Suchergebnisse

To what extent can a society's formal education system fulfill economic development needs? What levels, forms, and types of formal education contribute to a society's need to enhance economic development? As society seeks to readdress its need for economic revitalization, these questions are raised to the forefront of the education and political process. This article takes the position that formai education is not the sole factor in fulfilling economic development needs. The role of formal education needs to be more closely examined to determine appropriate "partnerships" between education and society. RÉSUMÉ Dans quelle mesure le système d'éducation formelle d'une société répond-il aux besoins de développement économique? Quels sont les niveaux, les formes et les types d'éducation formelle qui contribuent à répondre au besoin pour une société d'accroître son développement économique? Aujourd'hui que la société cherche à réexaminer son besoin de revitalisation économique, ces questions se posent au premier plan du processus éducatif et politique. Cet article soutient que l'éducation formelle n'est pas l'unique facteur qui permet de répondre aux besoins de développement économique. Le rôle de l'éducation formelle doit être étudié de plus près pour déterminer les rapports d'association qui conviennent entre l'éducation et la société.

The article presents the results of a study aimed at identifying and analyzing the conceptual frameworks and dynamics of the steadily growing research interest in the transformative potential of non-formal education. The main research question addresses the leading features of the identified conceptual and thematic interlink, correlation between non-formal education and transformative learning, as it has developed over the past 2 decades. The methodology of the study combines bibliometric analysis and literature review of a broad range of selected samples of articles, scientific reports and books (based on data available in Scopus) after 2000. The analysis of the data has clearly demonstrated that, during the period under review, the interrelationships between transformative learning and nonformal education has been in the focus of research increasing quantitative dimensions and an expanding holistic conceptual scope. The latter relates primarily to the field of lifelong learning by adults and young adults with a focus on education for sustainable development. These conclusions give ground to expectations that non-formal education will continue to set innovative directions for transformative learning and development.

One of the major concerns of African scholars is the wide linguistic and educational gaps that exist among different ethnic groups within the same country. To bridge the gaps between inter-ethnic class and struggle, there is a need to put into consideration, the linguistic and educational set up of the country. Overall, this paper examines Nigerian languages, ethnicity and formal educational practices. It contributes to the very large literature on the conformity, formation and the question of identity, culture and language in Nigerian formal education. This work concurrently links linguistic identity to educational choice in Nigeria. The work concludes that ethnicization has become the highest level of threat to national integration thereby causing a lot of wobble in our democracy. One can then deduce that ethnic sentiments spring from man's innate (linguistic) and educational tendency to display allegiance to a particular group. The work suggests a review of the National Policy on education. The study also suggests ways of managing ethnicity and developing educationally and culturally through interaction with government agencies that disseminate policies through various indigenous languages. It also recommends the sustainability of functional education.

The paper looks critically at fonnal education in Israel in so far as it is conceived as a measure for advancing the welfare of the poor and for mitigating socio-economic gaps. Four major arguments which provide rationales for government's support of fonnal education are presented and policy implications of these arguments are discussed in tenns of the prospects they hold for children and youth from poor families in Israel. Evidence for the actual consequences of implemented policies is searched for in official data and in findings of relevant studies.