This paper seeks to offer an interpretation of the significance of the core of education in an attempt to achieve public policy goals. Some publications addressing approaches, techniques, and models of learning as a means of understanding the ideal education, but there are still deficiencies attributable to educators or adults who do not see the…

This study sought to come up with intervention measures that could be put in place to mitigate the challenges experienced in non-formal schools to enhance safety and security of children. Purposive sampling was used to select Nairobi City County and all the pre-primary schools attached to non-formal schools in informal settlements in the county…

This paper explores how young asylum seekers learn to belong to a local community. It takes its point of departure from a biographical and socially situated learning perspective and uses four analytical aspects of belonging: biographical experiences, engagement, imagination, and alignment. The data on which this paper is based are biographical…

This qualitative research explored why older people do not participate in formal and nonformal education. This study focused on older adults who have not participated in formal or nonformal education since their retirement. Recent studies have shown that participation in formal and nonformal educational activities is an effective way to maintain…

The study aims to promote relevant and effective environmental education (EE) through extracurricular clubs. For this, we studied the state of play of environmental activities (EA) carried out by 48 environmental clubs belonging to urban and rural areas of the Regional Academy of Education Fez-Meknes, Morocco. These extracurricular environmental…

Non-formal, non-vocational adult education (NFNVAE) is a low-cost, low-threshold learning activity that generates many benefits for individuals and society, and it should play a more central role in educational policy. NFNVAE's challenge is that it lacks clear concepts and definitions and is, therefore, less systematically covered in statistics,…

Learning in communities of practice (CoPs) makes up a significant portion of today's knowledge gain. However, only little technological support is tailored specifically toward CoPs and their particular strengths and challenges. Even worse, CoPs often do not possess the resources to host or develop a software ecosystem to support their activities.…

Contributions: This study examined the effectiveness of making activities in fostering the competency development of school-age children engaged in a making program. The findings suggest that community-based makerspaces can provide autonomous and informal learning experiences, facilitating their competence development. When integrated with formal…

Progress on the fourth United Nations Sustainable Development Goal (SDG 4), which strives to "ensure inclusive and equitable quality education", can only be made with teachers whose levels of job satisfaction and dedication to teaching are high. The authors of this article conducted a survey among "ad hoc" teachers (also…

The article outlines the emergent cooperation between generations in the local environment. The aim of the research was to identify the key characteristics of learning ecologies that may be used to promote new practices. The theoretical framework was constructed through the concepts of learning ecology, community education, and postformal…

Earthquake preparedness is a critical part of developing a sustainable community concerning reducing vulnerability to earthquakes. This study focuses on reducing children's vulnerability, particularly through a school safety program, to increase their physical and emotional preparedness for children against earthquakes. A comparative case study is…

Self-directed learning is a fundamental competence for adults living in our modern world, where social contextual conditions are changing rapidly, especially in a digital age. The purpose of the present article is to review key issues concerning self-directed learning in terms of (1) what are the historical foundations of the self-directed…

This article begins with the proposition that inter- and transdisciplinarity offer an important methodological grounding for collaborative HE research addressing complex agendas such as HE internationalization. Internationalization acts as a figure for the 'troubled' nature of higher education; hence we begin with the larger problem, discussing…

The objective of this study is to understand how the perception of teachers might change after they participate in a training program on the use of non-formal educational places (NFEP). The design of the study is ethnographic and its methodology is qualitative. The study comprehends the analysis of three multiple cases according to the…

Although burdened by legacies of elitism, exclusion and paternalism, some public museums are attempting to respond to the socio-environmental problems currently facing our planet by developing critical non-formal educational activities to foster consciousness and change. This article explores one such response; a six-week non-formal course…