Access to opportunities for better life through education and training has been in debate among stakeholders of education and social scientists for a long time. This study has attempted to understand how recognition of individuals' prior experiential learning might be instrumental to widen the access to higher education. The perceptions, experiences, and opinions to recognition of prior experiential learning of stakeholders of the education system in Nepal have been the basis to understand the phenomena in this study. This is a descriptive study that used sequential mixed method design (QUAN emphasized). The purpose of the study was to identify factors affecting the implementation of a system for assessing RPEL in Nepal. A pragmatic paradigm guided the collection and analysis of data (survey and interview). A researcher-developed survey (.719, Chronbach alpha index) containing 20 statements facilitated data collection for the quantitative phase of the study followed by interviews of individuals for the qualitative phase. The population of the study was comprised of the stakeholders of the education sector in Nepal covering various strata that includes university teachers, Ministry of Education personnel, workers who have a skills certificate and want to move on to higher education, and personnel of international development agencies working on human resource development in Nepal. A total of 80 individuals responded to the survey questionnaire and six individuals were interviewed. Quantitatively, the survey results of the stakeholders of the education system in Nepal showed some factors were influential on implementing Recognition of Prior Experiential Learning (RPEL) in Nepal. There were no consensuses among the groups regarding the identified factors on degree of influence on recognition of prior experiential learning with the factors that emerged from the survey, thus indicating that there is a mixed attitude towards RPEL. Qualitatively four themes were identified during the course of data analysis: a) recognizing non-formal and experiential learning is not common practices in Nepal, b) there are no common factors that influence recognition of prior experiential learning, c) mechanism/procedures/structure for prior experiential learning are in infant stage, and d) policies regarding non-formal learning along with experiential learning are concerns of debate in education arena. The qualitative portion of the study provided categories that confirmed existing categories in the survey, which provided clarity and specificity to existing categories, as well as provided new categories. Participants had favorable attitudes towards RPEL regarding the widening the access to higher education.

The purpose of this study was to examine participants&rsquo / civic engagement behavior of a non-formal training on democracy and human rights through the case of Toplum G&ouml / n&uuml / ll&uuml / leri Vakfi (TOG) Democracy and Human Rights Project. In order to achieve this, a survey was conducted to the participants who attended the trainer&rsquo / s training of TOG&rsquo / s Democracy and Human Rights Project. The entire population who completed the trainer&rsquo / s training at that time consisted of 154 TOG volunteers, and all population were aimed to be reached for data collection. The study initiated with a needs analysis study to explore what elements were needed to be evaluated in the survey with regard to TOG&rsquo / s administrative group. Next, based on those findings, literature review on civic engagement and the indicators adapted by the Center for Information and Research on Civic Learning and Engagement (CIRCLE) a questionnaire containing both open-ended and close-ended items was developed to measure participants&rsquo / civic behaviors. The data were collected through an online survey tool, Survey Monkey, an accessable number of population (N=56) was reached and a return rate of 43.4 percent was enhanced. The results revealed that participants of trainer&rsquo / s training of TOG&rsquo / s Democracy and Human Rights Project could be regarded as active citizens who engage in civil society, participate in political actions, pay attention to current events and follow the news regularly. In addition, findings showed that there was a decrease in the frequencies in terms of participation in the civil society in time. Lastly, implications for further research on participants&rsquo / civic participation from non-formal education perspectives are highlighted.

Temos aktualumas: Įvertinus statistinius duomenis apie Lietuvos paauglių padėtį kriminologiniu aspektu (2007 metais nuteisti 1189 nepilnamečiai, 3413 nepilnamečiai buvo įtariami padarę nusikaltimą, www.nplc.lt ) ir žinant hiphopo subkultūros išskirtinį vaidmenį šiuolaikinių paauglių gyvenime, šios subkultūros edukacinių ypatumų nagrinėjimo ir pritaikomumo neformalaus ugdymo kontekste svarba yra beveik neabejotina. Tačiau literatūroje nėra pakankamai informacijos apie tai, kaip galima būtų integruoti hiphopo subkultūrą į neformalaus ugdymo kontekstą. Darbo tikslas: Atskleisti hiphopo subkultūros edukacinius ypatumus jaunimo neformalaus ugdymo kontekste. Tyrimo problema: Neformalus jaunimo ugdymas ir hiphopo subkultūra yra gana nauji reiškiniai Lietuvoje. Hiphopo subkultūros kaip vienos iš paauglius dominančių neformalus švietimo formų ir kaip vienos iš galimų efektyvių priemonių jaunimo neformaliam ugdymui plėtra Lietuvoje galėtų atverti naujas perspektyvas jaunimo neformalaus ugdymo srityje. Todėl ir kyla probleminis klausimas, ar nebūt�� išmintinga neformalų ugdymą plėtoti pasitelkiant hiphopo subkultūrą? Darbo uždaviniai: 1. Atskleisti neformalaus ugdymo esmę, tikslus, privalumus ir trūkumus bei perspektyvas. 2. Apibūdinti hiphopo subkultūros privalumus, trūkumus ir perspektyvas. 3. Ištirti hiphopo subkultūros kaip neformalaus ugdymo priemonės ypatumus. 4. Nestruktūrizuoto interviu būdu ištirti ir įvertinti hiphopo subkultūros edukacinę reikšmę. Tyrimo metodai: naudotas... [toliau žr. visą tekstą] / Relevance. Having evaluated the statistic facts of the situation of Lithuanian juveniles as far as criminological aspect is concerned in 2007 - 1189 juveniles were sentenced, 3413 juveniles were suspect (www.nplc.lt ) Understanding that hip hop subculture plays an exceptional role in youth life nowadays, we have no doubt that it is important to reveal the educational peculiarity of hip hopo subculture and adaptability in nonformal education. (Despite that) In Lithuania there are not much information and no researches are made about possibilities how to integrate hip hop subculture in nonformal educational context. The aim of the survey – to reveal the educational peculiarity of hip hop subculture in the context of nonformal youth education. The problem of the survey. Non formal youth education and hip hop subculture are new phenomenon in Lithuania. The development of hip hop subculture (as an intresting form for youth of nonformal education) could open new prospects in non formal education range. So we ask a problematical question – wouldn‘t it be wise to develop nonformal education to invoke hip hop subculture? Tasks: 1. To reveal the essence, purpose, advantages, disadvantages and prospects of nonformal education. 2. To describe advantages and disadvantages and prospects of hip hop subculture. 3. To explore hip hop subculture the peculiarities of nonformal education. 4. To explore and evaluate the educational importance of hip hop subculture using non structural... [to full text]

Submitted by RENATA FERNANDES DOS SANTOS null (renata.danse@gmail.com) on 2016-04-15T14:13:30Z No. of bitstreams: 1 DissertacaoRENATA-final-v2.pdf: 87739376 bytes, checksum: 28801d8b5e7178840686f9e90ea9d57f (MD5) / Approved for entry into archive by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br) on 2016-04-18T19:40:54Z (GMT) No. of bitstreams: 1 santos_rf_me_ia.pdf: 87739376 bytes, checksum: 28801d8b5e7178840686f9e90ea9d57f (MD5) / Made available in DSpace on 2016-04-18T19:40:54Z (GMT). No. of bitstreams: 1 santos_rf_me_ia.pdf: 87739376 bytes, checksum: 28801d8b5e7178840686f9e90ea9d57f (MD5) Previous issue date: 2016-03-17 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta dissertação tem como objetivo discutir e refletir sobre a coeducação entre gerações a partir de minha participação como pesquisadora e agente colaboradora no processo de criação de Memorial dos ossos ou o que existe de inter-resistente em mim (2014), desenvolvido pelo grupo Flor de Pequi – brincadeiras e ritos populares (Pirenópolis - GO), sob direção de Daraína Pregnolatto e Daniela Dini. A reflexão decorrida desta experiência visa responder às perguntas centrais: o que a coeducação entre gerações proporcionou ao processo de criação de Memorial dos Ossos? Quando e de que maneira a coeducação se apresenta? E ela permite e proporciona material para um processo de criação? Fizeram parte do processo de criação objeto desta pesquisa 44 pessoas de 4 a 98 anos, tendo 27 delas permanecido até o fim, como parte do elenco ou equipe de criação. O ambiente, o tempo, as ações e os agentes da educação não-formal compõem o território e o lugar deste estudo. Em termos metodológicos, trata-se de uma pesquisa empírica com abordagem qualitativa em que foram utilizados os instrumentos de coleta de dados: observação participante, diário de bordo, registros audiovisuais e coleta de depoimentos. As referências teóricas desta pesquisa são Walter Benjamin (1994; 2002), que nos ajuda a discutir a oralidade, narratividade e experiência; Larrosa (2011; 2014a; 2014b; 2014c) que ilumina a ideia de experiência na pesquisa; Simone de Beauvoir (1990) que contribui a respeito do lugar do idoso na sociedade; bem como Paulo de Salles Oliveira (1996; 1998; 2008; 2011) e José Carlos Ferrigno (2009; 2010; 2012; 2013), que embasam as reflexões acerca da coeducação entre gerações de forma mais específica. / This dissertation aims to discuss and reflect on coeducation between generations conducted by my participation, as researcher and as collaborative artist, at the creation process of the performance Memorial dos ossos ou o que existe de interresistente em mim (2014), developed by Flor de Pequi – brincadeiras e ritos populares (Pirenópolis - GO), directed by Daraina Pregnolatto and Daniela Dini. The reflection elapsed from this experiment aims to answer the central question: what did coeducation between generations provide to the dance creation process of Memorial dos Ossos? When and how coeducation presents itself? Does it allow and provide material for a creation process? The focus of this investigation are 44 people of 4-98 years old, of which 27 remained until the end, as part of the cast and creative team. The environment, the time, the actions and the agents of non-formal education compose the territory and the emplacement of this study. In terms of methodology, it is an empirical research with qualitative approach in which data collection instruments were used: participant observation, logbook, audiovisual recordings and collection of testimonies. The theoretical references of this research are Walter Benjamin (1994; 2002), which helps us to discuss orality, narrative and experience; Larrosa (2011, 2014a, 2014b, 2014c) that illuminates the idea of experience in research; Simone de Beauvoir (1990) which contributes about the place of the elderly in society; and Paulo de Salles Oliveira (1996; 1998; 2008; 2011) and Jose Carlos Ferrigno (2009; 2010; 2012; 2013), that support the reflections on coeducation between generations more specifically.

This study was a secondary analysis of survey data on participants and nonparticipants in Thai rural education programs. The original data were collected in 1987 by the Office of the National Educational Commission, Office of the Prime Minister, Bangkok Thailand. This study was conducted in order to examine the effect of selected demographic variables on participation and to determine why some rural villagers participate in nonformal educational programs and other villagers do not. The data were collected from a survey of nonformal education in Thai rural areas conducted as part of the evaluation of the Fifth Five-Year Plan. The population consisted of 590 participants in nonformal education programs and 860 nonparticipants. The statistical techniques employed to analyze data were logit analysis, z-test, tables of binomial distribution, and ranking by each of the groups (participants and nonparticipants). The evidence from this study indicates that the average nonformal education participant is an adult between the age of 36 and 50 years, who has completed four or less years of education, and who is married and works in farming (cultivating rice). The findings reveal that participants and nonparticipants in nonformal education programs were significantly different according to their needs for health knowledge, agricultural knowledge, further education, knowledge for living, and vocational knowledge. The reasons associated with participation in nonformal education programs, in this study, were to gain knowledge useful for making a living, for personal interest, to interact with instructors and students, or to make new friends. In this study, the reasons that villagers did not participate in the program were because they lacked time and transportation. While majority of the participants responded that they were satisfied with the nonformal educational courses, four subgroups, adults from age 21 to 35 years, single adults, adults who completed P.5 (grade 5) and above, and farmers, indicated dissatisfaction.

Este trabalho investiga as possibilidades de ensino de ideias fundamentais das geometrias não-euclidianas sob a perspectiva da Divulgação Científica e identifica as principais características presentes nas pesquisas que relatam experiências de ensino destas geometrias. nas pesquisas que relatam experiências de ensino destas geometrias. Bibliográfica, a pesquisa fundamenta teoricamente a Divulgação Científica, a educação nãoformal e o ensino das geometrias não-euclidianas. Em relação às geometrias, enfatizou-se o processo histórico de seu surgimento, em especial as tentativas de prova do quinto postulado de Euclides, pois esse processo evidencia uma quebra de paradigma no conhecimento matemático, incluindo a concepção de verdade matemática. Sobre o ensino das geometrias, debateu-se sua inserção no currículo da educação básica e o crescente número de menções ao tema em orientações educacionais oficiais, tanto no Brasil como no exterior. Procurou-se compreender os objetivos dos educadores que se propõem a ensinar as geometrias nãoeuclidianas e percebeu-se que tais objetivos não se vinculam unicamente ao pressuposto de que a aprendizagem da geometria euclidiana se torna significativa quando se proporciona o contato com as não-euclidianas. Foi feito um mapeamento de algumas pesquisas que apresentam experiências de ensino das geometrias e elencaram-se seus êxitos. A análise das pesquisas que relatam estudos de caso esteve focada nos recursos normalmente utilizados, nos principais pressupostos e nos públicos escolhidos. Nessas pesquisas, percebeu-se forte presença da geometria esférica e da geometria hiperbólica, abordadas principalmente por intermédio de materiais concretos e de software de geometria dinâmica, respectivamente. Ficou evidenciada a possibilidade de ensino de ideias fundamentais das geometrias nãoeuclidianas para diferentes públicos. / This paper investigates the teaching possibilities of fundamental ideas of the non- Euclidean geometries under the perspective of scientific popularization and identifies the main characteristics in the teaching of these geometries. This bibliographical research justifies scientific theory, non-formal education, and the teaching of non-Euclidean geometries. In relation to various geometries, we have emphasized the historical process of its emergence, in particular attempts to prove Euclid\'s fifth postulate since this process shows a paradigm in mathematical knowledge, including the concept of mathematical truth. On the teaching of geometry, we have discussed its inclusion in the curriculum of basic education and the growing number of references to the subject in official educational guidelines, both in Brazil and abroad. We have tried to understand the goals of educators who purport to teach non- Euclidean geometries and realized that these goals do not connect solely to the assumption that learning of Euclidean geometry becomes significant when it provides the contact with non-Euclidean geometries. We have mapped some of the studies with teaching experiences of geometries and listed their successes. The analysis of the research that reports case studies focused on the resources normally used, on the main assumptions, and on chosen audiences. In the analyzed research, we have encountered a strong presence of Spherical Geometry and Hyperbolic Geometry, mainly approached via concrete materials and dynamic geometry pieces of software, respectively. The teaching possibility of basic principles of the non- Euclidean geometries for different publics became evident.

O objetivo do presente trabalho é analisar uma proposta de prática sócio-educativa de uma ONG chamada Fundação EPROCAD, buscando verificar as potencialidades e limites de suas estratégias socializadoras para a constituição das formas de ser, pensar e agir de jovens das camadas populares enquanto cidadãos. Neste sentido procurou-se: 1) constatar que tipo de disposições de habitus políticos a maioria dos jovens pesquisados possuía, classificando-os a partir das categorias cidadão passivo; sujeito à intervenção e sanção de uma ordem político-jurídica que lhe atribui deveres e direitos, mas que não são exercidos, nem questionados, e/ou cidadão ativo; que incorpora em suas disposições a vontade de participação nas esferas públicas de poder, reivindicando direitos e inserindo-se nas relações sociais transformando-as; 2) analisar a ONG a partir de sua história, missão, ações, objetivos, relações institucionais etc, procurando desvendar sua proposta em termos de socialização política dos jovens; 3) examinar a prática educativa desta instituição a partir do conteúdo abordado, das estratégias/ metodologias utilizadas, dos sujeitos envolvidos e do tipo de relação estabelecida entre eles, buscando comparar esta prática com o discurso da organização; e, por fim, 4) comparar o tipo de disposições de habitus políticos dos jovens pesquisados com o tipo de cidadão que a instituição se propõe a formar, para entender a) as potencialidades e limites do poder de socialização política da ONG sobre os jovens e, finalmente, b) que tipo de cidadão ela contribui para formar efetivamente. A pesquisa de campo se deteve em torno de documentos institucionais, da observação de campo, de entrevistas e do desenvolvimento de uma atividade de dramatização com alguns jovens alunos da ONG. Foi possível verificar que a contribuição da ONG no processo socialização política dos jovens é marcada por uma série de contradições, contribuindo de forma tímida, mas efetiva, para que alguns jovens constituam-se como cidadãos que mesclam características ativas e passivas em suas formas de ser, pensar e agir politicamente no mundo. / The objective of the present work is to analyze a proposal of practical social-educative of a NGO called Foundation EPROCAD, being searched to verify the potentialities and limits of its socializadoras strategies for the constitution of the forms of being, thinking and to act of young of the popular class while citizens. In this direction it was looked: 1) to evidence that type of politicians disposals of habitus the majority of the searched young heaved, classifying them from the categories passive citizen; subject to the intervention and sanction of a politician-legal order that attributes to duties and rights to it, but that they are not exerted, nor questioned, and/or active citizen; that it incorporates in its disposals the will of participation in the public spheres of being able, demanding right and inserting themselves in the social relations transforming them; 2) to analyze the NGO from its history, mission, actions, objectives, institucional relations etc, looking for to unmask its proposal in terms of politics socialization of the young; 3) to examine the educative practical of this institution from the boarded content, the strategies and methodologies used, the involved citizens and the type of relation established between them, searching to compare this practical with the speech of the organization; e, finally, 4) to compare the type of politicians disposals of habitus of the young searched with the type of citizen who the institution if considers to form, to understand a) the potentialities and limits of the NGO power of politics socialization on the young and, finally, b) what type of citizen it contributes to form effectively. The field research if withheld around institucional documents, field observation, interviews and the development of an activity of dramatization with some young pupils of the NGO. It was possible to verify that the contribution of the NGO in the process of politics socialization of the young is marked by a series of contradictions, contributing of form shy, but effective, so that some young consists as citizens who mix active and passive characteristic in its forms of being, thinking and to act politically in the world.

Este trabalho investiga as possibilidades de ensino de ideias fundamentais das geometrias não-euclidianas sob a perspectiva da Divulgação Científica e identifica as principais características presentes nas pesquisas que relatam experiências de ensino destas geometrias. nas pesquisas que relatam experiências de ensino destas geometrias. Bibliográfica, a pesquisa fundamenta teoricamente a Divulgação Científica, a educação nãoformal e o ensino das geometrias não-euclidianas. Em relação às geometrias, enfatizou-se o processo histórico de seu surgimento, em especial as tentativas de prova do quinto postulado de Euclides, pois esse processo evidencia uma quebra de paradigma no conhecimento matemático, incluindo a concepção de verdade matemática. Sobre o ensino das geometrias, debateu-se sua inserção no currículo da educação básica e o crescente número de menções ao tema em orientações educacionais oficiais, tanto no Brasil como no exterior. Procurou-se compreender os objetivos dos educadores que se propõem a ensinar as geometrias nãoeuclidianas e percebeu-se que tais objetivos não se vinculam unicamente ao pressuposto de que a aprendizagem da geometria euclidiana se torna significativa quando se proporciona o contato com as não-euclidianas. Foi feito um mapeamento de algumas pesquisas que apresentam experiências de ensino das geometrias e elencaram-se seus êxitos. A análise das pesquisas que relatam estudos de caso esteve focada nos recursos normalmente utilizados, nos principais pressupostos e nos públicos escolhidos. Nessas pesquisas, percebeu-se forte presença da geometria esférica e da geometria hiperbólica, abordadas principalmente por intermédio de materiais concretos e de software de geometria dinâmica, respectivamente. Ficou evidenciada a possibilidade de ensino de ideias fundamentais das geometrias nãoeuclidianas para diferentes públicos. / This paper investigates the teaching possibilities of fundamental ideas of the non- Euclidean geometries under the perspective of scientific popularization and identifies the main characteristics in the teaching of these geometries. This bibliographical research justifies scientific theory, non-formal education, and the teaching of non-Euclidean geometries. In relation to various geometries, we have emphasized the historical process of its emergence, in particular attempts to prove Euclid\'s fifth postulate since this process shows a paradigm in mathematical knowledge, including the concept of mathematical truth. On the teaching of geometry, we have discussed its inclusion in the curriculum of basic education and the growing number of references to the subject in official educational guidelines, both in Brazil and abroad. We have tried to understand the goals of educators who purport to teach non- Euclidean geometries and realized that these goals do not connect solely to the assumption that learning of Euclidean geometry becomes significant when it provides the contact with non-Euclidean geometries. We have mapped some of the studies with teaching experiences of geometries and listed their successes. The analysis of the research that reports case studies focused on the resources normally used, on the main assumptions, and on chosen audiences. In the analyzed research, we have encountered a strong presence of Spherical Geometry and Hyperbolic Geometry, mainly approached via concrete materials and dynamic geometry pieces of software, respectively. The teaching possibility of basic principles of the non- Euclidean geometries for different publics became evident.

O objetivo do presente trabalho é analisar uma proposta de prática sócio-educativa de uma ONG chamada Fundação EPROCAD, buscando verificar as potencialidades e limites de suas estratégias socializadoras para a constituição das formas de ser, pensar e agir de jovens das camadas populares enquanto cidadãos. Neste sentido procurou-se: 1) constatar que tipo de disposições de habitus políticos a maioria dos jovens pesquisados possuía, classificando-os a partir das categorias cidadão passivo; sujeito à intervenção e sanção de uma ordem político-jurídica que lhe atribui deveres e direitos, mas que não são exercidos, nem questionados, e/ou cidadão ativo; que incorpora em suas disposições a vontade de participação nas esferas públicas de poder, reivindicando direitos e inserindo-se nas relações sociais transformando-as; 2) analisar a ONG a partir de sua história, missão, ações, objetivos, relações institucionais etc, procurando desvendar sua proposta em termos de socialização política dos jovens; 3) examinar a prática educativa desta instituição a partir do conteúdo abordado, das estratégias/ metodologias utilizadas, dos sujeitos envolvidos e do tipo de relação estabelecida entre eles, buscando comparar esta prática com o discurso da organização; e, por fim, 4) comparar o tipo de disposições de habitus políticos dos jovens pesquisados com o tipo de cidadão que a instituição se propõe a formar, para entender a) as potencialidades e limites do poder de socialização política da ONG sobre os jovens e, finalmente, b) que tipo de cidadão ela contribui para formar efetivamente. A pesquisa de campo se deteve em torno de documentos institucionais, da observação de campo, de entrevistas e do desenvolvimento de uma atividade de dramatização com alguns jovens alunos da ONG. Foi possível verificar que a contribuição da ONG no processo socialização política dos jovens é marcada por uma série de contradições, contribuindo de forma tímida, mas efetiva, para que alguns jovens constituam-se como cidadãos que mesclam características ativas e passivas em suas formas de ser, pensar e agir politicamente no mundo. / The objective of the present work is to analyze a proposal of practical social-educative of a NGO called Foundation EPROCAD, being searched to verify the potentialities and limits of its socializadoras strategies for the constitution of the forms of being, thinking and to act of young of the popular class while citizens. In this direction it was looked: 1) to evidence that type of politicians disposals of habitus the majority of the searched young heaved, classifying them from the categories passive citizen; subject to the intervention and sanction of a politician-legal order that attributes to duties and rights to it, but that they are not exerted, nor questioned, and/or active citizen; that it incorporates in its disposals the will of participation in the public spheres of being able, demanding right and inserting themselves in the social relations transforming them; 2) to analyze the NGO from its history, mission, actions, objectives, institucional relations etc, looking for to unmask its proposal in terms of politics socialization of the young; 3) to examine the educative practical of this institution from the boarded content, the strategies and methodologies used, the involved citizens and the type of relation established between them, searching to compare this practical with the speech of the organization; e, finally, 4) to compare the type of politicians disposals of habitus of the young searched with the type of citizen who the institution if considers to form, to understand a) the potentialities and limits of the NGO power of politics socialization on the young and, finally, b) what type of citizen it contributes to form effectively. The field research if withheld around institucional documents, field observation, interviews and the development of an activity of dramatization with some young pupils of the NGO. It was possible to verify that the contribution of the NGO in the process of politics socialization of the young is marked by a series of contradictions, contributing of form shy, but effective, so that some young consists as citizens who mix active and passive characteristic in its forms of being, thinking and to act politically in the world.

This study identified and analyzed factors which affect the participation of rural women in nonformal education programs. These factors were linked to the national program for rural women. Document analysis and unstructured interviews of policy personnel were used to describe national policies for educational programs for women, the status of women's participation in those programs, and issues that influence women's education. Participant observation and unstructured interviews were employed to obtain data in the field study of Baan Kha Klang village. Forty-two women in the village, 21 who had participated and 21 who had not participated in nonformal education programs within the past year, were randomly selected as subjects.