Relevant bibliographies by topics / Informal learning

Academic literature on the topic 'Informal learning'

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Published: 4 June 2021
Last updated: 22 June 2024

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Journal articles on the topic "Informal learning"

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Callanan, Maureen, Christi Cervantes, and Molly Loomis. "Informal learning." Wiley Interdisciplinary Reviews: Cognitive Science 2, no. 6 (May 9, 2011): 646–55. http://dx.doi.org/10.1002/wcs.143.

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Martin, Daniel, and Brad Hokanson. "Informal Learning." International Journal of Designs for Learning 13, no. 2 (December 5, 2022): 100–108. http://dx.doi.org/10.14434/ijdl.v13i2.33876.

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This paper describes the development and execution of an exhibition in an academic museum setting. The exhibitionis presented as a self-directed learning intervention. The development process included conceptual development, the selection of exhibition materials, the creation of didactic written materials, spatial arrangement of the materials, organizing the flow and interaction of the exhibition, and analysis of the results of the exhibition. We find that interactivity is a viable means to drive interest in the subject(s) of an exhibition and that crowds can make informed decisions about the perception of displayed objects. We propose that interactive didactic exhibitions such as this show potential for successful self-directed learning in a variety of contexts and that further study of the results of such exhibitions are necessary.
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Levinsen, Karin Tweddell, and Birgitte Holm Sørensen. "Formalized Informal Learning." International Journal of Digital Literacy and Digital Competence 2, no. 1 (January 2011): 7–26. http://dx.doi.org/10.4018/jdldc.2011010102.

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Longitudinal research projects into social practices are both subject to and capture changes in society, meaning that research is conducted in a fluid context and that new research questions appear during the project’s life cycle. In the present study emerging new performances and uses of ICT are examined and the relation between network society competences, learners’ informal learning strategies and ICT in formalized school settings over time is studied. The authors find that aspects of ICT like multimodality, intuitive interaction design and instant feedback invites an informal bricoleur approach. When integrated into certain designs for teaching and learning, this allows for Formalized Informal Learning and support is found for network society competences building.
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Kirkland, Jennifer M. "Informal Learning Basics." Performance Improvement 52, no. 3 (March 2013): 41–44. http://dx.doi.org/10.1002/pfi.21335.

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Clapham, Andrew. "Enacting Informal Science Learning: Exploring the Battle for Informal Learning." British Journal of Educational Studies 64, no. 4 (May 21, 2016): 485–501. http://dx.doi.org/10.1080/00071005.2016.1179716.

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Tannenbaum, Scott I., and Mikhail A. Wolfson. "Informal (Field-Based) Learning." Annual Review of Organizational Psychology and Organizational Behavior 9, no. 1 (January 21, 2022): 391–414. http://dx.doi.org/10.1146/annurev-orgpsych-012420-083050.

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Most learning in the workplace occurs outside of formal learning environments—it happens informally, “in the field.” In this review, we share what is known about how such informal field-based learning (IFBL) works, offer guidance on how to promote healthy IFBL, and identify future research needs. We first situate IFBL within the broader stream of the learning literature. On the basis of the literature and organizational needs, we propose a CAM-OS framework that emphasizes five personal and situational readiness factors for enabling constructive IFBL: Capability, Awareness, Motivation, Opportunity, and Support. We use the framework to offer practical, evidence-based advice for each of three stakeholder groups—senior leaders, managers, and employees—and conclude with suggested avenues for future research. The review is grounded in the research literature with an emphasis on implications for practice.
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Marsick, Victoria J., and Karen E. Watkins. "Informal and Incidental Learning." New Directions for Adult and Continuing Education 2001, no. 89 (2001): 25. http://dx.doi.org/10.1002/ace.5.

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Yoon, Dohye. "Understanding the Informal Learning in Lifelong Learning : Focused on the Heuristic Model." Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft 29, no. 1 (April 30, 2024): 23–47. http://dx.doi.org/10.26894/kdge.2024.29.1.23.

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The purpose of this study is to identify the meaning of informal learning for adult learners in lifelong learning by reviewing discourses in pedagogy related to informal learning and introducing heuristic model for practical research on informal learning. To this end, after reviewing the main perspectives on the meaning of informal learning, which has been conventionally discussed in educational research, in detail, the trends in informal learning research in three areas primarily observed in lifelong learning (informal learning in the workplace, multicultural informal learning, and community informal learning) were examined. Adult learners’ informal learning occurs through interactions between society, culture, media, or members in the everyday learning environment based on sociocultural context to which they belong, such as society, community, and workplace. Based on this, a heuristic model of informal learning was introduced that takes into account the social conditions of learners that can produce continuous informal learning as well as individual learner aspect. In the end, as a comprehensive perspective to understand human learning in the further research, the research direction for informal learning research and the expectation for the analytical foundation of practical research to support adult learners' informal learning was suggested.
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Kortsch, Timo, Eva-Maria Schulte, and Simone Kauffeld. "Learning @ work: informal learning strategies of German craft workers." European Journal of Training and Development 43, no. 5/6 (July 1, 2019): 418–34. http://dx.doi.org/10.1108/ejtd-06-2018-0052.

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Purpose In competitive labor markets, promoting employees’ learning becomes a key challenge for companies. However, in small German craft companies, employee development is always connected with worries about employee turnover. This study aims to investigate the current informal learning strategies of craft workers and how they use the strategies, the effect of learning on employees’ internal and external marketability and beneficial workplace characteristics (autonomy, feedback). Design/methodology/approach An online prestudy (N = 131) explored current informal learning strategies. In the main study (N = 526), cluster analysis was applied to identify patterns of informal learning strategies. The relations of these patterns to workplace characteristics and marketability were investigated. Findings Four informal learning strategies were found (informal learning from oneself, from others, from other sources and from new media). Craft workers used combinations of the strategies (i.e. patterns): three learning patterns (balanced high, person-oriented and balanced low) differed in intensity and combination with the learning strategy use. More intense learning patterns were positively related to internal marketability but were not related to external marketability. Higher autonomy and feedback availability were related to higher learning engagement. Research limitations/implications Studies should have a broader view of informal learning strategies concerning different learning patterns. The use of new media is a learning strategy that might increase in the future. Practical implications Craft companies could promote different informal learning strategies without worries about employee turnover. Originality/value The study reveals how German small- and medium-sized enterprise employees use informal learning strategies in digitalized times and how human resources development can use informal learning strategies.
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Lindeman, Cheryl. "Informal STEM Learning: Cultivating Curiosity." International Journal of Science, Mathematics and Technology Learning 27, no. 2 (2020): 25–34. http://dx.doi.org/10.18848/2327-7971/cgp/v27i02/25-34.

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Dissertations / Theses on the topic "Informal learning"

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Black, Graham. "Developing museum display for informal learning." Thesis, Nottingham Trent University, 2015. http://irep.ntu.ac.uk/id/eprint/115/.

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Abou-Khalil, Victoria. "Supporting Learner Centered Vocabulary Learning in Informal Learning Environments." Kyoto University, 2020. http://hdl.handle.net/2433/253413.

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付記する学位プログラム名: デザイン学大学院連携プログラム
Kyoto University (京都大学)
0048
新制・課程博士
博士(情報学)
甲第22577号
情博第714号
新制||情||122(附属図書館)
京都大学大学院情報学研究科社会情報学専攻
(主査)教授 緒方 広明, 教授 守屋 和幸, 教授 黒田 知宏
学位規則第4条第1項該当
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Vo, Ngoc Thi Bao. "College students' choice of informal learning spaces." Thesis, University of Missouri - Columbia, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10182617.

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Iacovides, Ioanna. "Digital games : motivation, engagement and informal learning." Thesis, Open University, 2012. http://oro.open.ac.uk/35603/.

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This thesis investigates the relationships between motivation, engagement and informal learning, with respect to digital games and adult players. Following the reconceptualisation of motivation and engagement (as forms of micro and macro level involvement respectively) three linked studies were conducted. In the first study, 30 players were interviewed via email about their gaming experiences. The resulting set of learning categories and themes drew attention to learning on a game, skill and personal level, which arose from micro-level gameplay and macro-level interaction with wider communities and resources. The second investigation consisted of eight case studies that examined how involvement and learning come together in practice. Participants were observed in the lab during two gameplay sessions and kept gaming diaries over a three week period. A method for categorising game-play breakdowns and breakthroughs (relating to action, understanding and involvement) was developed in order to analyse several hours of gameplay footage. The previous categories and themes were also applied to the data. The findings suggested a relationship between macro-involvement and player identity, which was further investigated by a third survey study (with 232 respondents). The survey helped to establish a link between identity, involvement, and learning; the more strongly someone identifies as a gamer, the more likely they are to learn from their involvement in gaming practice. Four main contributions are presented: (1) an empirical account of how informal learning occurs as a result of micro and macro-involvement within a gaming context, (2) an in-depth understanding of how breakdowns and breakthroughs relate to each other during play, (3) a set of categories that represent the range of learning experienced by players, and (4) a consideration of the role player identity serves with respect to learning and involvement.
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Scheurer, Andrew J. "Antecedents of Informal Learning: A Study of Core Self-Evaluations and Work-Family Conflict and Their Effects on Informal Learning." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366270012.

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Egetenmeyer, Regina. "Informal learning in betrieblichen Lernkulturen eine interkulturelle Vergleichsstudie." Baltmannsweiler Schneider-Verl. Hohengehren, 2007. http://d-nb.info/988231050/04.

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Kilgore, Whitney Kay. "Design of Informal Online Learning Communities in Education." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862820/.

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The U.S. Department of Education, Office of Ed Tech Future Ready program has encouraged the use of open informal learning communities as professional learning opportunities for educators. This study categorizes 46 state Twitter chats by their moderation techniques and design. A purposive sample of Twitter chat designers participated in this phenomenological exploration that demonstrates how the designs of these informal learning spaces are aligned with the designers' pedagogical philosophies. Recommendations for supporting, growing, and sustaining similar learning communities are included.
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Ruiters, Astrid. "Proficiency enhancement in the workplace through informal learning." Thesis, University of the Western Cape, 2013. http://hdl.handle.net/11394/4514.

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Magister Commercii (Industrial Psychology) - MCom(IPS)
The study examines three emerging salient themes. Firstly, it highlights the current perception of informal learning in the workplace which has multiple definitions and descriptions. The second theme draws attention to the sociocultural structures and the impact on individual engagement in workplace learning. The last theme illustrates the potential of informal learning and how individuals and their learning environment at work cannot function independently. Employees no longer have time for the inefficiencies of the past, old-style training they want to be co-participants in learning not simply receivers (Cross, 2007).By diagnosing the current status of informal workplace learning, the research examines the employee engagement, the perceived factors that affect learning engagement and explores the links between informal workplace learning and the performance of the organisation. Against the background of informal learning in the workplace, a learning organisation has been characterised, as an organisation that has development in place that supports learning and recognises the value of learning and extends itself towards the enhancement of employee’s proficiency and transfer of learning to others (Berg & Chyung, 2008).
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Clough, G. "Geolearners : informal learning with mobile and social technologies." Thesis, Open University, 2009. http://oro.open.ac.uk/19035/.

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This thesis investigates how mobile and social technologies are influencing informal learning in the context of online community membership. The development of mobile technologies that use Global Positioning System (GPS) data to pinpoint geographical location together with the rapidly evolving Web 2.0 applications supporting the creation and consumption of content suggest a potential for cooperative informal learning linked to location. This research explores whether this potential has been realised. Two pilot studies were conducted, a technology-enhanced Birdwatch (16 participants) and a GPS-guided Nature Trail (11 participants) to evaluate the effects of connected, location aware technology on informal learning and community building. The main study focused on the Geocaching community, a geographically dispersed group who use mobile and Web 2.0 technologies to link the virtual social spaces of the internet with the physical spaces that surround them. This research built on insights from the Mobilearn project that mobile learning is connected to the mobility of the learner moving between different sources of technological and social resources, rather than the technology (Attewell and Savill-Smith, 2004). Online survey participants were recruited from the Geocaching forums. From the 659 responses, five linked case studies were selected for interviews. This data was supplemented by information collected from the Geocaching website and forums and analysed using qualitative techniques. The work reported in this thesis reinforces the Preece and Shneiderman (2009) four stage communities model, illustrating that learning opportunities are built into the community membership trajectory. It uncovered novel ways of using mobile and Web 2.0 technologies to create learning activities connected to location. It also revealed a growing undercurrent of cooperative informal learning through distributed networks of connected individuals who made innovative use of both mobile and social technologies to create a persistent digital narrative of location which served as a community resource.
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Thomson, Kate Eileen. "The nature of academics’ informal conversation about teaching." Thesis, The University of Sydney, 2012. http://hdl.handle.net/2123/9166.

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Conversations are a recognised form of informal learning in professional workplaces. Informal conversation about teaching within university departmental contexts represents one way academics learn about university teaching. Such conversations also have the potential to more effectively link learning on formal professional development programs with teaching. As professional development of teaching is usually focused on formal courses, workshops and projects, informal conversation has not been investigated as a professional development strategy. The lack of substantial exploration of conversation as a professional development strategy was the impetus for the current study. This study investigated academics’ experience of informal conversation about teaching within their departments. Thirty academic staff working in different departments at an Australian research-intensive university were interviewed and the transcripts were analysed using grounded theory (Glaser & Strauss, 1967). The analysis revealed that academics were learning about many aspects of teaching from informal conversation with their departmental colleagues. Four elements of informal conversation were explored: the content of conversation, the purpose for which academics used conversation, the context which influenced conversation and the relationship between conversation and formal (course-based) professional development. In summary, academics’ conversations were about topics that included students, assessment, curriculum and evaluation, with their purposes ranging from venting their frustrations, and reassuring themselves, to managing, improving and evolving their teaching. The investigation of the role of contextual influences on informal conversation about teaching yielded a theory for the nature of conversation, based on ‘commonality’. In a context which provides variable support for teaching, increases in commonality between academic colleagues are associated with increases in frequency and usefulness of their informal conversation. The theory of commonality and the description of the nature of informal conversation derived from this study are used to show how informal conversation can enhance professional development.
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Books on the topic "Informal learning"

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ERIC Clearinghouse on Adult, Career, and Vocational Education., ed. Informal workplace learning. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University, 2000.

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Diamond, Judy, and Sherman Rosenfeld. Amplifying Informal Science Learning. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003145387.

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Frank, Coffield, and Economic and Social Research Council (Great Britain), eds. The necessity of informal learning. Bristol: Policy Press, 2000.

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Gear, Jane. Informal learning in the professions. Hull: Department of AdultEducation, University of Hull, 1994.

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Kirsten, Drotner, Jensen Hans Siggaard 1947-, and Schrøder Kim, eds. Informal learning and digital media. Newcastle, UK: Cambridge Scholars, 2008.

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Smith, Mark, 1950 June 25-, ed. Informal education: Conversation, democracy and learning. 3rd ed. Nottingham [England]: Educational Heretics Press, 2005.

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Sockett, Geoffrey. The Online Informal Learning of English. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137414885.

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Arefi, Mahyar. Learning from Informal Settlements in Iran. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78408-3.

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Trentin, Guglielmo, and Stefania Bocconi. Wiki supporting formal and informal learning. Hauppauge, N.Y: Nova Science Publishers, 2012.

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Marian, Lever, ed. Learning together: A guide to running informal learning groups. Cambridge: National Extension College, 1985.

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Book chapters on the topic "Informal learning"

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McGivney, Veronica. "Informal learning." In Learning Outside the Academy, 11–23. London: Routledge, 2006. http://dx.doi.org/10.4324/9780203018385-3.

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Hager, Paul J. "Informal Learning." In Encyclopedia of the Sciences of Learning, 1557–59. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_162.

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Sammet, Jürgen, and Jacqueline Wolf. "Informal Learning." In From Trainer to Agile Learning Facilitator, 103–18. Berlin, Heidelberg: Springer Berlin Heidelberg, 2022. http://dx.doi.org/10.1007/978-3-662-65909-0_6.

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Marsick, Victoria J., and Adam Neaman. "Adult Informal Learning." In Informelles Lernen, 53–72. Wiesbaden: Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-15793-7_4.

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López, Omar S. "Informal Workplace Learning." In Encyclopedia of the UN Sustainable Development Goals, 475–85. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-95870-5_108.

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Rintala, Heta, Petri Nokelainen, and Laura Pylväs. "Informal Workplace Learning." In Handbook of Vocational Education and Training, 1–14. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-49789-1_97-1.

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López, Omar S. "Informal Workplace Learning." In Encyclopedia of the UN Sustainable Development Goals, 1–11. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-69902-8_108-1.

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Rintala, Heta, Petri Nokelainen, and Laura Pylväs. "Informal Workplace Learning." In Handbook of Vocational Education and Training, 729–42. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-94532-3_97.

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Beck, Clive, and Clare Kosnik. "Informal Learning Opportunities." In Growing as a Teacher, 119–29. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-560-1_9.

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Mercea, Dan. "Informal Civic Learning." In Civic Participation in Contentious Politics, 191–218. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-50869-0_7.

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Conference papers on the topic "Informal learning"

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García-Peñalvo, Francisco J., and David Griffiths. "Rethinking informal learning." In the 3rd International Conference. New York, New York, USA: ACM Press, 2015. http://dx.doi.org/10.1145/2808580.2808648.

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Hudgins, Will, Michael Lynch, Ash Schmal, Harsh Sikka, Michael Swenson, and David A. Joyner. "Informal Learning Communities." In L@S '20: Seventh (2020) ACM Conference on Learning @ Scale. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3386527.3405926.

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Galanis, Nikolas, Enric Mayol, Marc Alier, and Francisco José Garcia-Peñalvo. "Validation of informal learning." In the Second International Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2669711.2669976.

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Haaranen, Lassi, and Päivi Kinnunen. "Informal CS learning through games." In Koli Calling '15: 15th Koli Calling International Conference on Computing Education Research. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2828959.2828987.

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Grubliauskaite, Ilona. "Modeling informal learning in companies." In Koli Calling '15: 15th Koli Calling International Conference on Computing Education Research. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2828959.2835021.

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Pollini, Alessandro, Leonardo Giusti, and Linda Napoletano. "Emerging informal learning 2.0 practices." In the 9th ACM SIGCHI Italian Chapter International Conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2037296.2037316.

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Nite, Sandra B., Niyazi Erdogan, Ali Bicer, Kimberly A. Currens, and Seonhu Lee. "Spatial Visualization in Informal Learning." In 2023 IEEE Frontiers in Education Conference (FIE). IEEE, 2023. http://dx.doi.org/10.1109/fie58773.2023.10343306.

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Nite, Sandra B., Niyazi Erdogan, Ali Bicer, Kimberly A. Currens, and Seonhu Lee. "Spatial Visualization in Informal Learning." In 2023 IEEE Frontiers in Education Conference (FIE). IEEE, 2023. http://dx.doi.org/10.1109/fie58773.2023.10343446.

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Monika, Zumarova, Cerna Miloslava, and Holzner Jindrich. "Informal education and social climate." In 2011 14th International Conference on Interactive Collaborative Learning (ICL). IEEE, 2011. http://dx.doi.org/10.1109/icl.2011.6059653.

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Horn, Michael S., Erin Treacy Solovey, and Robert J. K. Jacob. "Tangible programming and informal science learning." In the 7th international conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1463689.1463756.

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Reports on the topic "Informal learning"

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Nelson, Gena, Hannah Carter, and Peter Boedeker. Early Math Interventions in Informal Learning Settings Coding Protocol. Boise State University, Albertsons Library, November 2021. http://dx.doi.org/10.18122/sped141.boisestate.

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The purpose of document is to provide readers with the coding protocol that authors used to code experimental and quasi-experimental early mathematics intervention studies conducted in informal learning environments. The studies were conducted in homes and in museums with caregivers as intervention agents and included children between the ages of 3,0 and 8,11 years. The coding protocol includes more than 200 variables related to basic study information, participant sample size and demographics, methodological information, intervention information, mathematics content information, the control/comparison condition, outcome measures, and results and effect sizes. The coding protocol was developed for the purpose of conducting a meta-analysis; results of the meta-analysis is pending. The data set associated with this coding protocol will be available to the public at the conclusion of the grant (early 2024).
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Mathai, Sindhu. Exploring hybrid spaces through an informal science learning programme. Bangalore: Azim Premji University, August 2017. http://dx.doi.org/10.61933/wps.8.2017.8.

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Amburgey, Brent. Informal Learning Choices of Japanese ESL Students in the United States. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.755.

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Morris, Kristen, Charlotte Coffman, Fran Kozen, Katherine Dao, Denise Green, Susan Ashdown, Lucy Dunne, and Jordyn Reich. Sketching as a Tool to Measure Concept Application in an Informal Learning Environment. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-1176.

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Cerasoli, Christopher P., George M. Alliger, Jamie S. Donsbach, John E. Mathieu, Scott I. Tannenbaum, and Karin A. Orvis. What is Informal Learning and What are its Antecedents? An Integrative and Meta-Analytic Review. Fort Belvoir, VA: Defense Technical Information Center, July 2014. http://dx.doi.org/10.21236/ada607502.

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Millican, Juliet. Civil Society Learning Journey Briefing Note 3: Methods for Supporting or Countering Informal Social Movements. Institute of Development Studies, October 2022. http://dx.doi.org/10.19088/k4d.2022.153.

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In 2018 key concerns included shrinking civic space and the impact of this on democracy. Developments between the two periods, particularly the COVID-19 pandemic, the Black Lives Matter and decolonisation movements, have only increased emphasis on commitments made as part of the Grand Bargain to localise and decolonise. This invariably means working more frequently with local partners and civil society organisations in the delivery of international aid to advance Open Society and Human Rights agendas. These three briefing notes summarise key considerations emerging from the ‘Working with Civil Society’ Learning Journey facilitated for the Foreign, Commonwealth and Development Office (FCDO) as part of the Knowledge, Evidence and Learning for Development (K4D) Programme.
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Thorpe, Jodie, Alisha Ault, Iana Barenboim, Luize Guimarães, Evert-jan Quak, and Katia Taela. Learning from Entrepreneurship Programming for Women’s Economic Empowerment. Institute of Development Studies, June 2023. http://dx.doi.org/10.19088/muva.2023.001.

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MUVA is a social incubator dedicated to developing innovative approaches to the economic empowerment of women in Mozambique. This paper documents experiences from two MUVA projects supporting women’s economic empowerment through entrepreneurship, and draws out broader insights and principles of relevance to other similar programmes. Barriers to women’s economic empowerment and strategies to overcome these barriers are both individual and systemic, visible and invisible. MUVA’s approach to supporting women’s economic empowerment through entrepreneurship involves tailoring three core elements to the specific context of different profiles of women business owners, including urban informal vegetable and fruit traders (MUVA+) and owners of small businesses with untapped growth potential (PAM). Both are groups of low-income female entrepreneurs that are rarely eligible for acceleration and entrepreneurship support. Core programme elements are technical skills, personal development and opportunity generation. However, the project results show that no particular intervention generates impact. Rather, what generates impact is how interventions are tailored to entrepreneurs’ specific business needs, responding to both the external context and internal constraints each group faces, through adapting methodologies that are more often used by formal businesses and policymakers. To achieve this, MUVA bundled interventions in ways that address both visible and invisible barriers and opportunities.
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8

Mehra, Rashee, Vineetha Nalla, and Nidhi Sohane. Empowering Women to Improve Awareness and Access to Tenure, Infrastructure and Finance in Informal Settlements : Learning Study of the Zamini Adhikar Abhiyaan. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/ewiaat06.2023.

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SEWA launched the Zamini Adhikar Abhiyaan (ZAA) for the economic empowerment of women workers in informal settlements through awareness generation, infrastructure provisioning, land tenure security, and provisioning for housing finance. The pilot project was implemented in six settlements in Delhi and Patna with varying jurisdictional, demographic, and socio-economic contexts. The three-year period was marked by disruptions such as the COVID-19 pandemic, lockdowns, floods, and other socio-political disturbances. Consequently, SEWA adapted its strategies to overcome these challenges. This study examines SEWA’s methodology and strategies using a mixed methods approach, including a review of SEWA literature and field engagement through interviews and focus group discussions with SEWA staff, agewans, elected representatives, and community members. The study analyses the pilot project across, first, capacity building process, community mobilization and stakeholder participation; second, quality of infrastructure services, tenure, and housing finance as perceived by residents; and third, challenges, evolution and readjustment of strategies. Drawing lessons from these, the learning study suggests a way forward for the future expansion of the Zamini Adhikar Abhiyaan programme
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Hrynick, Tabitha, Mariah Cannon, Janine Shaw, Juliet Manufor, and Vaishnavee Madden. Learning from Lived Experience: Opportunities to Strengthen Early Child Development in Ealing. Institute of Development Studies, February 2024. http://dx.doi.org/10.19088/ids.2024.001.

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What happens in a child’s earliest years lays the foundations for their lifelong wellbeing. Supporting young children and families during this time is therefore critical for individuals, families, communities, and societies more broadly to thrive and flourish. This report shares research findings from the Enabling Early Child Development in Ealing (ECDE) project. It explores the perspectives and experiences of parents/carers with children aged 5 and under, alongside insights from staff from key services on early child development, with the aim of enhancing support in Ealing borough, London. While Ealing is home to a range of formal and informal assets for families and children, there is room to improve, particularly in the wake of the Covid-19 pandemic which has had a negative impact on the proportion of children meeting key developmental milestones.
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Clark, Louise, and Jaideep Gupte. Community Embedded Decision Support Systems: Learning Report from the Smart Data for Inclusive Cities Bhopal Pilot. Institute of Development Studies (IDS), February 2022. http://dx.doi.org/10.19088/ids.2022.020.

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This document presents learning from the pilot to provide Community Embedded Decision Support Systems (CEDSS) delivered by the EU-funded Smart Data for Inclusive Cities. The pilot was conducted through a partnership of the Institute of Development Studies (IDS, UK); National Institute of Urban Affairs (NIUA, India), Samarthan-Centre for Development Support (India) and GRADE (Grupo de Análisis para el Desarrollo; Peru), in close collaboration with authorities of the Smart Cities Mission in Bhopal and community groups in the Banganga informal settlement between May and October 2021.
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