It is argued that this is because teachers tend to overlook interdisciplinary knowledge. Svetlik, mentions that the assumption that formal knowledge and training could fluently bring formal curriculum and convey students, has been misled. Organizations have established training using non-formal methods that transfer knowledge, and most important “skills” to workers. New knowledge demands require internal labor, and training markets allow the development of individuals with knowledge and skills as core workers.
This has led in some cases to the need of creating some sort of certification for this process. Additionally, non-formal education provides knowledge, but the formalization requirements have increased due to the demand for qualified employees. Non-formal education provides relief of bureaucracy issues. It is mentioned that in order to achieve a more efficient knowledge transfer, formal education has become increasingly dependent, and organized. Svetlik, relates that non-formal education has become a social issue. At the same time, non-formal education is now using assessment recognition programs (ARCNIL) to get a certification. Formal education has adopted non-formal methods to solve some of the online demands of students. In the beginning, the boundaries between formal, non-formal, and informal education were well defined, but changes are being made due to the COVID-19 pandemic and the normal method evolution. It consists of accidental or purposeful ways of collaborating with other persons and acquiring new information and everyday skills. Informal education, on the other hand, has no defined structure, it has no curricula and it takes place through experience.
Educational institutions administer the curricula and the final goal is to provide some kind of certification or degree. This process necessarily involves the presence of a teacher, a student, and an institution. Formal education is a model that has a systematic organized and structured curriculum, which is rather rigid. To understand the development of non-formal education, it is required to describe formal and informal education. In this kind of process, time is not a pre-established factor because it is defined by the student’s pace, and it does not seek to provide a formal certification or scholar degree. Non-formal education has been described as a flexible education process with a defined methodology and most important, capable of adapting to the needs and interests of students. Subjects such as how semiotic take an important role in this method will be mentioned, and also how the scouting movement uses esthetics and dialogism to achieve the scout’s (learners) development goals. The scouting method will be explained and discussed since the scouting movement is the largest youth non-formal active learning community in the world. The chapter will describe how non-formal education is used to achieve active learning. There are considerable studies involving formal education and active learning, but in the case of non-formal education, the information is more limited. Nowadays the learning process includes active learning to avoid students receiving passive information that does not relate to their needs.
These events have caused lecturers and students to become more active and participative, creating new ways to interact. With the development of new technologies in the past 100 years, teaching and learning methods have evolved to add new perspectives and theories. The traditional Socratic method (method of Elenchus), has been a form of cooperative argumentative dialog used at learning institutions to stimulate critical thinking for many years.
0 kommentar(er)
