"Zahlreiche Forschungsarbeiten der letzten Jahre belegen, dass der Freizeitbereich Jugendlicher in unterschiedlicher Hinsicht differenzierte informelle Bildungsräume eröffnet. Weitestgehend unberücksichtigt blieb bislang jedoch die Frage nach spezifischen Ressourcen, die informelle Bildungsprozesse nach sich ziehen. Der vorliegende Beitrag geht diesem Desidarat nach, indem ausgehend von Bourdieus Theorie der Sozialen Praxis - speziell des Kapitalkonstrukts - und auf der Basis der Befunde einer quantitativen und qualitativen Erhebung ressourcenabhängige Zugänge zu informeller Bildung im Kontext heterogener Freizeitwelten Jugendlicher diskutiert werden." (Autorenreferat)
U članku se analiziraju socijalne, političke i ekonomske promene koje su se dogodile u Srbiji i Hrvatskoj krajem XX veka, a posebnim naglaskom na društveni položaj i promenu uloge žene u ovim procesima. Neformalno obrazovanje se posmatra kao logičan odgovor na izrazito nepovoljne društvene okolnosti, u kojima tradicionalni sistem formalnog obrazovanja ne može da zadovolji novonastale obrazovne potrebe i pomogne prilagođavanju na promene. Žene su se, kao naročito ugrožena grupa u ovim društvima, pojavile ne samo kao korisnici, već i kao nosioci brojnih novih oblika neformalnog obrazovanja. ; The article analyses social, political and economic changes which took place in Serbia and Croatia toward the end of the 20th century, with special emphasis on the social status of women and the change of their role in these processes. Informal education is seen as a logical answer to extremely unfavorable social circumstances in which the traditional system of formal education cannot satisfy the newly generated educational needs and help in adjustment to the changes. As an especially vulnerable group in these societies, women emerged not only as beneficiaries but also as organizers of numerous new forms of informal education.
The LIFE programme is the European Union instrument that, for more than two decades, has been funding environmental and climate action projects. These projects also entail an important work of dissemination and scientific outreach in the territories where they are developed, including those actions especially aimed at children. This document aims to analyze the potential of LIFE projects as a teaching resource in Environmental Education, as well as its current implementation and knowledge in the Primary Education teaching field. The analysis scope was focused on Asturias and the last decade, carrying out case studies of projects, a survey among active teachers and an analysis of the impact on the press, in relation to the actions on school-age population. The results reflect, on the one hand, an important didactic potential, although there is also a shortage of proposals dedicated to formal education, a lack of didactic adequacy and a lack of knowledge of the program by active teachers. This situation requires more reciprocal work with current and future teachers, both to create more and better materials and proposals, and to place the LIFE Programme in the condition of didactic resources source that corresponds to it. ; El programa LIFE es un programa dependiente de la Unión Europea que, desde hace más de dos décadas, financia proyectos de acción medioambiental. Estos proyectos conllevan, además, una importante labor de difusión y divulgación científica en el entorno en el que se desarrollan, incluyendo la dirigida especialmente a la población infantil. Se analiza el potencial como recurso didáctico en Educación Ambiental de los proyectos LIFE en la educación formal, no-formal e informal, así como su actual implementación y conocimiento en el ámbito docente de Educación Primaria. Para ello, se acotó el radio de análisis a aquellos con incidencia en Asturias y a la última década, y se realizaron estudios de caso de proyectos, una encuesta a docentes en activo y un análisis del impacto en prensa. Los resultados reflejan, por un lado, un potencial didáctico importante, aunque también se aprecia una escasez de propuestas dedicadas a la educación formal, escasa estructuración de las acciones desde una orientación de la Didáctica de las Ciencias Experimentales (en metodología y adaptación a la edad y currículo oficial), así como un desconocimiento del programa por parte de los docentes en activo. Esta situación requiere de más trabajo recíproco con los actuales y futuros docentes, tanto para crear más y mejores materiales y propuestas, como para colocar el Programa LIFE en la condición de fuente de recursos didácticos que le corresponde. Palabras clave: Educación Ambiental; Educación Primaria; Educación Formal; Programa LIFE. Use and potential of the LIFE Programme for Environmental Education in formal, not formal and informal education, and especially in Primary Education Abstract: The LIFE programme is the European Union instrument that, for more than two decades, has been funding environmental and climate action projects. These projects also entail an important work of dissemination and scientific outreach in the territories where they are developed, including those actions especially aimed at children. This document aims to analyze the potential of LIFE projects as a teaching resource in Environmental Education, in formal, not formal and informal education, as well as its current implementation and knowledge in the Primary Education teaching field. The analysis scope was focused on LIFE projects with actions in Asturias and the last decade, carrying out case studies of projects, a survey among active teachers and an analysis of the impact on the press, in relation to the actions on school-age population. The results reflect, on the one hand, an important didactic potential, although there is also a shortage of proposals dedicated to formal education, a lack of didactic adequacy (in methodology and adaptation to age and official curriculum)) and a lack of knowledge of the program by in-service teachers. This situation requires more reciprocal work with current and future teachers, both to create more and better materials and proposals, and to place the LIFE Programme in the condition of didactic resources source that corresponds to it. Keywords: Environmental Education; Primary Education; Formal Education; LIFE Programme.
Includes bibliographical references. ; The presented dissertation studies informal and nonformal educational processes within three community organisations, which have formed a part of a broader social movement in Cape Town at a particular historic 'moment'. The specific aim of the study has been to describe and explain the self-educational practices within community organisations at a particular historical juncture. Self-education is defined as a conscious strategy which is used by members of community organisations to develop the capabilities of their own membership to participate fully in the management and administration of their organisations. The study therefore focuses on strategies used within community organisations for the imparting of participatory democratic leadership skills. The study is illuminative and explanatory rather than evaluative. The findings of the study show that education for democratic participation is a central concern for the organisations and for community adult educators internationally. However the investigation has revealed that 'democratic participation' has a wide range of meanings which are continuously negotiated and contested. They are determined by a range of economic, political, social, historical and ideological forces at a particular 'moment'. Essential components for both the practice and the analysis of education for democratic participation were found to be action which can consist of either service delivery or political action or both; democratic participatory practices, which entail collective participation in decision-making, in planning and evaluation, sharing of information and skills, and joint responsibility for staff appointments; coherent theoretical knowledge if the organisation to is maintain an advocacy role in the community. The five analytical tools which were developed for the investigation, namely 'action', 'critical reflection', 'theoretical knowledge', 'participatory democratic processes' and the 'relationship between macro and micro organisational contexts', provided useful mechanisms for probing the political and social theories imbedded within the organisations. The importance of the 'tools' was that they focused attention on some of the major contradictions within nonformal and informal education within community organisations. The 'tools' also captured the dynamic, dialectical processes which are ·integral to the educational practices within community organisations. While the study did not set out to develop analytical tools which would have wider, more general usage in the analysis of community adult education, this has been a significant outcome of the research.
El programa LIFE es un programa dependiente de la Unión Europea que, desde hace más de dos décadas, financia proyectos de acción medioambiental. Estos proyectos conllevan, además, una importante labor de difusión y divulgación científica en el entorno en el que se desarrollan, incluyendo la dirigida especialmente a la población infantil. Se analiza el potencial como recurso didáctico en Educación Ambiental de los proyectos LIFE en la educación formal, no-formal e informal, así como su actual implementación y conocimiento en el ámbito docente de Educación Primaria. Para ello, se acotó el radio de análisis a aquellos con incidencia en Asturias y a la última década, y se realizaron estudios de caso de proyectos, una encuesta a docentes en activo y un análisis del impacto en prensa. Los resultados reflejan, por un lado, un potencial didáctico importante, aunque también se aprecia una escasez de propuestas dedicadas a la educación formal, escasa estructuración de las acciones desde una orientación de la Didáctica de las Ciencias Experimentales (en metodología y adaptación a la edad y currículo oficial), así como un desconocimiento del programa por parte de los docentes en activo. Esta situación requiere de más trabajo recíproco con los actuales y futuros docentes, tanto para crear más y mejores materiales y propuestas, como para colocar el Programa LIFE en la condición de fuente de recursos didácticos que le corresponde. Abstract: The LIFE programme is the European Union instrument that, for more than two decades, has been funding environmental and climate action projects. These projects also entail an important work of dissemination and scientific outreach in the territories where they are developed, including those actions especially aimed at children. This document aims to analyze the potential of LIFE projects as a teaching resource in Environmental Education, in formal, not formal and informal education, as well as its current implementation and knowledge in the Primary Education teaching field. The analysis ...
El programa LIFE es un programa dependiente de la Unión Europea que, desde hace más de dos décadas, financia proyectos de acción medioambiental. Estos proyectos conllevan, además, una importante labor de difusión y divulgación científica en el entorno en el que se desarrollan, incluyendo la dirigida especialmente a la población infantil. Se analiza el potencial como recurso didáctico en Educación Ambiental de los proyectos LIFE en la educación formal, no-formal e informal, así como su actual implementación y conocimiento en el ámbito docente de Educación Primaria. Para ello, se acotó el radio de análisis a aquellos con incidencia en Asturias y a la última década, y se realizaron estudios de caso de proyectos, una encuesta a docentes en activo y un análisis del impacto en prensa. Los resultados reflejan, por un lado, un potencial didáctico importante, aunque también se aprecia una escasez de propuestas dedicadas a la educación formal, escasa estructuración de las acciones desde una orientación de la Didáctica de las Ciencias Experimentales (en metodología y adaptación a la edad y currículo oficial), así como un desconocimiento del programa por parte de los docentes en activo. Esta situación requiere de más trabajo recíproco con los actuales y futuros docentes, tanto para crear más y mejores materiales y propuestas, como para colocar el Programa LIFE en la condición de fuente de recursos didácticos que le corresponde. ; The LIFE programme is the European Union instrument that, for more than two decades, has been funding environmental and climate action projects. These projects also entail an important work of dissemination and scientific outreach in the territories where they are developed, including those actions especially aimed at children. This document aims to analyze the potential of LIFE projects as a teaching resource in Environmental Education, in formal, not formal and informal education, as well as its current implementation and knowledge in the Primary Education teaching field. The analysis scope was focused on LIFE projects with actions in Asturias and the last decade, carrying out case studies of projects, a survey among active teachers and an analysis of the impact on the press, in relation to the actions on school-age population. The results reflect, on the one hand, an important didactic potential, although there is also a shortage of proposals dedicated to formal education, a lack of didactic adequacy (in methodology and adaptation to age and official curriculum)) and a lack of knowledge of the program by in-service teachers. This situation requires more reciprocal work with current and future teachers, both to create more and better materials and proposals, and to place the LIFE Programme in the condition of didactic resources source that corresponds to it.
This study investigates informal learning processes and informal education in the transnational family space. Informal learning is examined through the theoretical lenses of situated learning that draws attention to how people learn through engaging regularly in shared, socially situated practices. The data consist of 98 interviews with people who have migrated from Estonia to Finland or who are transmigrating between these countries. While there is a large body of research on migrants' transnational activities in social, economic and political spheres, only a few studies have explored their border-crossing engagements from the learning perspective. The results show that families and kinship networks provide informal learning environments for mobile and non-mobile people. The key social learning processes in the transnational family space include constructing ethno-national identities through shared social practices, adopting sociocultural traditions and transnational brokering of conceptions and practices. Informal education is connected to passing cultural traditions and stimulating language learning of children.
Purpose: While research on political participation hardly takes into account the effects of non-formal or informal education, the effects of formal education are well investigated. The aim of this paper is to determine the extent to which non-formal and informal education contribute to adults' participation in different political activities when formal educational background and other socioeconomic factors are controlled.
Method: This paper uses data from the German National Educational Panel Study (NEPS, N=9,084). Binomial logistic regressions are used for the analyses, and average marginal effects (AMEs) are used for the model's output.
Findings: The findings reveal that non-formal and informal adult education significantly affect different political activities. However, the effects of non-formal and informal adult education differ with regard to the different forms of political participation. The results underline the importance of differentiated analyses of political participation and non-formal and informal adult education. In addition, the results show that some types of non-formal and informal education have a greater impact on adults of low socioeconomic status. Research limitations: This paper cannot account for self-selection effects because adults' participation in different political activities was collected only in one wave.
Purpose: While research on political participation hardly takes into account the effects of non-formal or informal education, the effects of formal education are well investigated. The aim of this paper is to determine the extent to which non-formal and informal education contribute to adults' participation in different political activities when formal educational background and other socioeconomic factors are controlled. Method: This paper uses data from the German National Educational Panel Study (NEPS, N=9,084). Binomial logistic regressions are used for the analyses, and average marginal effects (AMEs) are used for the model's output. Findings: The findings reveal that non-formal and informal adult education significantly affect different political activities. However, the effects of non-formal and informal adult education differ with regard to the different forms of political participation. The results underline the importance of differentiated analyses of political participation and non-formal and informal adult education. In addition, the results show that some types of non-formal and informal education have a greater impact on adults of low socioeconomic status. Research limitations: This paper cannot account for self-selection effects because adults' participation in different political activities was collected only in one wave.
