Formal and non formal education
[PDF File]FORMAL, NON-FORMAL, INFORMAL LEARNING - SALPRO
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Jyväskylä University of Applied Sciences, Teacher Education College, Irmeli Maunonen-Eskelinen 2007 Sivu 1 FORMAL, NON-FORMAL, INFORMAL LEARNING Formal Informal Non-formal? It is difficult to make a clear distinction between formal and informal learning as there is often a crossover between the two (Mc Givney 1999). 1.
[PDF File]Non-formal education and basic education reform: a ...
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Chapter 1. Categories and dynamics of non-formal education 21 1. The defi nitional issue 21 2. Types of non-formal education 23 3. The dynamics of formal and non-formal education 32 Chapter 2. Meanings and roles of non-formal education 39 1. The discovery of NFE in …
[PDF File]FORMAL, NON-FORMAL AND INFORMAL EDUCATION: …
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Non-formal education seems better to meet the individual needs of students. According to Ward, et al.3, a systematic analysis of the main features of non-formal education, diversely from formal schooling, shows that participants are led to non-formal programmes because these offer the
[PDF File]Study on links formal and non-formal education
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combining formal and non-formal learning and identify the causes of success and failure, and the strengths and weaknesses of youth training schemes. It will also give some thought to the question of how to achieve recognition of non-formal education and how to credit learning achievements outside the formal educational systems.
[PDF File]Non-formal education: information and Planning issues
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Non -formal education. information and planning issues II. The different forms of out -of -school education. What are the characteristics of the major components of the diversified educa - tional field? What are their relations to the formal school system and to society at large? III. Who does what to whom? Who is organising different kinds of NFE?
What is non-formal education? - USP
Non-formal education: any organised educational activity outside the established formal system – whether operating separately or as an important feature of some broader activity – that is intended to serve identifiable learning clienteles and learning objectives.
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