Darbe aptariama neformaliojo ugdymo situacija Lietuvoje ir užsienyje, analizuojama neformaliojo meninio ugdymo Skuodo rajono Ylakių seniūnijoje specifika. Baigiamojo darbo tikslas – išsiaiškinti meninio ugdymo aspektus, kurie nurodo Ylakių seniūnijos neformalaus meninio ugdymo specifiką. Darbo tikslui pasiekti iškelti šie uždaviniai: apžvelgti neformaliojo meninio ugdymo situaciją Lietuvoje ir užsienyje; išanalizuoti neformaliojo meninio ugdymo kokybę reglamentuojančius švietimo politikos dokumentus; ištirti ir įvardyti Lietuvos ir nedidelio miestelio (Ylakių) neformaliojo meninio ugdymo skirtumus ir panašumus. Tyrimo objektas – Ylakių neformaliojo meninio ugdymo specifika Lietuvos kontekste. Tyrimas atliktas Skuodo meno mokyklos Ylakių skyriuje, naudojant anketinės apklausos metodą (apklausti 55 mokiniai). / The aim of this work: to clarify aspects of art education that shows particularity of the non-formal art education in Skuodas district Ylakiai town. Research objectives: review situation of non-formal art education in Lithuania and abroad; analyze documents affecting the quality of non-formal art education policy; explore and identify the differences and similarities between all of Lithuania and small-town (Ylakiai) non-formal art education. The research object: particularity of Ylakiai non-formal art education in the context of Lithuania. Research was accomplished in Skuodas Art School in department of Ylakiai. 55 pupils were interviewed by using questionnaire survey method.

This study identifies and describes the implications of new policy and legislation on non-formal adult education and training focusing on the KwaZulu-Natal Poultry Institute (KZNPI) Five Months Poultry Management Programme. This is a non-formal residential course during which the learners assume full responsibility of a small modern diversified school farm. Learners apply the theoretical and practical knowledge they acquire during the course in order to advance their practical skills. Poultry management forms an important component of the knowledge and skill pool within the poultry industry. The development and implementation of effective programmes that educate and train managers are therefore necessary and an absolute requirement. Effective management skills and knowledge of the poultry-related operations add significant value to productivity in the workplace. It is a valuable set of skills required in the industry and it needs ongoing revision in light of changing technology, new working operations and the generation of new knowledge. In 1997 the South African government declared new policy in education with the intention to transform education systems and to improve the quality of education provided to learners in a variety of settings. The most important policies and legislation include the Further Education and Training Policy, Skills Development Act, Skills Development Levies Act and the South African Qualifications Authority Act. Policy and legislation in Further Education have been implemented over the last three years. This study investigates the impact of policy on the KZNPI Management Course. The study suggests that the new legislation poses significant changes to non-formal education programmes as well as the way in which providers of non-formal programmes operate. The legislations have not only affected the course design, provision and delivery, but the funding of non-formal providers as well. This is a case study of a non-formal programme provided by a non-governmental organizations located in Pietermaritzburg, South Africa. This case study included an in-depth examination of the key policies and legislation, related literature and the use of interviews as the key methods of investigation. Data analysis involved a comparison of policy and legislation requirements to practices by non-formal adult education and training programmes. South Africa has embarked on a particular process of systems transformation in education and training with emphasis being placed on programme design and delivery based on nationally recognised qualifications and standards. Systems of accreditation and quality assurance are unfolding based on standards and this has contributed to the formalisation of non-formal programmes. The study shows that non-formal programmes, such as the KZNPI management course, require significant re-development and design in order to meet the requirements set in policy and legislation. The KZNPI is expected to redevelop its courses and have them registered and accredited. The implications of new policy and legislation also pose profound challenges for non-governmental organizations (NGOs) such as the KZNPI. Although the impact on the organizational requirements was not the focus of this study, it is intricately linked to policy reform and it is impossible to ignore them because they are directly linked to the organizational capacity and the way programmes are designed and delivered. This study therefore also describes briefly the implications of policy and legislation on the organization. Funding of non-formal education programmes is one of the key determinants and is intricately linked to the registration and accreditation of education and training programmes. It poses significant challenges to the future of non-formal education and training in the country. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, [2007]

Neformalusis dailės ir technologinis ugdymas – aktuali tema šiandien. Neformaliojo dailės ir technologinio ugdymo galimybės aspektai nėra plačiau analizuoti. Siekiant aptarti ugdymą, kuris patenkintų mokinių ir mokytojų keliamus reikalavimus, kyla probleminis klausimas, kokios yra neformaliojo dailės ir technologinio ugdymo galimybės pradinėse klasėse? Objektas. Neformalusis dailės ir technologinis ugdymas pradinėse klasėse. Tikslas. Išsiaiškinti neformaliojo dailės ir technologinio ugdymo galimybes III-IV klasėse. Tyrimo struktūra. Bakalauro darbą sudaro įvadas, du skyriai – teorinė ir praktinė dalis, išvados, rekomendacijos, literatūros sąrašas ir priedai. Darbo apimtis 46 puslapiai, tyrimo duomenys pateikti 22 paveiksluose ir 6 lentelėse. Išvados. Mokslinės, metodinės literatūros analizė atskleidė, jog neformalusis ugdymas yra svarbus tuo, kad kompetencijų ugdymu formuoja asmenį, kuris gebėtų tapti aktyvus visuomenės narys, galintis sėkmingai joje veikti. Gerai organizuotoje veikloje vaikas turi galimybę pažinti save, savo vidinius poreikius, jaučia dvasinį pasitenkinimą. Čia vyksta sėkminga jo, kaip jauno žmogaus socializacija. Todėl bet koks neformaliojo ugdymo proceso organizavimas pirmiausia turi prasidėti nuo mokinių poreikių suvokimo. Tinkamai organizuotas neformalusis dailės ir technologinis ugdymas kelia reikmę ugdyti vizualinę, bendrąją meninę kultūrą, formuoti estetinį skonį, harmonijos pojūtį, skatinti meninę išraišką bei kūrybiškumą. Organizuojant... [toliau žr. visą tekstą] / Non-formal education in art and technology is up-to-date topic. The aspects of this type of education is not widely analyzed. In order to discuss the organization of education, therefore has arisen a problematical question: what are the opportunities of organizing non-formal art and technology education in primary grades, which would fulfill requirements of students and teachers? Subject. Non-formal education of art and technology in primary forms. Objective. Elucidation of possibilities of non-formal art and technological education in III-IV forms. Structure of survey. Pedagogical Studies thesis consists of an introduction, theoretical, analytical – reflex parts, conclusions, references and appendices. Scope of Thesis – 46 pages, investigation data are provided in 22 figures and 6 tables. Conclusion. Scientific and methodological analysis of the literature revealed that the non-formal education is important in the development of competencies that form a person who would be able to become an active member of society and successfully operate in it. What is more, children in well organized activities have the possibility to get to know oneself, perceive own needs and feel spiritual fulfillment. Due to that, youth succeed to become sociable. So, the process of organizing non-formal education must first begin with the understanding of student‘s needs. Properly organized non-formal education in art and technology promotes the necessity to develop visual and general artistic... [to full text]

Many U.S. corporations have begun investing in the education and training of their personnel in order to implement and maintain the changes necessary to remain competitive in a global market place. Employees have been required to learn and utilize new and/or different competencies.The purpose of this study was to identify formal training and informal learning experiences that were judged as valuable as the learners began the on-the-job utilization of their formal training and/or informal learning activities. Three adult education learning theories (andragogy, proficiency theory, and situated cognition) were examined to determine what formal and informal learning experiences of the respondents, were reflected or contradicted, by these theories.It was determined that interviews with employees to ascertain their perceptions might yield insights as to how they think they have learned new skills. Therefore, 15 employees with various job descriptions and who were employed by three separate and diverse organizations wereinterviewed. This diversity was necessary in order to achieve maximum variation sampling. All of the interviews for this study were audio tape recorded to ensure accurate data collection. The interviews were transcribed verbatim and reviewed item-by-item and line-by-line for emerging trends and important concepts.The findings suggested that the majority of workplace skills or competencies were learned and utilized through informal learning. Formal training was used to initiate, maintain, or validate the informal learning. Content learned during the formal training was more likely to be used if participants were given an opportunity to practice the skills or competencies during the training. Handouts or booklets were used after the training to replicate the skill or competency.The findings suggested that the theoretical description of needs assessment and of the evaluation process were not valid in the current workplace training setting. Respondents suggested improvements for both areas.This study has implications for trainers, training directors, and human resource personnel. Further study is recommended on needs assessment, evaluation, and informal learning within the workplace. / Department of Educational Leadership

The purpose of this study was to examine what a national public science educator does when attempting to educate the general public. This investigation was conducted with the goal of expanding the literature on the treatment of science in multimedia to include descriptive work on whom the general public goes to learn science. The science educator's work in radio, television, and print were explored through interview and content analyses with themes and patterns emerging. The educator appeared to apply a loose formula of keeping a finger on the public's pulse, exhibiting scientific rigor, using variables and techniques such as props and demonstrations, including elements of popular culture, inserting interesting facts, injecting humor, and telling stories.

Thesis (M.A.)--Trinity Evangelical Divinity School, 1992. / Abstract. Includes bibliographical references (leaves 83-96).

Thesis (M.Ed.)--Memorial University of Newfoundland, 2002. / Bibliography: leaves 170-182.

Thesis (M.A.)--Trinity Evangelical Divinity School, 1992. / Abstract. Includes bibliographical references (leaves 83-96).

Thesis (D. Miss.)--Trinity International University, 2000. / Abstract. Includes bibliographical references (leaves 291-302).

Thesis (Ph. D.)--Florida State University, 2005. / Advisor: Peter B. Easton, Florida State University, College of Education, Dept. of Educational Leadership and Policy Studies. Title and description from dissertation home page (viewed Jan. 24, 2006). Document formatted into pages; contains vii, 222 pages. Includes bibliographical references.