In the present knowledge economy, individuals, particularly working adults, need to continuously acquire purposeful knowledge and skills so they can better contribute towards addressing society’s ever-changing developmental challenges. In the developing world however, few opportunities exist for working adults to acquire such new learning experiences through the formal education sector, and thi...

This paper reconsiders the concept of “inclusion” by examining conceptions “totality/wholeness,” while exploring conflicts and dilemmas among various actors across boundaries between formal non-formal in Japanese public education system. Referencing process surrounding enactment new law on securing educational opportunities, notion “diversity” is examined as it pertains to conflict “publicness”...

In a context of re-definition what is Agroecology, we reflect on the characteristics an agroecological education for food sovereignty (AEFS). To do this, analyse four courses self-claiming to have focus in formal and non-formal spheres Brazil Spain by answering three questions: “from where” (motivations actors promoting it), “who” (teachers, students), “how” (pedagogies). We describe commonalit...

Correctional education is a part of penitentiary treatment in most countries; it takes place the form formal and non-formal education, cultural edifying activities. However, where strong restrictive measures limit empirical research this area, as Slovakia, there very little knowledge about process results correctional education. The main goal study to try answer question whether currently set c...

This article is based on a paper prepared for the Extraordinary Meeting of the Faculty of Education of the University of Papua New Guinea on Non-Formal Education, which was held in Goroka in August 1984. Its focus is the countries which belong to the University of the South Pacific region: Solomon Islands, Vanuatu, Fiji, Kiribati, Nauru, Tuvalu, Tonga, Tokelau and Western Samoa, and it is hoped...