ROGERS, Alan. Looking again at non-formal and informal education – towards a new paradigma. 2004. Disponível em: http://infed.org/mobi/looking-again-at-non-formal-and-informal-education-towards-a-newparadigm/. Acesso em 20/05/2020.

Looking again at non-formal and informal education

Alan Rogers (2004)

Notas

quadro com legenda

• "Looking again at non-formal and informal education – towards a new paradigm" (ROGERS, 2004, p. 1.)

• "Looking again at non-formal and informal education – towards a new paradigm" (ROGERS, 2004, p. 1.)

• "Contents: introduction · defining non-formal education · non-formal education in the field: from the 1980s to today · non-formal education and lifelong learning/education · towards a new paradigm · bibliography · how to cite this article" (ROGERS, 2004, p. 1.)

• "The Assembly recognises that formal educational systems alone cannot respond to the challenges of modern society and therefore welcomes its reinforcement by non-formal educational practices." (ROGERS, 2004, p. 2.)

• "The Assembly recommends that governments and appropriate authorities of member states recognise non-formal education as a de facto partner in the lifelong process and make it accessible for all (Coun Eur 2000)." (ROGERS, 2004, p. 2.)

• "Defining non-formal education" (ROGERS, 2004, p. 2.)

• "Defining non-formal education" (ROGERS, 2004, p. 2.)

• "It arose in the context of the widespread feeling that education was failing" (ROGERS, 2004, p. 2.)

• "not just in developing countries but also in so-called Western (or Northern) societies as well" (ROGERS, 2004, p. 2.)

• "By many non-formal education was seen as the ‘ideal’ form of education, far better in all respects than formal education." (ROGERS, 2004, p. 2.)

• "By others however, it came to be seen as a subsystem of education, certainly not superior and by some as considerably inferior to formal schooling" (ROGERS, 2004, p. 2.)

• "Formal education as used here is, of course, the highly institutionalized, chronologically graded and hierarchically structured ‘education system’, spanning lower primary school and the upper reaches of the university (Coombs and Ahmed 1974:8)." (ROGERS, 2004, p. 3.)

• "… Nonformal education is any organized, systematic, educational activity carried on outside the framework of the formal system to provide selected types of learning to particular subgroups in the population, adults as well as children (Coombs and Ahmed 1974: 8)." (ROGERS, 2004, p. 3.)

• "every country interpreted non-formal education in their own way." (ROGERS, 2004, p. 3.)

• "There was a third element – informal education" (ROGERS, 2004, p. 4.)

• "They are really speaking about ‘informal learning’, not informal education" (ROGERS, 2004, p. 4.)

• "they define ‘education’ as planned and purposeful learning;  but they call ‘informal education’ all that learning that goes on outside of any planned learning situation – such as cultural events." (ROGERS, 2004, p. 4.)

• "Informal education as used here is the lifelong process by which every person acquires and accumulates knowledge, skills, attitudes and insights from daily experiences and exposure to the environment –" (ROGERS, 2004, p. 4.)

• "informal education is unorganized and often unsystematic; yet it accounts for the great bulk of any person’s total lifetime learning" (ROGERS, 2004, p. 4.)

• "‘experiential learning’" (ROGERS, 2004, p. 4.)

• "Nobody at this time defined informal education except in terms of unstructured learning" (ROGERS, 2004, p. 5.)

• "The non-formal education discourse divides the world of education into two, formal and non-formal, all of which is set inside a wider context of informal learning." (ROGERS, 2004, p. 5.)

• "Non-formal education in the field: from the 1980s to today" (ROGERS, 2004, p. 5.)

• "From 1986 the debate about non-formal education (one of the most extensive in education’s history) declined" (ROGERS, 2004, p. 5.)

• "But during the 1980s and since then,  programmes labelled non-formal education have spread enormously throughout Third World countries" (ROGERS, 2004, p. 5.)

• "Ethiopia is a prime example of this approach, with its national Directory of nonformal education." (ROGERS, 2004, p. 6.)

• "national development goals" (ROGERS, 2004, p. 6.)

• "Non-formal education and lifelong learning/education" (ROGERS, 2004, p. 7.)

• "Non-formal education and lifelong learning/education" (ROGERS, 2004, p. 7.)

• "Since lifelong learning/education has itself been co-opted by the states to two main aims,  helping economic growth and promoting active citizenship, then the interest of the state and other agencies in non-formal education is with its contribution to these two ends" (ROGERS, 2004, p. 7.)

• "Is open and distance learning part of formal or non-formal education? " (ROGERS, 2004, p. 8.)

• "Secondly, the term non-formal education now covers a very wide continuum of educational programmes.  At one extreme lies the flexible schooling model – national or regional sub-systems of schools for children, youth and adults.  At the other extreme are the highly participatory educational programmes, hand-knitted education and training, tailor-made for each particular learning group, oneoff teaching events to meet particular localised needs. " (ROGERS, 2004, p. 8.)

• "Most educational programmes will of course lie somewhere between these two points." (ROGERS, 2004, p. 8.)

• "Towards a new paradigm" (ROGERS, 2004, p. 8.)

• "Towards a new paradigm" (ROGERS, 2004, p. 8.)

• "This distinction is sometimes conceptualised in terms of contextualisation.  Some learning activities and teachinglearning materials are highly contextualised – chosen or created for this one learning group alone with considerable involvement of the learner group in the design of both curriculum and learning materials." (ROGERS, 2004, p. 8.)

• "self-directed or participatory education" (ROGERS, 2004, p. 8.)

• "Other learning programmes are however less highly contextualised, with pre-set outcomes, a pre-set curriculum (however adapted it might be to the group), brought-in materials (which may again be adapted or supplemented by each participant group), and standardised forms of evaluation." (ROGERS, 2004, p. 9.)

• "group dynamics and organisational theory.  Groups can be located on a continuum from very formal to very informal. A formal group is one which does not change as new members join it. " (ROGERS, 2004, p. 9.)

• "An informal group is one which is highly dependent on the individual members, so that if someone joins or leaves,  the nature of the group and the activities it can undertake will also change." (ROGERS, 2004, p. 9.)

• "Most groups of course lie somewhere in the middle and groups often move along the continuum in both directions." (ROGERS, 2004, p. 9.)

• "such a concept would help us to define formal as well as non-formal education" (ROGERS, 2004, p. 9.)

• "At the other extreme lies the educational programme or activity which is made up by the facilitator/teacher in association with the participants – a creative writing course or a reading circle, for example" (ROGERS, 2004, p. 10.)

• "Most educational programmes of course lie somewhere between these two extremes. " (ROGERS, 2004, p. 10.)

• "This is what I would call flexible schooling – the standardised elements common to all such learning groups are clearly schooling but the participatory elements mean that it is schooling made flexible to the local group concerned." (ROGERS, 2004, p. 11.)

• "FORMAL FLEXIBLE PARTICIPATORY EDUCATION SCHOOLING EDUCATION" (ROGERS, 2004, p. 11.)

• "But unfortunately at the moment the term ‘non-formal education’ (that is everything that is not formal) is used to cover both flexible schooling and highly participatory education." (ROGERS, 2004, p. 11.)

• "FORMAL NON-FORMAL INFORMAL" (ROGERS, 2004, p. 11.)

• "Non-formal then covers flexible schooling and informal education highly contextualised,  highly participatory educational activities." (ROGERS, 2004, p. 12.)

• "FORMAL NON-FORMAL PARTICIPATORY INFORMAL EDUCATION EDUCATION EDUCATION LEARNING" (ROGERS, 2004, p. 12.)

• "Informal learning here being all that incidental learning, unstructured, unpurposeful but the most extensive and most important part of all the learning that all of us do everyday of our lives" (ROGERS, 2004, p. 12.)

• "Learning is the keystone;  it is the original matter out of which all education is created. " (ROGERS, 2004, p. 12.)

• "Somewhere along the learning continuum,  we come to purposeful and assisted learning (education in its widest sense). " (ROGERS, 2004, p. 12.)

• "Would such a reconceptualization of formal and non-formal (and informal) education help to sort out the confusion which undoubtedly exists?" (ROGERS, 2004, p. 13.)