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Cultural Centers As Key Agents of Non-Formal Education Aiste Urboniene

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Cultural Centers As Key Agents of Non-Formal Education Aiste Urboniene Cultural Centers as Key Agents of Non-Formal Education Aiste Urboniene* & Virginia Jureniene** * Associate professor, Kaunas Faculty of Humanities, Vilnius University, Lithuania. Email - [email protected] ** Vilnius University, Kaunas Faculty of Humanities, Lithuania. E-mail: [email protected] Abstract Cultural centres in Lithuania as in many other countries play an exceptional role trying to implement the lifelong learning strategy and involve as much people of different age in the non-formal learning process as possible. Thus, this paper aims to analyse role that cultural centres in Lithuania and Lithuanian cultural organisations abroad play in organizing non- formal education in the local communities. The following research question is discussed: whether consciously identified educational activities of cultural centres employees are also perceived as non-formal learning activities of local residents? The situation of non-formal education in Lithuania is discussed and the role of cultural centres and Lithuanian cultural organisations in border regions in Russia and Belarus are analysed from this perspective. The quantitative and qualitative assessments were conducted in cultural centres of 8 border regions – 4 cultural organisations in Lithuania, 2 in Belarus and 2 in Russia, in Kaliningrad region. The sample consisted of 1199 respondents from the 8 cultural communities and 55 informants, working or actively participating in management of these 8 cultural centres/ Lithuanian cultural organizations. The results allow to state that cultural centres in Lithuania remain the key agents promoting non- formal education in the local community. Estimating different activity circumstances of Lithuanian cultural centres and Lithuanian cultural organizations acting in Russian and Belarus frontier zones (Lithuanian cultural centres, Lithuanian communities and cultural houses) the comparative approach revealed basic similarities and differences in educational activities. Keywords: non-formal education, cultural centres, local community. I. Introduction Intensive technological, economic and social raised: if consciously, identified educational activities of change, a growing amount of information and cultural centres employees are also perceived as non- constantly changing environment will determine the formal learning activities of local residents? fact that the ability to learn new skills and adapt them to new conditions will become more and more Non-formal Education in Lithuania significant in future. Great attention should be paid to the training of general abilities to learn throughout life Education can be described as an ongoing at all educational levels. Cultural centres play an lifelong process, which leads to human development, exceptional role trying to realise the lifelong vocational, spiritual and intellectual improvement that learning strategy, involving as much children, youth, is based on newly acquired knowledge and practical adults and elderly people in the non-formal learning skills in a particular social and physical environment. process as possible. They not only increase the Often it is a motivated and conscious activity, aiming to availability of learning spaces, but also help to reduce achieve personal development and self-realisation, social isolation, offering a variety of educational deepening knowledge or developing skills in a selected services and developing social skills. Effective field (Jureniene, Urboniene, 2014:99). Likewise, educational activities in cultural centres also help to education takes place in family and in various public strengthen the sense of national identity, develop the places, or in professional environment, through feelings of citizenship and responsibility. Cultural organising activities oriented to personal development. centres, in order to fully meet and develop public According to Juceviciene, an individual can experience cultural needs, should not only know them but also the educational impact in various environments and to develop the cultural behaviour of potential clients. this can help him to effectively deal with the problems Thus, today the education in cultural centres and arising in his business and life (Juceviciene 2001). other cultural organisations, as well as in ethnic During the process of education, a man is as if leaving communities abroad, becomes very important and his domestic, everyday life and reaching a higher life of relevant, and it plays a significant role not only in body and spirit. A man is a temporary creator and creating opportunities for people to study, learn and education allows him to create in the human world. grow, but also in mobilising local community. Everyone has an innate need to actively develop, to find ways to self-realisation and creative Evaluating the unique role of cultural expression, and creating right conditions and centres in society, it is relevant to reveal the role appropriate educational environments can promote a that cultural centres play as agents of non-formal productive society development, especially on the basis and informal education creating learning of culture. Culture is a priceless treasure and the environments in the local communities of Lithuania. It potential for organising educational activities, is also important to determine what educational factors encompassing the self-realisation opportunities for are valuable and motivating for local residents everyone, from the youngest to the oldest, according to since educational activities in cultural centres occupy everyone's needs and interests. a significant place. Thus, the objective of this article Education as a process includes three is to identify what role the cultural centres in areas (Jovaisa, 1993:245; Lauzikas, 1993:210): Lithuania and Lithuanian cultural organisations abroad Learning that encompasses developing knowledge, play in organizing non- formal and informal education in the local communities. In this article skills, broadening horizons and sharing experiences; a scientific problem is improvement, because an individual is simply affected Training that involves building competences and by the entire socio-cultural environment, i. e. museums, will; cultural backgrounds and cultural events. Non-formal Education that is displayed on personal, education also promotes the development of professional, valuable and spiritual planes. democracy, forms critical thinking and tolerance, Constant educational processes have become enables both the individuals and the groups or a lifestyle in our rapidly changing societies, communities to solve economic, social and political involving people in various learning networks and issues. It gives more opportunities to help people grow, environments. Beside the formal training and change and act in our difficult and rapidly changing education, non-formal and informal learning also takes world. an important place in personal development. Non-formal education of children, youth and Non-formal adult education is defined as adults aims not only to develop a conscious and education, training or studies designed to meet the creative personality, capable of responsible decision- needs of an individual and society, on successful making, but also to develop the abilities of people, completion of which no state recognised to combine ideas with knowledge and skills and to document testifying to the acquisition of a certain realise them in constantly changing environment. It level of education, stage thereof or a separate is non- formal education that enables individuals to regulated module, or state regulated qualification, is become active members of society, solving their issued (Law on Non-formal Adult Education, 1998). own and communal problems, as well as Meanwhile, informal learning defines individual increasing the availability of complete education learning activities based on experiential learning. to the greatest number of people, using different This educational process is characterised by the methodologies and educational tools, adapted to various acquisition and mastery of new knowledge, age groups. attitudes, values and skills, participating in daily life practices and experiencing the influence of family, Non-formal education provides greater friends, work environment, leisure activities and flexibility and freedom for learners, compared with media. Thus, any activity involving the pursuit of formal education (Eraut, 2004:247). It includes those understanding, knowledge or skill which occurs activities which are often not intended as learning without the presence of externally imposed curricular activities, e.g. everyday activities, leisure time or the criteria belong to the field of non-formal learning time spent with family, media influence, etc. Still, it can (Livingstone, 2001:4). It is noted that Lithuanian sometimes be difficult to distinguish non-formal population is among the least learning compared education from informal learning, such as the elders to other EU countries and in particular a very small sharing wisdom that is based on traditions. Non-formal part of them uses non-formal learning (Butviliene, learning and education is a very important area of 2011:17). Although Lithuania has the legislative society development in the process of lifelong learning basis regulating non-formal education and adult and it is often associated with leisure activities that education system is sufficiently developed in the develop some science or art interests, expand cultural private teaching
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