Non-formal Education

Os museus e centros de ciência são locais que promovem a educação não formal das ciências, através de atividades e exposições construídas e dedicadas exclusivamente com este objetivo. No entanto a maioria das vezes estes espaços proporcionam apenas momentos baseados em resultados pré-definidos e/ou pensados anteriormente pela equipa do museu ou por quem desenvolve as atividades. Nos últimos anos surgiu a necessidade de criar nestes locais de educação não formal, espaços novos e diferentes que incentivem a criatividade e promovam o enriquecimento pessoal. A necessidade de criar espaços onde o resultado da interação dos visitantes seja sempre único e diferente, levou ao recente aparecimento a nível mundial de espaços maker em museus e centros de ciência. Os espaços maker são locais de produção criativa que relacionam a arte, ciência e engenharia, e onde pessoas de todos os géneros e idades misturam tecnologias digitais e físicas para explorar ideias, aprender habilidades técnicas, e criar novos produtos. Neles é possível misturar tecnologias com o objetivo de promover novas ideias e motivar o visitante a criar novos produtos de cada vez que visita estes locais. A ideia é tornar cada ida ao museu e centro de ciência como única promovendo assim, a visita regular a estes espaços de divulgação de ciência. No decorrer deste trabalho foi desenhado e construído um espaço maker na Fábrica Centro de Ciência Viva de Aveiro, FCCV. Após construção do espaço foram concebidos, desenvolvidos e dinamizados dois programas anuais distintos: o primeiro, "Academia Maker" , de periodicidade semanal e dedicado exclusivamente ao público jovem em idade escolar; o segundo, "Workshops Doing" , de periodicidade quinzenal e dedicado ao público familiar que visita este espaço nos tempos livres e em atividades de lazer. No presente trabalho será analisado o papel que este novo espaço tem na FCCV. Realizou-se um estudo exploratório durante dez meses com o objetivo de verificar o impacto ao nível do número de visitantes e periodicidade dos mesmos em atividades maker. O estudo efetuado mostra que o número de visitantes em contexto familiar aumentou consideravelmente após abertura do espaço maker. Os programas "Academia Maker" e "Workshops Doing" foram analisados durante dez meses e serão apresentados em detalhe assim como os aspectos fortes e as fragilidades dos mesmos Foram analisados e avaliados aspectos relacionados com a participação dos visitantes nestes programas ao nível quer ao nível envolvimento nas atividades como ao nível da inovação e solidariedade. Este trabalho permitirá verificar qual o interesse e aceitação do público face a estes espaços de inovação e construção e analisar estes dois programas distintos de forma a verificar a pertinência de implementar este tipo de atividades noutros centros ciência viva do país.

Youth tourism has a long tradition in Europe and is no stranger to Romania, being practiced here since 1968, two of the most important resorts are Costinești and Izvorul Mureșului. This paper aims to be the first who bring attention about the significant role in the development of youth tourism by the non-formal education and by her methods of activity. The future of the Romanian youth tourism in the national and international market consists in the cooperation of all stakeholders in creating a system for the Millennial Generation. The Romanian youth tourism is an extremely important segment of tourism industry able to generate long term profit.

In this paper a brief review of the framework that addressed mobile learning implementation challenges (pedagogical, technological, policy and research) that was developed by Khaddage et al. (2015) is briefly discussed, followed by possible solutions that could be deployed to tackle those challenges. A unique approach is then applied to bridge the gap between formal and informal learning via MAT (Mobile Applications Technology). This approach is based on STEAM (Science, Technology, Engineering, Art and Mathematics) as subjects to be taught and the specific skills needed to achieve the RLOC (Required Learning Outcome) that can support student learning informally. This specific approach shows HOW to advance mobile learning in formal and informal settings.

Nuorisotyön ydinkysymyksiin kuuluu, mitä nuorisotyö oikeastaan on ja miksi sitä tehdään. Näihin kysymyksiin on vastattava,  jotta toimintaa voidaan kehittää ja jotta nuorisotyön hyötyjä pystytään kuvaamaan myös toimialan ulkopuolella.

Miksi nuorisotyötä tehdään? Tietokirja nuorisotyön opetussuunnitelmasta antaa perustaviin kysymyksiin perusteltuja vastauksia. Kirjassa esitetään näkemys nuorisotyöstä kasvatuksellisena prosessina. Se pohjautuu monivuotiseen kehitys- ja tutkimushankkeeseen, jossa tutkija ja työyhteisö ovat tehneet tiivistä yhteistyötä. Kirjassa kuvataan sekä nuorisotyön opetussuunnitelman sisältö että suunnitelman syntyyn johtanut prosessi. Siinä annetaan malli, miten työyhteisö voi itse kehittää toimintaansa. Miksi nuorisotyötä tehdään? rakentaa teoriaa nuorisotyöstä työntekijävetoisesti. Tässä se tekee uuden avauksen Suomessa. Kirjassa puheenvuoroja saavat nuorisotyöntekijät, tutkijat ja nuorisotyön johto. Kirja soveltuu kaikille nuorisotyöstä kiinnostuneille

The lockdown of schools in Spain to confront the effects of COVID-19 caused an enormous impact at both societal and educational levels. Schools and families had to react rapidly to a new teaching and learning scenario without the benefit of previous planning or government guidelines. In this context, some schools were better able to adapt to the new circumstances than others. Likewise, the structure and size of fam-ilies' economic, social and cultural capital produced significant differences in the learning opportunities for children from different backgrounds. This article assesses the impact of the school lockdown on the learning gap between children from different social backgrounds in Catalonia. Based on 35,419 responses to an online survey administered between 26 and 30 March 2020 to families with children aged between 3 and 18, the authors' analysis shows that learning opportunities varied significantly. Middle-class families were able to maintain higher standards of education quality in a critical context, while children from socially disadvantaged families had few learning opportunities both in terms of time and learning experiences (schoolwork and maintenance of after-school activities). Results differed by type of school (public/ private) where students were enrolled, family economic, social and cultural capital, and family living conditions. In the final part of the article, the authors highlight the importance of the role of the school in ensuring learning opportunities for children from low socioeconomic backgrounds, and they discuss some policy implications of their findings.

The formal schools system cannot meet the needs of adults and youths in the community so non-formal education is integral as part of Cambodia's National Education Action Plan 2003-2015. This first nationwide survey of NGOs found that 48 NGOs were providing 383 programs, most commonly focussing on job skills or literacy. Over half of all programmes were in just 3 of Cambodia's 25 provinces.

A participatory youth research that shows how non-formal education supports the learning and development of young people, youth workers and their organisations.

Does international youth work offer a valuable contribution to the development and education of young people? The six youth work organisations from Romania, Spain, Portugal, The Netherlands, Lithuania and Ireland involved  believe it does. The organisations collaborate since 2015 in providing an alternative form of education for young people all over Europe. This form of education is better known as ‘non-formal education’ and is enacted in an international youth work setting. It allows young people to have agency in their learning process, to find their intrinsic motivation for learning, to formulate their issues of concern and to have an impact in their communities. Contrary to formal education, learning outcomes within non-formal education, are not measured by standardised testing but are based on self- and peer assessment. The organisations involved were eager to explore ways how the impact of their international non-formal educational programmes could be measured. In line with their way of working, this should start with the inclusion of young people.

It resulted in ImpACT+, a research programme in which young people have been supported to perform qualitative research. An international team of youth researchers looked into the question whether international youth work has an impact on the personal and professional development of young people, youth workers, youth work organisations and their local communities.