Still often, for many people, it is not completely clear what is meant by NON-FORMAL LEARNING. So, when we talk about NON-FORMAL LEARNING, we must know that the main characteristics are:
-You are here to learn;
-Everyone contribute to the learning process;
-You are plenty of methods and environments for growing.
-You don’t have Teachers, but Trainers or Facilitators;
-It is harder to certificate what you learn;
-The focus is more on soft skills and a defined purpose;
-There is not only an exchange of information but emotions, practical doing, etc. Everything is part of the education process.
The principles methods used, are called:
Learning By Doing, rapresents by
#DEWEY #PLAYGROUND #LIFE #PRAGMATISM #COWORKERS
Experiential Learning,
#REFLECTION #COOPERATION #ACTIVE #ADVENTURE
Peer Education
#HEALTH #BACKGROUND
Learning By Doing, rapresents by
#DEWEY #PLAYGROUND #LIFE #PRAGMATISM #COWORKERS
Experiential Learning,
#REFLECTION #COOPERATION #ACTIVE #ADVENTURE
Peer Education
#HEALTH #BACKGROUND
I want to focus on some aspects in particular, which represent the strengths of non-formal education, which are, however, still not emphasized enough and should instead be promoted. The first aspect is that most non-formal education activities are voluntary; the will and awareness of learning are more developed. And also, the use of typical non-formal activities are more engaging than the so-called formal methods, such as frontal lesson. Non-formal activities aim at a direct involvement of those who want to learn and what they want to learn. With techniques through which they can be experimented by doing so that the content to be learned is more easily assimilated, thus stimulating attention and interest that will also keep the will and awareness.
Another aspect is the difficulty of certifying what has beenl earned. Since the methodologies used are dynamic and subjective, therefore cannot be assessed according to traditional and more difficult to measure parameters. It is more challenging to have valid certifications and to ensure that they are officially recognized. However, there are certifications and methods, such as the YouthPass, proven and others being tested, through which it is possible to assert the effectiveness of non-formal education for the training of children, teenagers and adults. The production of outputs in non-formal activities, such as the creation of toolboxes, evaluation and dissemination is significant for promoting the recognition of NON-FORMAL LEARNING. As well as the development of projects that target precisely this objective, such as “Youth Ambassadors of Non-Formal Learning”, it is essential for official recognition of non-formal education to take place.
Furthermore, a factorrelated to the aspect of the difficulty in certifying I think is the lack of knowledge of this alternative method. Still, in many schools and public educational centres frequented by children and young people, is the existence of non-formal education programs not known. So, there is a need for promotion in schools, that this method can be, as by its nature, truly within everyone’s reach, it could represent a real opportunity for many people.
From personal experience, as youth worker, the non-formal education method has helped me to deal with topics more effectively. The assimilation of soft skills and mastery of situations, as well as important knowledge and skills, benefited to me, which represent a significant added value for my professional profile.
Non-formal education represents, for me, a full educational experience, at 360 grades. It does not stop with the activity itself or the topic dealt with by the latter. Its preparation has value, and the subsequent impact in metabolizing the contents tested too. Essentialis the relational dynamics it establishes, peer-to-peer, and the transversal skills that are experienced and acquired.
Jessica Vagni
“This article has been written by Jessica Vagni for the project Youth Ambassadors of Non-formal Learning, which is co-funded by the Erasmus+ Programme of the European Union. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein”.