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Artykuły w czasopismach na temat "Formal education contexts"
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Kucukaydin, Ilhan, i Patricia Cranton. "Participatory Learning in Formal Adult Education Contexts". International Journal of Adult Vocational Education and Technology 3, nr 1 (styczeń 2012): 1–12. http://dx.doi.org/10.4018/javet.2012010101.
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Formal courses in adult education are most often housed within schools or faculties that include other disciplines such as teacher education, psychology, or training and development. Adult educators teaching these courses may feel obligated to follow the procedures and practices of the institution as well as of the programs with which they are associated. This creates a set of paradoxes and conflicts that are rarely addressed. Adult educators working in formal contexts teach about critical pedagogy and democratic practices without engaging in those practices themselves. This article advocates a participatory learning model based on the historical foundations of adult education theory and practice. The authors explore teaching as a subversive activity, hegemony, critical pedagogy, and power relations. The authors then discuss implications for practice in formal contexts.
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Zepke, Nick, i Linda Leach. "Improving learner outcomes in lifelong education: formal pedagogies in non‐formal learning contexts?" International Journal of Lifelong Education 25, nr 5 (wrzesień 2006): 507–18. http://dx.doi.org/10.1080/02601370600912089.
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Antić, Slobodanka. "Informal learning seeks its place in formal education contexts". Psiholoska istrazivanja 21, nr 1 (2018): 41–60. http://dx.doi.org/10.5937/psistra1801041a.
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Castillo-Cárdenas, Patricia, i Luciana Gastaldi. "Report of media education in the school curriculum in Latin America". Comunicar 12, nr 24 (1.03.2005): 13–20. http://dx.doi.org/10.3916/c24-2005-03.
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The need for reflection on the incorporation of a media education curriculum has brought about a concern about that has arisen in the new contexts of the information society. The international discussions on this issue demonstrate the obvious need for this kind of curriculum. In this paper, a framework is presented in the context of the discussion about introducing a media education curriculum for formal education in Latin America and the Iberian peninsula, taking into account the socio-cultural diversities involved in this specific context. La necesidad de reflexionar sobre la incorporación de un currículo de educación en medios es una inquietud que se siente fuertemente en los nuevos contextos de la sociedad de la información. Los debates internacionales sobre este tema ponen en evidencia esta necesidad. En el presente artículo se intenta generar un marco de referencia para el debate de la inserción de un currículum de educación en medios en la educación formal dentro del contexto iberoamericano, teniendo en cuenta las diversidades socioculturales que este contexto implica.
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Costa, Sebastiano, Francesca Cuzzocrea i Antonella Nuzzaci. "Use of the Internet in educative informal contexts. Implication for formal education". Comunicar 22, nr 43 (1.07.2014): 163–71. http://dx.doi.org/10.3916/c43-2014-16.
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Media use plays an important role in the social, emotional, and cognitive development of young individuals and accounts for a large portion of their time. For this reason it is important to understand the variables that contribute to improve the use of the Internet as a source of information and knowledge in formal and informal contexts. How is it possible to exploit the huge potential of this tool to help people learn? What are the cognitive and social characteristics that help individuals experience the Internet without being overwhelmed by its negative effects? What skills are needed to select and manage information and communication? What type of Internet use creates new relationships and ways of learning? A sample of 191 subjects was examined to determine certain characteristic differences between subjects with high and low levels of Internet use. The results show that individuals with high levels of Internet use have higher extroversion and openness scores. The research analyses the use of the Internet in informal contexts to determine the benefits that may result from Internet use in education which may include the development of the skill set necessary to evaluate information critically and analytically and build independent attitudes. El uso de Internet ofrece un importante espacio para el desarrollo social, emocional y cognitivo de los jóvenes y ocupa gran parte de su tiempo libre. Por lo tanto, es muy importante observar algunas variables que contribuyen a mejorar su uso como fuente de información y conocimiento en contextos formales e informales. ¿Cómo, entonces, aprovechar el enorme potencial de esta herramienta para ayudar a las personas en su aprendizaje?, ¿cuáles son las características cognitivas y sociales que ayudan a utilizarla sin que les afecte negativamente?, ¿qué habilidades se necesitan para seleccionar y gestionar la información y la comunicación?, ¿qué tipos de usos de Internet suscitan aprendizaje y nuevas y diferentes relaciones? En una muestra de 191 sujetos se examinan las diferentes características entre los sujetos con alto y bajo nivel de uso. Los resultados muestran que los individuos con alto nivel de uso de Internet tienen una puntuación más alta en lo que se refiere a las características de extroversión y apertura. La investigación se basa en un marco teórico que parte del análisis del uso de en un contexto informal para llegar a una reflexión sobre las posibilidades y ventajas que pueden derivarse de su uso en la educación, y del conjunto de habilidades que es necesario desarrollar para utilizar y evaluar la información de manera crítica y analítica y para construir una mente abierta y una actitud independiente.
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VOVK, MYROSLAVA, OLHA HODATSKA, OKSANA VENHRYNIUK i MARIIA BRONITSKA. "PROFESSIONAL DEVELOPMENT OF TEACHERS IN FORMAL AND NON-FORMAL EDUCATION: UKRAINIAN AND FOREIGN CONTEXTS". Comparative Professional Pedagogy 11, nr 2 (2.12.2021): 30–40. http://dx.doi.org/10.31891/2308-4081/2021-11(2)-3.
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The article summarizes Ukrainian and foreign experience in delivering teacher professional development in formal and non-formal education. It shows that Ukraine has taken certain effective measures to improve the system of continuing teacher education (legally regulating professional development in both formal and non-formal education; expanding opportunities for continuing professional development in distance learning; providing material encouragement to teachers based on the results of certification, internships, advanced training, project activities; focusing on the effective development of teacher professional competencies (digital, ICT, innovation); elaborating teacher professional standards). A detailed analysis of the relevant foreign experience has allowed the authors to select valuable educational practices and determine the prospects for improving the system of teacher professional development. These are the following: introducing a gradual trajectory of teacher professional development which contributes to an increase in wages and promotes various social benefits; providing state grants; considering the regional context (including the needs of individual schools); creating appropriate research sites at schools; motivating novice teachers to participate in project activities; organizing effective training of mentors who provide support to students during teacher placement, as well as novice teachers at universities and practical training facilities; developing diversified (in terms of duration and forms) programmes on professional development; providing financial incentives under the results of advanced training, internships; organizing compulsory certification to confirm the teacher’s license; promoting partnership between teacher associations and different organizations, such as the Regional Commonwealth of Schools and Universities and committees for teacher professional development in the regions; enhancing non-formal learning in distance and full-time formats; creating virtual platforms, centres of methodical support in individual fields (language, mathematics, natural sciences) in cooperation with research institutions and universities.
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English, Lyn D. "Children's Problem Posing Within Formal and Informal Contexts". Journal for Research in Mathematics Education 29, nr 1 (styczeń 1998): 83–106. http://dx.doi.org/10.5951/jresematheduc.29.1.0083.
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This study investigated the problem-posing abilities of third-grade children who displayed different profiles of achievement in number sense and novel problem solving. The study addressed (a) whether children recognize formal symbolism as representing a range of problem situations, (b) whether children generate a broader range of problem types for informal number situations, (c) how children from different achievement profiles respond to problem-posing activities in formal and informal contexts, and (d) whether children's participation in a problem-posing program leads to greater diversity in problems posed. Among the findings were children's difficulties in posing a range of problems in formal contexts, in contrast to informal contexts. Children from different achievement profiles displayed different response patterns, reflected in the balance of structural and operational complexity shown in their problems.
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STEWART, William H., Patrick R. LOWENTHAL i David RICHTER. "A MODEL OF REMOTE TEACHING AND LEARNING UNDER EMERGENCY AND SUSTAINED CRISIS CONDITIONS: A DESCRIPTION OF NOVEL DISTANCE EDUCATION CONTEXTS AND MANIFESTATIONS". Turkish Online Journal of Distance Education 24, nr 2 (1.04.2023): 183–201. http://dx.doi.org/10.17718/tojde.1090810.
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Humans have been learning at a distance for millennia. Modern information and communications technology has enabled formal distance education to be conducted online, though significant variation exists in purpose, course format, delivery methods, etc. Under duress of COVID-19, educators and students alike have been forced to engage in their courses remotely. These courses, however, are not equivalent to formal distance education and to date have broadly been referred to as Emergency Remote Teaching (ERT). Nevertheless, ERT courses are no longer unexpected and have become plannable; many are being sustained indefinitely due to the prolonged nature of the pandemic. Despite this paradox, current ERT literature typically conceptualizes the ongoing practice monolithically. This conceptual paper discusses key differences between formal distance education, emergency remote teaching, and the evolving practice of Sustained Remote Teaching (SRT). We suggest a descriptive contextual model as a research analytic for discussion in the field of distance education.
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Fenouli, V., C. Rojas, F. Gonzalez, S. Valiero, C. Yañez, I. Núñez, I. Galain i in. "University outreach, non-formal education and science literacy in challenging contexts". Acta Crystallographica Section A Foundations and Advances 79, a2 (22.08.2023): C526. http://dx.doi.org/10.1107/s2053273323090903.
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Zubrickienė, Ilona, i Birutė Anužienė. "EXPERIENCES OF EXPRESSING SOCIAL JUSTICE IN NON-FORMAL ADULT EDUCATION". SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (19.05.2022): 877–90. http://dx.doi.org/10.17770/sie2022vol1.6832.
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Social justice in education is a research area aimed at providing equal opportunities for everybody to participate in the educational system. Research in the field of social justice rather focuses on formal education, in which the perception of the social justice concept depends on the attitude framed by the state – it is inseparable from the form of governance, the set of basic principles prevailing in society, as well as from the historical and cultural context. On the contrary, non-formal adult education, as a relatively convenient and most accessible form of adult education to upgrade or acquire new skills, involves occasional studies of these service providers in terms of social justice. It is also limited to the generalised perception of this phenomenon and, usually, to the contexts of its expression that are not always regulated by the state. Therefore, it is not clear how non-formal adult education addresses the problem of perceiving and expressing the concept of social justice, what role the state might play in ensuring social justice for adults in lifelong development and acquisition of new skills. The article raises the following problematic questions: How do adults perceive and experience social justice when participating in and engaging in non-formal adult education? How and in what ways does social justice exist in non-formal adult education? The aim of the article is to show the authentic experiences of study participants, by identifying the concept of social justice and expressions thereof in non-formal adult education. The results of the study demonstrate the controversy of the concept of social justice. This helped to confirm that there is no single definition of social justice that would be acceptable in all contexts of education. The following key forms of expression of social justice were pointed out by the study participants: equal opportunities, access, non-compliance of non-formal adult education services with participants’ learning needs, goals, and objectives. This has revealed a partial aspect of implementing social justice in non-formal adult education.
Rozprawy doktorskie na temat "Formal education contexts"
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Adamu, Taddele. "Individual differences in second language learning in formal contexts". Thesis, Online version, 1990. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.276152.
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Visser, Alvin-Jon. "Rural students' local knowledge of learning in formal and informal contexts". Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1002588.
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The general aim of this thesis is to illuminate the process of learning as it occurs in formal and informal contexts. The study focuses on South African scholars attending school in rural areas where the contrast between learning in formal and informal learning contexts is more pronounced than that in urban areas. The research draws on rural scholars' local knowledge of formal and informal learning contexts in order to gain a rich insight into how cognition is situated in different learning contexts. This is accomplished through investigating the structure of the respective learning tasks, the mediators involved, the task objectives and the means for achieving these objectives in the different learning contexts. The thesis draws on a socio-cultural approach to the study of cognitive development to probe the activity of learning in a formal and informal learning context. Through the use of a context sensitive methodological methods especially Participatory Rural Appraisal (PRA) tools and techniques, it was possible to illuminate tacit local knowledge structures and to get participants to actively explicate their understandings related to learning in different contexts The research results illustrate the assertion that the activity of learning is fundamentally situated in the learning context from which it arises. Learning is framed by the community of practice which structures affordances for situated learning, through mediation, within zones of proximal development. Learning in a formal context such as the school is often abstract, rule-based, standardised and theory related. Learners also find it difficult to reflect on the learning tasks and the mediational means used in a formal learning context. In contrast, the learning which takes place in an informal setting is often practical, individualised, flexible and environment based. This learning is structured around everyday activities and is dynamically defined and supported. In a situation where a learner is exposed to dislocated learning contexts, the essential goal of educational initiatives is to bridge the gap between the two. This can be achieved through mediators creating effective zones of proximal development which facilitate the individuals adaptation between learning contexts. Exposing rural scholars' local knowledge of learning in formal and informal contexts allows for a fuller understanding of the cognitive development structured within formal and informal communities of practice. It is this understanding that is necessary to address the situation where learning contexts, drawing on different knowledge bases find ways of thinking, prove challenging and/or conflicting to the scholar.
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Weil, Susan Warner. "Influences of lifelong learning on adults' expectations and experiences of returning to formal learning contexts". Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10019693/.
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This multi-site qualitative study focused on mature students' meanings for and experiences of learning inside and outside formal education. Its purpose was to ascertain how influences of lifelong learning shape adults' expectations and experiences of returning to a formal learning situation after a gap of at least three years. Eight cycles of inquiry were guided by continual data analysis. Sources for data collection and analysis during cycles 1-7, involving 48 participants, included life story interviews with 3S; group interviews with 21, 11 of whom were also seen individually or in pairs; conversations with students; written material; reflexive field notes. Two cycles involved follow ups of participants who had moved to another formal learning situation. Additional groups of adult learners were used in Cycle 8 to check meaningfulness and credibility of the final data analysis. In Cycles 1-7, adults spoke from the vantage points of 55 different formal learning situations, 48 of which were in higher education. The majority of participants are identified as 'non-traditional' in the higher education literature. The final analysis is presented in four main sections: learning during the initial school years; learning as an adult outside formal education; expectations of and transitions to formal learning contexts; experiences of formal learning situations, and especially higher education. An additional section summarises checks for meaningfulness and credibility of the final data analysis with study and non-study participants. The notion of 'disjunction and integration' serves to organise the final analysis. Learning experiences characterised by disjunction or integration are seen to shape a sense of 'learner identity and possibility' in particular ways. These sensitising concepts provide a way of illuminating the situation of adult learners from a perspective not currently found in the literature relating to access and mature students. The implications of study outcomes are considered with respect to current concerns to widen access to British higher education.
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Leal, Joana Chaveiro Martinho Pereira. "Contextos educativos formais: ensino particular cooperativo versus ensino público". Master's thesis, Universidade de Évora, 2021. http://hdl.handle.net/10174/29839.
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O presente estudo tem como objetivo conhecer a perceção dos pais/ encarregados/as de educação e professores/as sobre o ensino particular/cooperativo e o ensino público. Participaram neste estudo 20 sujeitos de ambos os sexos, (N=5) pais/ encarregados/as de educação com filhos no 1º ciclo do ensino básico público; (N=5) do particular/cooperativo; (N=5) professores/as do 1º ciclo do ensino básico público e (N=5) do particular/cooperativo. Os dados foram recolhidos através de entrevistas semiestruturadas e analisados com recurso à análise de conteúdo. Os resultados revelaram que existem algumas diferenças entre os dois contextos de ensino, relativas à perceção sobre as infraestruturas e recursos, às práticas pedagógicas e de ensino, à diversidade e homogeneidade de alunos/as e ao número de alunos/as por turma. Contudo, verifica-se concordância na perceção relativamente à qualidade do ensino, das práticas pedagógicas, do pessoal docente e da relação estabelecida entre o/a professor/a, os/as alunos/as e os pais/ encarregados/as de educação; Formal educational contexts: private/ cooperative education versus public education
Abstract:
The purpose of this study is to inquire the known perception of parents, guardian and, also, teachers, on private/ cooperative education and public education. The study was validated by twenty subjects, both male and female, which were: (N=5) parents or guardian of children attending elementary public schools; (N=5) parents or guardian of children attending private/ cooperative elementary schools; (N=5) public elementary school teachers; (N=5) private/ cooperative elementary school teachers. The data was collected using semi-structured interviews and assessed through content analysis. The outcome revealed major differences between the two teaching settings due to different resources and infrastructure perceptions, different educational and teaching practises, the diversity/ uniformity of the school attending children and also the number of students per class. Regardless of this, there is an agreement on the undeniable quality of the teaching methods, the educational practice and the relationship set, between teachers, children, and parents in both.
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Peters, Mitchell Joseph. "The contribution of lifelong learning ecologies in online higher education: graduate student learning across contexts". Doctoral thesis, Universitat Oberta de Catalunya, 2020. http://hdl.handle.net/10803/670302.
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Les institucions d'ensenyament superior s'han hagut d'adaptar cada vegada més a la digitalització de l'educació, així com a una àmplia demografia d'estudiants que es tornen a incorporar a la formació acadèmica en diferents etapes de la seva carrera. Aquests estudiants, que aprenen al llarg de la vida, sovint han de combinar els estudis amb responsabilitats professionals paral·leles. El propòsit d'aquest estudi interpretatiu és comprendre les experiències dels estudiants en diferents contextos -des d'una perspectiva d'ecologies d'aprenentatge (learning ecologies, LE)- en el context de l'ensenyament superior en línia. L'estudi de cas múltiple de mètodes mixtos principalment qualitatius es va desenvolupar en tres programes de postgrau totalment en línia. Els resultats obtinguts mitjançant l'ús d'un marc analític de LE han demostrat l'efectivitat del constructe a l'hora d'analitzar la complexitat de l'aprenentatge en diferents contextos. Els resultats destaquen la centralitat de l'activitat de l'alumne com un component clau que impulsa les LE d'un individu en combinació amb el suport dels companys i els recursos d'aprenentatge digital en sistemes oberts, dinàmics i fluids que abasten múltiples contextos.Las instituciones de educación superior han tenido que adaptarse cada vez más a la digitalización de la educación, así como a una amplia demografía de estudiantes que vuelven a incorporarse a la educación formal en diferentes etapas de su carrera. Estos estudiantes, que aprenden a lo largo de su vida, a menudo deben combinar los estudios con responsabilidades profesionales paralelas. El propósito de este estudio interpretativo es comprender las experiencias de los estudiantes en distintos contextos -desde una perspectiva de ecologías de aprendizaje (learning ecologies, LE)- en el contexto de la educación superior en línea. El estudio de caso múltiple de métodos mixtos principalmente cualitativos se desarrolló en tres de programas de posgrado totalmente en línea. Los resultados obtenidos mediante el uso de un marco analítico de LE han demostrado la efectividad del constructo a la hora de analizar la complejidad del aprendizaje en distintos contextos. Los resultados destacan la centralidad de la actividad del alumno como un componente clave que impulsa las LE de un individuo en combinación con el apoyo de los compañeros y los recursos de aprendizaje digital dentro de sistemas abiertos, dinámicos y fluidos que abarcan múltiples contextos.
Higher Education institutions have increasingly had to adapt to both the digitalization of education and a broad global demographic of students re-entering formal education at different stages of their careers as lifelong learners, often in combination with parallel professional responsibilities. The purpose of this interpretive study is to understand student experiences and conceptions of learning across contexts - from a learning ecologies perspective - in the context of online HE. The primarily qualitative mixed methods multiple case study was developed across three sites of fully online graduate level programs (master's or 1st year doctoral students) at the UOC and at UIUC. The results obtained using a Learning Ecologies (LE) analytical framework have demonstrated the effectiveness of the construct for analyzing the complexity of learning across multiple contexts. The findings highlight the centrality of learner activity as a key component which drives an individual's LE in combination with peer support and digital learning resources within open, dynamic and fluid systems spanning multiple contexts.
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Tan, Wee Hoe. "Game-based learning in formal educational contexts : how subject matter experts and game experts could collaborate to design and develop games". Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/35620/.
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This doctoral research aimed to investigate how subject matter experts (SMEs) and game experts can collaborate to design and develop games for use in formal educational contexts. The research began with a literature review of key concepts and issues associated with game-based learning (GBL), which led to the process of defining and redefining the overarching research question, along with its scope and position in academia. A three-phase strategy was adopted to segregate the research into exploratory, confirmative and explanatory phases, wherein each phase comprised interrelated studies. These studies were integrated through the Spiral Research model to enable temporal focus shift, cross-case analyses and cross-case syntheses. In the exploratory studies, the perceived potentials of games and GBL in the formal educational context were examined revealing the differing views between SMEs and game experts. This in turn guided the conduct of the confirmative studies which compared the attitude of SMEs and game experts in both the 'usual' and the 'ideal' conditions towards GBL practice and collaboration that involves teachers, SMEs and educational game experts. Two questionnaire surveys were carried out, and the findings revealed that, under ideal conditions, both SMEs and game experts held positive attitudes to GBL—the games used, the teachers who use games in teaching, the studios that develop educational games, and the collaboration between SMEs and game experts. However, the respondents were uncertain whether the perceived 'ideal' GBL conditions were usually the case or not. Follow-up interviews were conducted in the explanatory phase in order to uncover the reasons behind these changes in attitudes. While a variety of reasons were found and presented as parts of the findings of the research, particularly the challenges faced in GBL practice and the problems encountered in GBL collaboration, this thesis asserts that effective communication between SMEs and game experts is the key success factor in resolving issues associated with GBL. Besides, there was a pressing need for models of GBL collaboration; hence the integrated GBL model was also developed. The model not only incorporates GBL practice into GBL collaboration, but also highlights the importance of effective communication in those processes. Despite being limited by methodological constraints and available resources, both the Spiral Research model and the integrated GBL collaboration model have made substantial contributions to the research into GBL, particularly for formal educational contexts.
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Paula, Luciana Patricia Albuquerque de. "Formar para transformar práticas avaliativas: uma proposta de ação supervisora". Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21705.
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This research had the general objective to develop a proposal for supervising action for the orientation and follow-up of the formation processes in context, developed by pedagogical coordinators with the teachers, in the thematic evaluation of learning. For the elaboration of the proposal, we look for theoretical references that subsidize the understanding of the role of the school supervisor and the pedagogical coordinator in the daily school life; the analysis of the concepts built on formation processes in context in the educational units; and the conceptions that underlie the evaluation process of classroom learning. The proposal consisted in organizing mentoring meetings, inspired by the tutorial actions developed by Fundação Itaú Social, together with the pedagogical coordinator, to carry out activities such as diagnosis of the school context, analysis of pedagogical documentation, monitoring and structuring of their work routine. The research of qualitative approach involved the obtaining of descriptive data, through questionnaires and a collective interview for submission of the proposal of supervisory action to pedagogical coordinators and school supervisors, linked to the Municipal Department of Education of São Paulo, aiming to gather data about the usefulness, viability and modifications relevant to their implementation. The result of the research was the presentation of a proposal for a supervisory action that emphasizes a proactive role of the school supervisor in daily observation, reality analysis, discussion of referrals and formation strategies with the pedagogical coordinator, indicating the need to build links and partnerships that allow the follow-up, orientation and evaluation of the educational unit, as well as promote the process of awareness and involvement, both of pedagogical coordinators and the school supervisor, in a qualified work of evaluating learning and strengthening of formation spaces in context
Esta pesquisa teve por objetivo geral desenvolver proposta de ação supervisora para a orientação e acompanhamento dos processos de formação em contexto, desenvolvidos por coordenadores pedagógicos junto aos docentes, na temática avaliação da aprendizagem. Para a elaboração da proposta, procuramos por referenciais teóricos que subsidiassem a compreensão do papel do supervisor escolar e do coordenador pedagógico no cotidiano escolar; a análise dos conceitos construídos sobre processos de formação em contexto nas unidades educacionais; e, as concepções que fundamentam o processo de avaliação da aprendizagem de sala de aula. A proposta consistiu em organizar encontros de tutoria, inspirados nas ações de tutoria desenvolvidas pela Fundação Itaú Social, junto ao coordenador pedagógico, para realização de atividades como diagnóstico do contexto escolar, análise de documentações pedagógicas, acompanhamento e estruturação de sua rotina de trabalho. A pesquisa de abordagem qualitativa envolveu a obtenção de dados descritivos, por meio de questionários e entrevista coletiva para submissão da proposta de ação supervisora à coordenadores pedagógicos e supervisores escolares, vinculados à Secretaria Municipal de Educação de São Paulo, visando reunir dados acerca da utilidade, viabilidade e modificações pertinentes à sua implementação. O resultado da pesquisa foi a apresentação de uma proposta de ação supervisora que sublinha uma atuação propositiva do supervisor escolar na observação do cotidiano, análise da realidade, discussão dos encaminhamentos e estratégias formativas junto ao coordenador pedagógico, indicando a necessidade de construção de vínculos e parcerias que permitam o acompanhamento, orientação e avaliação da unidade educacional, bem como impulsionem o processo de conscientização e implicação, tanto de coordenadores pedagógicos quanto do supervisor escolar, em um trabalho qualificado de avaliação da aprendizagem e fortalecimento dos espaços de formação em contexto
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Connolly, Marie. "A knowledge-based perspective of formal staff mentoring in higher education : context, process and outcomes". Thesis, University of Bath, 2018. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.761007.
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As a powerful form of knowledge creation, mentoring can deliver new ideas to organisations. Theorists and practitioners alike advocate that engaging in effective mentoring relationships can be very useful to an individual’s personal and professional development. However, very little empirical work has been carried out on the impact of mentoring relationships on knowledge creation and sharing. Through the development of a conceptual model of mentoring from a knowledge-based perspective (Figure 2.1), which is based on Nonaka and Takeuchi's (1995) theoretical SECI (socialisation, externalisation, combination and integration) process, this research focuses in particular on the socialisation dimension – the face-to-face sharing of knowledge between mentors and mentees. Using a qualitative, mixed-methods approach involving a single case study, a focus group and 27 semi-structured, one-to- one interviews, my research is framed on the three elements of the knowledge-creation process:1.The context: the space where mentoring takes place2.The process: the matching and knowledge-conversion process within the mentoring relationship3.The outcomes: intrinsic and extrinsic outcomes experienced by those involved in mentoring partnershipsThe research findings present a new, knowledge-based perspective of formal staff mentoring in higher education and, in so doing, contribute to narrowing the identified gaps in the literature. The research concludes that formal mentoring provides a ‘safe socialisation space’ for the spiral of knowledge creation and transfer to flourish through sharing and transferring existing knowledge. In particular, the findings show that the transfer of tacit knowledge, specifically institutional tacit knowledge, from the more experienced mentor to the mentee results in the creation of new knowledge and key intrinsic and extrinsic outcomes for the mentee, mentor and institution.
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Moore, Alrika. "Recognition of prior learning in a contemporary South African context a non-formal educational approach /". Thesis, Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-03162006-160045.
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Silva, Talita Fernanda da. "Avalia??o do n?vel da criatividade figural infantil em dois diferentes contextos de educa??o". Pontif?cia Universidade Cat?lica de Campinas, 2012. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/307.
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Previous issue date: 2012-12-14Creativity is a trait that has been widely recognized and required in social contexts, highlighting, among these, the educational context. This study aimed to evaluate the creativity of children that attending different contexts of education, being: (1) exclusively context of formal education and (2) both formal and non-formal context, to verify the existence of differences in creative performance groups according to the frequented context and the influence of sex, grade, type of ONG (non-governmental organization) and time in non-formal context. The study included 100 subjects, of both sexes, with 48 females and 52 males, aged between nine and 11 years of age (M = 10.7, SD = 0.80), 3rd to 6th grade of elementary school. The participants were selected by convenience in three contexts of education, being a school, representing the context of formal education (n=51) and two institutions of non-governmental organizations to represent the context of non-formal education (n=49), being 26 by institution 1 and 23 by institution 2). The Creativity Figural Child Test (Nakano, Primi & Wechsler, 2011) was used and consisted of three stimuli incomplete activities that must be answered in the form of drawings. The instrument evaluates 12 creative features grouped in four factors (Enrichment Ideas, Emotionality, Cognitive Aspects and Creative Preparation). The results showed that gender, grade and educational context did not exert significant influence in any of the creative factors. In creative features, the gender variable exerted a significant influence on Unusual Perspective (F = 4,.67, p ? 0,03 ) and Originality (F = 6,79, p ? 0,01) both in activity 2, sex interaction with series on Originality in activity 2 (F = 3,22, p? 0,02), sex x context for Internal Perspective in activity 2 (F = 4,75, p ? 0,03) and Perspective Uncommon in the same activity (F = 5,68, p ?0,01). The interaction between sex and series exerted influence on Internal Perspective (F = 4,40, p ? 0,03) and Originality in activity 2 (F = 5,56; p? 0,02). We also found that the ONG variable exerted a significant influence on the Movement characteristic (F = 6,88; p ? 0,01) in activity 2, time of permanence and ONGs had significant influence on Development (F = 3,32, p ? 0, 04), Use of context (F = 3,68; p ? 0,03) and Movement (F = 10,00, p ? 0,00) in activity 2, and variable time exerted significant influence in Movement (F = 5 , 26, p ? 0,00) and Fluency (F = 3,16, p ? 0,05) in activity 2. These findings allowed to discuss and reflect on the importance of both education contexts for the development of creative performance, although much still has to be done. Conclude how much still has to develop on creativity in educational contexts, as in non-formal education, so little space that is explored in Brazilian research.
A criatividade ? uma caracter?stica que tem sido bastante reconhecida e exigida nos contextos sociais, destacando-se, dentre esses, o contexto educacional. Assim, este estudo buscou avaliar a criatividade de crian?as que frequentam diferentes contextos de educa??o, sendo: (1) exclusivamente contexto de educa??o formal e (2) simultaneamente contexto formal e n?o formal, visando verificar a exist?ncia de diferen?as no desempenho criativo dos grupos de acordo com o contexto freq?entado e a influ?ncia das vari?veis sexo, s?rie, tipo de ONG e tempo de perman?ncia no contexto n?o formal. Participaram deste estudo 100 sujeitos, de ambos os sexos, sendo 48 do sexo feminino e 52 do sexo masculino, com faixa et?ria entre nove a 11 anos de idade (M=10,7; DP=0,80), de 3? a 6? s?rie do Ensino Fundamental, selecionados por conveni?ncia em tr?s contextos de educa??o, sendo, uma escola, representando o contexto de educa??o formal (n=51) e duas institui??es do tipo ONG para representar o contexto de educa??o n?o formal (n=49; institui??o 1: n=26 e institui??o 2: n=23). Para avalia??o da criatividade foi utilizado o Teste de Criatividade Figural Infantil (Nakano, Wechsler & Primi, 2011), composto por tr?s atividades de est?mulos incompletos que devem ser respondidos sob a forma de desenhos. Permite avaliar 12 caracter?sticas criativas agrupadas em quatro fatores (Enriquecimento de Ideias, Emotividade, Prepara??o Criativa e Aspectos Cognitivos). Os resultados mostraram que as vari?veis sexo, s?rie e contexto educacional n?o exerceram influ?ncia significativa em nenhum dos fatores criativos, j? em rela??o as caracter?sticas criativas, a vari?vel sexo exerceu influ?ncia significativa sob Perspectiva Incomum (F=4,67; p?0,03) e Originalidade (F=6,79; p?0,01) da atividade 2, a intera??o sexo x s?rie influenciou Originalidade na atividade 2 (F=3,22; p?0,02), sexo x contexto para Perspectiva Interna na atividade 2 (F=4,75; p?0,03) e para Perspectiva Incomum na mesma atividade (F=5,68; p?0,01), sexo x s?rie x contexto em Perspectiva Interna na atividade 2 (F=4,40; p?0,03) e Originalidade na atividade 2 (F=5,56; p?0,02). Tamb?m verificou que, a vari?vel ONG exerceu influ?ncia significativa sob a caracter?stica Movimento (F=6,88; p?0,01) da atividade 2, tempo x ONG apresentou influ?ncia significativa em Elabora??o (F=3,32; p?0,04), Uso de Contexto (F=3,68; p?0,03) e Movimento (F=10,00; p?0,00) da atividade 2; e a vari?vel tempo exerceu influ?ncia significativa sob Movimento (F=5,26; p?0,00) e Flu?ncia (F=3,16; p?0,05), da atividade 2. Tais achados permitiram discutir e refletir a respeito da import?ncia dos dois contextos de educa??o para o desenvolvimento do desempenho criativo, embora muito ainda tenha que ser trabalhado nesses meios. Conclui-se o quanto ainda se tem para desenvolver a respeito de criatividade em diferentes contextos de educa??o, como em educa??o n?o formal, espa?o que ? t?o pouco explorado em pesquisas brasileiras.
Książki na temat "Formal education contexts"
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Bandini, Gianfranco, i Stefano Oliviero, red. Public History of Education: riflessioni, testimonianze, esperienze. Florence: Firenze University Press, 2019. http://dx.doi.org/10.36253/978-88-5518-009-2.
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This volume represents the founding act of a proposal for training, didactic, study and research work which aims at enhancing historical knowledge in the field of education and educational professionalism. The contributions intend to highlight the identity and usefulness of history and, in particular, of the history of education, not only for every education level, but for the life of local communities itself. At the same time, the authors aim at suggesting a desirable development of the history of education by adopting a Public History approach. This way, academic knowledge can actually be brought into contact with educational contexts, much more so than it has been done so far, in order to respond, together with other disciplines, to the emerging social needs. The Public History of Education, intended this way, can create new profitable relationships between formal and informal education, between the past and present of educators and teachers, between the world of research, cultural institutes (above all, museums) and society.
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M, Singleton D., Little D. G, Irish Association for Applied Linguistics. i British Association for Applied Linguistics., red. Language learning in formal and informal contexts: Proceedings of a joint seminar of the Irish and British Associations for Applied Linguistics held at Trinity College, Dublin, 11-13 September 1984. Wyd. 2. Dublin: Irish Association for Applied Linguistics, 1986.
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1949-, King Linda, i Unesco Institute for Education, red. Learning, knowledge, and cultural context. Dordrecht: Kluwer, 1999.
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Yubero, Santiago. Exclusión: Nuevas formas y nuevos contextos. Cuenca: Ediciones de la Universidad de Castilla-La Mancha, 2009.
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Amina, Osman, Commonwealth Secretariat i ADEA Working Group on Non-Formal Education., red. Achieving education for all: The case for non-formal education : report of a symposium on the Implementation of Alternative Approaches in the Context of Quality Education for All. London: Commonwealth Secretariat, 2005.
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Vivek, Kaushik, i Institute of Social Sciences (New Delhi, India), red. Restructuring of elementary primary and non-formal education in the context of the new Panchayati Raj: Commission report. New Delhi: Institute of Social Sciences, 1996.
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Alitolppa-Niitamo, Anne. The Icebreakers: Somali-speaking youth in metropolitan Helsinki with a focus on the context of formal education. Helsinki: Population Research Institute, the Family Federation of Finland, 2004.
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Shevcov, Aleksandr. Classical and non-classical logic in historical-philosophical aspect: basic principles and concepts. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1018310.
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In the textbook systematically described the concept of logic — of the subject, understood as the Foundation of philosophy. Special emphasis is placed on the historical background of the development of logic, it is emphasized that logic as a scientific discipline was formed in close connection with other Sciences, including natural science profile.
Content of the manual fully complies with the requirements of Federal state educational standard of higher education in the direction of training 47.04.01 "Philosophy".
Recommended for students of higher educational institutions studying the history of philosophy, University professors, and others interested in philosophy.
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Volodina, Elena. Materials Science: Design, architecture. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1046078.
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The second volume of the textbook contains information about finishing materials, products and engineering systems in relation to the interior design of a modern building. Special attention is paid to the actual finishing materials, as well as their ecological and aesthetic characteristics, which are important for creating an expressive subject-spatial environment.
The well-thought-out structure of the book allows you to successfully master the discipline in different formats of vocational education: secondary vocational, bachelor's, master's, professional retraining. The volume of the studied material is determined by the teacher in accordance with the work program.
The content meets the requirements of the federal state educational standards of higher education of the latest generation.
It is intended for students in the areas of training "Design", "Environment Design", "Architectural environment Design", "Architecture", "Architectural design". It will also be useful as a reference for practicing designers, architects, restorers, builders, teachers of materials science and a wide range of people interested in this field of knowledge.
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Dikun, Aleksandr. The dynasty of Sibiryak merchants and its role in the development of Eastern Siberia in the XVIII-early XX century. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1225271.
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The monograph highlights the main stages of the formation and development of the dynasty of Irkutsk merchants Sibiryakovs, the participation of its representatives in the life of the region in the context of modernization processes that took place in the country as a whole and in Siberia in particular. The multifaceted entrepreneurial, social, research and charitable activities of all generations of the Sibiryakovs in the Siberian region in the period from the XVIII to the XX century are considered within the framework of local history.
The author analyzes the structure of the dynasty, the order and rules of inheritance of property, the system of family ties, individual and group social and economic mobility, social functions of the sexes, socio-political and cultural representations, formal and informal means of influence within the family, the economic activity of the dynasty as a whole.
It is addressed to teachers, methodologists, students of historical faculties, everyone who is interested in the history of Siberia. The materials and main provisions of this research can be used in the preparation of educational and methodological manuals, for the development of special courses on the history of the region and the creation of generalizing works on the economic development of Siberia, programs on historical and local history, economic and cultural education, patriotic education of the younger generation.
Części książek na temat "Formal education contexts"
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Maber, Elizabeth J. T., Naw Tha Ku Paul, Aye Aye Nyein i Sean Higgins. "Prioritising Education: Youth Experiences within Formal and Non-formal Education Contexts". W Sustainable Peacebuilding and Social Justice in Times of Transition, 209–31. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93812-7_10.
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Wright, Tony. "Classrooms as Formal Contexts for Learning". W Classroom Management in Language Education, 19–54. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230514188_3.
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Pogodzinski, Ben. "The Formal and Informal Contexts of Union Socialization". W Teacher Unions in Public Education, 101–18. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137426567_7.
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Dron, Jon, i Terry Anderson. "Informal Learning in Digital Contexts". W Handbook of Open, Distance and Digital Education, 1–17. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_84-1.
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AbstractGovernments, business leaders, educators, students, and parents realize the need to inculcate a culture of lifelong learning – learning that spans geography, time, and lifespan. This learning has both formal and informal components. In this chapter, we examine the conceptual basis upon which informal learning is defined and some of the tools and techniques used to support informal learning. We overview the rapid development in information and communications technologies that not only creates opportunities for learners, teachers, and researchers but also challenges us to create equitable and culturally appropriate tools and contexts in which high-quality, continuous learning is available to all.
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Dron, Jon, i Terry Anderson. "Informal Learning in Digital Contexts". W Handbook of Open, Distance and Digital Education, 1373–89. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_84.
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AbstractGovernments, business leaders, educators, students, and parents realize the need to inculcate a culture of lifelong learning – learning that spans geography, time, and lifespan. This learning has both formal and informal components. In this chapter, we examine the conceptual basis upon which informal learning is defined and some of the tools and techniques used to support informal learning. We overview the rapid development in information and communications technologies that not only creates opportunities for learners, teachers, and researchers but also challenges us to create equitable and culturally appropriate tools and contexts in which high-quality, continuous learning is available to all.
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Ylimaki, Rose M., i Lynnette A. Brunderman. "Going Deeper into Curriculum and Pedagogical Activity". W Evidence-Based School Development in Changing Demographic Contexts, 73–79. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76837-9_6.
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AbstractThis chapter takes a deeper dive into curriculum and pedagogy as these are defined and applied within education. Here terminology like pedagogy, curriculum, leadership (including leadership teams) and education itself are defined in terms of a particular ‘educational’ interest. Such an approach also features a mediation among state and national standards and the needs and interests of children. This approach sees the task of educating children as necessarily occurring in the pedagogical relation between teacher and student in classrooms and between formal leader/principal and teacher in schools and between district leader/superintendent and principals. We recognize the value of understanding the foundations of education developed in earlier times of political and cultural uncertainty. We explicitly define key terms for education, curriculum, pedagogy and leadership in school development using foundational understandings amidst the contemporary situation. Application of the concepts is explored through case studies.
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Bellantonio, Sergio. "Fostering Personal Knowledge and Competences in Higher Education Guidance Processes". W Employability & Competences, 305–13. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.36.
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Education is a constantly ongoing process that allows individuals to interpret and transform reality. The variety of life contexts, formal, non-formal or informal, are explicitly or latently involved in this process and contribute decisively to building a personal knowledge and competence system at the basis of subjectivity. The aim of this paper is to highlight the role played by knowledge and competence arising from personal experience within profiles of professional competences, to implement possible reflective paths in higher education guidance processes
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Masats, Dolors, Emilee Moore i Almudena Herrera. "Mediation-in-interaction in computer-enhanced non-formal contexts for learning English". W Mediation as Negotiation of Meanings, Plurilingualism and Language Education, 131–52. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003032069-7.
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Boyadjieva, Pepka, i Petya Ilieva-Trichkova. "Adult Education as a Pathway to Empowerment: Challenges and Possibilities". W Lifelong Learning, Young Adults and the Challenges of Disadvantage in Europe, 169–91. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-14109-6_7.
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AbstractThis chapter develops a theoretical framework for conceptualising adult education’s role in individual empowerment using a capability approach perspective. It also provides empirical evidence on how adult education can contribute to individuals’ empowerment. Adult education is both a sphere of, and a factor for, empowerment. Empowerment through adult education is embedded in institutional structures and socio-cultural contexts and has both intrinsic and instrumental value; it is neither linear nor unproblematic. Adult education’s empowerment role is revealed in expanded agency; this enables individuals and social groups to gain power over their environment. Using quantitative and qualitative data, the chapter shows that participation in non-formal adult education can empower individuals, increasing their self-confidence, capacity to find employment, and to control their daily lives.
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Tomás, Catarina, Carolina Gonçalves, Juliana Gazzinelli i Aline Almeida. "Children, Citizenship, and Commons: Insights from Three Case Studies in Lisbon on the 3 C's". W Educational Commons, 195–211. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-51837-9_11.
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AbstractListening to children in educational settings is vital for establishing inclusive and equitable environments. This approach recognizes children as active agents and contributors to their education, enabling them to express their needs and participate in decision-making processes. By involving children in educational discourse, pedagogical practices can better align with their interests, resulting in more effective, engaging, and democratic learning experiences. The synergy between Childhood Studies and Educational Sciences underscores the necessity of heeding children’s voices to enhance educational quality and foster active citizenship. This chapter presents the findings of the SMOOTH subproject—RED_Rights, Equity, and Diversity in Educational Contexts. It conducted three case studies in Lisbon, Portugal, involving focus groups with children from diverse educational contexts, involving both formal and non-formal settings, between September and October 2022. These studies aimed to explore diverse dimensions of the educational commons concept, including children’s roles as commoners, commoning practices, and communal aspects related to goods and values within educational and community settings. The findings apprise children’s perspectives as citizens and commoners, highlighting their creativity, self-awareness, interests, and active participation in activities. Additionally, they shed light on emotional and expressive reactions and highlight intersectionality issues within these contexts. This research underscores the vital importance of listening to children, ultimately enhancing educational quality, and promoting active citizenship.
Streszczenia konferencji na temat "Formal education contexts"
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Yu, Sun, Xia Youming i Zhiping Li. "Formal contexts in ontologies". W Education (ICCSE 2011). IEEE, 2011. http://dx.doi.org/10.1109/iccse.2011.6028620.
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Breda, Ana, i Catarina Cruz. "SOFT SKILLS IN MATH - NON-FORMAL LEARNING CONTEXTS". W 17th International Technology, Education and Development Conference. IATED, 2023. http://dx.doi.org/10.21125/inted.2023.2348.
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Gorghiu, Gabriel, i Elena Ancuța Santi. "Applications of Experiential Learning in Science Education Non-Formal Contexts". W ICEEPSY 2016 International Conference on Education and Educational Conference. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.11.33.
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Afonso, Margarida, Helena Tomás, Paula Péres i José Pedro Marques. "SCIENTIFIC LITERACY, NON-FORMAL AND INFORMAL CONTEXTS, AND INTERGENERATIONALITY". W International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1181.
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Romanovska, Alina. "ETHNIC AND SOCIAL CONTEXTS IN CULTURAL EDUCATION: QUALITATIVE RESEARCH RESULTS IN FORMAL EDUCATIONAL SETTINGS". W 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0629.
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Moldovan, Veronica Oana. "Scouting Influence Upon The Young Pupil’s Integration Within Formal Educational Contexts". W ERD 2017 - Education, Reflection, Development, Fourth Edition. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.06.8.
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Oliveras, Alicia Fernández, i María Luisa Oliveras. "Broadening teacher training: playful learning in non-formal contexts for science and mathematics education". W 4th Annual International Conference on Cognitive - Social, and Behavioural Sciences. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.05.17.
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Wolf, Jacob, Jenny Han, Chris Proctor, Emma Brown, Jonathan Pang i Paulo Blikstein. "“Growing as a Person”: Authoring Identity Across Formal CS Education and Everyday Computing Contexts". W 17th International Conference of the Learning Sciences (ICLS) 2023. International Society of the Learning Sciences, 2023. http://dx.doi.org/10.22318/icls2023.958525.
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Edwards, Chris, Denise Whitelock, Alexandra Okada i Wayne Holmes. "TRUST IN ONLINE AUTHENTICATION TOOLS FOR ONLINE ASSESSMENT IN BOTH FORMAL AND INFORMAL CONTEXTS". W 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1835.
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Rodrigues, Florbela Lages Antunes, i María Eduarda Roque Ferreira. "Análisis de aprendizajes en contexto de educación no formal: contribución para la formación profesional en “acompañamiento de niños y jóvenes”". W INNODOCT 2022. Valencia: Editorial Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/inn2022.2022.15723.
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En nuestra Institución de Educación Superior se busca que el futuro profesional de “acompañamiento de niños y jóvenes” desarrolle competencias que permitan orientar, apoyar y supervisar niños y jóvenes en edad escolar en la valorización de la formación humana, en la promoción de la educación personal y social. En este estudio pretendemos discutir las oportunidades que los espacios de educación no formal ofrecen para el desarrollo de las referidas competencias. La discusión se basa en una intervención desarrollada en el ámbito de la asignatura “análisis y práctica de los contextos profesionales” del 2º año, en que se planteó, implementó y evaluó un conjunto de actividades/tareas que pretenden contribuir para el aprendizaje significativo, despertando los alumnos para el valor de estos contextos para la promoción del desarrollo integral de los niños. El empeño y motivación de estos alumnos nos llevan a la discusión necesaria en relación a la valorización y (re)aproximación al medio social como contextos de aprendizajes relevantes en la formación de estos futuros profesionales. Asumimos la relevancia pedagógica de los contextos de educación no formal en los procesos de formación profesional.------------------------------------------------------------------------In our Institution of Higher Education, it is sought that the future professional of "accompaniment of children and young people" develop skills that allow them to guide, support and supervise children and young people of school age in the valorization of human formation, in the promotion of personal and social education. In this study we intend to discuss the opportunities that non-formal education spaces offer for the development of the aforementioned competencies. The discussion is based on an intervention developed in the field of the subject "Analysis and practice of professional contexts" of the 2nd year, in which a set of activities/tasks that aim to contribute to meaningful learning were proposed, implemented and evaluated, awakening students for the value of these contexts for the promotion of the integral development of children. The commitment and motivation of these students lead us to the necessary discussion in relation to the valorization and (re)approach to the social environment as relevant learning contexts in the training of these future professionals. We assume the pedagogical relevance of non-formal education contexts in professional training processes.
Raporty organizacyjne na temat "Formal education contexts"
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Angrist, Noam, i Rachael Meager. Translating effective education approaches, such as targeted instruction, across contexts. Centre for Excellence and Development Impact and Learning (CEDIL), wrzesień 2022. http://dx.doi.org/10.51744/ceb2.
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Multiple randomised trials have proven that targeted educational instruction is an effective approach to addressing learning gaps in low- and middle- income countries. This approach has been tested in multiple rigorous studies, including in Ghana, Kenya and India. This evidence brief reports a formal synthesis of the evidence and assesses the strength and generalisability of the evidence and the factors that drive the largest frontier effects in the literature. This brief also provides practical guidance on elements of targeted instructional approaches that drive the greatest impacts for students, and which are critical for the successful adaptation and scale-up of the approach across contexts.
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Levy, Brian. How Political Contexts Influence Education Systems: Patterns, Constraints, Entry Points. Research on Improving Systems of Education (RISE), grudzień 2022. http://dx.doi.org/10.35489/bsg-rise-2022/pe04.
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This paper synthesises the findings of a set of country studies commissioned by the RISE Programme to explore the influence of politics and power on education sector policymaking and implementation. The synthesis groups the countries into three political-institutional contexts: Dominant contexts, where power is centred around a political leader and a hierarchical governance structure. As the Vietnam case details, top-down leadership potentially can provide a robust platform for improving learning outcomes. However, as the case studies of Ethiopia, Indonesia, Nigeria, and Tanzania illustrate, all-too-often dominant leaders’ goals vis-à-vis the education sector can veer in other directions. In impersonal competitive contexts, a combination of strong formal institutions and effective processes of resolving disagreements can, on occasion, result in a shared commitment among powerful interests to improve learning outcomes—but in none of the case studies is this outcome evident. In Peru, substantial learning gains have been achieved despite messy top-level politics. But the Chilean, Indian, and South African case studies suggest that the all-too-common result of rule-boundedness plus unresolved political contestation over the education sector’s goals is some combination of exaggerated rule compliance and/or performative isomorphic mimicry. Personalised competitive contexts (Bangladesh, Ghana, and Kenya for example) lack the seeming strengths of either their dominant or their impersonal competitive contexts; there are multiple politically-influential groups and multiple, competing goals—but no credible framework of rules to bring coherence either to political competition or to the education bureaucracy. The case studies show that political and institutional constraints can render ineffective many specialised sectoral interventions intended to improve learning outcomes. But they also point to the possibility that ‘soft governance’ entry points might open up some context-aligned opportunities for improving learning outcomes. In dominant contexts, the focus might usefully be on trying to influence the goals and strategies of top-level leadership. In impersonal competitive contexts, it might be on strengthening alliances between mission-oriented public officials and other developmentally-oriented stakeholders. In personalised competitive contexts, gains are more likely to come from the bottom-up—via a combination of local-level initiatives plus a broader effort to inculcate a shared sense among a country’s citizenry of ‘all for education’.
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Levy, Brian. How Political Contexts Influence Education Systems: Patterns, Constraints, Entry Points. Research on Improving Systems of Education (RISE), grudzień 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/122.
Pełny tekst źródłaStreszczenie:
This paper synthesises the findings of a set of country studies commissioned by the RISE Programme to explore the influence of politics and power on education sector policymaking and implementation. The synthesis groups the countries into three political-institutional contexts: Dominant contexts, where power is centred around a political leader and a hierarchical governance structure. As the Vietnam case details, top-down leadership potentially can provide a robust platform for improving learning outcomes. However, as the case studies of Ethiopia, Indonesia, Nigeria, and Tanzania illustrate, all-too-often dominant leaders’ goals vis-à-vis the education sector can veer in other directions. In impersonal competitive contexts, a combination of strong formal institutions and effective processes of resolving disagreements can, on occasion, result in a shared commitment among powerful interests to improve learning outcomes—but in none of the case studies is this outcome evident. In Peru, substantial learning gains have been achieved despite messy top-level politics. But the Chilean, Indian, and South African case studies suggest that the all-too-common result of rule-boundedness plus unresolved political contestation over the education sector’s goals is some combination of exaggerated rule compliance and/or performative isomorphic mimicry. Personalised competitive contexts (Bangladesh, Ghana, and Kenya for example) lack the seeming strengths of either their dominant or their impersonal competitive contexts; there are multiple politically-influential groups and multiple, competing goals—but no credible framework of rules to bring coherence either to political competition or to the education bureaucracy. The case studies show that political and institutional constraints can render ineffective many specialised sectoral interventions intended to improve learning outcomes. But they also point to the possibility that ‘soft governance’ entry points might open up some context-aligned opportunities for improving learning outcomes. In dominant contexts, the focus might usefully be on trying to influence the goals and strategies of top-level leadership. In impersonal competitive contexts, it might be on strengthening alliances between mission-oriented public officials and other developmentally-oriented stakeholders. In personalised competitive contexts, gains are more likely to come from the bottom-up—via a combination of local-level initiatives plus a broader effort to inculcate a shared sense among a country’s citizenry of ‘all for education’.
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Tokarieva, Anastasiia V., Nataliia P. Volkova, Inesa V. Harkusha i Vladimir N. Soloviev. Educational digital games: models and implementation. [б. в.], wrzesień 2019. http://dx.doi.org/10.31812/123456789/3242.
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Nowadays, social media, ICT, mobile technologies and applications are increasingly used as tools for communication, interaction, building up social skills and unique learning environments. One of the latest trends observed in education is an attempt to streamline the learning process by applying educational digital games. Despite numerous research data, that confirms the positive effects of digital games, their integration into formal educational contexts is still relatively low. The purpose of this article is to analyze, discuss and conclude what is necessary to start using games as an instructional tool in formal education. In order to achieve this aim, a complex of qualitative research methods, including semi-structured expert interviews was applied. As the result, the potential of educational digital games to give a unique and safe learning environment with a wide spectrum of build-in assistive features, be efficient in specific training contexts, help memorize studied material and incorporate different learning styles, as well as to be individually adaptable, was determined. At the same time, the need for complex approach affecting the administration, IT departments, educators, students, parents, a strong skill set and a wide spectrum of different roles and tasks a teacher carries out in a digital game-based learning class were outlined. In conclusion and as a vector for further research, the organization of Education Design Laboratory as an integral part of a contemporary educational institution was proposed.
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Bano, Masooda. Curricula that Respond to Local Needs: Analysing Community Support for Islamic and Quranic Schools in Northern Nigeria. Research on Improving Systems of Education (RISE), sierpień 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/103.
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Involving local communities in school management is seen to be crucial to improving the quality of education in state schools in developing countries; yet school-based management committees remain dormant in most such contexts. Drawing on ethnographic fieldwork with a rich network of community-supported Islamic and Quranic schools in the state of Kano in northern Nigeria—a sub-Saharan African region with very low education indicators, low economic growth, and political and social instability—this paper shows how making school curricula responsive to local value systems and economic opportunities is key to building a strong sense of community ownership of schools. Under community-based school management committees, control over more substantive educational issues—such as the content of school curricula and the nature of aspirations and concepts of a good life that it promotes among the students—remains firmly in the hands of the government education authorities, who on occasion also draw on examples from other countries and expertise offered by international development agencies when considering what should be covered. The paper shows that, as in the case of the urban areas, rural communities or those in less-developed urban centres lose trust in state schools when the low quality of education provided results in a failure to secure formal-sector employment. But the problem is compounded in these communities, because while state schools fail to deliver on the promise of formal-sector employment, the curriculum does promote a concept of a good life that is strongly associated with formal-sector employment and urban living, which remains out of reach for most; it also promotes liberal values, which in the local communities' perception are associated with Western societies and challenge traditional values and authority structures. The outcomes of such state schooling, in the experience of rural communities, are frustrated young people, unhappy with the prospect of taking up traditional jobs, and disrespectful of parents and of traditional authority structures. The case of community support for Islamic and Quranic schools in northern Nigeria thus highlights the need to consider the production of localised curricula and to adjust concepts of a good life to local contexts and economic opportunities, as opposed to adopting a standardised national curriculum which promotes aspirations that are out of reach.
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Bano, Masooda. Curricula that Respond to Local Needs: Analysing Community Support for Islamic and Quranic Schools in Northern Nigeria. Research on Improving Systems of Education (RISE), sierpień 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/103.
Pełny tekst źródłaStreszczenie:
Involving local communities in school management is seen to be crucial to improving the quality of education in state schools in developing countries; yet school-based management committees remain dormant in most such contexts. Drawing on ethnographic fieldwork with a rich network of community-supported Islamic and Quranic schools in the state of Kano in northern Nigeria—a sub-Saharan African region with very low education indicators, low economic growth, and political and social instability—this paper shows how making school curricula responsive to local value systems and economic opportunities is key to building a strong sense of community ownership of schools. Under community-based school management committees, control over more substantive educational issues—such as the content of school curricula and the nature of aspirations and concepts of a good life that it promotes among the students—remains firmly in the hands of the government education authorities, who on occasion also draw on examples from other countries and expertise offered by international development agencies when considering what should be covered. The paper shows that, as in the case of the urban areas, rural communities or those in less-developed urban centres lose trust in state schools when the low quality of education provided results in a failure to secure formal-sector employment. But the problem is compounded in these communities, because while state schools fail to deliver on the promise of formal-sector employment, the curriculum does promote a concept of a good life that is strongly associated with formal-sector employment and urban living, which remains out of reach for most; it also promotes liberal values, which in the local communities' perception are associated with Western societies and challenge traditional values and authority structures. The outcomes of such state schooling, in the experience of rural communities, are frustrated young people, unhappy with the prospect of taking up traditional jobs, and disrespectful of parents and of traditional authority structures. The case of community support for Islamic and Quranic schools in northern Nigeria thus highlights the need to consider the production of localised curricula and to adjust concepts of a good life to local contexts and economic opportunities, as opposed to adopting a standardised national curriculum which promotes aspirations that are out of reach.
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Stoddard, Amy, Donna Lynch-Smith, Kate Carlson Wrammert i Bobby Bellflower. Increasing Nurse Knowledge Using a Formal Lung Transplant Education Program. University of Tennessee Health Science Center, grudzień 2020. http://dx.doi.org/10.21007/con.dnp.2020.0001.
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This quality improvement project was completed to show that a formal lung transplant education course for nurses caring for lung transplant patients increased their knowledge. An eight-hour education course was developed by experts in the field of lung transplantation. A pretest was administered before the education course. A posttest was administered to determine if knowledge was improved. A three-month follow-up test was administered to determine knowledge retention. Based on the data analysis, nurse knowledge improved after formal education. Item analysis determined what areas of educational content need to be the focus of quarterly education. The education course was adopted as formal training for transplant nurses.
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Angrist, Noam, i Rachael Meager. Implementation matters: Generalising treatment effects in education. What Works Hub for Global Education, listopad 2023. http://dx.doi.org/10.35489/bsg-whatworkshubforglobaleducation-wp_2023/03.
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Targeted instruction is one of the most effective educational interventions in low- and middle-income countries, yet reported impacts vary by an order of magnitude. We study this variation by aggregating evidence from prior randomised trials across five contexts, and use the results to inform a new randomised trial. We find two factors explain most of the heterogeneity in effects across contexts: the degree of implementation (intention-to-treat or treatment-on-the-treated) and program delivery model (teachers or volunteers). Accounting for these implementation factors yields high generalisability, with similar effect sizes across studies. Thus, reporting treatment-on-the-treated effects, a practice which remains limited, can enhance external validity. We also introduce a new Bayesian framework to formally incorporate implementation metrics into evidence aggregation. Results show targeted instruction delivers average learning gains of 0.42 SD when taken up and 0.85 SD when implemented with high fidelity. To investigate how implementation can be improved in future settings, we run a new randomised trial of a targeted instruction program in Botswana. Results demonstrate that implementation can be improved in the context of a scaling program with large causal effects on learning. While research on implementation has been limited to date, our findings and framework reveal its importance for impact evaluation and generalisability.
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Лисоконь, Ілля Олександрович. Regulatory and Legal Basis of Ukraine’s Investment Policy in the Field of Higher Education. Kryvyi Rih State Pedagogical University, 2020. http://dx.doi.org/10.31812/123456789/4269.
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Elaboration and implementation of investment programs for the development of modern universities, cooperation with the business sector, public investment aimed at modernization of the educational environment, implementation of grants, etc. can now be considered as structural components of investment activities of higher education institutions in the context of strategic planning. Therefore, the process of active reform of the educational sector of Ukraine and its integration into the European educational space require a review of approaches, methods and forms of management of education and educational institutions, in particular on investment policy.
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Marchais, Gauthier, Marchais, Gauthier, Sweta Gupta, Cyril Owen Brandt, Patricia Justino, Marinella Leone, Eustache Kuliumbwa, Olga Kithumbu, Issa Kiemtoré, Polepole Bazuzi Christian i Margherita Bove. Marginalisation from Education in Conflict-Affected Contexts: Learning from Tanganyika and Ituri in the DR Congo. Institute of Development Studies (IDS), styczeń 2021. http://dx.doi.org/10.19088/ids.2021.017.
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This Working Paper analyses how violent conflict can enhance or reduce pre-existing forms of marginalisation and second, how new forms of marginalisation emerge as a result of violent conflict. To do so, we focus on the province of Tanganyika in the DRC, where the so-called ‘Twa-Bantu’ violent conflict has been disrupting the education sector since 2012, and secondarily on the province of Ituri, which has been affected by repeated armed conflicts since the 1990s. We use a mixed methods approach, combining quantitative data collection methods and several months of qualitative fieldwork. The study shows that the political marginalisation of ethno-territorial groups is key in understanding marginalisation from education in contexts of protracted conflict. Our results show that the Twa minority of Tanganyika has not only been more exposed to violence during the Twa-Bantu conflict, but also that exposure to violence has more severe effects on the Twa in terms of educational outcomes. We analyse key mechanisms, in particular spatial segregation, and the social segregation of schools along ethnic/identity lines. We also analyse the interaction between ethno-cultural marginalisation and economic, social and gender-related marginalisation.