Non-Formal Learning Strategy Based on Tahfidz and Character in The
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Informal Learning in the Family and Community
Informal learning in the family and community )XWXUHRI6NLOOV /LIHORQJ/HDUQLQJ (YLGHQFH5HYLHZ Foresight, Government Office for Science Informal learning in the family and community John Field and Alan Tuckett August 2016 This review has been commissioned as part of the UK government’s Foresight Future of Skills and Lifelong Learning project. The views expressed do not represent policy of any government or organisation. Informal learning in the family and community Contents Informal learning in the family and community .................................................................................... 4 References ............................................................................................................................................ 10 Informal learning in the family and community Informal learning in the family and community The combination of population ageing, technological change, globalisation and increased international competition at work, alongside evidence of wider benefits to health and well-being, is stimulating interest in promoting learning throughout adult life. While much of the focus is on skills acquisition and workplace learning, there is also growing attention to informal learning in communities and homes, and in the ways that skills developed in these settings can be transferred across contexts. Much debate has focused on terminology and definitions. This is hardly surprising: ‘community’ is notoriously hard to pin down, and it has become harder to produce a precise definition of ‘family’. Adult education -
Formal, Nonformal and Informal Coach Learning: a Holistic Conceptualisation
Sports Science 1-3_3 proof 7/9/06 10:50 am Page 247 International Journal of Sports Science & Coaching Volume 1 · Number 3 · 2006 247 Formal, Nonformal and Informal Coach Learning: A Holistic Conceptualisation Lee J. Nelson1, Christopher J. Cushion2 and Paul Potrac3 1School of Sport and Education, Brunel University, UK; 2Carnegie Faculty of Sport and Education, Leeds Metropolitan University, UK 3School of Sport, UNITEC, Auckland, New Zealand. ABSTRACT Using Coombs and Ahmed’s [1] framework of formal, non-formal, and informal learning as the analytical framework, this paper aims to review and conceptually locate literature exploring how sports coaches acquire the knowledge that underpins their professional practice. Furthermore, in an attempt to develop a robust set of accessible terms and concepts this paper identifies, explores and positions various terminologies under the broader heading of coach learning. It was hoped that this conceptual review would not only stimulate discussion and research into coach learning, but that it would also promote the construction of models of how coaches currently learn, as well as models for enhancing coach learning. The paper concludes that coaches learn from a wide range of sources, but formalised (i.e., formal and nonformal) learning episodes were found to be relatively low impact endeavours when compared to informal, self-directed modes of learning. Key words: Coach Education, Coach Learning, Formal Learning, Informal Learning, Nonformal learning. INTRODUCTION According to Schempp [2], “the degree of success that professionals experience in meeting societal demands is largely dependent upon the knowledge they generate and accumulate for the tasks and obligations that they undertake” (p. -
A Comparative Study of Adult and Nonformal Education in Selected Countries of the Southeast Asian Region
University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 1978 A comparative study of adult and nonformal education in selected countries of the Southeast Asian region John Brown-Parker The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Brown-Parker, John, "A comparative study of adult and nonformal education in selected countries of the Southeast Asian region" (1978). Graduate Student Theses, Dissertations, & Professional Papers. 7664. https://scholarworks.umt.edu/etd/7664 This Professional Paper is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. A COMPARATIVE STUDY OF ADULT AND NONFORMAL EDUCATION IN SELECTED COUNTRIES OF THE SOUTHEAST ASIAN REGION By John Brown-Parker B.A., University of Papua New Guinea, 1976 Presented in partial fulfillment of the requirements for the degree of Master of Education in Administration UNIVERSITY OF MONTANA 1978 Approved by: irman, Boatd of Examiners Dean, Graduate Schooc (if., f V. f '1 7 Date Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: EP38465 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. -
Attacking Rural Poverty
HOW NONFORMALEDUCATION CAN HELP PHILIP H. COOMBS WITH MANZOOR AHMED Public Disclosure Authorized ~~~~1 0091 Public Disclosure Authorized ua6-~Re ort Nc 95w4.09,r,_§ w ~~~IL bCOPY Public Disclosure Authorized Public Disclosure Authorized f qTLA ATTACKINGRURAL POVERTY How Nonformal EducationCan Help The InternationalCouncil for EducationalDevelopment (ICED)is a nonprofit researchorganization concerned with improvingthe contribution of education to social and economic developmentthroughout the world. ICED'sstaff, con- sultants,and governing board are multinational. The presentstudy was largelyfinanced by the World Bank,with supplemen- tary funds from the Ford Foundation. ICED NonformalEducation Projects Staff Philip H. Coombs .............. Director *Sven Grabe .............. Deputy Director of the World Bank Study *Roy C. Prosser .............. Deputy Director of the UNICEFStudy Manzoor Ahmed .... .......... Assistantto the Director *RoshanR. Billimoria .............. ResearchAssistant *StephenF. Brumberg .............. ResearchAssociate EllenG. Helfer .............. Documentalist Debra S. Hyde .............. Secretary BarbaraBaird Israel .............. Senior Editor FrancesO'Dell .............. Office Manager *FranciscoX. Swett .............. ResearchAssistant *Cynthia Wharton .............. ResearchAssistant Staffmembers who contributed to theWorld Bank Study for a portionof the periodrequired for the study'scompletion. ResearchInterns (Summer1971) RameshGaonkar Haile Menkerios Clifford Gilpin ThomasK. Morgan J. PaulMartin RichardF. Tompkins -
National Qualifications Frameworks Developments in Europe 2019
ENEN NATIONAL QUALIFICATIONS FRAMEWORKS DEVELOPMENTS IN EUROPE 2019 National qualifications frameworks developments in Europe 2019 Qualifications frameworks: transparency and added value for end users Luxembourg: Publications Office of the European Union, 2020 Please cite this publication as: Cedefop (2020). National qualifications frameworks developments in Europe 2019. Qualifications frameworks: transparency and added value for end users. Luxembourg: Publications Office. http://data.europa.eu/doi/10.2801/105773 A great deal of additional information on the European Union is available on the Internet. It can be accessed through the Europa server (http://europa.eu). Luxembourg: Publications Office of the European Union, 2020 © Cedefop, 2020 Except otherwise noted, the reuse of this document is authorised under a Creative Commons Attribution 4.0 International (CC BY 4.0) licence (https://creativecommons.org/licenses/by/4.0/). This means that reuse is allowed provided appropriate credit is given and any changes made are indicated. For any use or reproduction of photos or other material that is not owned by Cedefop, permission must be sought directly from the copyright holders. PRINT ISBN: 978‐92‐896‐3089‐4 doi:10.2801/978846 TI‐06‐20‐150‐EN‐C PDF ISBN: 978‐92‐896‐3090‐0 doi:10.2801/105773 TI‐06‐20‐150‐EN‐N Designed by Missing Element Prague Printed in the European Union The European Centre for the Development of Vocational Training (Cedefop) is the European Union’s reference centre for vocational education and training, skills and qualifications. We provide information, research, analyses and evidence on vocational education and training, skills and qualifications for policy- making in the EU Member States. -
Nonformal Education and University Participation : Planning Considerations for Universities of Korea
University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1984 Nonformal education and university participation : planning considerations for universities of Korea. Yong-hyŏn Kim University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Kim, Yong-hyŏn, "Nonformal education and university participation : planning considerations for universities of Korea." (1984). Doctoral Dissertations 1896 - February 2014. 2058. https://scholarworks.umass.edu/dissertations_1/2058 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. NONFORMAL EDUCATION AND UNIVERSITY PARTICIPATION: PLANNING CONSIDERATIONS FOR UNIVERSITIES OF KOREA A Dissertation Presented by YONG HYUN KIM Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION September 1984 Education © Yong Hyun Kim 1984 All Rights Reserved NONFORMAL EDUCATION AND UNIVERSITY PARTICIPATION: PLANNING CONSIDERATIONS FOR UNIVERSITIES OF KOREA A Dissertation Presented by YONG HYUN KIM Approved as to the style and content by: Dr. David C. Kinsey)' Member ill DEDICATION To my wife and daughters who stay with my lifelong learning; To my parents and colleagues who share with me informal learning; To my teachers and members of the CIE who empowered me with formal and nonformal learning. ACKNOWLEDGEMENT The accomplishment of this study was undertaken with the parti- cipation and collaboration of many persons both in the United States and the Republic of Korea. -
Annual Report 2006
Annual report 2006 Luxembourg: Office for Official Publications of the European Communities, 2007 Annual report 2006 Luxembourg: Office for Official Publications of the European Communities, 2007 The European Centre for the Development of Vocational Training (Cedefop) is the European Union's reference centre for vocational education and training. We provide information on and analyses of vocational education and training systems, policies, research and practice. Cedefop was established in 1975 by Council Regulation (EEC) No 337/75. Europe 123 GR-570 01 Thessaloniki (Pylea) Postal address: PO Box 22427 GR-551 02 Thessaloniki Tel. (30) 23 10 49 01 11, Fax (30) 23 10 49 00 20 E-mail: [email protected] Homepage: www.cedefop.europa.eu Interactive website: www.trainingvillage.gr Virtual communities: http://communities.trainingvillage.gr A great deal of additional information on the European Union is available on the Internet. It can be accessed through the Europa server (http://europa.eu). Cataloguing data can be found at the end of this publication. Luxembourg: Office for Official Publications of the European Communities, 2007 ISBN 978-92-896-0494-9 © European Centre for the Development of Vocational Training, 2007 Reproduction is authorised provided the source is acknowledged. Published under the responsibility of: Designed by Colibri Ltd. - Greece Aviana Bulgarelli, Director Printed in Belgium Christian Lettmayr, Deputy Director The European Centre for the Development of Vocational Training (Cedefop) is the European Union's reference centre for vocational education and training. We provide information on and analyses of vocational education and training systems, policies, research and practice. Cedefop was established in 1975 by Council Regulation (EEC) No 337/75. -
For Official Use EDU/EDPC/ECEC(2013)14/ANN3
For Official Use EDU/EDPC/ECEC(2013)14/ANN3 Organisation de Coopération et de Développement Économiques Organisation for Economic Co-operation and Development 10-Dec-2013 ___________________________________________________________________________________________ English - Or. English DIRECTORATE FOR EDUCATION AND SKILLS EDUCATION POLICY COMMITTEE For Official Use EDU/EDPC/ECEC(2013)14/ANN3 Network on Early Childhood Education and Care EDUCATION PROCESSES IN LIFE-COURSE-SPECIFIC LEARNING ENVIRONMENTS. d Supplementary document to EDU/EDPC/ECEC(2013)14 e i 10-11 December 2013 f Amora Hotel Wellington, New Zealand i This document is only available as a PDF s s a l c e Miho Taguma, Project Leader; Tel: +33 1 45 24 92 65; Email: [email protected] English - Or. English DDeclassified JT03350287 Complete document available on OLIS in its original format This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. EDU/EDPC/ECEC(2013)14/ANN3 2 Z Erziehungswiss (2011) 14:87–101 DOI 10.1007/s11618-011-0183-6 6 Education processes in life-course-specific learning environments Thomas Bäumer · Nina Preis · Hans-Günther Roßbach · Ludwig Stecher · Eckhard Klieme Abstract: Pillar 2 of the German National Educational Panel Study conceptualizes and opera- tionalizes the learning opportunities individuals experience throughout their lives. These learn- ing opportunities can take place in different formal, nonformal, informal, and familial learning environments. They are captured not only quantitatively but also concerning their quality. The quality of learning opportunities is framed within an opportunity-use model to bring together a social-environmental and an individual perspective. -
The Base of the Iceberg. Informal Learning and Its Impact on Formal and Non-Formal Learning
Rogers, Alan The base of the iceberg. Informal learning and its impact on formal and non-formal learning Opladen ; Berlin ; Toronto : Verlag Barbara Budrich 2014, 95 S. - (Study guides in adult education) Empfohlene Zitierung/ Suggested Citation: Rogers, Alan: The base of the iceberg. Informal learning and its impact on formal and non-formal learning. Opladen ; Berlin ; Toronto : Verlag Barbara Budrich 2014, 95 S. - (Study guides in adult education) - URN: urn:nbn:de:0111-pedocs-148444 http://nbn-resolving.de/urn:nbn:de:0111-pedocs-148444 in Kooperation mit / in cooperation with: https://www.budrich.de Nutzungsbedingungen Terms of use Gewährt wird ein nicht exklusives, nicht übertragbares, persönliches und We grant a non-exclusive, non-transferable, individual and limited right to beschränktes Recht auf Nutzung dieses Dokuments. Dieses Dokument ist using this document. ausschließlich für den persönlichen, nicht-kommerziellen Gebrauch This document is solely intended for your personal, non-commercial use. Use bestimmt. Die Nutzung stellt keine Übertragung des Eigentumsrechts an of this document does not include any transfer of property rights and it is diesem Dokument dar und gilt vorbehaltlich der folgenden Einschränkungen: conditional to the following limitations: All of the copies of this documents must Auf sämtlichen Kopien dieses Dokuments müssen alle retain all copyright information and other information regarding legal Urheberrechtshinweise und sonstigen Hinweise auf gesetzlichen Schutz protection. You are not allowed to alter this document in any way, to copy it for beibehalten werden. Sie dürfen dieses Dokument nicht in irgendeiner Weise public or commercial purposes, to exhibit the document in public, to perform, abändern, noch dürfen Sie dieses Dokument für öffentliche oder distribute or otherwise use the document in public. -
The Value of Vocational Education and Training in a Non-Metropolitan Community
AVETRA Conference Papers 1999 THE VALUE OF VOCATIONAL EDUCATION AND TRAINING IN A NON-METROPOLITAN COMMUNITY Jon Toms, Barry Golding, Ian Falk and Sue Kilpatrick Centre for Research and Learning in Regional Australia University of Tasmania ABSTRACT This study examines the question of how a non-metropolitan community consolidates and develops sustainable economic and social activity through the learning of community members. It includes an examination of the respective contributions of schooling, post-school education and training, and learning at work as well as learning at home. Introduction This study starts from the premise that learning occurs over a lifetime in a wide range of contexts outside of formal education, including in the workplace, community and home. Its methodology is oriented to collecting evidence of learning over a lifetime. It aims firstly to determine the ways in which learning at work, in community life and at home integrate in ways not detected by formal, linear or hierarchical models of skill and knowledge acquisition. Secondly, it anticipates that learning may not be confined to any one sector, and that much valuable learning may be informal or nonformal and occur in community and workplace settings beyond formal VET provision. Thirdly, it sets out to investigate the extent to which knowledge is valued outside the domain of specific industry, community or work sector. In effect, the study explores the discrepancy between vocational education and training (VET) as a set of policy terms and programs and the reality of vocational learning, as experienced and valued by people in their everyday lives. This discrepancy is one significant problem in VET research in Australia (Falk 1998). -