Non-Formal Adult Education: Challenges and Prospectsof 21st Century

Ogienko, Olena; Terenko, Olena

doi:10.15584/eti.2018.2.22

Cited by 3 publications

(3 citation statements)

References 5 publications

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“…Non-formal education is carried out in a structured manner, has certain educational goals and the existence of time limits [3]. Non-formal education is an educational path that is held in the formal education system whose implementation is regular and tiered.…”

Section: Non-formal Educationmentioning

confidence: 99%

Problems in Non-formal Education: Equality Education Studies in Semarang City

Sunardi

Shofwan

Rahman

et al. 2023

KSS

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The number of equality education programs has increased every year. One of the alternative education methods expected to reduce the dropout rate in Indonesia is non-formal education, one of which is equality education Package A, Package B, and Package C. There are some concerns surrounding equality education in Indonesia that make the implementation of equality education programs less effective. Evaluation is urgently needed for the improvement and development of the different programs so that the implementation of education in Indonesia is effective. This study aimed to discover the problems in implementing equality education programs in Semarang. This research used a descriptive qualitative approach. Data was collected through observations, interviews with 100 respondents, and documentation. Data analysis in the study used member-checking techniques. The results showed that there were five main problems in the implementation of equality education in Semarang City. Very low learning motivation, the level of awareness of the importance of education was low, infrastructure for practice was not adequate but theoretical learning has been fulfilled although not entirely satisfactory, many educators were not competent, the funding system was insufficient, and education management planning was not running well. The problems that occur must be followed up immediately so as not to cause new issues, so that the government, the community and stakeholders play an active role in improving the quality of education in Indonesia. Keywords: Problems, Non-formal Education, Equality Education, Semarang City

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Section: Non-formal Educationmentioning

confidence: 99%

Problems in Non-formal Education: Equality Education Studies in Semarang City

Sunardi

Shofwan

Rahman

et al. 2023

KSS

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“…But Danish and Ukrainian scholars point out that the experience of an adult may have both positive and negative influences on a lifelong perspective in education (THOMSEN et al, 2013;CHUGAI, TERENKO;OGIENKO, 2017;TERENKO, 2018). Negative experiences such as: drop out from previous levels of education, unemployment, some problems with socialization, family troubles may throw adults away from continuing education in institutions of higher learning.…”

Section: Independent Journal Of Management and Production (Ijmandp)mentioning

confidence: 99%

“…In general, mature students in Ukraine may be included in the following in-service programs both formal and non-formal: 1) postgraduate formal programs (broadening or changing the specialization, retraining, traineeship, internship); 2) vocational training of employees; 3) advanced training courses; 3) continuous professional development tied to needs of an industry or enterprise (OGIENKO; TERENKO, 2018;LAZORENKO;KOLYSKO, 2019).…”

Section: Independent Journal Of Management and Production (Ijmandp)mentioning

confidence: 99%

Adults as non-traditional students in the tertiary education of Denmark and Ukraine: comparative discourse of structural, psychologic and pedagogic peculiarities

Roliak

Matiienko

Koliadych

et al. 2020

Ind. Jour. Manag. & Prod.

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Today with the demand of a knowledge-based society to adapt workforce to modern flexible and innovative production, sustainable and coherent adult education becomes an integral part of the European education system. The article offers a comparative analysis of the structural models, principles and new political initiatives of adults training in tertiary education systems of Ukraine and Denmark. The Danish context is the most important for the development of adult education policy in Ukraine as Denmark has gained a unique experience in creating of democratic adult training system existing as a component of lifelong learning. Multiple sources in Ukrainian, European and Danish educational environments at various time points from 2000 till 2020 have been used in data collection for this study. Adult education in Ukraine requires a substantial adjustment at the legislative, structural and technological levels. Based on a comparative analysis of the adult education systems characteristic features of Denmark and Ukraine, the author has substantiated suggestions for the construction of efficient adult training models in higher educational institutions of Ukraine.

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Experience of the implementation of non-formal adult education in the United Kingdom of Great Britain and Northern Ireland

Fedchyshyna

2024

Educological discourse

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The article considers the experience of non-formal adult education in the United Kingdom of Great Britain and Northern Ireland. The author analyzes the main legal documents of the legislative regulation of adult education in the United Kingdom of Great Britain and Northern Ireland. The content of «non-formal adult education» is highlighted, which is considered as a structural element of lifelong learning that supplements the existing formal education and is a powerful tool for the sustainable development of society and the potential of each adult, in particular, increasing their competitiveness in the labour market. Statistical data on the participation of the adult population of the United Kingdom of Great Britain and Northern Ireland in formal and non-formal learning have been analyzed, which allow us to assess comprehensively the state of development and functioning of the adult education system in this country. Modern forms of non-formal adult education in the United Kingdom of Great Britain and Northern Ireland are characterized, including professional courses and trainings, internships, massive open online courses, etc. Examples of educational programmes and training courses available at British universities, which are providers of educational services in the field of non-formal adult education, are given. Attention is focused on the features of validation of the results of non-formal adult education in the United Kingdom of Great Britain and Northern Ireland. The author concludes that the experience of the implementation of non-formal adult education in the United Kingdom of Great Britain and Northern Ireland can serve as a certain reference point for the modernization of non-formal adult education in Ukraine, because the system of adult education in this country allows adults to adapt quickly to socio-economic challenges and realize themselves on employment and social security, economic growth and competitiveness.

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Non-Formal Adult Education: Challenges and Prospectsof 21st Century

Cited by 3 publications

References 5 publications

Problems in Non-formal Education: Equality Education Studies in Semarang City

Problems in Non-formal Education: Equality Education Studies in Semarang City

Adults as non-traditional students in the tertiary education of Denmark and Ukraine: comparative discourse of structural, psychologic and pedagogic peculiarities

Experience of the implementation of non-formal adult education in the United Kingdom of Great Britain and Northern Ireland

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