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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.

Though women have been involved in adult education throughout Canada’s history, their contributions have gone unrecorded and lie hidden “beneath the snow”. This study used a qualitative historical research design to metaphorically “melt the snow”, to reveal both the women and their educational activities in five Icelandic pioneer settlements in Manitoba 1875-1914. Guided by an adaptation of the Kidd (1979) conceptual framework, data from primary and secondary sources was categorized onto a matrix for coding and analysis according to type of learning (formal, nonformal and informal) as well as seven areas of influence (people, events, ideas, outside Canada, communications, geography & climate and immigrant peoples). This process resulted in findings that foregrounded five Icelandic adult educators and revealed six themes of involvement by Icelandic pioneer women. The findings demonstrate the need to reexamine the adult education definitions and frameworks so that the contributions of women may be documented and valued. / February 2008

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Faculty of Humanities School of Education 0107191f deirdre.mathews@phzer.com / Over the last decade, communities and corporates have been encouraged to initiate partnerships with one another as part of a Corporate Social Responsibility (CSR) initiative in South Africa. Historically, community-business partners have experienced tensions in their working relationships, and sought ways in which they could deal with these tensions to create a beneficial community-business partnership. The purpose of this study has been to gain insights into a particular community-business partnership in Triomph, namely, the Trevor Huddleston Memorial Centre, and Landelahni Recruitment Services partnership. In this qualitative ethnographic study I explore three central questions related to community-business partnerships: What is the nature of a community-business partnership? What factors promote and inhibit a community-business partnership? What kinds of adult learning happen within a community-business partnership? This study presents a case study for adult educators who are interested in community-business partnerships. An ethnography was used to gain insight into the partnership. Data have been collected from documents, interviews, and observations within the context of the Trevor Huddleston Memorial Centre and Landelahni Recruitment Services. Results reveal that the nature of the community–business partnership was characterised as a mutually beneficial cooperative relationship. This beneficial relationship was influenced by the following: the socio-economic context particular to this partnership, a formal Corporate Social Responsibility agreement, which emphased development and empowerment, and finally the role of financial contributions by Corporates. The factors that promoted the partnership were an awareness by both partners of power and how power plays out, the community organisation’s ability to understand their circumstances and negotiate and make decisions, and the partner’s ability to assist one another, while accessing each others networks through trust and reciprocal assistance based on shared norms and values. A factor that inhibited the partnership was the assumption that the partner with the most resources was the most powerful. Another factor that inhibited the partnership was when partners’ emphased social capital as being more important than other forms of capital in the partnership. There were two forms of adult learning present in the partnership, namely, nonformal learning which aims at empowering people in both organisations, as well as incidental learning that occurred through interaction with each other at an unconscious level. Both these forms of learning were not isolated from the influence of power. This study concludes by recommending certain principles, to guide a community-business partnership. Recommendations relate to: • The nature of an ideal partnership • Enhancing factors that promote a partnership • Mitigating factors that inhibit a partnership • Achieving the benefit from nonformal and incidental learning within community-business partnerships

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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.

At the moment there are over 6 thousand children who have lost parent’s care and the biggest part of them live in children care house. Some children get to children care house when they are already adolescents. Adolescent must overcome not only difficulties that are typical in this age but also adapt in new social environment. Purposeful organization of nonformal education helps adolescents who live in children care house to develop their personal, educational, social, professional competences, it also helps to ease their integration into society. Schools, various centers and children care institutions who organize nonformal education face the problem the amount of the children who attend activities is diminishing. Likely that content, methods and activity forms of nonformal education not always suits present situation, needs of adolescents who live in children care house and there are no specific education programmes that would be designed to organize nonformal education activities for adolescents in children care house. The purpose of this research is to examine (determine) factors that could make nonformal education in children care house more effective and according to what an effective nonformal education programme could be created. We hypothesized that Press Club – is one of the most effective forms of nonformal education in children care house which suits needs and wishes of adolescents and which helps him to adapt in new social environment more effectively, to... [to full text]

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.