This study explores the impact of an overnight camp experience for impoverished South African youth. I worked as a Youth Development Worker with the Ukulapha Community Outreach Project for six months in 2016. My research looks at one non-formal education (NFE) program in KwaZulu-Natal, South Africa through the lenses of critical theory and critical pedagogy. Emancipatory learning, social justice, and empowerment were the particular themes that framed my research. I used a qualitative design including an autoethnographic element to conduct my research. The study included six in-person semi-structured interviews with camp participants, one year after the conclusion of the camp. Additionally, four students provided participant journals where they wrote about their experience at the camp. I wove into the study my own participation, observations, journaling, and a blog. Findings show that the camp provided diverse skills development for personal empowerment, a new possibility to learn with and through nature, leadership development, and important intergenerational learning. Issues of gender were also highly prevalent, however. The five recommendations for future research that come from the study include the need for a more in depth follow up study with the same and more participants, involvement of a South African researcher who can conduct interviews in isi-Zulu, a longer camp, and outreach to different aged youth and youth from other South African provinces. / Graduate

M.Ed. / This study focuses on research conducted at a non-formal adult basic education centre in South Hills, Johannesburg. The research population consists of five women who are migrant, domestic helpers. Levels of literacy within the group range from English Literacy Level Three to non-literacy. In their vernacular languages the participants show varying degrees of literacy or the absence thereof. The research seeks to establish how a specific group of adults learn. This is done by documenting the learning experiences of the group of learners over a period of time. Crucial to the process was providing answers to the following research questions: 1) How do adults learn in non-formal education? and 2) How do collaboration and mediation impact on adult learning in non-formal education? The above research is contextualised within theories of learning which prioritise collaboration and mediation as central to the process. Data collection took place with the research questions foregrounded within the theoretical perspectives indicated above. Sets of binary themes emerged from the research data which are inextricably linked to collaboration and mediation. It is consequently concluded that collaboration and mediation are crucial to processes of learning among the group of adult learners researched and it may therefore be inferred, inductively, that collaboration and mediation could work successfully in similar educational settings. It is consequently recommended that adult education centres incorporate and replicate, in their didactical approaches, the successful methodology utilised in this study.

The purpose of this dissertation is to investigate the nature and potential of an integrated strategy for non-formal education and development that will alleviate the problem of milieu-deprivation in Third World communities. This integrated strategy includes compensatory education, community development, and development communication strategies. Learning need structures were investigated and the most important categories of learning needs that exist in socially disadvantaged communities were identified. Community education is a relatively new concept, through which innovation, adaptation and extension of educational opportunities can be achieved, and thus suggests the most suitable infrastructure for the integration of educational and developmental strategies, namely compensatory education, community development and development communication. Community education can be defined as the educational process in which the provisions (services, programmes, resources) of all the educational agencies in a community are utilised in a co-operative and co-ordinated manner, to provide for all of the learning needs of all the people of a community, to develop the community and solve the problems of the community. The milieu-deprived Third World communities of the world are thus depend en t on community education. I n the present practice of community education, the community school serves as community learning centre, and becomes the focal point of the community whereby the school functions as a centre and delivery system for lifelong learning and community development. The operation of educational programmes is realized through a ten phase process. The appointment of a Director of Education, creating an educational milieu and the establishment of an organizational structure for participative planning, establish the necessary infrastructure for community education. The planning and bringing into operation of educational programmes takes place in the next six phases, namely: identification and analysis of problems and needs, formulation of programme objectives, identification and mobilization of community resources, operation of educational programmes, evaluation, and continuous research. The community education process can be implemented for the integration of all the programmes, practices, projects, and learning experiences of compensatory education, community development and development communicaton. The following categories of compensatory education can be realized in a community education set-up:<ul> <li> pre-school educational programmes and parent education</li><li> work-study programmes for youths</li><li> higher education and adult education</li><li> counselling</li><li> reading and language education</li><li> extracurricular innovations</li></ul> In dealing with community education, one is dealing with a community development strategy: a comprehensive community development strategy is actualised through some variation of the co-ordinating, co-operating process of community education. The following development communication strategies can be implemented and realised in a community education set-up: the open broadcasting strategy, the organised group strategy, multimedia strategy. Through the integration of the above-mentioned strategies within a community education set-up, with its network of educational agencies and social services, the problems of mi1ieu-deprived communities can be alleviated to a meaningful extent. / Thesis (PhD)--University of Pretoria, 2012. / Educational Psychology / PhD / Unrestricted

Bibliography: pages 105-107. / Educational projects offering an alternative to the traditional, formal system are increasing in number. Many hold ideals of participative learning and the development of personal autonomy but are also committed to a particular political vision. The interest of this case-study lies in the consideration of how such educational values may interact with a call to support and act upon a set of beliefs. This tension between open-ended educational work and directed action is a central problem in Paulo Freire's pedagogy. Freire talks of consciousness-raising as the process by which people become aware of the political implications of their personal situations. He advocates experience-based learning but also has an analysis of society which 'conscious' people are to realize. Conscientization, in these terms, is caught between a desire to have people take responsibility for their own learning and to teach a specific view of society. The learning process thus comes into conflict with the curriculum content with priority necessarily being given to one over the other. Freireian concepts such as dialogue, praxis and transformation are central to many alternative educational projects although they are frequently ill-defined, containing contradictions and creating confusion. This may be reflected in their organizational structures as well as in their outreach work. This study considers the relationships between learning and action, individuality and unity and equality and expertise so as to articulate the difficulties faced by the project under discussion. The aim of this study is not to provide a set of solutions for the project to adopt but rather to define areas of concern so that the project itself is better able to determine its own direction. The means by which these areas are uncovered and shared with interested parties is therefore of central importance. Thus the limits and possibilities of participant-observation as an evaluative approach are explored with particular interest in the setting up of the contract, the definition of the problem and the communication of the insights gained back to the project stakeholders. The project selected for this case-study is 'End Racism and Sexism through Education' (E.R.A.S.E.), a small, Cape Town based initiative.

No description available.

The purpose of this study was to evaluate the Point Option Alternative School Program to determine the extent to which the program was effective in achieving its goals. The study, specifically, sought to answer the major research question: Is the Point Option Program successful in achieving its stated goals? and to answer two sub-questions: Did students improve academically? and Did students' self-concepts and attitudes improve? Three instruments were constructed, validated by a panel of experts, field tested, then administered to the teachers and students in the Point Option Program and the students' parents. Data provided by these instruments were collected, and analyzed employing the Chi Square test of independence. One hundred percent of the teachers, seventy-three percent of the parents and ninety-one percent of the students completed the instruments. An alpha level of .05 was employed to determine whether the data being analyzed was statistically significant. Additionally, two standardized instruments were used. The Science Research Associates' pre and posttest scores were used to measure the students’ academic improvement. A t-test was employed to determine the mean difference between the pretest and posttest scores. The students' grade point averages and attendance records were examined to further assist the researcher in determining the students' academic improvement. Also, the Tennessee Self-Concept Scale was employed to assist the researcher in determining the extent of improvement in the students' self-concepts and attitudes. The findings showed that teachers, parents and students perceived the Point Option Alternative Program as successful in achieving its goals. In addition, each of the three groups agreed that the students did improve academically, and that the students' self-concepts and attitudes did improve. The results of the students’ SRA pre and posttest, grade point averages, attendance records and Tennessee Self-Concept Scale provided data to support the conclusions that: the Point Option Alternative School Program was successful in achieving its goals, the students did improve academically and the students self-concepts and attitudes did improve. / Ed. D.

This dissertation provides a history of Mexicana/os' participation in three modes of education: formal, non-formal, and informal, in the midwestern states of Iowa, Kansas, Minnesota, and Missouri, from 1910 to 1955. Informed by Critical Race Theory and LatCrit Theory, the study addresses the social constructions of race, gender, and class as it analyzes how these ongoing and complex constructions influenced not only how dominant society structured and practiced education offered to Mexicana/os but also how Mexicana/os participated in education and made education work for them in parochial and public schools, in settlement houses, in churches and missions, and in familial and community settings.

Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2016-10-17T13:04:04Z No. of bitstreams: 2 Dissertação - Magda Cardoso de Oliveira Martins - 2016.pdf: 4403831 bytes, checksum: 4b6e5249c7c5aad31bdce7b4efe85b9c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Jaqueline Silva (jtas29@gmail.com) on 2016-10-17T17:15:09Z (GMT) No. of bitstreams: 2 Dissertação - Magda Cardoso de Oliveira Martins - 2016.pdf: 4403831 bytes, checksum: 4b6e5249c7c5aad31bdce7b4efe85b9c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-10-17T17:15:09Z (GMT). No. of bitstreams: 2 Dissertação - Magda Cardoso de Oliveira Martins - 2016.pdf: 4403831 bytes, checksum: 4b6e5249c7c5aad31bdce7b4efe85b9c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-02-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This paper describes the experience of the application an educational product that was developed to verify the contributions of non-formal education to formal education for students from the ninth grade of elementary school in the to Educação de Adolescentes Jovens e Adultos (EAJA) in Goiânia - Goiás. This work is primarily engaged allow the students of basic education the discovery of new ways of learning to Physics, looking for the awakening of interest in science and technology as well as verify that somehow, there was the acquisition of scientific knowledge conceptual. We had four classes of two hours each, namely: The visit to the Pátio da Ciência of UFG and application of pre-test; class on environmental impacts in the construction of hydroelectric plants, renewable sources and the types of sources for power generation; class up the Oersted experiment, Faraday's Law and Lenz and last meeting was performing experiments by students mediated by monitors of Pátio da Ciência ending the application of the product to an interview with the subjects. It is a qualitative research and the methodology chosen was the exploratory applying the focus group technique. This is considered the goals of lessons, discussions and responses from the pre-test by students and interview with them. It is concluded that the Pátio da Ciência when working complementary to formal education brings contributions: public satisfaction; awakening in science; promotes the student as an active subject, as well as acquisition of concepts Physicists. / Este trabalho visa relatar a experiência da aplicação de um produto educacional que foi desenvolvido para verificar as contribuições da educação não formal à educação formal para alunos do nono ano do Ensino Fundamental na modalidade da Educação de Adolescentes Jovens e Adultos (EAJA) em Goiânia – Goiás. Este trabalho tem por objetivo principal possibilitar aos alunos da educação básica o descobrimento das novasformas de aprender Física procurando despertar o interesse pela ciência e tecnologia, bem como, verificar se de alguma forma houve aquisição de conhecimento científico de forma conceitual. Foram realizados quatro encontros de duas horas cada, divididos em: A visitação ao Pátio da Ciência da UFG e aplicação de pré-teste; aula sobre impactos ambientais nas construções de usinas hidrelétricas, fontes renováveis e os tipos de fontes em geração de energia elétrica; aula sobre o experimento de Oersted, Leis de Faraday e Lenz e por último encontro foi a realização de experimentos pelos alunos mediados pelos monitores do Pátio da Ciência, finalizando a aplicação do produto com uma entrevista com os sujeitos da pesquisa. É uma pesquisa qualitativa e a metodologia escolhida foi a exploratória aplicando a técnica de grupo focal. Nesse é analisada os objetivos das aulas, discussões e respostas dos alunos mediante pré-teste e entrevista com os mesmos. Concluiu-se que o Pátio da Ciência quando trabalhado em complementaridade à educação formal traz contribuições: satisfação do público; despertar pelas ciências; promove ao aluno como sujeito ativo, bem como aquisição de conceitos Físicos.

京都大学 / 0048 / 新制・課程博士 / 博士(地球環境学) / 甲第20543号 / 地環博第164号 / 新制||地環||33(附属図書館) / 京都大学大学院地球環境学舎環境マネジメント専攻 / (主査)准教授 SINGER JANE, 准教授 真常 仁志, 教授 宇佐美 誠 / 学位規則第4条第1項該当 / Doctor of Global Environmental Studies / Kyoto University / DFAM

Kasdienybės tendencijų kaita skatina užimti jaunesniojo amžiaus vaikus po pamokų, apsaugant juos nuo nepageidaujamos įtakos gatvėje, suteikti jiems papildomų žinių ir įgūdžių, įtraukti į visuomenei svarbių problemų sprendimą ir t.t. Pastaruoju metu pedagogai, švietimo specialistai ir organizatoriai dažnai kelia klausimą, kaip galima efektyviau plėtoti papildomą ugdymą ne tik kaip dalykinių žinių suteikimo priemonę, bet taip pat - ir būdą, kaip spręsti aktualias dabarties problemas. Darbe keliama problema, kad jaunesniojo amžiaus vaikų sportinių gebėjimų lavinimas neformaliajame ugdyme susiduria su problemomis, kurių tikslingas sprendimas galimas tik bendrų visos vaikus supančios aplinkos pastangų kontekste, užtikrinančiame tikslingą neformalaus ugdymo vertinimą ir eigą. Probleminis klausimas – kodėl reikia lavinti jaunesniojo amžiaus vaikų sportinius gebėjimus neformaliajame ugdyme? Sportinių gebėjimų lavinimas neformaliajame ugdyme yra svarbus ir reikšmingas veiksnys, įgalinantis vaikų teisingą augimą ir sveiką vystymąsi. Neformalaus sportinių gebėjimų lavinimo tikslas yra formuoti asmens fizines savybes, kad sugebėtų tapti aktyviu visuomenės nariu, sėkmingai veiktų visuomenėje, realizuotų pažinimo ir saviraiškos poreikius. Sportinių gebėjimo lavinimo veikla yra nukreipta į asmens saviraišką ir bendrųjų gebėjimų raišką. Neformaliajame ugdyme susiduriama su materialinės bazės, pedagogų stoka, pedagogų kvalifikacijos trūkumu, įgalinančiu tikslingai atskleisti kiekvieno... [toliau žr. visą tekstą] / Changes of everyday trends promotes to occupy younger children after school, protecting them from the adverse impact on the street, giving them additional knowledge and skills included in the public interest, problems, etc. Recently, educators, education specialists and organizers often raises the question of how to develop effectively further education not only meaning providing subject-specific knowledge, but also the way to solve burning problems in the present time. Problem. Development of sports skills among younger children in non-formal education is facing problems which need purposeful decision, that is available only for all the children surrounding environment in the context of efforts designed to ensure targeted non-formal education and course evaluation. Problem question - why there is a need to develop the younger children sports skills in non-formal education? Sport skills development in non-formal education is an important and significant factor enabling children's healthy growth and development. Informal sports skills is to shape a person's physical characteristics to be able to become an active member of society, operate successfully in society, realize the cognitive and self-expression needs. Sport capacity-building activities are focused on personal fulfillment, its operational excellence maturity necessary conditions for the conclusion. Non-formal education faces with lack of material basis, lack of teachers, lack of teachers` qualification, that are... [to full text]