Non-formal education within the function of responsible parenting

Bogavac, Dragana; Milosavljevic-Djukic, Tatjana

doi:10.5937/ijcrsee1701031b

Cited by 6 publications

(7 citation statements)

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“…Young people gain their digital skills in the frame of formal and non-formal educational systems. This study showed that in spite of consideration of non-formal education as additional or "second" one, non-formal educational activities can be very efficient for ICT competence development in general and in youth field in particular [1].…”

Section: Discussionmentioning

confidence: 84%

Formation of IСT competences of youth in the system of non-formal education

Bykova¹,

Kuvaldina²,

Maslova³

et al. 2020

P Sci Edu

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The relevance of the study is due to the need to form competences in sphere of information and communications technology (hereinafter – ICT competences) among youth leaders, because they transfer this experience of using the Internet and digital technologies to other young people. Within the framework of formal education, this problem is not given necessary attention; accordingly, the non-formal education system has the right to compensate for this shortcoming through the implementation of additional programs that form IСT competences in young people. The purpose of this study is to substantiate theoretically and test experimentally the effectiveness of the program for the formation of IСT competences of youth leaders through the organization of training events in the system of non-formal education. The leading research method was a pedagogical experiment, in which 15 leaders of youth non-profit organizations from 8 European countries took part. The participants were pre-selected, which involved the analysis of practical experience in the field of digital technologies and the presence of motivation to learn. The questionnaire method was used in this study (online self-assessment tool “Digital Skills Accelerator”). The questionnaire is based on five areas of practical use of ICT competences: general information literacy, communication, digital product creation, information security, and solution of technical problems. To confirm the reliability of the data, the method of mathematical statistics (T-Wilcoxon test) was used. The results of the pedagogical experiment show that significant changes have occurred in terms of the indicators "General information literacy", "Communication", "Creation of digital products" (at the significance level p = 0.01), as well as "Information security" (at the significance level 0.05). There were no significant changes in the indicator “Solving technical problems”. The article presents the experience of implementing the training program for the Digital youth cafe: online tools for communication and fundraising strategies in the youth field. During this project, a blog on the implementation and results of the project; online fundraising and communication campaigns, open webinars on project topics were created. This study proved the effectiveness of the formation of ICT competences of youth leaders in the system of non-formal education through the implementation of an educational project. The materials of this article can be useful for workers and leaders of youth organizations, as well as for specialists in the field of non-formal education of youth.

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Section: Discussionmentioning

confidence: 84%

Formation of IСT competences of youth in the system of non-formal education

Bykova¹,

Kuvaldina²,

Maslova³

et al. 2020

P Sci Edu

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“…A cognitive model in education is a structured description of the process of achieving a result (forming the necessary competencies) based on the use of cognitive technologies and the development of cognitive abilities (Matsuo and Tsukube, 2020). A similar approach is followed in the research of Bogavac and Đukić, 2017;Cosgrove and O'Reilly, 2020;Laguador andDotong, 2014 andPatil andCodner, 2007. One feature of learning based on the use of cognitive technologies is the emphasis on the development of creative abilities. However, with this approach, the differences between people in mental and creative abilities naturally appear.…”

Section: Literacy Discussionmentioning

confidence: 99%

Development of Engineering Students Competencies Based on Cognitive Technologies in Conditions of Industry 4.0

Mingaleva

Vukovic

2020

IJCRSEE

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Industry 4.0 and Society 5.0 concepts are actively developing all over the world. The accelerating transition to Industry 4.0 and Society 5.0 sets new requirements for the university education system in qualifications and competencies of engineering universities graduates. The article reveals the possibilities of using cognitive models in the professional training of research engineers for new industries. Authors used the modeling method for creating a cognitive and metacognitive model of the process. It can be used for the development of forming the optimal structure of higher professional engineering education. The article substantiates that the main tasks of modernization of pedagogical approaches in modern education, is to establish the compliance of educational products with the labor market requirements and transform the structure of vocational education, providing training for professional specialists required by specific employers. Conclusions are drawn about the important role of soft skills for engineering education in Industry 4.0. The results obtained in the study can be used for the engineering category of students.

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“…Non-formal education is considered a segment of lifelong learning and the involvement of children in such activities is the responsibility of the parent and leads to positive results in terms of training social skills, professional, etc. (Bogavac, Đukić, 2017;Fentein et al, 2008;Protasevich, 2011;Baumrind, 1978, Horowitz & Bronte-Tinkew, 2007.). It represents an optimal framework for early childhood development and is crucial in educating those excluded from formal education systems (Britto Oketch, Weisner, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…Starting from the premise that the parent has the responsibility to involve the child in non-formal activities, Bogavac & Đukić (2017) identified in a study their involvement, as follows: less than 20% of learners are constantly informed about parental education, below 10% talk to a specialist about their child's education and only 10% of parents are students at a parents' school. The author was interested in discovering the expectations of parents from these nonformal activities: about 80% of students expect the involvement of children in non-formal activities to improve the school life of the child and about 60% expect to harmonize the requirements of school and parents to children.…”

Section: Introductionmentioning

confidence: 99%

Parents' perception regarding the concerns, competencies and perspectives of involvement in non-formal activities

Coșarbă

Roman

Costin

2021

TSSJ

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This study aims to assess the perception of parents of primary school children about the concerns they have, the knowledge they have about their child's skills. Starting from the educational and socializing function of the family (Jabbarova, 2020; Syamsuddin, 2021), we formulated the following research questions: What type of problems does a 7-11 years old child have to confront? According to parents, which are the necessary abilities a 7-11 year old child has to possess? How much do children participate in non-formal activities in their spare time? 62 participants completed a semi-structured questionnaire and participated in 10 interviews. The results reveal particularities of the reality of family life, such as the reduced time spent by parents with their children, the concern of parents for the time spent by the child in the online environment. Parents also reported the lack of interdisciplinary, non-formal, attractive programs and projects for children. The results indicate the focus of parents in the formation of memory skills and critical thinking and less on academic skills. Parents express concerns about spending their child's time online but are confident that they can still handle this. The study actually describes some parents worried about many aspects of a child's life, however they are not involved in parenting programs.

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Non-formal education within the function of responsible parenting

Cited by 6 publications

References 0 publications

Formation of IСT competences of youth in the system of non-formal education

Formation of IСT competences of youth in the system of non-formal education

Development of Engineering Students Competencies Based on Cognitive Technologies in Conditions of Industry 4.0

Parents' perception regarding the concerns, competencies and perspectives of involvement in non-formal activities

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