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Forms of informal learning on a continuum
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This study identified informal economic activities in Hausa community in Ile-Ife, Nigeria. It examined how people acquire knowledge and skills about the identified informal economic activities and provided explanation on why people prefer informal economic activities to other types of economic activities to making a living in Hausa community in Ile...
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Abstract
livelihood is a set of economic activities which enables a person to
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Plain Language Summary
Steeply sloped areas support many people's livelihoods. Meanwhile, these areas are socially and ecologically fragile. Many of the dwellers in steeply sloped areas are smallholder farmers who are vulnerable to poverty and hunger, especially in developing and transition countries. Understanding the social‐ecological predicament...
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Sustainable Development Goal (SDG) 1 intends to end poverty of all forms and the government of Pakistan is also targeting poverty alleviation through social safety nets. 'Ehsaas' is the major social safety nets proramme which include various initiatives that are benefiting millions of households. The study examines the state of poverty in Pakistan...
Citations
... "Dagang (trade)" is understood as an entrepreneurial spirit that every citizen of Kudus must have. It encourages individuals to creatively and innovatively seek sustainable sources of livelihood [55], ensuring the continuity of their existence [56]. Gusjigang's philosophy highlights the importance of maintaining a strong moral foundation [57], pursuing knowledge [58], and cultivating an entrepreneurial mindset in society [59], [60]. ...
This research aims to analyze Gusjigang (bagus (superior), ngaji (religious science), and dagang (trade)) as a model of strengthening character education based on local wisdom in the digital era. This research methodology uses a systematic literature review with in-depth analysis. The results of this study show that the dimensions of Gusjigang can foster moral goodness, intellectual development, and entrepreneurial spirit. In this case, the younger generation can build a strong ethical foundation, utilize technology wisely, and contribute to the development of themselves and society. By combining Gusjigang values and digital technology, it can create a model of character education that is relevant, strengthens cultural identity, and can adapt to changing times without losing its roots and fundamental values.
... Informal learning is a lifelong process through which people acquire knowledge, understanding, skills, and attitude. It is learning from everyday life, related to work, family, and leisure (Akinsooto & Akpomuje, 2018;Jarvis, 2012;Villar & Celdran, 2013). It is non-institutional, experiential, and takes place in all spheres of life (Alenius, 2018;Mejiuni, 2019;Mejiuni & Oyedeji, 2019). ...
Critical theory and transformative learning are constantly evolving. Critiques of Mezirow’s work are better understood and addressed by engaging with current critical theorists—Jürgen Habermas, Axel Honneth, and Oskar Negt. This chapter explores how their evolving theories help address some of the critiques of transformation theory and further enhance its development. This chapter mentions the intersubjectivity underpinning critical reflection (Habermas); mentions the theory of recognition and a reconstruction of emancipation (Honneth); and explores in greater detail the implications of the dialectical nature of experience for learning and social change (Negt). This chapter progresses the project of developing a critical theory of transformative learning.
... In addition, the study concluded that supporting creativity and capacity development throughout education is an essential progressive determinant towards the achievement of the SDGs. In addition, Akinsooto and Akpomuje (2018) has examined how people acquire knowledge and skills linked to economic activities in relation to the SDG1 (poverty alleviation), they underlined that informal learning becomes an important livelihood mean and, thereby, an approach for eradicating poverty in Nigeria. The study recommended the necessity of providing great opportunities for adult and lifelong education. ...
Background: Curriculum evaluation is a dynamic and indispensable process necessary to develop the curriculum, and to support decision-makers with evidences to guide the curriculum towards the intended goals. The Sustainable Development Goals (SDGs) are the most important universal goals to be taken into consideration by curriculum. SDGs represent a call to end poverty, protect the planet and ensure that all people enjoy peace and prosperity by 2030. Because education, through curriculum, is the nations’ key to accelerate the achievement of sustainable development, this study evaluates the content of the Palestinian curriculum and assesses the degree to which SDGs are included in the curriculum. Purpose: The study aimed to evaluate the Palestinian school curricula, through using national standards for each SDG, to examine the degree to which the SDGs are incorporated in the curricula, and to know whether there is variation in this incorporation among the different curricular subjects. Setting: The study evaluates the content of Palestinian curricula of the main subjects based on national curriculum standards developed and published in light of the SDGs. These subjects are: Arabic Language for grades 1-12, Science for grades 1-12, Mathematics for grades 1-12, Social Studies for grades 1-12, Technology for grades 5-12, Agricultural Sciences for grades 11-12, Renewable Energy for grades 11-12, Entrepreneurship and Business for grades 11-12, Management and Economy for grades 11-12, and Smart Buildings for grades 11-12. In addition, timeframe delimit is the academic year 2018-2019. Data Collection and Analysis: In order to evaluate content of the Palestinian curricula, descriptive-analytical methodology was used by utilizing content analysis of the guideline document for each curricular subject. Findings: The results showed variation in the inclusion of the SDGs, and absence of essential aspects. The fourth SDG (Quality Education) obtained the highest inclusion percentage with 28.5%. While the fourteenth SDG (Life below Water) obtained the lowest inclusion percentage with 0.8%. In light of the results, the study highlighted variation of the curriculum from SDGs and recommended for the development and enrichment of the Palestinian curriculum to ensure the inclusion of SDGs, with its all dimensions, considering that education in Palestine defined as the main gateway towards progressing achievement of the SDGs.
... The process of transformation is a learning process that involves change in meaning perspectives, especially through everyday informal life experience, where there is an interaction between the learner and their social environment (cf. Akinsooto & Akpomuje, 2018), which includes e-learning experiences (e.g. de Palo, Limone, Monacis, Ceglie, & Sinatra, 2018). Gould (1978) summarised the result of not undertaking transformations: people move sideways in their lives without significant change or growth. ...
Making appropriate perspective transformations as we age is necessary to meet the demands of the rapidly changing conditions within our world. Accordingly, there has been a growing interest in the role of mindfulness in enabling transformations. Still, how mindfulness may facilitate perspective transformations is not well understood. The present paper draws from empirical evidence from psychology and cognitive science to discuss the theoretical possibility that mindfulness may facilitate perspective transformations. A theoretical model is presented that depicts an incremental transformative learning process that is facilitated through mindfulness. Mindfulness affords the adult enhanced attention to their thoughts, feelings, and sensations as they arise in the present moment experience. This metacognitive awareness may moderate the expression of motivational disposition for the present moment behaviour, enabling a more objective assessment of the conditions of the situation. Nonetheless, in accordance with transformative learning theory, an adult would have to become critically aware of and analyse the assumptions that underlie the reasons why they experience as they do in order to convert behaviour change to perspective transformation. Further empirical studies are necessary to test this assumption of the theoretical model presented in the present paper.
This study aims to develop standards required by the sustainable development goals (SDGs) in the Jordanian pre-vocational education curricula based on the experts’ perspectives in developing vocational education curricula. The qualitative research approach is utilized to achieve the study objectives. The methodology involves analyzing the international and local documents related to the 2030 Sustainable Development Goals, along with conducting in-depth interviews with educational experts specialized in pre-vocational education. The validity of the developed standards is ensured by specialized experts, including education-based experts, university professors in pre-vocational education curricula, and developers, alongside educational supervisors and vocational education teachers. The study concludes with standards and indicators considering the 17th sustainable development goals, as each standard included a few indicators representing it.
Western-centric studies on opportunity-based entrepreneurship have dominated the literature on female entrepreneurs. Existing research has also tended to focus on the experiences of women in the formal rather than the informal sector. In this article, we examine female necessity entrepreneurs' experiences of learning financial and business skills in the informal street trade in South Africa. The theoretical framework for this research, which was located within a critical feminist paradigm and used a feminist phenomenological design, drew on African feminisms, resilience, and informal learning. Phenomenological, in-depth, face-to-face interviews were conducted with a convenience sample of twelve women in the informal street trade in the Durban area of KwaZulu-Natal, to capture the essence of their experiences of running their businesses. The main findings showed that poor black women, especially those trading without permits in the informal street trade, faced multiple challenges, but were able to learn some of the financial and business skills necessary for survival. However, this learning was reactive, problem-centred, observation based, imitative, and partial. These findings emphasised the need for these entrepreneurs to upgrade their financial and business skills in order for their businesses to remain sustainable. The study recommended various targeted policy initiatives to support female necessity entrepreneurs.
Power engineering certification in Canada comprises a hierarchical, graduated system available to both young and adult learners. This paper offers insight into the knowledge gap regarding factors influencing Canadian power engineers' decision to pursue advanced certification in the Provinces of British Columbia and Alberta, with implications for adult learning in the power engineering sector of Canada. Comprehension of factors that influence intentions for power engineering certification may illuminate barriers and enablers to adult learning and provide evidentiary knowledge to support a format that facilitates advancement of certification. The research methodology was quantitative correlational design in which linear and logistic regressions employing a modified Bonferroni equivalent alpha were utilised. An original survey was developed for the study and pilot tested for validity and reliability. The sample comprised 1st, 2nd, and 3rd Class power engineers in British Columbia and Alberta. The dependent variable (DV) was the power engineers' advancement intention. 198 Clayton Mullen and Yohannes Mariam In the context of this paper, advancement intention is an influence leading to the inclination or reluctance to pursue promotion, succession, or advancement in employment. The independent variables (IVs) were time commitment, educational support, locus of control, time elapsed since previous certification, responsibility, and peer appraisal. Revealed in the results were positive, statistically significant relationships between the DV of advancement intention and three of the six IVs. Time commitment, responsibility, and elapsed time exert statistically significant effects on advancement intention (DV). The three remaining IVs that did not exhibit significant relationships with the DV were educational support, locus of control, and peer appraisal. This indicated that the IVs of educational support, locus of control, and peer appraisal did not significantly influence the DV when compared to the significant influences of time commitment, responsibility, and elapsed time on the DV. Comprehension of the influential factors regarding the intention of Canadian power engineers to pursue advanced certification may assist industry and academia with insight into the barriers and enablers to higher certification, and the correlation of decision factors with advancement intention.
