Gender-Responsive Analysis Through Non-Formal Education

Rahmi, Alendra Y.; Safitri, Ani

doi:10.2991/assehr.k.201201.016

Cited by 1 publication

(1 citation statement)

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“…A.Y Rahmi and A. Safitri emphasize that one of its features of non-formal education is maximizing education and minimizing other aspects that formal learning includes (hierarchical structure, chronology, discipline, certification, etc.) [33]. According to W. Widodo and W. Nusantara, the focus in nonformal education is shifted to a learner and his educational request, so it is more flexible [49].…”

Section: Discussionmentioning

confidence: 99%

«Non-formal competences» as an independent scientific category: a comparative analysis of approaches to the definition

Zyuban¹,

Muslimova²

2021

P Sci Edu

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Problem and goal. Russian and foreign discourse discusses the importance of non-formal competences for successful integration into the labor market, social life, etc. However, despite the popularity of the concept, there is no single definition of what non-formal competences are. The purpose of the study is an analytical review of approaches, methodology and research results, including those carried out using empirical data from different countries, devoted to the formation of non-formal competences. Methodology. The study was carried out by the method of qualitative content analysis of scientific works, methodological and other publications using more than 50 titles of sources and literature on the conceptually similar categories of non-formal competences, in particular, "soft skills", "social skills", "life skills", "corporate competences", etc. Results. The study shows how non-formal competences enhance labor mobility and increase the social activity of an individual. Shown is the ratio of "personal", "social", "life" skills in the model of non-formal competences, specific skills and competences included in the number of non-formal ones. It is noted that an individual with a wide range of non-formal skills will be able to successfully compensate for the lack of formal education due to his experience of self-education, as well as have the effect of increasing through non-formal skills on social and professional capital. Conclusion. In the course of the review study, the main blocks of non-formal competences were highlighted, covered in scientific and practical discourse. The revealed non-formal meta-competences embedded in the lifelong learning model take research to a new level and open up wide opportunities for further study.

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Section: Discussionmentioning

confidence: 99%