoon Hong. "Towards a synthesis of formal, non-formal and informal pedagogies in popular music learning." Research Studies in Music Education 42, no. 1 (October 2, 2018): 56–76. http://dx.doi.org/10.1177/1321103x18774345.
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Informal pedagogy is closely associated with popular music practices, its methods known to engage students in authentic music learning that develops critical and independent thinking skills, social skills, creativity and self-identity, among others. However, formal and non-formal pedagogies also have relevant roles to play in popular music learning in the classroom, though their roles and interactions with informal pedagogy may require exploration. A recent survey conducted in Singapore schools suggests that a significant number of music teachers have never engaged their students in popular music practices, and they have no confidence in adopting appropriate pedagogies to effectively enable popular music learning. This article seeks to address the issue by reviewing relevant pedagogies and how they are employed in popular music programmes in two Singapore secondary schools. I will first examine the current discussion on formal, non-formal and informal pedagogies and their implications for music teaching and learning. Secondly, I will relate the discussion to two empirical case studies which adopt these learning approaches in popular music classes to examine their applications and how they interact in actual classroom situations. Based on this, I will suggest that a synthesis of these pedagogies in constant, complementary dialogue within and beyond the classroom paves the way towards a complete and holistic curriculum and learner experience.
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Sun, Min, Kenneth A. Frank, William R. Penuel, and Chong Min Kim. "How External Institutions Penetrate Schools Through Formal and Informal Leaders." Educational Administration Quarterly 49, no. 4 (March 18, 2013): 610–44. http://dx.doi.org/10.1177/0013161x12468148.
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Horn, Ilana, Brette Garner, I.-Chien Chen, and Kenneth A. Frank. "Seeing Colleagues as Learning Resources: The Influence of Mathematics Teacher Meetings on Advice-Seeking Social Networks." AERA Open 6, no. 2 (April 2020): 233285842091489. http://dx.doi.org/10.1177/2332858420914898.
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Teacher collaboration is often assumed to support school’s ongoing improvement, but it is unclear how formal learning opportunities in teacher workgroups shape informal ones. In this mixed methods study, we examined 77 teacher collaborative meetings from 24 schools representing 116 teacher pairs. We coupled qualitative analysis of the learning opportunities in formal meetings with quantitative analysis of teachers’ advice-seeking ties in informal social networks. We found that teachers’ coparticipation in learning-rich, high-depth meetings strongly predicted the formation of new advice-seeking ties. What is more, these new informal ties were linked to growth in teachers’ expertise, pointing to added value of teachers’ participation in high-depth teacher collaboration.
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Sneddon, J. N. "Teaching informal Indonesian." Australian Review of Applied Linguistics 24, no. 2 (January 1, 2001): 81–95. http://dx.doi.org/10.1075/aral.24.2.06sne.
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Abstract Of the Major Asian languages taught in Australia, Indonesian is the only one which exists in a diglossic situation, in which the language of everyday conversation is significantly different from the formal language. Indonesian language teaching in Australia concentrates largely on the ‘high’ form of the language; in most schools and universities the everyday variety is dealt with either superficially or not at all. As a result, most Australian learners develop no proficiency in this variety. Unlike the formal language, informal Indonesian is highly context-bound, with presuppositions and shared knowledge playing an essential role in conveying meaning. The paper looks at the preposition soma to demonstrate this distinction between formal and informal language. Using language appropriate to the situation is essential to ‘good manners’ and effective communication. Hence it is important to incorporate teaching of informal language into Indonesian courses, particularly the variety spoken by the Jakartan middle-class, which is acquiring status as a standard colloquial form of the language. It has as yet been subjected to very little study and as a result almost no materials are available for teaching it. Moreover, most non-native teachers have little or no knowledge of it. Only when descriptions of this variety are available can effective teaching be implemented.
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Seufert, Sabine, and Nina Scheffler. "Developing Digital Competences of Vocational Teachers." International Journal of Digital Literacy and Digital Competence 7, no. 1 (January 2016): 50–65. http://dx.doi.org/10.4018/ijdldc.2016010104.
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In the context of corporate learning digital media and digital tools have become more accepted than in the field of education systems. Particularly vocational schools are obviously under pressure to deal with changes due to digitalization in many sectors and professions. One reason why technology-based learning is still underdeveloped in schools could be the insufficient digital competences of teachers. Presently most teachers gain their knowledge on how to use digital media for learning and teaching informally. In the implementation of formal educational efforts, a low practical feasibility in specific working context as well as time and financial aspects are criticized. Present research shows that non-formal and informal learning should be better linked in order to develop teachers' digital competences sustainably. The present contribution introduces a necessary framework to include informal learning processes in teacher education at vocational schools and furthermore fosters a school culture of learning together and from each other.
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Stowell, Dan, and Simon Dixon. "Integration of informal music technologies in secondary school music lessons." British Journal of Music Education 31, no. 1 (August 28, 2013): 19–39. http://dx.doi.org/10.1017/s026505171300020x.
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Technologies such as YouTube, mobile phones and MP3 players are increasingly integrated into secondary school music in the UK. At the same time, the gap between formal and informal music learning is being bridged by the incorporation of students’ preferred music into class activities. We conducted an ethnographic study in two secondary schools in London, investigating the roles of technology in the negotiation of musical concepts in music classes. From this, we report some observations on the relation between formal/informal and authorised/unauthorised activities in class, and some specific observations on the role of YouTube, mobile phones and MP3 players in the class context. In the lessons we observed, these technologies functioned as part of a richly multimodal ecosystem of technologies, combining aspects of formal and informal use. This carries implications for how we plan for the use of technology in the delivery of music education.
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Ortega, Lorena, Ian Thompson, and Harry Daniels. "School staff advice-seeking patterns regarding support for vulnerable students." Journal of Educational Administration 58, no. 2 (November 19, 2019): 151–70. http://dx.doi.org/10.1108/jea-12-2018-0236.
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Purpose Supporting the learning and wellbeing of vulnerable students is an important yet challenging part of school educators’ work. The purpose of this paper is to investigate advice-seeking patterns around the issue of supporting the learning and wellbeing of vulnerable students, among professional staff in six English secondary schools. The paper focuses on investigating variation in advice-seeking patterns among schools, exploring the association between these patterns and staff perceptions of the school climate for collaboration, and examining how these informal advice-seeking patterns relate to formal support arrangements in the schools. Design/methodology/approach A mixed-methods approach that combined findings from social network analysis with in-depth interviews was used. Findings It was found that advice-seeking patterns among staff vary substantively, even among similar schools. Furthermore, schools with more cohesive and reciprocal advice networks also showed a stronger climate for collaboration (i.e. mutual respect and distributed leadership). Also, formal organizational structures and informal advice-seeking structures showed coherence in the sample, as formally designated leaders, such as the Headteacher and the Special Educational Needs Coordinators, were generally highly central to their schools’ advice network. Originality/value This study advances the field as there is little research that examines the social networks of educators in England, and no previous studies that explore teacher advice-seeking networks in relation to supporting vulnerable students, internationally.
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Zhang, Hongying. "On the Creation of Informal Learning Space in Universities." Advances in Higher Education 3, no. 2 (September 29, 2019): 1. http://dx.doi.org/10.18686/ahe.v3i2.1350.
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<p>Informal learning space refers to the space environment used by schools to stimulate students' autonomous learning and self-organizing learning behavior in addition to formal teaching space. As a powerful complement to formal learning space, informal learning space can provide personalized learning field, promote collaborative communication, and effectively use idle space. For this reason, universities should attach importance to the de-velopment and creation of informal learning space. On the basis of following the principles of cost, convenience and comfort, universities should reasonably construct informal learning space according to its location distribution, service population and use function.</p>
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Pálsdóttir, Kolbrún. "Integrated learning in schools: an Icelandic case study." Journal of Professional Capital and Community 2, no. 4 (October 16, 2017): 215–28. http://dx.doi.org/10.1108/jpcc-04-2017-0008.
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Purpose The purpose of this paper is to explore the integration of school and leisure activities and to inform professional practice by exploring the opportunities and challenges that arise when school-day teachers and leisure-care personnel set out to build a collaborative network. Design/methodology/approach This paper presents a multiple case study of five Reykjavik elementary schools that participated in a project called “The Day of the Child.” Data were gathered using semi-structured interviews and focus groups with school leaders, leisure-time center coordinators, teachers, and leisure-care personnel, as well as using field notes and documentary analysis. Findings The participants in the study reported that increased integration supported the well-being of children by offering leisure activities within the school day. Emphasis on leisure reinforced children’s informal and social learning. Challenges identified were organizational barriers, such as professional boundaries between leisure and school, unclear roles of leisure-care personnel and lack of active collaboration. Drawing on the findings, the author explores possibilities for enhanced professional practice within schools. Practical implications Leisure and informal learning are marginalized in the educational discourse due to the global push in education toward outcomes-based education and standardized testing. This study underlines the need for leisure pedagogy in elementary schools. Originality/value This paper provides an understanding of the importance of informal learning within the formal school culture. The findings reflect the experiences and insights of those working with children and focuses on a much neglected part of education, informal learning.
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Harahap, Lina. "STRATEGI PENDIDIKAN KARAKTER DI SEKOLAH." Studi Multidisipliner: Jurnal Kajian Keislaman 4, no. 1 (June 30, 2017): 109–29. http://dx.doi.org/10.24952/multidisipliner.v4i1.924.
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Character education is expected to be the culture of the school. The success of the character education program can be seen through the reflection of the actions and decisions when interacting among fellow students, and the attitude displayed in everyday life reflects the values of real character, the call of conscience in him. Character education in schools is only one vehicle for learners to get a more mature character education. The real character education is not only found in formal educational institutions, but in informal education institutions, such as families and communities. Inforfal education is the first step for the character building of children in school, because parents are also responsible for educating their children.
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Houle, Janie, François Chagnon, Denis Lafortune, Réal Labelle, and Katherine Belleville Paquette. "Correlates of Help-Seeking Behaviour in Adolescents Experiencing a Recent Negative Life Event." Canadian Journal of Family and Youth / Le Journal Canadien de Famille et de la Jeunesse 5, no. 1 (February 12, 2013): 39–63. http://dx.doi.org/10.29173/cjfy18947.
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This study examines the psychological factors associated with formal and informal help-seeking behaviour after a recent negative life event in adolescents 14-17 years old. A sample of 126 adolescents attending secondary schools completed the Life Events Questionnaire (Newcomb), the Beck Depression Inventory, the Temperament and Character Inventory (Cloninger) and the Impulsivity Scale (Barratt). The results indicate that informal help-seeking is more frequent than formal. The factors associated with seeking help from the informal network (friends, parents, siblings, relatives) after the life event were the female gender, living in an intact nuclear family, and reward dependence. Formal help seeking is associated with having sought help from the mother and cognitive impulsivity. Recommendations for increasing adolescents’ help-seeking behaviour are suggested.
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McMeekin, Robert W. "Networks of schools." education policy analysis archives 11 (May 14, 2003): 16. http://dx.doi.org/10.14507/epaa.v11n16.2003.
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The study proposes: (1) that the institutional climate in schools, which includes formal rules, informal rules, mechanisms for enforcing both kinds of rules, clear objectives and an atmosphere of cooperation and trust, has a strong influence on school performance; (2) that “networks” of schools such as the Accelerated Schools Project in the U.S. and the Fe y Alegría schools in Latin America help improve school performance in a variety of ways, and have been successful in providing good education to disadvantaged children; and (3) that one of the reasons some networks are successful is that they promote the creation of sound institutional environments in member schools. The argument draws on New Institutional Economics and especially on the role of institutions inside school organizations in reducing agency problems and facilitating transactions between actors in school communities. Three examples of networks with a specific orientation toward improving equity—the Matte Schools of Santiago, Chile, the Fe y Alegría schools in multiple Latin American countries, and the Accelerated Schools Project in the U.S.—are presented and analyzed in terms of how they influence intra-organizational institutions.
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Bolger, Philip Colin, Jonathan Kremser, and Haley Walker. "Detention or diversion? The influence of training and education on school police officer discretion." Policing: An International Journal 42, no. 2 (April 8, 2019): 255–69. http://dx.doi.org/10.1108/pijpsm-01-2018-0007.
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PurposeThe growing concern about school violence and security has led to a dramatic increase in the number of police officers working in schools. This increase has been accompanied by a focus on the training of school-based law enforcement, the discretion that they exercise when interacting with youth, and the concern that these factors may lead to more youths facing arrest and formal processing by the juvenile and criminal justice system. What is not well understood is whether or not having formal school resource officer (SRO) training or higher education impacts the officer’s decision making when responding to an incident involving a student. The paper aims to discuss these issues.Design/methodology/approachThis paper uses survey data from school police officers within the USA (n=179) to examine the officer’s preferred post-incident method of disciplining the youth, from the most punitive and formal approach of suspension or referral to juvenile authorities, to the less punitive and informal approach such as diversion or warn and release.FindingsOverall, the study found that officers who have received formal SRO training were more likely to prefer a formal resolution to the incidents, and more highly educated officers tended to favor less punitive and informal responses.Originality/valueThese findings question the current state of the effectiveness of SRO training at using diversionary tactics for conflict resolution in a school setting.
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Tong, Anson Hei Ka, and Christopher See. "Informal and Formal Peer Teaching in the Medical School Ecosystem: Perspectives From a Student-Teacher Team." JMIR Medical Education 6, no. 2 (November 23, 2020): e21869. http://dx.doi.org/10.2196/21869.
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These personal views, drawn from the experiences of a medical student and a medical school lecturer, advocate caution of the current trend for formal adoption of peer teaching into medical school curricula. Using a metaphor from physics, we highlight the need for cautious deeper exploration of the informal world of peer-teaching in medical schools, which is a complex part of the educational ecosystem, prior to incorporating such activities into faculty-led initiatives. We support a measured approach to the introduction of compulsory peer-teaching activities given the recognized theoretical and pedagogical benefits.
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Stanisavljević-Petrović, Zorica, and Aleksandra Jovanović. "Student`s mobile learning in formal and informal environment: Some dilemmas and obstacles." Norma 25, no. 1 (2020): 19–30. http://dx.doi.org/10.5937/norma2001019s.
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Mobile learning represents one step further in innovating the context of learning. In this article we view it as learning with the help of a mobile phone. The aim of this research is to examine students' attitudes about encouraging the use of mobile phones for learning in formal and informal environment, as well as the attitudes about disadvantages and obstacles in the process of mobile learning. The data were gathered by means of two five-degree scales of evaluation designed for the purpose of this research. The sample of the research comprises 185 secondary school students on the territory of the city of Niš. The results indicated that students did not have enough experience of mobile learning in formal and informal environment, that is, that teachers do not master this type of learning enough. Schools ought to encourage the development of digital competences, and one of the means is mobile learning, which would train students for informal, that is lifelong learning. In order for mobile learning to be more efficient, it is necessary to be thoroughly programmed and evaluated, considering the difficulties and obstacles in its realization.
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ZAKOMIRNI, IGOR. "MODERN EVENING SCHOOL AS AN INNOVATIVE INFORMAL EDUCATIONAL ESTABLISHMENT." Main Issues Of Pedagogy And Psychology 13, no. 1 (April 12, 2017): 49–55. http://dx.doi.org/10.24234/miopap.v13i1.225.
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The author analyses the features of the popular forms of education for adults. He reveals the role of information and communication technologies in non-formal educational settings and also the role of teachers of evening schools. He focuses on information and communication competencies associated with effective implementation of innovative technologies in educational process.
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Lee, Sang Kook. "Migrant schools in the Thailand-Burma borderland: from the informal to the formal." Asia Pacific Journal of Education 34, no. 1 (June 14, 2013): 125–38. http://dx.doi.org/10.1080/02188791.2013.803458.
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Ng, Lay Shi, Siew Ming Thang, and Noorizah Mohd Noor. "The Usage of Social Networking Sites for Informal Learning." International Journal of Computer-Assisted Language Learning and Teaching 8, no. 4 (October 2018): 76–88. http://dx.doi.org/10.4018/ijcallt.2018100106.
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Nowadays, social networking sites (SNSs) on the Internet are increasingly being utilised as a learning tool for study and school-related issues. In Malaysia, most public schools do not allow students to bring their cell phones to school. Hence, learning activities involving SNSs can only be carried out after school hours. This article will refer to learning that takes place outside the school environment as “informal learning” as these activities are unstructured and are not undertaken in a formal educational setting. Through a questionnaire, the present study investigated the perceptions of 799 secondary-school Malaysian secondary school students towards the using of the SNSs for informal learning purposes. Data was analysed quantitatively and comparisons across gender and age were made. The findings revealed that Malaysian students have generally accepted the SNSs as an alternative learning environment with evidence showing that the difference in usage between gender is significant to a certain extent and less so for age.
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Adisasmito, W., V. Amir, A. Atin, A. Megraini, and D. Kusuma. "Density of cigarette retailers around educational facilities in Indonesia." International Journal of Tuberculosis and Lung Disease 24, no. 8 (August 1, 2020): 770–75. http://dx.doi.org/10.5588/ijtld.19.0686.
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BACKGROUND: With 61.4 million smokers in 2018, Indonesia makes a significant contribution to the global number of smokers. The latest data show that smoking is increasingly common in youth.OBJECTIVE: To examine the density of cigarette retailers around formal and informal educational facilities in Indonesia.METHODS: We employed geospatial and quantitative analyses using data on cigarette retailers (from surveys during July–August 2019) and educational facilities in Depok City. Data analyses, in ArcMap 10.6 and Stata v15, compared the density within 100 m and 100–200 m from the facility.RESULTS: We found a 40% higher density of cigarette retailers in areas close to educational facilities. This high density is similar between formal (i.e., primary, junior high, and senior high schools) and informal educational facilities (i.e., early years education centers and mosques). Moreover, compared to the average, the density is higher near primary schools and senior high schools.CONCLUSION: There is a higher density of cigarette retailers around formal and informal educational facilities in Indonesia. This evidence confirms there is a need to regulate cigarette retailers near educational facilities, to enforce the ban on sale to minors and to ban product displays at retailers.
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Blândul, Valentin Cosmin. "TOWARDS A POSSIBLE GOOD-PRACTICE MODEL IN NON-FORMAL EDUCATION: A CASE OF ROMANIA." Problems of Education in the 21st Century 60, no. 1 (July 10, 2014): 46–53. http://dx.doi.org/10.33225/pec/14.60.46.
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By its nature, education has 3 forms that are in a strong interdependence: formal, non-formal and informal. Non-formal education can be defined as a form of education implemented by schools in partnership with different educational institutions, using extracurricular activities, to help students deepen knowledge acquired in schools. A good example of this definition is the program “To know more, to be better!” implemented by the Romanian Ministry of Education since 2012. The main aim of this research was to analyze the impact of the above mentioned program upon students and teachers from Bihor County, Romania. The instrument used was a questionnaire with 18 questions. The sample consisted of 125 teachers from pre-primary, primary, secondary and high schools from Bihor County, Romania. The study was conducted in April 2014. The results of the research show that the majority of respondents have been pleased with this program, which has been popular among students as well. The latter ones were helped to better understand the theoretical knowledge they acquired during classes. The most frequent extracurricular activities of the program included visits, trips, workshops etc. Key words: extracurricular activities, non-formal education, school results.
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Rauszer, Michał. "Edukacja dla narodu. Chłopi a procesy narodowościowe." Kwartalnik Pedagogiczny 63, no. 4(250) (April 24, 2019): 124–39. http://dx.doi.org/10.5604/01.3001.0013.1709.
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Due to historical reasons, the process of acquiring national identity by the peasants began relatively late. This process, for various reasons, was based on three models of education: formal, informal and non-formal. Schools emerging in the Polish territories were usually associated with the activities of the partitioner, moreover, it often met with distrust of a village quite closed in this respect. The People’s Movement complemented this formal education with performative activities, such as celebrating national holidays, which would give illiterate peasants the opportunity to participate in the acquisition of national identity. Another important part of this process was spontaneous non-formal education, i.e., peasant activity expressed in the acquisition of reading skills, which became the basis for building a national identity. In my text I discuss the process of acquiring national identity by peasants on the example of three models of education: formal, informal and non-formal.
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McPhail, Graham. "Informal and formal knowledge: The curriculum conception of two rock graduates." British Journal of Music Education 30, no. 1 (July 2, 2012): 43–57. http://dx.doi.org/10.1017/s0265051712000228.
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Informal learning has become a prominent theme in music education literature in recent times. Many writers have called for a new emphasis on informal knowledge and pedagogy as the way forward for music education. The position taken in this paper is that a central issue for music education is the accommodation of a tension between types of knowledge and the ways of knowing strongly associated with popular and classical of music – socially acquired informal knowledge and socially developed but formally acquired disciplinary knowledge. Approaches to curriculum conception and realisation observed in a recent series of case studies in New Zealand secondary schools suggest that a key factor in student engagement is the degree to which teachers can create links between informal and formal knowledge so that students’ understanding and conceptual abilities can be extended across these knowledge boundaries. The teaching approaches of two recent graduates in rock music are discussed to support the social realist argument that a ‘progressive’ approach to curriculum involves creating links between informal and formal knowledge rather than replacing one with the other or dissolving the boundaries between them. Through seeing the two types of knowledge as necessarily interconnected within educational contexts, the epistemic integrity of classroom music is maintained. In this way students are able to recognise themselves and their aspirations while also recognising the potential and power of the foundational knowledge of the discipline.
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Cortés-de-Cervantes, Patricia. "Media education, TIC education: some reflections from Latin America." Comunicar 13, no. 26 (March 1, 2006): 89–92. http://dx.doi.org/10.3916/c26-2006-14.
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Nowadays young people live in two very different worlds: one which is related to school and one which is related to the streets and the day-to-day life. Then, we can speak about two ways of education: a formal education that is ruled at schools and University, and an informal education that children learn out of the school. In this paper, we will focus on this relevant problem which causes many reflections and hopes on the future of Latin American education, in both formal and non formal contexts. La expansión de las TIC en la mayor parte de las regiones del mundo y, particularmente, en América Latina nos conduce a reflexionar seriamente sobre el papel de la educación en el tercer milenio. Especialmente de una educación para los medios, de una educación para las TIC que, pese a los esfuerzos realizados, continúa estando ausente en las aulas. En el presente artículo se ponen en relieve algunos elementos que podrían tomarse en cuenta dentro de una reflexión pedagógico-comunicacional basada en la unión entre los saberes formales e informales, transdisciplinaria, valorizada y con fundamentos teóricos autónomos que partan de una visión antropológica filosófica.
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Eshach, Haim. "Bridging In-school and Out-of-school Learning: Formal, Non-Formal, and Informal Education." Journal of Science Education and Technology 16, no. 2 (December 19, 2006): 171–90. http://dx.doi.org/10.1007/s10956-006-9027-1.
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Driyani, Dewi. "Perancangan Media Pembelajaran Sekolah Dasar Berbasis Android Menggunakan Metode Rekayasa Perangkat Lunak Air Terjun ( Waterfall )." STRING (Satuan Tulisan Riset dan Inovasi Teknologi) 3, no. 1 (August 6, 2018): 35. http://dx.doi.org/10.30998/string.v3i1.2725.
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The first and second grades in Elementary School (SD) are the initial levels in formal schools for students in Indonesia. A change from informal schools to formal schools makes students get into difficulty in understanding a good learning process. Technology is an alternative and innovation that can be used to facilitate funnier learning process in order to improve the quality of education. The design of a technology-based learning medium for Elementary School students is expected to improve the learning skill. This learning medium contains exercises that can be practiced by Elementary School students to understand subjects, improve knowledge and enhance their academic ability. The purpose of the research is to create an interactive android-based learning medium for Elementary School students. The method used in this research is Waterfall Software Engineering (Waterfall) which consists of five stages: Requirements (needs analysis), Design (design and modeling), Implementation, Verification and Maintenance. However, it is limited to the implementation stage. The research performed in stages and sequence using of Waterfall method produces the design of android-based learning media for Elementary School that can create funnier learning process, improve knowledge and enhance ability of students to understand subjects.
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McAra, Lesley, and Susan McVie. "Negotiated order: The groundwork for a theory of offending pathways." Criminology & Criminal Justice 12, no. 4 (September 2012): 347–75. http://dx.doi.org/10.1177/1748895812455810.
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This article explores the role which formal and informal regulatory orders play in the development of offender identity. Drawing on quantitative and qualitative data from the Edinburgh Study of Youth Transitions and Crime, it argues that the cultural practices of formal orders (such as those imposed by schools and the police) and informal orders (such as the rules governing peer interactions) mirror each other in respect of their fundamental dynamics – animated primarily by an inclusionary–exclusionary imperative. Formal orders differentiate between categories of young people on the basis of class and suspiciousness. Informal orders differentiate between individuals on the basis of adherence to group norms, territorial sovereignty, and gender appropriate demeanour. Being excluded by either set of orders undermines the capacity of the individual to negotiate, limits autonomy and constrains choice. This renders the individual more likely to absorb identities ascribed to them with damaging consequences in terms of offending behaviour and the individual’s sense of self.
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Dang, Quyen T., Pavlina Jasovska, Hussain Gulzar Rammal, and Katie Schlenker. "Formal-informal channels of university-industry knowledge transfer: the case of Australian business schools." Knowledge Management Research & Practice 17, no. 4 (March 18, 2019): 384–95. http://dx.doi.org/10.1080/14778238.2019.1589395.
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Liceras-Ruiz, Ángel. "Mass media, non-formal education and social representations on violence." Comunicar 13, no. 26 (March 1, 2006): 207–14. http://dx.doi.org/10.3916/c26-2006-32.
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Mass media, through their programs, news and the informal education they spread, show social representation on reality, being the ones referring to violence of great importance in our culture. In order to investigate on the educative influence of mass media in the social representations on violence and the social practices that such representations favour, its characteristics and their school discussion make specific the content of this paper. Los medios de comunicación de masas, a través de sus programas e informaciones y de la educación informal que difunden, contribuyen a conformar representaciones sociales sobre la realidad que muestran. Entre ellas, las referidas al fenómeno de la violencia constituyen hoy día un componente de enorme importancia en nuestra cultura social. Indagar sobre la influencia educativa que ejercen los medios de comunicación en la configuración de representaciones sociales sobre la violencia y las prácticas sociales que tales representaciones favorecen, sus características y su tratamiento escolar concreta el contenido de este artículo.
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Isnawati, Ida, and Ali Saukah. "TEACHERS’ GRADING DECISION MAKING." TEFLIN Journal - A publication on the teaching and learning of English 28, no. 2 (July 9, 2017): 155. http://dx.doi.org/10.15639/teflinjournal.v28i2/155-169.
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This study investigated teachers’ grading decision making, focusing on their beliefs underlying their grading decision making, their grading practices and assessment types, and factors they considered in grading decision making. Two teachers from two junior high schools applying different curriculum policies in grade reporting in Indonesian educational context were interviewed in depth to reveal their grading decision making. The results show that the teachers believe that assigning grades is not only for measuring the students’ ability, but also for making them active users of the language, giving them life skills and experience and motivating them. In addition, these teachers use various grading practices involving not only formal assessment but also informal one. Remedial tests, giving more tasks and grade adjustment are also done to reach the criteria of passing grade. The factors considered in grading decision making are achievement factors in the forms of scores from formal and informal assessment and non-achievement factors involving students’ effort and behavior, curriculum and school policy.
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Király, Andrea, and Péter Tasnádi. "Atmospheric eddies in Science Centers – connection between secondary school teaching and informal learning." Advances in Science and Research 16 (August 29, 2019): 201–7. http://dx.doi.org/10.5194/asr-16-201-2019.
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Abstract. There are many atmospheric phenomena which can be taught in the frame of different subjects at secondary schools. Geography and environmental education characteristically deal with observable natural phenomena. Some of them can be easily modeled in a school laboratory, but in spite of this neither the exact (phenomenological) description nor the theoretical background of these phenomena are given in any of the curricula. These phenomena include a wide scale of atmospheric and marine whirls. The beauty and frightening effect of the vortices from dust devils and waterspouts to hurricanes and cyclones can be a great motivating force for the students to learn more about the physics of these phenomena. This paper demonstrates the introductory steps of the elaboration of a learning material about the atmospheric eddies and shows how can be connected the formal and non-formal teaching methods. To construct the teaching material the principles of the MER (Model of Educational Reconstruction) will be applied (Niebert and Gropengiesser, 2013), having planned the educational reconstruction of the scientific content we suggest simple conceptual and mathematical description of atmospheric whirls of tornadic type at secondary school level.
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Burghardt, M. David, and Deborah Hecht. "Designing Informal Vs Formal Education Activities—What We Have Learned." International Journal of Designs for Learning 11, no. 2 (May 15, 2020): 39–45. http://dx.doi.org/10.14434/ijdl.v11i2.27321.
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This paper examines the differences and challenges encountered when trying to create informal blended (virtual and hands-on) engineering design STEM activities. It contrasts the creation of STEM activities for formal and informal learning environments, stressing that the differences extend far beyond the length of the activity or depth of any learning goals. The discussion begins with an examination of differences between the two learning environments that need to be taken into consideration. These differences include the physical environments, organizational structures, and the goals or reasons for the delivery of STEM activities in both environments. The paper continues by explaining why curriculum developers must be mindful of the context that will be implementing the activities, including space and time availability. The facilitators who deliver STEM activities are likely to have very different backgrounds in formal school settings compared to informal settings. Furthermore, it is important to recognize that youth in informal settings often push back when activities seem too “school-like.” The paper concludes by presenting a detailed examination of the iterative process used to develop blended engineering design STEM activities in an informal setting. This process involved several revisions and tests of materials with youth in informal settings.
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Lowenhaupt, Rebecca, and Todd D. Reeves. "Changing demographics, changing practices: teacher learning in new immigrant destinations." Journal of Professional Capital and Community 2, no. 1 (January 16, 2017): 50–71. http://dx.doi.org/10.1108/jpcc-09-2016-0023.
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Purpose Changing immigration patterns in the USA have led to a growing number of “new immigrant destinations.” In these contexts, opportunities for teacher learning are crucial for developing the school capacity to serve the academic, linguistic and socio-cultural needs of immigrant students. In response, the purpose of this paper is to examine how schools in Wisconsin provided both formal and informal teacher learning opportunities to develop the instructional capacity to support recent immigrants, specifically Spanish-speaking English language learners (ELLs). Design/methodology/approach Using descriptive analyses of teacher and administrator survey and interview data, this study examined the focus and within-school distribution of formal professional development, as well as teacher collaboration as a mechanism for informal learning. Findings Most commonly, professional development focused on concrete strategies teachers might enact in their classrooms, rather than developing broader understandings of the needs of immigrant students. In addition, formal professional development commonly targeted particular groups of teachers, rather than faculty as a whole. Finally, general education-ELL teacher collaboration was most often deployed “as needed” and focused on particular student needs, rather than systematically. Research limitations/implications Future work might address the limitations of this study by examining teacher learning opportunities in new immigrant destinations in other locales, the quality and effectiveness of such opportunities, and other mechanisms for the distribution of expertise. Originality/value Findings suggest the need for more systematic and integrated approaches to teacher learning in new immigrant destinations, with an emphasis on pushing beyond the short-term need for instructional strategies to develop more holistic, collaborative approaches to integrating ELLs into schools and classrooms.
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Gower, Anna. "Integrating informal learning approaches into the formal learning environment of mainstream secondary schools in England." British Journal of Music Education 29, no. 1 (February 21, 2012): 13–18. http://dx.doi.org/10.1017/s0265051711000490.
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The list of ‘non-negotiables’ for every lesson is comprehensive, amongst them are evidence of planned seating, homework set in every lesson and literacy addressed in the lesson as well as in marking. Students are expected to know the National Curriculum level at which they are currently working and should be able to share their current target for improvement in that subject with anyone that asks. Formal lesson observations, informal learning walks, an annual department review and regular ‘Work Scrutiny’ exercises are in the school calendar. This year, for the first time as a teacher of a foundation subject in my mixed, mainstream secondary school of 1200 students, I have been given target levels for students reaching the end of the compulsory music curriculum (currently at age 14 in England). I am expected to implement intervention strategies for students who may fall short of these. According to discussions on a popular online music teaching forum, I'm not alone. In a recent BBC News report it was found that music teachers are coming under increasing pressure to meet rigid targets as a means to measure school effectiveness in a climate of league tables and the aim to ‘add value’ throughout the secondary school experience.
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Prideaux, David, Jillian Teubner, Anne Sefton, Michael Field, Jill Gordon, and David Price. "The Consortium of Graduate Medical Schools in Australia: formal and informal collaboration in medical education." Medical Education 34, no. 6 (June 2000): 449–54. http://dx.doi.org/10.1046/j.1365-2923.2000.00568.x.
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Saleh, Salmiza, Azila Muhammad, and Syed Mohamad Syed Abdullah. "STEM PROJECT-BASED APPROACH IN ENHANCING CONCEPTUAL UNDERSTANDING AND INVENTIVE THINKING SKILLS AMONG SECONDARY SCHOOL STUDENTS." Journal of Nusantara Studies (JONUS) 5, no. 1 (January 30, 2020): 234–54. http://dx.doi.org/10.24200/jonus.vol5iss1pp234-254.
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Background and Purpose: Formal learning in schools generally does not provide enough engagement for students to grasp the science concepts and skills taught to them. Therefore, the structured informal learning activities such as STEM (Science, Technology, Engineering, Mathematics) integrated project-based learning is vital for students to partake in the more meaningful science learning process as it involves interdisciplinary activities. Hence, this paper discusses the study that underlies the structured informal learning activity, the STEM project-based approach, in enhancing conceptual understanding and inventive thinking skills among secondary school students.
Methodology: A quasi-experimental research design concerning treatment and control groups with pre-test as the covariate was employed in this project. The sample was selected based on the purposive sampling approach. Seventy Form Four students (33 male students and 37 female students) from a secondary school in Kedah, Malaysia were divided into 35 students of a controlled group (received conventional approach) and 35 students of the treatment group (followed STEM project-based approach). Data collected via the Newtonian Conceptual Understanding Test (NCUT) and Inventive Thinking Skills Test (ITST) were then analysed descriptively and inferentially.
Findings: The structured informal learning activity, the STEM project-based approach, was found effective in enhancing conceptual understanding and inventive thinking skills among secondary school students. Further analysis showed that the elements of thinking skills (management and adaptation to complexity, self-regulation, curiosity, creativity, risk-readiness, and high-order thinking skills and sound reasoning) were also improved among students who followed STEM project-based approach.
Contributions: The study highlighted the importance of a structured informal learning activity, such as the STEM project-based approach in assisting students to grasp the science concepts and develop the required 21st-century learning skills besides formal learning in schools.
Keywords: Conceptual understanding, inventive thinking skills, Newtonian physics, physics education, secondary school students.
Cite as: Saleh, S., Muhammad, A., & Syed Abdullah, S. M. (2019). STEM project-based approach in enhancing conceptual understanding and inventive thinking skills among secondary school students. Journal of Nusantara Studies, 5(1), 234-254. http://dx.doi.org/10.24200/jonus.vol5iss1pp234-254
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Thornton, Stephen J. "New Approaches to Algebra: Have We Missed the Point?" Mathematics Teaching in the Middle School 6, no. 7 (March 2001): 388–92. http://dx.doi.org/10.5951/mtms.6.7.0388.
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Curriculum movements in the United States and Australia, characterized by such documents as Curriculum and Evaluation Standards for School Mathematics(NCTM 1989) and A National Statement on Mathematics for Australian Schools (AEC 1991), have challenged the conventional view of algebra as formal structure, arguing that algebra is fundamentally the study of patterns and relationships. Increased emphasis has been given to developing an understanding of variables, expressions, and equations and to presenting informal methods of solving equations. The emphasis on symbol manipulation and on drill and practice in solving equations has decreased (NCTM 1989).
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BRATUŠKINS, Uģis, Sandra TREIJA, and Matijs BABRIS. "NON-FORMAL EDUCATION IN ARCHITECTURE: LATVIAN EXPERIENCE." JOURNAL OF ARCHITECTURE AND URBANISM 42, no. 1 (May 28, 2018): 46–51. http://dx.doi.org/10.3846/jau.2018.1843.
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A wide selection of informal and non-formal learning options has been developed during the last couple of decades by many schools of Architecture and non-educational bodies to accumulate creative potential of students and give them the opportunity to express themselves in alternative learning environments. These options include summer schools, short-term brainstorming actions, competitions, and other activities focusing on interdisciplinary approach, teamwork and intense discussions with professionals from various fields not directly involved in the formal education process.Considering high popularity of non-formal learning activities and many students involved, it is important to evaluate the respective experience to estimate whether and how abilities and skills acquired through non-formal learning could benefit to those requested by the formal education programmes.The paper discusses the role and methods of non-formal education in Architecture with an aim to identify particular goals achieved using each form of learning. The case study presented in the paper is based on more than 12 years’ experience accumulated by Riga Technical University, Faculty of Architecture, in organizing non-formal educational courses for the students of Architecture and the related fields considering the experience students gained participating in the activities organized by themselves or other parties.
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Курбатова and Elena Kurbatova. "Creating Unified Educational Environment Via Integration of Formal, Informal and Info-formal Educational Methods." Profession-Oriented School 1, no. 6 (December 25, 2013): 42–48. http://dx.doi.org/10.12737/2009.
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Russia has become a knowledge-based
society. The unified educational environment as
a means of continuous education could help school
students with the following goals: to gain learning
experience and development by means of different
sources of new knowledge; to develop habit
to learn; to realize the personal need for lifelong
education. The model of the unified educational
environment is presented.
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Grubb, Farley. "Educational Choice in the Era Before Free Public Schooling: Evidence from German Immigrant Children in Pennsylvania, 1771–1817." Journal of Economic History 52, no. 2 (June 1992): 363–75. http://dx.doi.org/10.1017/s0022050700010792.
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Education clauses in 3,478 immigrant servant contracts are used to measure the incidence of schooling versus informal instruction by location, age, and sex. The proportion of servants receiving education was high, over 20 percent being taught outside of schools. Education expanded between 1770 and 1800 through a net increase in schooling rather than because of a substitution of schooling for informal instruction. In the 1770s formal schooling in rural areas lagged behind that in urban, but achieved parity by 1800. Little difference in education was found based on gender.
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Pereira, Sara, Joana Fillol, and Pedro Moura. "Young people learning from digital media outside of school: The informal meets the formal." Comunicar 27, no. 58 (January 1, 2019): 41–50. http://dx.doi.org/10.3916/c58-2019-04.
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The dissonance between what teenagers learn in classrooms and their everyday lives is not a recent phenomenon, but it is increasingly relevant as school systems are unable to follow the evolution of media and society beyond traditional concerns regarding the protection of young people. An overly scholarly view of learning continues to prevail in our society, which seems to marginalize the knowledge that young people develop with and through media and digital platforms. Based on questionnaires, workshops, and interviews conducted with Portuguese teenagers, aged 12 to 16 years old (N=78), attending an urban and a rural school in the North of the country, this paper aims to understand how these teens are learning to use the media, what motivates them, and if their media practices contribute to the acquisition of skills and competencies useful to their lives inside and outside school. The research main results confirm the existence of a gap between formal and informal education. Informal education is mainly motivated by their needs and peer influence. Colleagues and family, alongside the Internet and self-discovery, appear as important sources of knowledge. Another important conclusion is that informal learning strategies contribute to the development of skills and competencies that are useful from a school viewpoint. La disonancia entre lo que aprenden los jóvenes en clase y en su vida cotidiana no es un fenómeno reciente, pero es cada vez más relevante, ya que la escuela no es capaz, evidentemente, de acompañar la evolución. En nuestra sociedad, sigue prevaleciendo una visión demasiado escolarizada del aprendizaje, que parece marginalizar los conocimientos que los jóvenes desarrollan con y a través de los medios y de las plataformas digitales. Basado en cuestionarios, entrevistas y talleres realizados con jóvenes portugueses entre los 12 y los 16 años (N=78), de una escuela urbana y otra rural del norte del país, este artículo pretende comprender cómo están estos jóvenes aprendiendo a usar los medios, lo que les motiva y si lo que hacen con ellos contribuye a la adquisición de capacidades y competencias útiles para sus vidas dentro y fuera de la escuela. Los principales resultados de la investigación confirman la existencia de un foso entre la educación formal e informal. La educación informal es sobretodo motivada por sus necesidades y por la influencia de sus pares. Los compañeros y la familia, junto con Internet y con lo que descubren por ellos mismos, aparecen como importantes fuentes de conocimiento. También se concluyó que las estrategias informales de aprendizaje contribuyen al desarrollo de capacidades y competencias útiles desde un punto de vista escolar.
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Sururi, Nafis, Kusrini Kusrini, and Sudarmawan Sudarmawan. "Penentuan Wali Kelas Yang Ideal Menggunakan Metode TOPSIS." Creative Information Technology Journal 5, no. 2 (July 11, 2019): 85. http://dx.doi.org/10.24076/citec.2018v5i2.163.
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Pendidikan merupakan salah satu hal yang penting dalam suatu negara. Pendidikan bisa didapatkan pendidikan formal, informal maupun nonformal. Contoh pendidikan formal adalah sekolah dan pergururan tinggi, di dalam sekolahan terdapat wali kelas yang bertanggung jawab terhadap peserta didik di satu kelas atau ruang belajar di lingkungan sekolah. Dalam menentukan wali kelas yang ideal kepala sekolah dapat melihat karakteristik dan kemampuan yang dimiliki guru secara objektif. Multiple Criteria Decision Making (MCDM) merupakan salah satu metode yang paling banyak digunakan dalam pengambilan keputusan. Salah satu metode MCDM adalah Technique for Order Preference by Similarity to Ideal Solution (TOPSIS). Penelitian ini menggunakan metode TOPSIS yang dapat menganalisis keputusan multi-kriteria dimana metode tersebut dapat memilih alternatif terbaik dengan jarak terdekat dari alternatif ideal. Hasil yang diperoleh dari penelitian ini adalah Penentuan wali kelas dilakukan dengan cara mencari nilai preferensi setiap guru yang paling besar dari 3 kelas yang digunakan. Perhitungan yang dilakukan menggunakan bobot berbeda pada setiap kelas agar mendapatkan nilai prefensi sebagai acuan penentuan wali kelas yang ideal.Kata Kunci—Wali kelas, Ideal, TOPSISEducation is one of the important things in a country. Education can be obtained from formal, informal or non-formal education. Examples of formal education are schools and high schools, in schools there is a homeroom teacher who is responsible for students in one class or study room in a school environment. In determining the ideal homeroom, the principal can see the characteristics and abilities of the teacher objectively. Multiple Criteria Decision Making (MCDM) is one of the most widely used methods in decision making. One of the MCDM methods is Technique for Order Preference by Similarity to Ideal Solution (TOPSIS). This study uses the TOPSIS method which can analyze multi-criteria decisions where the method can choose the best alternative with the closest distance from the ideal alternative. The results obtained from this study are Determination of the homeroom teacher is done by finding the preference value of each teacher, the largest of the 3 classes used. Calculations performed using different weights for each class in order to get the value of the prefix as a reference for determining the ideal homeroom teacher.Keywords—Homeroom teacher, Ideal, TOPSIS
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Carroll, Christine Leanne. "Seeing the invisible: Theorising connections between informal and formal musical knowledge." Research Studies in Music Education 42, no. 1 (March 28, 2019): 37–55. http://dx.doi.org/10.1177/1321103x18824641.
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This article explores the perceived disconnect between informal and formal musical knowledge, through a focused case study which aligned students’ informal knowledge with aspects of the formal curriculum. The upper high school or senior secondary student participants had a background in the creation and performance of popular and contemporary music, and already possessed well-developed informal and aural-based learning skills. Using a latter phase of Green’s (2008) informal learning research as a starting point, the students completed two written tasks: a scoring or transcription exercise, and an analysis report using the music “elements” or “concepts” framework of the syllabus. Legitimation Code Theory (LCT), was utilised in the theoretical appraisal of themes emerging from the study. Employing one LCT dimension known as Semantics, which explores the context-dependence and complexity of knowledge, a range of knowledge types were observed. These made visible points of connection and disconnection between the students’ informal knowledge and the formal knowledge required to complete the tasks. The study highlights the limitations of informal knowledge as a sole basis for formal knowledge construction, but equally unveils points of connection between the two, important in informing teacher facilitation, and, much needed in curriculum reform.
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Rodriguez-Gomez, David, Georgeta Ion, Cristina Mercader, and Saida López-Crespo. "Factors promoting informal and formal learning strategies among school leaders." Studies in Continuing Education 42, no. 2 (April 6, 2019): 240–55. http://dx.doi.org/10.1080/0158037x.2019.1600492.
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Utama, Abdul Alimun. "SEJARAH DAN PERKEMBANGAN LEMBAGA PENDIDIKAN MUHAMMADIYAH DI KABUPATEN SUMBAWA NUSA TENGGARA BARAT TAHUN 1940-2014." Profetika: Jurnal Studi Islam 18, no. 1 (June 7, 2017): 18. http://dx.doi.org/10.23917/profetika.v18i1.6297.
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Muhammadiyah organization in Sumbawa regency was established on 6 May 1940. The movement and the development of educational institutions Muhammadiyah Sumbawa has been felt by the community. The development of educational institutions Muhammadiyah Sumbawa able to set up education through three lines of education, namely: formal education, non-formal and informal. formal education has been established since the year 1941-2013, thenumber of 23 educational institutions, including; 4 (four) kindergarten Ortom(Autonomous organizations)Aisyiah, 6 (six) elementary and MI (madrasah ibtidaiyah) , 6 (six) SMP (junior high school)and MTS (madrasah tsanawiyah), 6 (six) SMA (Senior High School) and MA (madrasah aliyah), 1 (one) colleges. While informal pathways, include; orphanage, cottage tahfizulquran and manage mosques. As developed through informal education through a variety of program areas stewardship activities Muhammadiyah Sumbawa.Based on the above background, the formulation of the problem in this research is How the History and Development of Institutions of Muhammadiyah in Sumbawa and what are the factors supporting and inhibiting the development of Muhammadiyah Education Institute in Sumbawa. While the purpose of this study was to describe the history and development of educational institutions Muhammadiyah in Sumbawa as well as factors supporting and inhibiting. Based on the research results, indicate that during the struggle for the developmentof educational institutions Muhammadiyahof the year 1952-2014, Muhammadiyah Sumbawa able to give an important role in developingthe educational institutions of Muhammadiyah Sumbawaby providing of islamic guidance,which is realized by three educational paths, is education formal, non-formal and informal. As for enabling and inhibiting factors that influencesuccess of the organization Muhammadiyah Sumbawa in developing educationalinstitutions Muhammadiyah can be seen from several internal and external factors are schools, human resources and educational tools. While the factors that most basic is a factor that is an asset fund the passage of a education, While the inhibiting factors that most basic is a factor that is an asset fund the passage of a education, and unmatched strictly by the state education agency Berdirinya organisasi Muhammadiyah di Kabupaten Sumbawa pada tanggal 6 Mei 1940. Gerakan dan perkembangan lembaga penddikan Muhammadiyah Sumbawa telah dapat dirasakan oleh masyarakat. Perkembangan lembaga penddikan Muhammadiyah Sumbawa mampu mendirikan pendidikan melalui 3 jalur pendidikan, yaitu: pendidikan formal, nonformal dan informal. melalui jalur pendidikan formal telah didirikan dari semnjak tahun 1941-2013, dengan jumlah 23 lembaga pendidikan, meliputi; 4 (empat) jenjang TK Ortom Aisyiah, 6 (enam) jenjang SD dan MI, 6 (enam) jenjang SMP dan MTS, 6 (enam) jenjang SMA dan MA, 1 (satu) jenjang perguruan tinggi. Melalui jalur nonformal, meliputi; panti asuhan, pondok tahfizul qur’an dan mengelola masjid. Adapun melalui pendidikan informal yaitu dikembangkan melaui berbagai program kegiatan bidang-bidang kepengurusan Muhammadiyah Sumbawa. Berdasarkan latar belakang di atas, maka rumusan masalah dalam penelitian ini adalah Bagaimanakah Sejarah dan Perkembangan Lembaga Pendidikan Muhammadiyah di Kabupaten Sumbawa dan apa saja yang menjadi faktor pendukung dan penghambat perkembangan Lembaga Pendidikan Muhammadiyah di Kabupaten Sumbawa. Sedangkan tujuan penelitian ini adalah untuk mendeskripsikan sejarah dan perkembangan lembaga pendidikan Muhammadiyah di Kabupaten Sumbawa serta faktor pendudukung dan penghambatnya. Berdasarkan hasil penelitian, menunjukkan bahwa sepanjang masa perjuangan pengembangan lembaga pendidikan Muhammadiyah dari tahun 1952-2014, Muhammadiyah Sumbawa mampu memberi peranan penting dalam mengembangan lembaga pendidikan Muhammadiyah Sumbawa dengan memberi pedoman keislaman, yang mana diwujudkan melalui tiga jalur pendidikan, yaitu pendidikan formal, nonformal dan informal. Adapun faktor pendukung dan penghambat yang sangat mempengaruhi keberhasilan organisasi Muhammadiyah Sumbawa dalam mengembangkan lembaga pendidikan Muhammadiyah dapat dilihat dari beberapa faktor internal dan eksternal adalah sekolah, SDM, dan alat pendidikan. Sedangkan faktor penghambat yang paling pokok adalah faktor dana yang merupakan aset berjalannya suatu pendidikan, dan tersaingi ketat oleh lembaga pendidikan negeri.
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Posha, Beti Yanuri. "PERKEMBANGAN ISLAM DI INDONESIA PASCA KEMERDEKAAN." HISTORIA 3, no. 2 (August 31, 2015): 75. http://dx.doi.org/10.24127/hj.v3i2.84.
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Islam is a religion that put the principles of truth and justice for all its adherents. Factors that encourage Muslims to achieve independence are factors Ideology, political, economic, social and cultural. In Indonesia, Islam has an important role in education. Islamic education in Indonesia is given in three sectors, namely formal, informal and non-formal. After Indonesian independence, the issue of religious education received serious attention from the government, both in public and private schools, and has established educational institutions, especially schools and a mosque which has become a bastion of Islam that is so strong effect. Therefore, it is important to reassess how the development of Islam in Indonesia as well as the development of Islamic education institutions in Indonesia after independence.
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Bihariová, Emília. "‘We Don’t Need No Education’. A Case Study About Pastoral Datoga Girls in Tanzania." Ethnologia Actualis 15, no. 2 (December 1, 2015): 30–45. http://dx.doi.org/10.1515/eas-2015-0015.
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Abstract The topic of this paper reflects the reasons why formal education is not in accord with Datoga pastoral life in Tanzania and why this marginalized Nilotic tribe hesitates to send children to schools. In an attempt to grasp different reasons of avoiding education, the paper is focused especially on education of girls, which is less preferred than that of boys. The discussion reveals the impact of formal/informal education on traditional life of mobile Datoga and how norms, habits are slowly weakened. The suggestion is offered that unless the communication between pastoral Datoga and the government regarding school attendance and better conditions takes the cultural context, Datoga will remain outside the schooling process and their marginal position in the society will not change and neither their image of savage people.