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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.

Several social de ates related to environmental and health issues, such as the COV -19 pandemic and climate change, have raised ma*or concerns a out misinformation and science denialism. herefore, there is a need for pu lic understanding of ho8 science 8or+s [1] and to promote scientific literac: in the general population [2]. opularization of science ac2uires a uni2ue importance in the construction of a democratic societ: promoting scientific and technological literac: in a critical perspective and fostering the political insertion of citizens in decision-ma+ing [3]. Besides formal education, scientific popularization activities ma: ta+e place in non-formal education conte9ts 8ith children and :oung people [4]. ntegrated in igher rofessional ducation stud: c:cle 8e developed a course that intended to ena le students to: promote scientific literac: and a8areness of environmental issues in children and :oung people@ appl: different forms of science popularization depending on the conte9t of intervention@ plan, implement and evaluate scientific popularization activities for children and :oung people. he research carried out included 20 students and used diverse instruments to collect data (2uestionnaires and studentsC productions). indings revealed that students ac2uired more mature ideas a out the purposes and the relevance of popularization of science, and an increasing recognition that and as future professionals 8ho 8ill intervene 8ith children and :oung people, the: ma: have an important role in the process. ; info:eu-repo/semantics/publishedVersion

This handbook is a product of the "Basic and Non-Formal Education Systems Project" which is managed by the Academy for Educational Development under sponsorship of the U.S. Agency for International Development on behalf of the Lesotho Ministry of Education. (BANFES consortium: Academy for Educational Development, University of Massachusetts, Ohio University, Aurora Associates, Partnership for Productivity, Atlanta University)

The desire for any government that values the economic growth of its country is to provide education to its citizens. Kenya has made innumerable efforts towards this end since independence. However, several decades down the line, this is yet to be realised. The nomadic pastoralist community is one such a group that has remained out of school due to its palpetic lifestyle. Generally, formal education is appropriate for people leading a sedentary lifestyle, thereby making nomadic pastoralist community be persistently excluded from accessing formal education. Nevertheless, in efforts to promote access to education among communities that are mainly nomadic pastoralists, the Government of Kenya has established mobile schools in Turkana County. Several studies have been conducted on factors contributing to low participation of nomadic pastoralists in education, but very little research has been done on mobile schools. Using a mixed methods research design, various County Government documents and official documents found in schools were reviewed to obtain information concerning Mobile schools in the area of study. Purposive sampling was adopted for this study to identify schools and the population for study. Focused Group Discussions were also held for parents and the learners of the final grade in mobile schools. The quantitative data was analyzed using descriptive statistics whereas thematic analysis approach was used for qualitative data. The findings were presented in verbatim and tables. This study found out that although mobile schools have promoted access to education among Turkana nomadic pastoralists, their level of participation in education is still significantly low. The study established that some of the conditions that enhance participation in education through mobile schools include: awareness and sensitization, community involvement and multi grade and multi shift approaches in education provision. Also importantly is adopting a multifaceted approach whereby there is both provision of education, food ...

The desire for any government that values the economic growth of its country is to provide education to its citizens. Kenya has made innumerable efforts towards this end since independence. However, several decades down the line, this is yet to be realised. The nomadic pastoralist community is one such a group that has remained out of school due to its palpetic lifestyle. Generally, formal education is appropriate for people leading a sedentary lifestyle, thereby making nomadic pastoralist community be persistently excluded from accessing formal education. Nevertheless, in efforts to promote access to education among communities that are mainly nomadic pastoralists, the Government of Kenya has established mobile schools in Turkana County. Several studies have been conducted on factors contributing to low participation of nomadic pastoralists in education, but very little research has been done on mobile schools. Using a mixed methods research design, various County Government documents and official documents found in schools were reviewed to obtain information concerning Mobile schools in the area of study. Purposive sampling was adopted for this study to identify schools and the population for study. Focused Group Discussions were also held for parents and the learners of the final grade in mobile schools. The quantitative data was analyzed using descriptive statistics whereas thematic analysis approach was used for qualitative data. The findings were presented in verbatim and tables. This study found out that although mobile schools have promoted access to education among Turkana nomadic pastoralists, their level of participation in education is still significantly low. The study established that some of the conditions that enhance participation in education through mobile schools include: awareness and sensitization, community involvement and multi grade and multi shift approaches in education provision. Also importantly is adopting a multifaceted approach whereby there is both provision of education, food ...