Literatura científica selecionada sobre o tema "Educaţie nonformală"

Artikel ini membahas tentang pelaksanaan evaluasi pembelajaran pada Bimbingan Belajar (Bimbel) Global Educare yang berlokasi di Kec. Sangatta Utara, Kab. Kutai Timur, Provinsi Kalimantan Timur. Tujuannya memperkaya informasi tentang evaluasi pembelajaran yang diterapkan di lembaga pendidikan nonformal seperti Bimbel, sehingga dapat dijadikan sebagai data pembanding bagi evaluasi pembelajaran di lembaga formal seperti sekolah. Temuan artikel ini adalah: Pertama, evaluasi pembelajaran pada Bimbel Global Educare belum memenuhi standar ideal evaluasi pembelajaran pada tahap perencanaan, pelaksanaan maupun ruang lingkup kompetensi yang dijadikan sasaran evaluasi. Kedua, evaluasi pembelajaran pada Bimbel Global Educare sudah memenuhi jenis evaluasi formatif dan sumatif, serta memenuhi standar pengawasan secara langsung dan secara tidak langsung.

The quality of non-formal education depends on the quality and the role of educators and education staff (PTK-PNF). Institutionally, The Government has implemented strategic plans to develop the qualification and competency of educators and education staff of non-formal education through a set of trainings and degree programs. These programs will be fruitful in improving the competency if PTK-PNF is not motivated to improve their performance. This article suggests building “Virus NAch” in PTK-PNF. There are three strategies to create achievement motivation: (1) rational-empiric, (2) normative-educative, and (3) force-power. The emergence of N-Ach PTK-PNF must be balanced by the growth of “social virus” in PNF institution, so structural obstructions will not impede creativity achievement to provide PNF services with a high quality.

This study aims to determine the implementation of Nonformal Education in LPKA in general. While in particular is describing whether there is an implementation of Non-formal Education in LPKA, describing the frequency of the implementation of Non-formal Education in LPKA and describing the driving factors and barriers to the implementation of Non-formal Education in LPKA. This study uses qualitative methods with descriptive data. Data analysis in this study using three methods, namely data reduction, data presentation, and Decision Making Verification. The results of this study indicate that: (1) Based on the findings of researchers in the field and existing theories, researchers concluded that the implementation of No formal Education in LPKA Benton Bengkulu Province already exists through the institution of a non-formal institution namely PKBM Ilmu Bunda with equality packages A, B and C , package B and C equality students have carried out the National Examination and Government institutions through the Provincial BLK (Training Center) which conducts training in sewing, automotive and making colek soaps to increase students' creativity while in LPKA. (2) Based on the findings of researchers in the field and existing theories, researchers can conclude that the frequency of Non-formal Education Implementation in LPKA is through PKBM Ilmu Bunda with the provisions of meeting schedules twice Thursday and Saturday, the duration of study is 60-90 minutes. Then the training specifically held by the Provincial BLK is scheduled to be erratic and has an influence on students, namely the fulfillment of the right to educate children and the independence of children to prepare the future of students after the prison period is over. (3) Based on the findings of researchers in the field and existing theories, researchers can conclude that the driving factor for the implementation of PNF in LPKA is that there is a concern for students, students have the right to get education and self-development (soft skills). Then the inhibiting factor for PNF implementation in LPKA is the building that is still with adult prisons, parents of students who have difficulty communicating and there are still students who are not cared for at all by the family. The solutions made by the LPKA to the barriers to package equality and training are: The LPKA party continues to carry out learning activities despite limited infrastructure and visits to the Provincial BLK, assisting students to meet parents to complete administration and strive for equality even though they are not managed by the family at all. Key Word : Nonformal Education, LPKA

Trainings and seminars in education have spoken much on the advent of Education 4.0 and have advanced to Education 5.0. It implies that education is towards artificial intelligence or machine learning. The digital technology grew fast. Gadget dependence was very evident even to learners. Informal and nonformal education took place on the internet through gadgets such as smartphones, tablets, etc. Influences of social media is high including the young ones and adults, even to professionals. It is projected that the main problem arising is on the attitude, skills and knowledge of teachers adapting advanced digital technology towards the goal of education 5.0. This study explored on attitude, skills, and knowledge KSA model of business resolving the so-called education institution and industry gap. Bloom’s domain of learning and the structured functional theory were applied, leading to the conception of 4C shells of mind, specifically, critical thinking, creative thinking, communication skills and character. Teachers from different legislative districts of province of Cavite served as respondents utilizing survey questionnaire thru google forms. Percentage, base and rate, and ranking principles were used. Descriptive statistics, such measures of central tendency, measures of position and measures of variation were determined and analyzed. Inferential tools such as Z-test, Analysis of Variance, Tukey’s Honestly Significant Difference test, Levene’s test of homogeneity were employed. The results were evaluated using 8 Scale Balanced Value-Agreement Equivalence. The proponents found out that the teachers have a very high positive attitude in adapting digital advancements in terms of sex, age, type of service school and grade level. Attitude was quite affected by lack of knowledge on the advancements on digital technology. Also, the teachers utilized different digital technology in giving activities to their respective learners. Hence, the study recommended more trainings and workshops, face to face or online, for teachers. An additional teacher’s skill, lesson video production, must be developed. This can enhance their critical and creative thinking, communication skills and character. Its development, also, leads to a magazine of lesson “magazsson” production seen to empower the attitude, skills, and knowledge of teachers. In line, a classroom studio “classtudio” must be designed and provided to strengthen the lesson video and production skills and abilities meeting the goal of teaching as a science and art.

Adolescence is a transitional phase from childhood to adulthood. This phase has many physical and psychological changes that can cause various problems. The RW 09 Jamika integrated youth service post is a form of community-based health effort (UKBM) to bring adolescent health services closer to the RW 09 area. It has a function as a means of nonformal education regarding adolescent health. Implementing the integrated youth service post in RW 09 Jamika is suspected to have been more optimal for educating adolescents. This is because the youth of RW 09 Jamika have problems including (1) having anemia, (2) smoking habit, (3) the habit of staying up late, and (4) rarely doing physical activity. The aims of this study were (1) to describe the role of cadres in educating youth at RW 09 Jamika integrated service post activities; (2) to describe the inhibiting factors for cadres to help educate youth in youth integrated service post activities in RW 09 Jamika; and (3) provide solutions in increasing the role of cadres in educating youth integrated service post activities in RW 09 Jamika. The research method used is qualitative. This research data collection technique consists of interviews, documentation, and observation. The results of this study are (1) the role of the cadres is carrying out peer counseling, implementing the five-desk principle, and providing multiple questionnaires; (2) the inhibiting factors for the role of cadres in educating are the knowledge of cadres who have not mastered it optimally, limited time for training cadres and youth to be carried out by health center staff, and limited infrastructure; and (3) the solution to increasing the role of cadres in educating is to conduct coaching for cadres, scheduling according to the schedule of puskesmas officers or youth activities, and collaborating with related devices to help fulfill facilities and infrastructure.

In accordance with Witzum and Kotler (2000), since its birth as a state in 1948, Israel has faced military conflicts, years of terrorism, and daily threats. These events have led to the consideration of this reality as a special context for identifying, analyzing, and proposing clinical and educational actions aimed at dealing with trauma caused by wars and terrorism. Some researchers (Bar Tal, 2004; Salomon, 2003) consider the Israeli reality a context within which the characteristics of intractable conflict have developed. A type of conflict that has significant repercussions in the area of perception of reality, construction of society and vision of the future. In addition to examining these aspects, in the last part, the paper analyzes some models of education in emergencies developed over the years in formal and nonformal education contexts. Emergenze educative e resilienza negli intractable conflicts: alcune riflessioni sulla realtà israeliana. In accordo con Witzum e Kotler (2000), sin dalla sua nascita come stato nel 1948, Israele ha dovuto affrontare conflitti militari, anni di terrorismo, minacce quotidiane. Questi eventi hanno portato a considerare questa realtà un contesto particolare per individuare, analizzare e proporre intervertenti clinici e educativi finalizzati ad affrontare traumi causati dalle guerre e dal terrorismo. Alcuni ricercatori (Bar Tal, 2004; Salomon, 2003) considerano la realtà israeliana un contesto all’interno del quale si sono sviluppate le caratteristiche dell’intractable conflict. Una tipologia di conflitto che ha delle ricadute significative nell’ambito della percezione della realtà, la costruzione della società e la visione del futuro. Oltre a prendere in esame questi aspetti, nell’ultima parte, il contributo analizza alcuni modelli di educazione in situazione di emergenze sviluppati negli anni nei contesti di educazione formale e non formale.

Education and socialization constitutes the method of formation of the person, society and state’s future; therefore well-organized non-formal education of children and youth as well as the occupation of their leisure time is a necessary condition for the socialization of the young generation and for effective delinquency prevention. The problem of the research is that the technological education is underestimated in the nonformal education. Children have equal possibilities to participate in activity groups of the general education school and the non-formal education school; however, a clear tendency can be seen that technologies hobby groups are not popular in the institutions of non-formal education of children. The aim of the research was to establish the organizational aspects of the technological education of non-formal education of children in Vilnius city as well as the determining factors. The tasks of the research were the following: to analyze the situation of the organization of non-formal technological education in Vilnius city. To reveal the factors of children’s choice of technological education in the field of non-formal education. To research the problems of the organization of technological development in non-formal education. To achieve this aim the following research methods were used: analysis of literature and documents, empirical study (triangulation questionnaire was used), statistical analysis and comparisons graphical analysis, correlation analysis were performed. The analysis of statistical reports has showed that 2 creation centres and 12 children and youth clubs operate in Vilnius city, in which non-formal and technological education is organized, however, technological hobby groups are not popular among children. The results of the research has showed that the main problems in the field of the organization of technological hobby groups in non-formal education and related their attendance are as follows: inefficient financing of technological hobby groups, lack of activity means, non-equipped technological rooms in which children could educate in the appropriate environment. Also the problems of communications, too high charges for hobby groups and incompatibility of the time and activity of technological education are still not solved.

This study discusses the form of Banjarese speech which contains a lexicon of local culture and local wisdom that can be taught behind the speech of cultural meaning. The purpose of the study is to describe the form of Banjarese speech which contains a lexicon of local culture and the form of local wisdom that can be taught behind the speech of cultural meaning. This study uses qualitative descriptive method with an ethnopedagogic approach. The research techniques are observation, documentation, and interviews. Data collection techniques are listening, recording, and getting involved in the research. The research steps are observation, data collection, data selection, presentation, analysis, and conclusions. The data source, speech that contains a lexicon with cultural meaning in the Banjar community, in Banjarmasin City, Banjar Regency, and Hulu Sungai Selatan. Data collection is from March 2021 to April 2022. Data validity is through triangulation of sources, theories, and methods. The study results that Banjarese speech that contains a lexicon of local cultural meanings include supporting parts for housing, livelihoods, literary arts, language, daily activities, and activities supporting equipment. The forms of local wisdom that can be taught behind these cultural speeches include creative, economic independence, politeness, entertainment and educative, health, hygiene, and adaptive. This finding shows that daily speech can be a source of learning local wisdom with cultural value for the Banjar community and others, both formal and non-formal, one of which is for local content material for students. AbstrakPenelitian ini membahas tentang wujud tuturan berbahasa Banjar yang memuat leksikon bermakna budaya lokal dan wujud kearifan lokal yang dapat diajarkan di balik tuturan bermakna budaya tersebut. Tujuan penelitian yaitu mendeskripsikan wujud tuturan lisan berbahasa Banjar yang memuat leksikon bermakna budaya lokal dan wujud kearifan lokal yang dapat diajarkan di balik tuturan bermakna budaya tersebut. Metode deskriptif kualitatif dengan pendekatan etnopedagogi. Teknik penelitian observasi, dokumentasi, dan wawancara. Teknik pengambilan data, antara lain simak, catat, dan libat. Langkah penelitian yang dilakukan, yaitu observasi, pengambilan data, pemilihan data, penyajian, analisis, dan simpulan. Sumber data, tuturan yang memuat leksikon bermakna budaya pada masyarakat Banjar, di Kota Banjarmasin, Kabupaten Banjar, dan Hulu Sungai Selatan. Waktu pengambilan data mulai dari bulan Maret 2021 sampai dengan April 2022. Validitas data melalui triangulasi sumber, teori, dan metode. Hasil penelitian, yaitu tuturan berbahasa Banjar yang memuat leksikon bermakna budaya lokal meliputi bagian pendukung tempat tinggal, mata pencaharian, seni sastra, bahasa, aktivitas keseharian, dan peralatan pendukung aktivitas. Adapun wujud kearifan lokal yang dapat diajarkan di balik tuturan bermakna budaya tersebut meliputi kreatif, mandiri ekonomi, kesantunan, hiburan, dan edukasi kesehatan, kebersihan, dan adaptif. Temuan ini menunjukkan bahwa tuturan sehari-hari dapat menjadi sumber pembelajaran kearifan lokal bernilai budaya bagi masyarakat Banjar dan lainnya, baik formal maupun nonformal, salah satunya untuk materi muatan lokal bagi anak didik.

This case study research examines informal adult learning in the Lock the Gate Alliance, a campaign against mining for coal seam gas in Central Gippsland, Australia. In the field of the campaign, circumstantial activists learn to think critically about the environment, they learn informally and incidentally, through socialization with experienced activists from and through nonformal workshops provided by the Environmental Nongovernment Organization Friends of the Earth. This article uses Bourdieu’s “theory of practice,” to explore the mobilization of activists within the Lock the Gate Alliance field and the practices which generate knowledge and facilitate adult learning. These practices have enabled a diverse movement to educate the public and citizenry about the serious threat fracking poses to the environment, to their land and water supply. The movements successful practices have won a landmark moratorium on fracking for coal seam gas in the State of Victoria.

Esta dissertação, cujo título é - Educar para Ressocializar: Paradoxos de uma Proposta Educativa no Centro de Atendimento Socioeducativo Feminino (CASEF) do Estado do Rio Grande do Sul, tem como proposta colaborar na formação do trabalho dos educadores sociais do CASEF. O CASEF faz parte de uma Instituição para Adolescentes em Conflito com a Lei, denominada Fundação de Atendimento Socioeducativo (FASE). A pesquisa buscou evidenciar os pressupostos pedagógicos de um projeto de educação que favoreça processos de inclusão social, autonomia e emancipação dos adolescentes em conflito com a lei. A pesquisa é de natureza exploratória com abordagem qualitativa. A análise de dados teve como base a observação participante e a entrevista semiestruturada, onde foram entrevistados dez educadores sociais, os dados foram analisados conforme o método do Discurso do Sujeito Coletivo (DSC).Trata-se de um estudo de caso, tendo como objetivo analisar o processo de ressocialização fundado nas propostas educativas aplicadas às adolescentes em conflito com a lei no CASEF, identificando, assim, os seus pressupostos pedagógicos, pois caracterizar o que é considerado educação não formal e seu contrário, a educação formal, permitiu compreender se a busca pela ressocialização pode ou não ser complementada por outras propostas de educação não formal a ponto de favorecer a autonomia, a crítica e a inclusão social das adolescentes. A abordagem teórica foi balizada pela Teoria Educacional Crítica. Trata-se, fundamentalmente, de um estudo que reflete sobre os processos formativos a partir das perspectivas da educação não formal, questionando como a pedagogia, a escola e o currículo produzem e reproduzem formas de dominação (FREIRE, 1981; GIROUX, 1986; FRIGOTTO, 1998). Como resultados, evidenciou-se que o ressocializar no CASEF está correlacionado a uma proposta de educar de novo, porém nos moldes da sociedade burguesa; a igualdade é apenas jurídica e abstrata, a equidade é apenas um sonho, um almejo; e as propostas educativas de ressocializar têm como objetivo no presente estudo uma outra forma de educação, onde o sujeito reconheça-se como protagonista e conquiste, assim, os seus direitos, contudo em outro estilo, contrários aos ideais da sociedade burguesa.
This master thesis named “Educating to re-socialize: paradox of an educational proposal at a Female Socio-educative Service Center (CASEF) in Rio Grande do Sul state proposes to cooperate in the work formation of social educators at CASEF, which is part of an institution of adolescents in conflict with criminal law, called Foundation of Socio-educative Service (FASE). This research searches to put in evidence the pedagogical proposals of an education project that benefits social inclusion processes, autonomy and emancipation of adolescents in conflict with criminal law. This is a qualitative and exploratory research and the data analyses counted on participant observation and a semi structured interview with ten social educators, the data were analyzed according to the method of Collective Subject Discourse (DSC). The investigation is a case study that aimed to analyze the process of re-socialization found in the educative proposals applied to the adolescents in conflict with criminal law in CASEF. This way, identify the pedagogical proposals in the educative approach of CASEF, because to characterize what is considered nonformal education and its opposite, the formal education permitted to comprehend if the search for re-socialization may or not be complemented by other proposals of non-formal education favoring autonomy, criticism and social inclusion of adolescents. The theoretical approach was based on the Critical Educational Theory. It is mainly a study which reflects about formation processes since the perspectives from the non-formal education; questioning as pedagogy the school and the curriculum producing and reproducing domination forms (FREIRE, 1981; GIROUX, 1986; FRIGOTTO, 1998). As results was evidenced that re-socialization in CASEF is correlated to educate again, although in the bourgeois society patterns; the equality is just juridical and abstract; equinity is just a dream, a far aim; the educative proposals to re-socialize aimed in the present study another form of education where the subject is recognized as protagonist and conquers its rights, nevertheless in another style, opposing the ideals of the bourgeois society.

Ipoteza cercetarii a fost nu numai de natura pedagogica tehnica, ci si de natura educativa, experimentala sau pozitiva in ceea ce priveste metodele de lucru si practica, deoarece se urmareste o finalitate dinainte conturata, anume determinarea nivelului de inteligenta inainte si dupa aplicarea metodei teatrului de papusi. Formarea si recuperarea inteligentei cognitive si estetice la elevii cu dizabilitati va corespunde demersului educational, daca se va intemeia pe ansamblul principiilor pedagogice si psihopedagogice speciale, pe valentele educative ale teatrului de papusi, pe sistemul de activitati educationale la nivel formal si nonformal si pe marcarea nivelului relativ al progresului scolar, a realizarii sau nerealizarii, a reusitei sau nereusitei scolare.

With the creation of ENTOM 312, General Entomology, as an online class, the question arose about whether to pursue development of a Digital Entomology Lab to support student learning of insect morphology (structures and forms) and functions. The early conceptualization described how this lab could benefit learners from a variety of academic fields—horticulture, agriculture, engineering (robotics) and others—to benefit the larger campus and even those from off-campus. In the first iteration, no real considerations were made for broader nonformal or informal learning. This endeavor was funded in early 2011, and Phase 1 (the capture of insect imagery from five major angles, the metadata labeling, and the uploading of the contents onto a static site) was completed. To spark conversations about digital labs and online learning and to get creative design ideas for Phase 2, a participatory design article was created and published through the peer-reviewed online journal Educause Quarterly. This interactive article was “The Participatory Design of a (Today and) Future Digital Entomology Lab” (Hai-Jew, 2011). The commentary of participants was collected on an open-source MediaWiki™ page for possible inclusion in Phase 2 of the Digital Entomology Lab. This participatory design endeavor involved design questions about how to brand the site, set it up for a variety of use cases, replenish digital contents, design for nonformal learning, design for informal learning, anticipate possible K-12 uses and users, and to possibly pursue integration with other digital repositories. This chapter summarizes the learning from this participatory design “thought experiment” put into practice and what was learned about evolving a Digital Entomology Lab to accommodate the needs of formal, nonformal, and informal learning.

The non-formal activity as an educational phenomenon allows the efficient and pleasant use of students’ free time, the development of associative life, the development of the abilities to work in a group and to cooperate in solving complex tasks, the development of the will and the formation of positive character traits. The purpose of non-formal activities within school circles consists in developing special skills, training students in activities as varied and rich in content as possible, cultivating interest in socio-cultural activities, facilitating integration into the school environment, providing support for school success as a whole, the fruition of personal talents and the correlation of skills with character attitudes. The activity within the school circles presents a series of particularities and is subject to specific pedagogical requirements that all teachers involved in this field must know and capitalize on. Here, the teaching staff will show a creative attitude, including, through the application of various methodologies, both in the way of carrying out the actual activities and, especially, in the relations/communication with the students.