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Mayombe, Celestin – International Journal of Lifelong Education, 2016
Adult non-formal education and training (NFET) in South Africa was adopted in 1990 to address the problem of unemployment of non-educated and unskilled adults. Public and private NFET centres aim to meet the training needs of adults who were deprived of formal education that would foster access to opportunities for employment. The paper reports on…
Descriptors: Foreign Countries, Labor Market, Nonformal Education, Employment Programs
Alavi, Nasim – ProQuest LLC, 2016
The purpose of this study was to investigate the preferred method of learning about heart disease by adult learners. This research study also investigated if there was a statistically significant difference between race/ethnicity, age, and gender of adult learners and their preferred method of learning preventative heart disease care. This…
Descriptors: Adult Learning, Heart Disorders, Racial Differences, Ethnic Groups
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Pitikoe, Selloane; Preece, Julia – International Journal of Lifelong Education, 2016
This paper reports on selective findings from a larger qualitative PhD study of 30 adult herders in Lesotho. It uses theories of identity and social capital to examine their life histories and educational needs in order to inform the national Non-Formal Education (NFE) policy. The key findings of the study were that the herders demonstrated two…
Descriptors: Foreign Countries, Agricultural Occupations, Adults, Social Capital
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Tom, Miye Nadya – International Review of Education, 2016
This paper presents a broad-reaching effort to interrogate enduring colonial legacies as experienced by Native American youth in the United States of America and Black Portuguese youth of Cape Verdean origin in Portugal. As part of its methodological approach, it uses hip-hop--a cultural movement composed of four elements including rap music--to…
Descriptors: American Indian Students, Foreign Countries, Nonformal Education, Youth
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Sahin Kizil, Aysel; Savran, Zehra – Novitas-ROYAL (Research on Youth and Language), 2016
Research on the role of Information and Communication Technologies (ICT) in language learning has ascertained heretofore various potentials ranging from metacognitive domain to skill-based practices. One area in which the potentials of ICT tools requires further exploration is self-regulated language learning, an active, constructive process in…
Descriptors: Self Management, Independent Study, English (Second Language), Active Learning
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Bergmüller, Claudia – International Journal of Development Education and Global Learning, 2016
In recent years, there has been growing pressure but also an increase of possibilities for non-governmental organizations (NGOs) to cooperate with schools in the field of global education. However, especially in cases of more continuous forms of cooperation, difficulties in process management are noted and the intended cooperation impacts often…
Descriptors: Global Education, Educational Cooperation, Nongovernmental Organizations, Case Studies
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Goldratt, Miri; Cohen, Eric H. – Educational Practice and Theory, 2016
This article explores encounters between formal, informal, and non-formal education and the role of mentor-educators in creating values education in which such encounters take place. Mixed-methods research was conducted in Israeli public schools participating in the Personal Education Model, which combines educational modes. Ethnographic and…
Descriptors: Foreign Countries, Nonformal Education, Case Studies, Mentors
Sparks, Donna J. – ProQuest LLC, 2016
The existing body of scholarly knowledge has little research focused specifically on formal, non-formal, and informal education and training's contribution to the development of expert capabilities. The purpose of this research was to find out how experts in their field of study or work perceived education and training learning contexts…
Descriptors: Nonformal Education, Informal Education, Expertise, Training
UNESCO Institute for Lifelong Learning, 2015
This second volume of the "Global Inventory of Regional and National Qualifications Frameworks" focuses on national and regional cases of national qualifications frameworks for eighty- six countries from Afghanistan to Uzbekistan and seven regional qualifications frameworks. Each country profile provides a thorough review of the main…
Descriptors: Global Approach, Regional Characteristics, Qualifications, National Standards
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Benavot, Aaron – International Review of Education, 2015
Literacy is an essential means of communication. It enables individuals, communities and institutions to interact, over time and across space, as they develop a web of social relations via language. Effective literacy policies, programmes and practices expand the scale of social communication and interaction. Thus, literacy thrives when a state of…
Descriptors: Literacy, Interpersonal Communication, Interaction, Educational Policy
Farrow, Robert; de los Arcos, Beatriz; Pitt, Rebecca; Weller, Martin – European Journal of Open, Distance and E-Learning, 2015
Open educational resources (OER) have been identified as having the potential to extend opportunities for learning to non-formal learners. However, little research has been conducted into the impact of OER on non-formal learners. This paper presents the results of a systematic survey of more than 3,000 users of open educational resources (OER).…
Descriptors: Nonformal Education, Comparative Analysis, Resource Units, Computer Uses in Education
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Affeldt, Fiona; Weitz, Katharina; Siol, Antje; Markic, Silvija; Eilks, Ingo – Education Sciences, 2015
In many Western countries, non-formal education has become increasingly recognized as a valuable addition to the traditional educational system. In recent years, a special form of non-formal student laboratories (Schülerlabor) has emerged in Germany to promote primary and secondary practical science learning. This paper describes a developmental…
Descriptors: Nonformal Education, Laboratory Experiments, Educational Innovation, Sustainability
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West, Sarah E. – Environmental Education Research, 2015
Environmental education can deliver benefits to individuals, society and the environment, but few studies have asked practitioners or participants what they feel these benefits are. This research compares the perspectives of practitioners and participants in environmental education projects, using questionnaires, focus groups and participant…
Descriptors: Environmental Education, Teacher Attitudes, Questionnaires, Focus Groups
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Kiilakoski, Tomi; Kivijärvi, Antti – Studies in Continuing Education, 2015
For many young people, youth clubs constitute a key instrument for learning outside the school curriculum. In this article, we scrutinise Finnish youth clubs empirically as spaces of non-formal learning from the perspectives of both professional youth workers and young people themselves. We propose that youth workers tend to present an educational…
Descriptors: Foreign Countries, Clubs, Nonformal Education, Youth Programs
Hanemann, Ulrike, Ed. – UNESCO Institute for Lifelong Learning, 2015
This compilation offers global examples of innovative and promising literacy and numeracy programmes that link the teaching and learning of literacy to sustainable development challenges such as health, social equality, economic empowerment and environmental sustainability. This publication is a timely contribution to the 2030 Agenda for…
Descriptors: Sustainable Development, Literacy, Numeracy, Lifelong Learning
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