Non-Formal Education as Investment in Human Capital

Иванова, Ирина

doi:10.17223/15617793/390/30

Cited by 6 publications

(4 citation statements)

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“…As practice shows, part of the teachers of natural science disciplines in institutions of secondary vocational education use the method of forming universal learning activities in the process of transition to educational standards of the third generation (Ivanova, 2015).…”

Section: Methodsmentioning

confidence: 99%

Problem Of Quality Of Vocational Training Of College Students

Камалеева¹

2018

The European Proceedings of Social and Behavioural Sciences

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In the article, the problem of selection of the adapted training technologies and methods of estimation of integrative qualities of students within requirements of educational standards of the third generation of colleges is analyzed. The point of view of domestic and foreign scientists about understanding the term "pedagogical technology" is considered. Methodological requirements for pedagogical technologies are noted. Stages of development of pedagogical technology and levels of an assessment of its efficiency with and without information and communication technologies are described. The following issues are considered in detail: the technique of formation of universal educational actions of first-year students; end-to-end technology which focuses on assessing the degree of formation of students' general and professional competences in the form of numerical characteristics, starting from the second and subsequent years of study; the method of the prolonged estimation by means of the mark and rating system allowing one to trace step by step the students' level of knowledge, abilities, the degree of formation of practical experience, readiness and ability to carry out a certain activity throughout the entire period of studying the corresponding subject matter; the method of calculation of absolute progress, and also an indicator of full assimilation of a training material.

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Section: Methodsmentioning

confidence: 99%

Problem Of Quality Of Vocational Training Of College Students

Камалеева¹

2018

The European Proceedings of Social and Behavioural Sciences

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“…Modern Russian authors actively study doctrines containing a certain value potential, such as the concept of "investing in human capital" [4], the network model of the capitalist world order [5], the global sociology of G. Terborn, justifying social inequality [6], etc. These theories, as well as a number of others, similar to them, that have become widespread in the American social thought, including the pedagogical thought, have their fundamental basis in the theory of pragmatism.…”

Section: Introduction the Urgency Of The Problemmentioning

confidence: 99%

The formation of the tendency of pragmatism and business-like efficiency in the American social thought and the pedagogy in the first half of the 20th century

Pomelov

2023

P Sci Edu

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Introduction. The relevance of the research is connected with the need of modern Russian pedagogical science to study the patterns and features of the development of American public thought and pedagogy. The purpose of the study is to study the process of formation of the trend of pragmatism and efficiency in American public thought and pedagogy in the first half of the XX century. Methods and methodological approaches. The leading research methods are a critical analysis of the original scientific and pedagogical literature, mainly of the American authors, and a scientific and pedagogical interpretation of the information contained in the sources; comparative and historical methods, as well as an axiological approach that allows us to identify the value essence of the phenomena and facts. Results. The idea of practicality, entrepreneurship and efficiency was most clearly manifested in the United States, which was due to the rapid development of capitalism, large-scale production, mass entrepreneurship and scientific and technological progress. The fascination with efficiency increased public attention to those institutions of public life that were "suspected" of indelicacy and inefficient management. The school was declared an inefficient institution that could not stand comparison with industrial enterprises according to the criteria of efficiency and economy. Such a superficial understanding of the educational process was in the interests of those who would like to reduce the school budget, first of all, military monopolies. In American pedagogy, the definition of a busy person as a productive person making a visible and significant contribution to the common cause has appeared. Such a person has a rich imagination, is receptive to new things, shows a creative, innovative approach to solving life problems; shows responsibility in relationships with other people. A businesslike person is characterized by independence, perseverance, altruism, a high degree of self-control, a highly developed sense of understanding moral values, and an optimistic approach to life. The concepts of genius, talent, giftedness, according to J. F. Gilmore, are outdated. Instead, he proposed the term self-actualization, which, in his opinion, reflected the human desire for self-realization. Discussions. The philosophy and practice of pragmatism largely continues to determine school educational policy in the United States. One of the most important tasks of training J. E. Davis and F. M. Hetchinger proclaimed the ability to "look good in case of changes", the acquisition of skills that can be sold on the labor market. The presence of these skills should allow the individual to integrate into society, adapt to life. An important way to achieve these objectives was the revision of school curricula in the direction of their greater practical orientation. E. Thorndike supported the idea of reducing the proportion of general education subjects, referring to practical needs. He put into practice the idea that mathematics, physics, chemistry and natural science are equivalent in importance to such applied subjects as home economics, cooking, shorthand, sewing, chemistry in everyday life. As a result, the list of academic disciplines was significantly expanded in secondary school. Among them are driving a car, small aviation, personal hygiene, mental hygiene, people's relationships, child care, writing plays, amateur theater, educational radio and television. Those who tried to criticize the current situation with the content and number of subjects were declared backward people whose views do not correspond to practical America. The pragmatists J. A. Logsdon, V. M. Kerensky, M. Kig, F. Koppel, M. Kohler and others proclaimed "both the alphabet and the road to the ticket office", i.e. both knowledge and their practical application in life. At the same time, they clearly preferred teaching practical skills, even without deep theoretical knowledge. Conclusions. The philosophy and practice of pragmatism have largely determined and continue to determine the policy of school education in the United States. The scientific novelty of the study lies in a meaningful analysis of the scientific views of a number of American pragmatists, who had not previously been the subject of careful study by domestic comparative educators. At the same time, the study of the views of the leading teachers of the USA is relevant and important for Russian science due to their undoubtedly significant influence on the formation of the global educational space. The prospects for further research are connected with the study of the scientific attitudes of modern American scientists and educators.

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“…Non-Formal Education system relies more on students than the formal education system. Learners may leave at any time when they do not even find their selves motivated or may not benefit from such education; they are independent of withdrawing themselves from non-formal education programs (Ivanova, 2016). The NFE relies more on the curriculum, opportunities, and choice of assessment than on the prescribed linear system developed in many educational institutions.…”

Section: Introductionmentioning

confidence: 99%

Efforts of Government on Non-Formal Education in 21st Century: Content Analysis of National Education Policies of Pakistan

Shahid¹

2021

PJER

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Education is considered a vital investment for human and economic development and is influenced by the environment within which it exists. In general, formal education is a way to provide education to people, but sometimes it is impossible to reach the needs of underprivileged children. Non-Formal Education (NFE) is an alternative approach to formal primary education. Non-formal education facilitates those children who left the formal education system before acquiring reading and writing skills. In Pakistan, literacy programs generally focus more on adults and young people who remain out of school. At the primary level, the non-formal education model focus on the idea of a single room, single teacher, and multiple age students. The main aim of current research work was to analyze the government efforts on Non-formal education programs. In the 21st century, the government introduced two education policies. The first one was National Education Policy 2009 and the second one was the National Education policy 2017. These policies indicated the government's efforts and strategies of enhancing the NFE programs. Qualitative content analysis was used to analyze the government initiatives and efforts about Non-formal education in Pakistan The overall outcome of this research paper reflects that the government highlighted and identified different aspects of Non-formal education in Pakistan both policies very effectively, but according to the present situation of Non-formal education schools, most of the government plans are unimplemented due to lack of funds, trained human resource and other competencies.

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Non-Formal Education as Investment in Human Capital

Cited by 6 publications

References 0 publications

Problem Of Quality Of Vocational Training Of College Students

Problem Of Quality Of Vocational Training Of College Students

The formation of the tendency of pragmatism and business-like efficiency in the American social thought and the pedagogy in the first half of the 20th century

Efforts of Government on Non-Formal Education in 21st Century: Content Analysis of National Education Policies of Pakistan

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