Curriculum Development Considering Formal, Non-Formal and Informal Education

Abstract

Curriculum development for general comprehensive and also vocational schools needs consideration of the context, in which availability of non-formal and informal education (extracurricular activities=EA) plays an important role forming a meaningful whole with formal education. This pilot study attempted to find out what motivates students (aged 13–15) for participation and teachers organizing/supervising these activities. The methods used for data collection were questionnaires for students (n=258), focus groups of students (n=4), and interviews with teachers (n=8) which provided preliminary data for comprehension of the meaning of EA. The data were processed statistically and by content analysis. The results highlighted several important issues which should be considered when selecting and organizing the content for designing subject syllabi for formal learning specified in national curricula (NC) under changed learning environments, especially considering those created by ICT. Students mentioned the following factors: development of students’ self-awareness about ones abilities, acquisition of new knowledge a and skills, but also new friends and wider social contacts, new experience and satisfaction with creative work. The teachers mentioned students’ additional knowledge and skills they can use in their formal studies at school and engagement in activities widening their cultural horizons. EA can also provide material for decision-making for students’ potential choices for future education.

Values Created by Music Education in General Comprehensive Schools

“…It has developed into a small lab, led by professor Kristi Kiilu, and we have mapped different aspects of music education (content, integration of art subjects, informal and non-formal music activities, supportive learning environments, etc. ), the results of which have also been presented at local and International conferences (Kiilu, Läänemets, & Kalamees-Ruubel, 2020;Läänemets, & Kalamees-Ruubel, 2015;Läänemets & Kalamees-Ruubel, 2016;Läänemets, Kalamees-Ruubel, Kiilu, & Sepp, 2018;Läänemets, Kalamees-Ruubel, Sepp, & Kiilu, 2019;Sepp, Läänemets, Kalamees-Ruubel, & Kiilu, 2017). This study is the final part of the program, summarising the 7-year Project.…”

Human Strivings, between Social Change and Lifelong Learning

“…Since formal learning is generally specified (Läänemets et al, 2018), it can be used by those responsible for organising education (e.g., state or regional agencies) to standardise learning practices across different locations in a system. This means that formal learning can help to refine, regulate, and control education in the interests of efficiency (Cain & Chapman, 2014).…”

“…At a social level, it appears that the changed rules of learning that link with non-formal contexts create a 'loose space' (Kiilakoski & Kivijärvi, 2015) that encourages new ways of working with others (e.g., active participation and collaboration) (Frappart & Frède, 2016). This participation supports the development of a variety of skills and dispositions, including communication skills, organisational skills, leadership skills, social skills, time management skills, intercultural skills, persistence, and resilience (Läänemets et al, 2018;Souto-Otero, 2016). Simac et al list multiple studies to claim that there is strong evidence that some of these skills impact on learner self-worth and confidence, and these are fundamental to learner wellbeing (Simac et al, 2021).…”

“…Informal learning is influential, accounting for an estimated 70−90% of all learning (Latchem, 2018, p. 6). It plays an important role in learners' socialisation and their adjustment to new environments (e.g., migrant learners into broader society, children into school, or workers into employment, see Jukić and Kakuk, 2019;Kaukko and Wilkinson, 2020;Livingstone, 2006), it helps to communicate the values, norms and actions that are seen as important in society (Aycicek, 2021;Bain, 1985), and can encourage the development of social skills through shared activity and social interaction (Läänemets et al, 2018).…”

Skills for Creating Supportive Learning Environments – An Essential Component of Teachers`professional Competence

“…It also means potential support from school leaders to extracurricular activities, cooperation between school and homes. Meaningful integration of all potential and opportunities of formal, informal and non-formal education are much more important for music education than any other school subject (Läänemets et al, 2018).…”