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Journal articles on the topic 'Formal education'

Author: Grafiati

Published: 4 June 2021

Last updated: 28 May 2022

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1

Masyhud, Masyhud, Laela Hikmah Nurbata, Hartono Hartono, and Dwi Anggraini Puspita. "LIFE SKILL EDUCATION (LSE) IN NON-FORMAL EDUCATION SETTING." Education of English as a Foreign Language 2, no. 1 (January 31, 2019): 44–50. http://dx.doi.org/10.21776/ub.educafl.2019.0012.01.06.

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Masyhud, Masyhud, Laela Hikmah Nurbata, Hartono Hartono, and Dwi Anggraini Puspita. "LIFE SKILL EDUCATION (LSE) IN NON-FORMAL EDUCATION SETTING." Education of English as a Foreign Language 2, no. 1 (January 31, 2019): 44–50. http://dx.doi.org/10.21776/ub.educafl.2019.002.1.6.

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Tudor, Sofia Loredana. "Formal – Non-formal – Informal in Education." Procedia - Social and Behavioral Sciences 76 (April 2013): 821–26. http://dx.doi.org/10.1016/j.sbspro.2013.04.213.

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GORGHIU, Gabriel, Laura Monica GORGHIU, and Ana-Maria Aurelia PETRESCU. "PROMOTING NANOSCIENCE TOPICS IN FORMAL EDUCATION." International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education 4, no. 1 (December 7, 2020): 219–24. http://dx.doi.org/10.26520/mcdsare.2020.4.219-224.

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In general, considering a reasonable and relative periodicity, the school curriculum has to pass a process of updating and/or reform - in many cases, in strong connection to the nature and extent of the changes that occurred in each educational system, but also linked with what is happening in the society. Nowadays, many opportunities for getting knowledge and developing personal and social affirmation of each individual are related to the spectacular advancement of science and technology. In the actual context, significant changes are noticed in the labor market, pushing the educational systems to anticipate the needs of the near-future society, not just to react to technological developments. In this respect, creativity, entrepreneurial and managerial skills, responsible use of technology, responsible research and innovation, are already present in the education of the 21st century. In this respect, nano-education has been introduced and developed in Romania, and recording an entire process of consolidation, especially at the level of higher education - promoting nano-area as one of the most dynamic big domains in the world of research since the beginning of the century. However, in secondary education, the preoccupations remain sporadic, several positive aspects being recorded especially in non-formal education. This paper tries to offer an answer related to how important nano-education is for the actual generation of youngers, and what are the main problems that teachers face when trying to promote aspects linked with the nano-world.

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Ivanova, I. V. "Non-formal Education." Russian Education & Society 58, no. 11 (November 2016): 718–31. http://dx.doi.org/10.1080/10609393.2017.1342195.

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Hamadache, Ali. "Non-formal education." Prospects 21, no. 1 (February 1991): 109–24. http://dx.doi.org/10.1007/bf02333644.

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Berbel Gómez, Noemy, and Maravillas Díaz Gómez. "Formal and non-formal education. A meeting point in music education." Aula Abierta 42, no. 01 (December 31, 2014): 47. http://dx.doi.org/10.17811/rifie.42.2014.47-52.

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Sutanto, J. E., Hari Minantiyo, David Sukardi Kodrat, and Carolina Novi Mustikarini. "Effect of formal education, non formal education and ethnic toward entrepreneurial attitude of students of private universities in Surabaya." International Journal of Academic Research 5, no. 6 (December 10, 2013): 142–48. http://dx.doi.org/10.7813/2075-4124.2013/5-6/b.24.

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Pavicevic, Miljana, and Danijela Petrovic. "Differences between formal, non-formal and informal education." Zbornik radova Uciteljskog fakulteta Prizren-Leposavic, no. 9 (2015): 103–13. http://dx.doi.org/10.5937/zrufpl1509103p.

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10

Brennan, Barrie. "Reconceptualizing non‐formal education." International Journal of Lifelong Education 16, no. 3 (May 1997): 185–200. http://dx.doi.org/10.1080/0260137970160303.

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ARAFAT, SABA. "Formal Education in UNRWA." Journal of Refugee Studies 2, no. 1 (1989): 108–12. http://dx.doi.org/10.1093/jrs/2.1.108.

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Torres, Rosa María. "Alternatives in formal education." Prospects 22, no. 4 (December 1992): 510–20. http://dx.doi.org/10.1007/bf02195695.

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13

Orsini-Puente, Marta. "Education and communication: an experience in the formal education." Comunicar 10, no. 20 (March 1, 2003): 147–54. http://dx.doi.org/10.3916/c20-2003-21.

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The violent and pornographic contents that appear in the mass media exercise a negative influence on children and young men(women). This influence, according to the authoress of this paper, owes to a cultural invasion that propagates with the new technolo Los contenidos violentos y pornográficos que aparecen en los medios de comunicación ejercen una influencia negativa sobre niños y jóvenes. Esta influencia, según la autora del artículo, se debe a una invasión cultural que se propaga con las nuevas tecnologías y que tiene como consecuencia el fin de la capacidad crítica y la creatividad. Para evitarlo, se ha realizado en la ciudad de Cochabamba un proyecto de formación de profesores que intentará educar a jóvenes y adultos. Este proyecto se ha realizado en tres etapas: en primer lugar se realizaron talleres para formar al profesorado; en una segunda fase se atendió a los niños que acuden a locales de juegos electrónicos; por último, se ayudó a los profesores para que incluyeran los medios de comunicación en sus enseñanzas. La finalidad de todo el programa es educar en el ejercicio de la ciudadanía, en la cultura para la paz y en los derechos humanos.

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Kodama, Toshiya. "Environmental Education in Formal Education in Japan." Japanese Journal of Environmental Education 26, no. 4 (2017): 4_21–26. http://dx.doi.org/10.5647/jsoee.26.4_21.

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15

Siegel, Jeff. "Formal vs. Non-Formal Vernacular Education: The Education Reform in Papua New Guinea." Journal of Multilingual and Multicultural Development 18, no. 3 (June 1997): 206–22. http://dx.doi.org/10.1080/01434639708666315.

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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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Wildemeersch, Danny. "From formal to non-formal: Education, learning and knowledge." Studies in the Education of Adults 48, no. 1 (January 2, 2016): 115–17. http://dx.doi.org/10.1080/02660830.2016.1155855.

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18

Fiorucci, Massimiliano. "Interculturality Between Formal and Non-formal Education in Italy." Educatia 21, no. 19 (December 19, 2020): 32–41. http://dx.doi.org/10.24193/ed21.2020.19.04.

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The paper focuses on the educational and cultural needs of adult migrants, in order to overcome a uniquely paternalistic view of immigration. Focusing on the educational and cultural needs affects, in fact, the quality of the experience of integration. Within this proposal the adoption of an intercultural mediation strategy can play an important role also with reference to the context of cultural services.

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Muth’im, Abdul, and Cayandrawati Sutiono. "Becoming Polyglots through Formal and Non-Formal Language Education." English Language Teaching and Linguistics Studies 3, no. 2 (March 2, 2021): p1. http://dx.doi.org/10.22158/eltls.v3n2p1.

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It is not surprising that there are Indonesian people who are able to communicate only in one language, i.e., their native Language (L1). Some Javanese people—the major ethnic group living in East and Central Java -are only able to communicate in Javanese; some Sundanese people—the second major ethnic group living in West Java -are able to communicate only in Sundanese; and some Banjarese—the people living in South Kalimantan province are only able to communicate in Banjarese. This is especially true for those who never experience formal education and live in villages and remote areas for almost of their lives. For those who have ever gone to and attended formal education, they are usually able to communicate at least in two different languages, i.e., their L1 and Indonesian language, their L2. Even, some Indonesian people are not only able to communicate in L1 and L2, but also are able to communicate in more languages. In relation to these phenomena, the following question is raised: “Why do some people be able to communicate only in one language while some others are able to communicate in more, different languages?”

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20

George, Louis. "Non-Formal Methods of Chemistry Education." Mapana - Journal of Sciences 4, no. 1 (July 18, 2005): 36–41. http://dx.doi.org/10.12723/mjs.6.8.

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From about 1980' s non•formai education became very popular in India, but the thrust from the establishment and promotions through official channels made the movement formal in operative terms. Though nan-formal was defined on paper in terms Of flexibility, openness, ease Of entry, relevance to life, creativity etc, in effect, much of what was provided under this wos sub-standard education for the poor and disadvantaged groups. Various agencies made commendable prognss in the Oi non-forrnal education in science and one Of them whick made remarkable contribution to spread the spirit Of science through a functional mass movernent is The Kerala Shastra Sahitya Parish ad.

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Meenakshi, B. "Formal verification." Resonance 10, no. 5 (May 2005): 26–38. http://dx.doi.org/10.1007/bf02871329.

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22

AL MAMUN, DR GAZI IBRAHIM, and SELINA AKHTER. "ENSURING QUALITY EDUCATION FOR CHILDREN IN RURAL BANGLADESH: COMPARATIVE STUDY ON FORMAL AND NON-FORMAL PRIMARY EDUCATION." CenRaPS Journal of Social Sciences 1, no. 1 (August 18, 2019): 35–53. http://dx.doi.org/10.46291/cenraps.v1i1.4.

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Bangladesh is committed to ensuring quality education for all. In this purpose, there is categories study/education system at the primary level of education. One is formal primary education school run by the Bangladesh government and another is non-formal primary education school run by NGOs. Both types of primary education’s main objective are ensuring quality education at primary level. But there are many problems in these two categories of an education program. But quality education’s main characteristics enable all learners to develop the capabilities they require to become economically productive, develop sustainable livelihood, contribute to peaceful and democratic societies and enhance wellbeing. The learning outcomes that are required vary at the end of the basic educations cycle must include threshold levels of literacy and numeracy and life skills including awareness and prevention of disease. In this circumstance, the learning method will be flexible and the environment of the school will attractive for children. But the environment and learning method mean model of quality education is an absence in formal government primary school, although non-formal based NGOs school have practised low this model. In this perspective, the main focus of this present article is to comparative analysis between formal based government primary education and non-formal based NGOs primary education. To examine which is a better system for ensuring quality education at the primary level and an attempt is also made to suggest some alternative propose/proposal for ensuring quality education at the primary level of education. In the analysis of the results given in the study, it is seen that the non-formal education is more effective than formal education in primary education level to ensure the quality education of children in the rural communities of Bangladesh. Therefore, the results of this research will play an important role in improving the quality of non-formal and formal primary education.

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23

Lisauskienė, Dovilė, and Vilmantė Aleksienė. "Manifestation of Recreational Ideas in Non-Formal and Formal Curriculum." Pedagogika 134, no. 2 (October 18, 2019): 151–69. http://dx.doi.org/10.15823/p.2019.134.10.

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The aim of the article is to highlight manifestation of recreational ideas in non-formal and formal curriculum. The methods of research such as scientific literature analysis, systematization, synthesis, generalisation are used in the article.The article includesthree main parts. The aim of the first part is to reveal the relationship between formal, non-formal, and informal education in the context of the curriculum following the conceptions of lifelong learning, comprehensive learning. The conclusion is drawn that education forms are complementary; therefore, it is necessary to create the guidelines for promising education beneficial for young people. The formal curriculum should encompass all education forms, and not to be oriented towards ensuring the needs of learners. The second part presents the concept of the curriculum, emphasises the need for recreational activities as factors motivating youth to learn. It leads to the conclusion that the formal curriculum is oriented towards the efficiency of learning abilities/situation structural elements, teacher’s motivational teaching methods, and non-formal curriculum focuses more on strengthening internal (personal) motivation. The third part analyses non-formal and formal education curriculum. The document analysis showed that in non-formal education recreational ideas are realised through self-recognition motivational factor identifying the importance of education to personal improvement. In formal education, education policy makers declare recreational ideas in general curricula; however, there is a lack of direct recreational activities that motivated learners to learn in terms of understanding the importance of education for fostering their personality. The need for creating a recreational-educational environment was highlighted.

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Iacopetta, Maurizio. "Formal education and public knowledge." Journal of Economic Dynamics and Control 35, no. 5 (May 2011): 676–93. http://dx.doi.org/10.1016/j.jedc.2011.01.006.

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Christie, M. J. "Formal Education and Aboriginal Children." Aboriginal Child at School 14, no. 2 (May 1986): 40–44. http://dx.doi.org/10.1017/s0310582200014280.

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All children, black or white, learn a lot more outside the classroom than inside it. All normal children, by the time they go to school for the first time, have already learnt to speak their mother tongue, have learnt who they are and where they fit into their family or community, and have learnt a vast range of behaviours which are appropriate (and inappropriate) for members of their culture. They have learnt all these through the informal process of socialization which affects all members of every culture throughout their lives. In traditional Aboriginal society, for example, hunting and food preparation skills, the traditional law, patterns of land ownership and important stories from the past, were all learnt informally in the daily life of the family. Only some sacred knowledge would be transmitted formally in a ceremonial context.

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26

Fraca, Carina, Ana Maria Graffigna, Natalia Palacio, Marcela Roca, and Paola Nieva. "Productive Sector on Formal Education." Procedia - Social and Behavioral Sciences 197 (July 2015): 228–30. http://dx.doi.org/10.1016/j.sbspro.2015.07.128.

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27

Mallett, Clifford J., Pierre Trudel, John Lyle, and Steven B. Rynne. "Formal vs. Informal Coach Education." International Journal of Sports Science & Coaching 4, no. 3 (September 2009): 325–64. http://dx.doi.org/10.1260/174795409789623883.

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The training of coaches is considered central to sustaining and improving the quality of sports coaching and the ongoing process of professionalisation. Sports coaches participate in a range of learning opportunities (informal to formal) that contribute to their development to varying degrees. In this article, we present our collective understanding on the varying types of learning opportunities and their contribution to coach accreditation and development. The authors presented these views (from a sports pedagogy perspective) as part of a workshop entitled “Formal vs. Informal Coach Education” at the 2007 International Council of Coach Education Master Class in Beijing. These reflections seek to stimulate the on-going, and often sterile, debate about formal versus informal coach education/learning in order to progress scholarship in coaching.

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Nathan, Mitchell J. "Rethinking Formalisms in Formal Education." Educational Psychologist 47, no. 2 (April 2012): 125–48. http://dx.doi.org/10.1080/00461520.2012.667063.

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Moore-Cox, Annie. "Formal Education in Nursing Informatics." CIN: Computers, Informatics, Nursing 21, no. 5 (September 2003): 276–84. http://dx.doi.org/10.1097/00024665-200309000-00017.

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Popescu, Liliana Georgeta. "University and non-formal education." MATEC Web of Conferences 121 (2017): 12014. http://dx.doi.org/10.1051/matecconf/201712112014.

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Harkins, Arthur M., and George H. Kubik. "“Ethical” cheating in formal education." On the Horizon 18, no. 2 (May 18, 2010): 138–46. http://dx.doi.org/10.1108/10748121011050487.

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Terrazas-Marín, Roy Alonso. "Developing non-formal education competences as a complement of formal education for STEM lecturers." Journal of Education for Teaching 44, no. 1 (January 2018): 118–23. http://dx.doi.org/10.1080/02607476.2018.1422613.

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Nefedova, G. M. "SPECIFICS OF INTEGRATION OF FORMAL, NON-FORMAL AND INFORMAL EDUCATION." Pedagogical Review, no. 3 (2017): 127–33. http://dx.doi.org/10.23951/2307-6127-2017-3-127-133.

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34

Trilla i Bernet, Jaume. "Socio-cultural animation, education and non-formal education." Educar 13 (February 1, 1988): 17. http://dx.doi.org/10.5565/rev/educar.381.

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Vats, A. S., and Chander Prabha. "Non-Formal Education in the New Education Policy." Social Scientist 14, no. 2/3 (February 1986): 45. http://dx.doi.org/10.2307/3520172.

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Colomer Feliu, Jordi, and Teresa Serra. "Communication in formal and non-formal science." Communication Papers 7, no. 13 (May 25, 2018): 217. http://dx.doi.org/10.33115/udg_bib/cp.v7i13.21990.

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Communication in both formal and non-for-mal education requires specific spaces, com-municators and activities. Communication in formal science is highly regulated by research needs and the purposes of higher education institutions. In non-formal science, communi-cation is more intrinsic, voluntary and typica-lly non-sequential, given that it is a function of activities designed in out-of-school envi-ronments. In both cases, communication is linked to learning and is mediated by indivi-dual or community engagement and the need for constant dialogue between communica-tors and public and by the need to constantly design new architectures of interaction

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Slabko, Volodymyr, Marianna Marusynets, and Olga Strelnik. ""FORMAL" AND "NON-FORMAL" EDUCATION IN THE DIFFERENTIATION OF INTRINSIC PROPERTIES." Educational Discourse: collection of scientific papers, no. 15(7-8) (September 6, 2019): 76–89. http://dx.doi.org/10.33930/ed.2019.5007.15(7-8)-6.

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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.

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Nolt, John. "Formal Logic." Teaching Philosophy 12, no. 4 (1989): 424–26. http://dx.doi.org/10.5840/teachphil1989124112.

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Horbenko, Halyna, Yana Fruktova, and Oleksandra Hondiul. "NON-FORMAL EDUCATION OF EDUCATORS IN MEDIA CENTERS OF LEADING EUROPEAN COUNTRIES: EDUCATIONAL AND METHODOLOGICAL ASPECT." Continuing Professional Education: Theory and Practice, no. 4 (2020): 103–9. http://dx.doi.org/10.28925/1609-8595.2020.4.13.

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Media literacy is recognized as a basic, vital skill for European citizens. It must be formed during life, at all stages of personality development. That is why we have chosen the leading European countries such as Finland, Sweden, France, Germany, the United Kingdom and Spain to analyze the current state of media education. Europe should be at the forefront of media literacy, as historically this region of the world has become the cradle of media civilization, a center for coordinating discussions of philosophical, cultural and technical development of the media. The article deals with the analysis of educational and methodical support of the European system of educators’ media education. The importance of media education of educators as the greatest agents of direct educational influence on the younger generation, whose media education is a requirement of the time, is revealed. The need for the development of non-formal and informal media education of educators is identified, as the media component can take place in any lesson and in extracurricular activities. Common components of the organization system of this process (participants, content, forms, methods, tools) are identified and educational and methodological resources are described, which are publicly available and can be useful to educators regardless of country of residence, citizenship or language.As a result of the research, we made the following conclusions: specialized centers offer a wide range of short-term training courses for teachers of various topics; forms of professional development in media education of teachers are different (distance courses, trainings, seminars, workshops, conferences, educational films, etc.); modern scientific, educational, methodical literature for teachers is available (monographs, professional journals, lesson plans, information packages); non-formal and informal preparation of teachers for media education activities is diverse in content, forms, means and methods, but remains fragmentary, not systematic, which does not allow to solve our issue comprehensively, and therefore it needs further development and critical analysis.

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Bart, William M., and Karen E. Schleisman. "Testing formal Reasoning." Applied Measurement in Education 1, no. 2 (April 1988): 189–202. http://dx.doi.org/10.1207/s15324818ame0102_6.

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Zowada, Christian, Antje Siol, Ozcan Gulacar, and Ingo Eilks. "Phosphate recovery – applied environmental technology in formal and non‐formal education." CHEMKON 26, no. 4 (March 13, 2019): 158–64. http://dx.doi.org/10.1002/ckon.201800055.

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Enríquez, Larisa, and Myrna Hernández. "ArguMente: An Online Argumentation System for Formal and Non-Formal Education." EDEN Conference Proceedings, no. 1 (September 21, 2021): 242–50. http://dx.doi.org/10.38069/edenconf-2021-ac0024.

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ArguMente is an online system that offers two types of learning spaces. On the one hand, a close group space that implements a student-centred teaching strategy, the purpose of which is to automate the Dialogue Design System model for written argumentation (DDS). On the other hand, it offers a space for the exercise of an argued debate under a non-formal environment of education that calls for the creation of learning communities. Experiences for teaching argumentative skills and for teaching teachers have taken place through the first space, the closed classroom, while the second space, the open classroom, is being used to promote the autonomous argumentative dialogue.

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Баніт, Ольга, and Любов Ващенко. "NON-FORMAL DEVELOPMENT TRENDS OF ADULT EDUCATION IN UKRAINE." UNESCO Chair Journal "Lifelong Professional Education in the XXI Century", no. 3 (October 31, 2021): 23–27. http://dx.doi.org/10.35387/ucj.1(3).2021.23-27.

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The author identifies four key trends in the development of non-formal adult education in Ukraine. The first trend is the division of non-formal adult education into two areas: general cultural and professional. The first direction means the development of the need for education, the formation of the ability to learn independently, to know themselves and their capabilities, to meet intellectual and aesthetic needs. The second direction is related to the development of corporate education and in-house training. The second trend is characterized by the emergence of new institutions of non-formal adult education. These are public organizations and unions, women's organizations, interest clubs, cooperative professional associations, cor-porate universities and academies, etc. The third trend is related to the expansion of the content, forms and methods of non-formal adult education. The author gives a classification of forms of organization of non-formal education: didactic, socio-pedagogical, professionally-oriented, language-linguistic, cultural-artistic. The fourth trend has developed over the past few years. This is the transition of non-formal adult education to an online format. In the domestic market, the number of providers offering mass open online courses is growing. Among them are the Ukrainian online platforms Prometheus and VUM (Open University Maidan)

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Abid, Saleh Hamad, and Il-Seon Yoo. "Formal Education, Trade and Income Distribution." Korea International Trade Research Institute 15, no. 4 (August 31, 2019): 17–30. http://dx.doi.org/10.16980/jitc.15.4.201908.17.

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45

Zemaitaityte, Irena. "NON-FORMAL ADULT EDUCATION IN LITHUANIA." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2017): 577. http://dx.doi.org/10.17770/sie2017vol2.2338.

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The article reviews the regulatory legal documents for non-formal adult education and lists the diversity of institutions providing non-formal adult education. Non-formal adult education forms a large part of a permanent education system and is an active factor in stimulating Lithuanian democracy growth; it empowers individuals and social groups to deal with social, economical and political problems by advanced critical thinking and assists adults in gaining diverse approaches to tolerance. A system of non-formal education consists of training institutions, voluntary organizations, culture and education institutions, commercial establishments and groups of mutual support. Media and modern information technologies play an important role in this system. Non-formal adult education through its complexities and structural diversity develops conceptual change and behavior of the individuals in the complicated and ever changing modern world.

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Ivanishcheva, N. A. "Organization of internships in formal education." Vestnik of Orenburg State Pedagogical University. Electronic Scientific Journal, no. 26 (2018): 285–93. http://dx.doi.org/10.32516/2303-9922.2018.26.19.

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Ando, Toshihiko, and Megumi Noda. "Non-Formal Environmental Education in Japan." Japanese Journal of Environmental Education 26, no. 4 (2017): 4_39–44. http://dx.doi.org/10.5647/jsoee.26.4_39.

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Morrison, Johnetta Wade, and Valentine Milner. "Formal Education of Children in Jamaica." Childhood Education 71, no. 4 (June 1995): 194–96. http://dx.doi.org/10.1080/00094056.1995.10522596.

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Dionne, Clermont, Thomas D. Koepsell, Michael Von Korff, Richard A. Deyo, William E. Barlow, and Harvey Checkoway. "Formal Education and Back-Related Disability." Spine 20, no. 24 (December 1995): 2721–30. http://dx.doi.org/10.1097/00007632-199512150-00014.

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Otta, Gracia. "English day and non-formal education." FLOBAMORA 2, no. 1 (August 31, 2019): 72–78. http://dx.doi.org/10.46888/flobamora.v2i1.4.

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Abstract:

Abstract This program is a combination of The Community Development Partnership Program (CDPP) and research. It is one of the obligations of the writer in carrying out the University of Nusa Cendana's three principles, namely teaching, researching, and serving the community. The point of this program is Sunday School teachers in 22 and 24 service area of the Imanuel Church Oepura in Kupang, who will apply the method in Sunday School teaching every two weeks. This program is implemented per semester. There are three goals to be achieved; first, to run the English Day program that launched by the Governor of NTT, Viktor B. Laiskodat, secondly, to refresh and to give new atmosphere and enthusiasm for Sunday School teachers to maintain English language skills when attending school several years ago, and finally to support global tourism programs in the coming years in East Nusa Tenggara. Based on the analysis of the situation of young language learners in Sunday School, the writer set the method of Total Physical Response (TPR) through Bible-themed songs and games in English to develop the spirit and ability to learn English. This classic method is also still reaping the pros and cons but in its implementation, it still play role to be something interesting and easy for young language learners to get vocabulary and pleasant learning experiences. In general, the material can be well received because of the education background of Sunday School teachers from the High School level, Vocational School, and Sarjana Degree. Based on the application on Sunday School 55 participants, in 6-14 year old group could follow the instructions appropriately. Furthermore, in 3-5 year olds group only followed the movement of songs or games but could not understand the instructions or the aims of the games. The output of this program is to gradually begin with learning the names of Bible characters, places, and books in English, vocabulary and other games and songs to increase English vocabulary in speaking, listening, reading, and writing skills in English that programmed in the curriculum also English Textbooks for Sunday School participants.

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