EDU401 Final Term Handouts

Lesson No. 23 MODELS OF EDUCATION · Topic 107 · 4 Models of Education · Assimilation Model:

Starting in the mother tongue, and continuing to national language immersion Pluralistic Model: Recognizes the importance of the language spoken at home; thus, firstlanguage teaching is not restricted only to the early grades Immersion Model: Initial instruction is given in the national language with oral discussion and instruction permitted in the local language National Language Model: Sole instruction in the national language, with no teaching in the mother tongue.

Topic 108

Implementing Mother Tongue as Medium of InstructionChallenges

Practical only in homogeneous communities. No teacher recruitment and training modalities have been developed yet. As a result of external production, the Textbook Boards have not been able to prepare even basic elementary readers in any of the mother tongues Current political unrest makes it difficult to implement changes in local contexts

Topic 109

Learning Types

Formal Informal Non-formal It is difficult to make a clear distinction between formal and informal learning as there isoften a crossover between the two (McGivney 1999). 1. Eraut (2000): Formal and non-formal learning in the workplace 2. EU’s definition (EC 2001): The framework of life-long learning 3. Livingstone (2001): Formal, non-formal and informal learning of adults

Topic 110

Learning types II

1. Billet (2001): There is no such thing as informal learning. All learning takes place within social organizations or communities that have formalized structures.

2. Beckett and Hager (2002): Informal learning is not only more common, but also more effectivethan formal learning.

Topic 111

Eraut (2000) I

Formal and Non-Formal Learning:

uses the concept of non-formal learning, (no informal) learning takes place mainly outside formal learning contexts

Presents five features of formal learning:

A prescribed learning framework An organized learning event or package The presence of a designated teacher or trainer The award of a qualification or credit The external specification of outcomes

Topic 112 · Eraut (2000) II · Defines the dimensions of non-formal learning:

The timing of stimulus (past, current, future) The extent to which such learning is tacit (tacit, reactive or deliberative) To the extent to which learning is either individual or social

Lesson No. 24

EU’S DEFINITION AND FORMAL, INFORMAL AND NON-FORMAL LEARNING

Topic 113

EU’s Definitions (EC 2001) I

Learning typically provided by an education or training institution, structured (in terms of objectives, learning time or learning support) and leading to certification. Formal learning is intentional from the learners’ perspective.

Non-Formal Learning:

Learning that is not provided by an education or training institution and typically does not lead to certification. It is, however, structured (in terms of learning objectives, learning time or learning support).

Topic 114 · EU’s Definitions (EC 2001) II · Non-Formal Learning:

Non-formal learning is intentional from the learner’s perspective.

Informal Learning: learning resulting from daily life activities related to work, family or leisure. It is not structured (in terms of learning objectives, learning time or learning support) and typically does not lead to certification. Informal learning may be intentional but in most cases it is non-intentional (or incidental / random). EU’s definitions are related with the context of Life-Long Learning policy.

Topic 115 · Livingstone (2001) I · Formal, Informal & Non-Formal Learning of Adult

Formal education occurs when a teacher has the authority to determine that people designated as requiring knowledge effectively learn a curriculum taken from a pre-established body of knowledge whether in the form of age-graded and bureaucratic modern school systems or elders initiating youths into traditional bodies of knowledge