Temat: Formal education - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Controversies and opportunities of two development measures for the advancement of women in Uganda: Formal education and Women entrepreneurship
Autorzy:: Namasembe, Olga
Manzanera Ruiz, Roser
Powiązania:: https://bibliotekanauki.pl/articles/1878522.pdf
Data publikacji:: 2021-09-25
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: macroeconomic policies
education programs
women entrepreneurship
Uganda
formal education
Opis:: Aim. The aim of the research is to investigate the relationship between formal education and female entrepreneurship in Uganda. This research hopes to contribute to the literature on education and women’s entrepreneurship in this country. Methods. Data is collected from 109 women through semi structured interviews. These are participants from the agribusiness sector and own businesses ranging from market stalls, retail shops to street businesses. Through the iterative process, emerging themes are analysed and discussed. Results. The research finds that formal education programs and macroeconomic policies negatively impact formal education and female entrepreneurship. Macroeconomic policies such as privatisation and the programs of universal formal education do not incentivize students (specifically female ones) to pursue a full formal education, influencing them to leave schools early for necessity entrepreneurship to meet immediate needs. Conclusions. Even though the study indicates that a formal education demonstrates high outcomes in terms of economic growth and development, the education level attained by women entrepreneurs is insufficient to meet true entrepreneurial success. Furthermore, the macroeconomic environment adds to the challenge of successful women entrepreneurship. Originality. Various economic initiatives have been implemented in the quest for gender parity in education and women empowerment in Uganda since its independence. Statistics have demonstrated an increase in women’s education and empowerment through entrepreneurship, however, such data do not necessarily reflect economic development. The results suggest that the relationship between formal education and women entrepreneurship is more complex and nuanced than previously believed.
Źródło:: Journal of Education Culture and Society; 2021, 12, 2; 631-645
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Impact of the Global COVID-19 Pandemic on the Slovak Economy (Tourism and Education)
Autorzy:: Petrikovičová, Lucia
Petrikovič, Jozef
Kurilenko, Viktoria
Taraj, Martin
Kholov, Saidmukhidin
Azizi, Mahmoud
Powiązania:: https://bibliotekanauki.pl/articles/18788571.pdf
Data publikacji:: 2023
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: COVID-19
economy
education
non-formal education
tourism
Slovakia
Opis:: Aim. The aim of the contribution is to evaluate the effect of the COVID-19 pandemic on the Slovak economy. We analyzed the pertinent data relating to Slovakia's economy, tourism, and education infrastructures, and also the measures introduced during the pandemic which affected them. Methods. The paper is mainly based on descriptive, analytical and statistical methods, and based on global statistics data, studies, and research conducted in this field. Results. In 2020, the Slovak economy decreased by 9.3%. The reason was not only domestic measures against the spread of the coronavirus, but also a slump in foreign demand. The growth of the Slovak economy had already slowed during 2019, even before the onset of the COVID-19 disease. Extensive travel restrictions, especially at the international level, fundamentally affected the total number of visitors, in particular during the period March to August 2021. Almost 1.6 million visitors stayed in hotels, boarding houses, and other accommodation facilities in Slovakia during this period of the pandemic, which represented a decrease of almost 54% when compared to the pre-pandemic year of 2019. Conclusion. The significant deterioration of the economy was the result of a large number of significant restrictive measures taken to stop the spread of the COVID-19 disease. The factor of the COVID-19 pandemic influenced the future of tourism and education, bringing changes to their direction and economic benefits. This pandemic has significantly affected education in Slovakia and worldwide, and we are following its transformation.
Źródło:: Journal of Education Culture and Society; 2023, 14, 2; 468-483
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: Educational role of art history as a school subject area in programmes of formal education in Slovenia: the aspect of vzgoja, according to general European guidelines
Autorzy:: Dolšina, Marjana
Powiązania:: https://bibliotekanauki.pl/articles/627974.pdf
Data publikacji:: 2015
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: art history, formal education system, vzgoja, moral/value education, European guidelines
Opis:: Programmes of formal education establish a systematic transfer of knowledge as well as universal values from one generation to another. By that, they ensure the survival of social structures, prevent radical disruptions in their continuity, and serve as basis for general development of a society. Their content and didactic arrangements include interweaving of two basic aspects: the cognitive one and the one related to vzgoja (i.e. upbringing, moral/value education etc.). The latter aims to achieve the ideals of a tolerant, just and lifelong learning society, but seems to be facing increasing challenges, mainly emerging from neoliberal capitalist mentality. Art history as a school subject area in elementary and secondary education may provide an insight beneath the surface of historical events. Thus, it helps develop a critical view towards them and consequently towards the present real-life situations, which contributes to ascending the taxonomic scale of conative educational goals.
Źródło:: Journal of Education Culture and Society; 2015, 6, 1; 227-241
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

Tytuł:: Reflection of Political and Social Development in the Religious Street Names of the City of Trnava and their Potential in Tourism
Autorzy:: Judák, Viliam
Petrikovičová, Lucia
Grežo, Henrich
Akimjak, Amantius
Powiązania:: https://bibliotekanauki.pl/articles/18691010.pdf
Data publikacji:: 2023-06-20
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: toponymy
tourism
Trnava
pedagogy of place
place-based education
non-formal education
Opis:: Aim. From the point of view of the period of creation and historical development, we consider the streets of the historical core of Trnava to be the most dynamic, and why we focused on street name changes in the period from 1900 to the present in the area of the historical core of the city. Methods. As part of the methodology the classification by urbanonym, with the help of which we included the names of streets and squares into individual categories. A classification was used that divides urbanonyms into socially motivated and socially non-motivated, which are further divided into several subcategories. Urbanonyms are further divided into domestic and foreign. This classification is the most up-to-date of those mentioned and includes a category of religious names. Results. The category of socially significant street names, are divided at a lower level into the categories of politics, art and culture, church, science, crafts and trade, historical names and institutions. The most numerous is the group of names in the art and culture category, which includes 70 domestic and 10 foreign names, which together represent 25.89% of the total number of streets in the city. There are 15 streets in the categories of politics, church and science (4.85% of all 309 streets). Conclusion. Currently, Trnava can be characterised as a modern, dynamic city with a great influence on its surroundings. The restrictive measures taken in connection with the coronavirus pandemic in 2020 greatly affected the tourism sector and meant permanent closure for many businesses.
Źródło:: Journal of Education Culture and Society; 2023, 14, 1; 514-525
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 5.

Tytuł:: Non-Formal Education Focused on the Development of Critical Thinking and Media Literacy: The Role and Activities of Key Stakeholders in Slovakia
Autorzy:: Vrabec, Norbert
Kačinová, Viera
Kitsa, Mariana
Majda, Martin
Powiązania:: https://bibliotekanauki.pl/articles/18691619.pdf
Data publikacji:: 2023-06-20
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: critical thinking
media literacy
media education
stakeholders
non-formal education
disinformation
fake news
Opis:: Aim. This research study aims to examine the role and activities of key stakeholders in Slovakia who participate in non-formal education activities focused on the issue of critical thinking in relation to media communication. The aim was to gain an overview of the ways and means by which these actors address their target groups and what conceptual approaches they use to increase the level of media literacy at the national level. Methods. Framework analysis of secondary data on Slovak subjects whose non-formal educational activities and tools focus on the issue of critical thinking, disinformation and fake news by increasing the level of media and information literacy of various target groups. Results. The analysis of secondary data showed that representatives of various stakeholders in Slovakia offer different categories of projects and activities to increase the level of media and information literacy of various target groups. The obtained results indicate that the most active providers of non-formal education activities are in the sector of non-governmental organisations and think tanks. Our analysis also aimed to examine what types of educational activities organisations provide. The most significant representation is static online content (various types of educational content available through the website). Conclusions. The presented research results suggest that in terms of the position of key actors, the ways of their involvement in non-formal education processes are sufficiently diversified. They use a wide range of implementation concepts and models to develop critical thinking through non-formal learning methods for different target groups.
Źródło:: Journal of Education Culture and Society; 2023, 14, 1; 493-502
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 6.

Tytuł:: ESL Teachers’ Approaches towards the Acceptance of Educational Technology Integration in Non-Formal Education: A Case from Kenya
Autorzy:: Kildė, Laura
Powiązania:: https://bibliotekanauki.pl/articles/18690201.pdf
Data publikacji:: 2023-06-20
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: online learning technologies
Technology Acceptance Model (TAM)
English as a Second Language
non-formal education
educational technologies
Opis:: Aim. In efforts to handle the negative impact of the COVID-19 pandemic, language schools in Kenya were forced to organise a smooth transition from physical to virtual classroom by incorporating educational technologies in virtual learning and teaching processes. Such a shift was new to teachers and required additional efforts to master the peculiarities of organising virtual English classes. Thus, this study aims to explore Kenyan ESL teachers’ perspectives towards the acceptance of educational technology integration in non-formal education. Methods. A qualitative approach was adopted in this study. Eleven teachers from two private foreign language schools participated in semi-structured in-depth interviews, where they answered questions based on the elements of the Technology Acceptance Model (TAM). Results. The findings showed that most teachers’ approaches towards the acceptance of educational technologies were mainly positive and they intend to integrate them in their ESL classroom. The results of the qualitative data analysis also demonstrated that age is one of those personal characteristics that might hinder teachers’ willingness to adopt educational technologies while teaching ESL. Conclusions. This study also found that the variety of adopted educational technologies was not extensive. Therefore, teachers’ awareness, interest, and digital competences should be further developed. Practical application. The herein presented research findings are of a significant importance for the enhancement of teachers’ competences to apply educational technologies while teaching ESL in Kenya. It also has implications for the practice that is relevant for ESL teachers in non-formal education as well as curriculum organisers.
Źródło:: Journal of Education Culture and Society; 2023, 14, 1; 634-649
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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