Grad didactic: – Student, – Pitesti 2017 2 Summary Introduction……………………………………………………………………………..3 Chapter 1 – Types of Education……………… …………. [627623]
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UNIVERSITATEA DIN PITESTI
FACULTATEA DE LIMBA SI LITERATURA ENGLEZA
LUCRARE DE LICENTA
NON -FORMAL EDUCATION IN
TEACHING ENGLISH
Coordonator stiintific:
Grad didactic: – Student,
–
Pitesti
2017
2
Summary
Introduction……………………………………………………………………………..3
Chapter 1 – Types of Education……………… ………. …………………………………..……4
Chapter 2 – Formal Education …………………………..…………… ..….……………………6
Chapter 3 – Informal Education………………………………………………………………..10
Chapter 4 – Non-Formal Education ………………………………… ………………………….14
Chapter 5 – Non –Formal education in Teaching English…………………………… …………25
-The History of the Romanian Education System…………………………………..25
-The Romanian Education System Today ……………………………………………27
-The Non -Formal Education in Romania……………………………………………..30
-Education Needs and Integration into Society………………………………………32
-Non-Formal Elements in Teaching English………………………………………….33
Conclusions ……………………………………………………………………………………. 38
Bibliography …… ………………………………………………………………………………40
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Introduction
Why have I chosen this subject ?, is a very simple question with a simple answer,
because I feel I can do more than just formal teaching and I want to be able to explain what every
type of educatio n means and how we can incorporate all of the types for our message to be
understood.
I become a teacher because I felt I was able to help children learn and I wanted to give
something back to the community I grow up in. As I knew from the beginning , teac hing is not
easy. I consider myself a good hard -working student: [anonimizat], I always had to improvise and learn in my own way. As a teacher, I tried to discover
every day new methods of teaching to be able to mak e my classes more attractive , more
valuable and easy to understand for all types of children. Everyone is different , so why not try
different methods than formal education to be able to help them learn.
Practically we start learning from the first day of our life. Just experiencing the
environment, learning to talk , to take our first steps and than to walk , all of this represents the
informal learning, where your models and the people who teach you are your family and close
friends. This is your first contact with the reality and the first education system you interact with.
At 4 years old we interact with the non -formal learning by being a part of a preschool
program, or a daycare , which is very common in nowadays due to the busy programme of the
working parents. We are not surrounded by teachers but capable taking care -of persons able to
offer you diverse information using non -formal methods, games, music and pictures , to develop
our primary skills.
At the age of 5 -6 years we enter in the Formal Education System and we will be a part of this
system during Primary School, Secondary School, High School and University. For all this time
we will have a definite program , we will be given grades and at the end of every level we will
be given a certi fication , all of this being a part of the most elevated education.
After University, Non -formal Education will be again a part of our live, developing new skills an
competences during our working period. Finally, the cycle of life ends with the Informal
Education, the same type of learning we started with. All this steps are necessary in our lives to
be able to develop as a person, but do we have the time to be able to take one step of a time?
We are living in the era of technology and all around us is p romoted to us , as the best
thing to do with your time and in the same “time” the technology works for you. Also the
century of speed , you have access to everything but time and everywhere you look , someone
wants to take your time from you. Every produc t, good or bad , even the best , needs a
commercial these days , everything is about how it looks. The same problem is with education ,
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who lately takes steps back because is not updated , other types of education are not all included
in the formal educat ion system .
We are not prepared as a person for the actual Society when we finish University. We
have the certification but we don’t have the facts, the skills and the competences necessary to be
a part of the working class. We don’t understand how the system works because we missed the
non-formal part of the education, the practice and we don’t have the time and the means to be
able to do this after in a competitive society.
Different measures have been taken lately regarding the implication of Informa l and Non -Formal
Education in the lives of Youth, different programs are ready nowadays to develop your skills
and competences and give you access to the world wide community of youth for international
cultural exchanges.
Trough this Paper I will present the Types of Education , their advantages , their strong points
and the importance of every type in our lives. I will also present different success programs and
the importance of Non Formal Education in the Education Syst em to be able to develop
professionals.
Non formal Education aspects in Teaching English will provide a big picture of different
methods used in our daily programs to be able to help students learn easily , to understand better
the terms and purpose of L earning English, in a more attractive and interactive way.
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CHAPTER 1
TYPES OF EDUCATION
"Education is what remains after one has forgotten what one has learned in school."
– Albert Einstein
In one way, or another Education is not a palpable thing, it is shown in every aspect of a
person, in one's behavior, one's attitude, one's taste and actions, one's way of thinking, in the
relationships with other persons and one's values. The Education is the same for everyone, but
everyone filters the information and makes education their own.
Since we were born, we start accumulating information, we start learning simple things
we develop ourselves and we get to the point when we can make our own decisi ons and we will
choose the way we think is right for us. Each day of our lives, conscious or not, we learn things
in different ways from different sources. The entire learning process is nothing else but
Education.
Taking into consideration the context wh ere the learning process takes place and all the
facto rs that define it, education is divided into several types Formal Education, Non -Formal
Education and Informal Education.
To be able to understand these "new" concepts for their "old" essence, a staged contrast
should be emphasized, according to their administrative and institutional features, to enco unter
three types of education , Non -Formal Education being the middle – connection type between
Formal and Informal Education.
"The conclusion was that forma l educational systems had adapted too slowly to the socio –
economic changes around them and that they were held back not only by their own conservatism
but also by the inertia of societies themselves… It was from this point of departure that planners
and ec onomists in the World Bank began to make a distinction between informal, non -formal
and formal education."(Fordham 1993: 2)
Types of learning were sought to clarify and validate by 23 countries from five
continents, due to the declaration of OECD education al ministers of the "life -long learning for
all" strategy from 1973. The motive of this declaration and the efforts of establishing different
types of learning was the fact that the acquisition of everyday knowledge or learning was not
fully understood or valued. The European Union also developed different policies for "life -long-
learning" which focuses on the need to identify and certify Non -Formal and Informal Learning.
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On Kozma's opinion (1991), learning systems can be designed to support a variety of
pedagogical methods and different learning styles. One of the most important distinctions is
between formal and informal learning, formal learning is typically described as learning that is
managed in some manner by an authority (for example, at School or a t University), while
informal learning is less for, or may be managed by the learner themselves (Smith 1999;
McGivney 1999; Coombs and Ahmed 1974).
The opinions are different when it comes to this education types and their limits and
characteristics, In Ramey -Gassert's opinion, in 1997, an important distinction about this types is
the context of learning (is learning to happen in a classroom) (Ramey -Gassert 1997), while in
Scanlon's opinion, in 2005, an important characteristic is who is in control of the curriculum.
When it comes to defining every type of education, the opinions are also subjective and
different, according to their perspectives about the actual classification.
According to Cook and Smith, 2004, Learning, in general, includes Formal learni ng,
Non-Formal Learning, and Informal Learning, in terms of their characteristics of learning
environment and context. (Jeff and Smith, 1990)
The best -known definitions of the types of education comes from the works of Combs
with Prosser and Ahmed (1973), as a result of the moves of UNESCO towards life -long
education (The Faure Report UNESCO 1972)
"Formal education: the hierarchically structured, chronologically graded 'education
system', running from primary school through the university and including, in addition to general
academic studies, a variety of specialized programs and institutions for full -time technical and
professional training.
Informal education: the truly lifelong process whereby every individual acquires
attitudes, values, skills, and know ledge from daily experience and the educative influences and
resources in his or her environment – from family and neighbors, from work and play, from the
market place, the library, and the mass media.
Non-formal education: any organized educational activi ty outside the established formal
system – whether operating separately or as an important feature of some broader activity – that is
intended to serve identifiable learning clienteles and learning objectives."(Combs with Prosser
and Ahmed, 1973)
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Known tod ay, as three types of Education according to their context and location, there
are still not accepted in every part of the world from different reasons. Even in Europe all these
types of education are not fully recognized in every country or taken into con sideration.
From different points of view, the Formal Education is considered to have greater value
and longer history than the other two types of Education and is the only one accepted all around
the world. Is also the only one who offers credentials and certifying.
Differences between Formal, Non -Formal and Informal Education
According to Coombs and Ahmed 1974, the types of education are established in terms
of context location and implication, Formal Education is specific to Schools and training
institu tions, Non -Formal is representative for groups and other organizations and Informal
Education covers the spare time, being representative for the interactions between Friends,
family and work colleagues.
Regarding the differences between the different ty pes of education, it was taken into
consideration a short presentation of AEGEE Europe in NFE Book.
The Formal and Non -Formal Education have Aims, Plan and Process, the Informal
Education being the single category without them.
In terms of space, the Forma l Education has a fixed space, for the Non -Formal Education
space is important but not fixed and for the Informal Education being an unimportant aspect.
Regarding the learning and the type of learning, the Formal Education offers information
and knowledge in a conscious manner, the Non -Formal Education offers competences in a
subconscious manner, while the Informal Education offers anything in an unconscious manner.
In terms of mistakes, the Formal Education punishes classification, the Non -Formal
Education allows, appreciates and being worked with, while the Informal Education has another
view "We learn through mistakes, the more the better".
While the Informal Education aimed at an individual, the results are different. For the
Formal Education aimed at an individual, the results are the same for everyone. For the Non –
Formal Education, aimed at individual and group, the results are similar.
The responsible person for the results in Formal Education, is the educator, while in Non –
Formal Education is the part icipant or the group educator and in the Informal Education is the
individual.
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The group has a very important role in the Non -Formal Education, where the interaction
is based on cooperation and the group -age is inter -generational. Same inter -generational g roup-
age is specific to the Informal Education and plays a role if exists. In the Formal Education, the
group has an influence but not too important and the interaction is based on competition between
peer.
Two of the most definitive characteristics of the types of education is the participation
and the role of the leader. In the Formal Education the participation is compulsory and the leader
gives directives and is responsible for the setting. In the Non -Formal Education, the participation
is voluntary and the leader offers in directive support and setting. The Informal Education, Has
no leader and the participation is automatic.
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CHAPTER 2
FORMAL EDUCATION
Being an important subject for different social and political categories, called different
names throughout the years, the Formal Education was and still is the base of the Education, the
most valuable education received by youngsters. Through Formal Education the students receive
their basic discipline lectures to b e able to integrate into the system. They learn about rules and
how to behave in a group, in a class, how to respect and learn from your teacher, how to read and
write, how to speak to be able to integrate into the collective. You can develop as a person o nly
if you have de basic education.
The Formal Education set standards, rules, and discipline all around the world, following
an international plan, to be able to give equal chances to every child. Without this type of
education, the other ones couldn't ex ist, because it wouldn't have what direction to change or
develop without basics, what rule or way not to follow without a set of initial rules, how to
resolve other types of educational problems or needs if you hadn't a type.
According to Scribner and C ole, "most things in life are better learned through informal
processes", citing language learning as an example. They were the first who debated about
formal learning being a socio -cultural accepted norm for learning. (Scribner and Cole, 1973)
In OECD's terms," Formal learning is always organized and structured and has learning
objectives. From the learner's standpoint, it is always intentional: i.e. the learner's explicit
objective is to gain knowledge, skills and/or competences. Typical examples are lea rning that
takes place within the initial education and training system or workplace training arranged by the
employer. One can also speak about formal education and/or training or, more accurately
speaking, education and/or training in a formal setting."( OECD)
"In 2000, Eraut links formal learning to accreditation and qualifications. In terms of the
Education Law, Formal Education takes place in definite locations, national institutions known
as Schools, a closed system isolated from the environment. Th is specification is very important
for this formal learning, due to its compulsory aspect."(Eraut, 2000)
According to the Education System's administration, specific to each country, the
Government pays a part or all the costs of formal education.
Same L aw and National Education Methodology provides a classification of education on
levels of age into units like preschool, primary school, secondary school, high school and post –
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high school, with a very well established curriculum for each level. Also due to this type of
involvement, the relation teacher -student has a pre -established ranking, where the teacher is the
sender of the information and the student is the receptor.
Formal Education's objectives are general and on a long term. The exterior forms of
evaluation aim to keep and value the standards and goals of the long -term education, by standard
testing at the end of each level of education.
The content of learning is also standard and established by the authorities in charge of
education, centered on input, while the principal teaching method to be able to transmit the
information is lecturing.
Formal Education Objectives
The main objective of Formal Education is to educate students at every level of
education, provide them information, knowledge and discover and develop their aptitudes for a
pluralistic society.
Through Formal Education students are thought to speak and listen, to read and
understand, to process and to express and behave.
Ensure the basic knowledge, establish discipline and integrate the system into the
society.
Teach knowledge resources, interpretation, and evaluation, but at the same time provide
student advising to be able to be informed of his program choice.
Encoura ge participation in different activities and contests within the school or the
participation in different partnership programs.
Offer support within any components of the educational program to be able to establish
the foundation of education.
Ensures c ompletion of the curriculum with theoretical elements and various research
techniques.
Provide students a variety of courses to ensure the general knowledge base but also
different vocational aptitudes and career -orientated profiles.
Provide students inp ut on the knowledge, skills, and attitudes needed at the end of the
School program.
An important aspect of the Formal Education is that this is the single type who provides
certifications and diplomas to students, that will be needed for the future profes sionals.
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CHAPTER 3
INFORMAL EDUCATION
Informal learning has a significant role in learning science (Ramey -Gassert 1997) and
‘Informal learning should no longer be regarded as an inferior form of learning whose main
purpose is to act as the precur sor of formal learning' (Coffield 2000). However many researchers
have different perspectives of what makes a given learning activity formal or informal.
Seen at some point as a bridge between Formal and Non -Formal Education, Informal
Education is actual ly the first type of education we came in contact with and it is an important
part in one's development with a huge impact on their personality.
In the terms of Knowles(1975),"informal learning was identified with self -directed
learning, breaking the proce ss into five steps: To diagnose their learning needs, formulate
learning goals, identify resources for learning , select and carry out learning strategies and
estimate learning outcomes".( Knowles, 1975), In McGivney ‘s opinion(1999), the self -direction
extends to the learners broader environment or context. In 1990, Wellington claims that"
informal learning is student -led, student -centered and non -certified as compared to formal
learning, and emerges from the experiences of the learner, for example by prac ticing skills".
(Wellington, 1990)
Regarding characteristics, the Informal Education has punctual objectives and
immediate. Well known, there is no teacher in Informal Education, the learning may be
individual or shared, within a group.
The content is det ermined exclusively at an individual level and there is no intentional
learning involved.
The learning context is informal, family, a group of friends, colleagues and regarding the
teaching -learning methods are conversation, participative evaluation metho ds and reflection to
self-learning. In terms of evaluation, is the intern, the learning is practical and connected to real
needs.
"Informal Education is the wise, respectful and spontaneous process of cultivating
learning. It works through conversation, a nd the exploration and enlargement of experience."(
Jeffs, T. and Smith, M. K.,1997, 2005, 2011)
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Conversation is a method that brings people together, makes them feel each other, share
their thoughts and ideas, forms and keeps together communities, is t he piece of resistance of the
groups and collectives.
"Conversation changes the way you see the world and even changes the world" (Zeldin
1999: 3 – Infed.Org ).
"The exploration and enlargement of experience of the students are very important in
their e ducation. It is said to learn from your experiences or from other's and Informal Education
emphasizes with this. Through exploration, students are able to learn without intent or being
conscious of the amount of knowledge accumulated." (Jeffs, T. and Smith , M. K. (1997, 2005,
2011). ‘What is informal education?', the encyclopedia of informal education)
"Through coming to understand what might be going on people can begin to be ‘set free'
– not be dictated to by, or victims of, experience". (Jeffs and Smith 2005: 58 -9)
"The Goal of the Informal Education is no different than any other type of education to
help people learn and develop themselves. There are no long -term objectives in the Informal
Education, but the people involved, working in this type have values, work for the well -being of
all, respect the unique value and dignity of each human being, dialogue, equality and justice and
democracy and the active involvement of people in the issues that affect their lives." (Jeffs and
Smith 2005: 95 -6)
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CHAPTER 4
NON -FORMAL EDUCATION
"People First
If you want a year of prosperity, grow grain.
If you want ten years of prosperity, grow trees.
If you want a hundred years of prosperity, grow people."
(Chinese proverb -NFE book)
Seen as an ins trume nt for Long Life Education, Non -Formal Education, under different
names and not yet established fixed characteristics, it was and it is still a debated subject all
around the world.
Not accepted yet as a form of education, as a type of education, e verywhere in the world,
the Non -Formal Education came as a different view of education to be able to solve several
problems and to help the education system and complete the Formal Education's gaps in
achieving their goals.
With no constraints what so eve r, no fixed regulation, the Non -Formal Education gives
youth the possibility to develop new skills and competences, their values, to be able to face the
requests of the society in development.
Seen as a base in Education, the Formal Education didn't have the time and the flexibility
to be able to develop in the same time with the society and its needs, so other aspects that should
be taken care of appeared under another type of education.
„Formal learning is typically provided by an education or traini ng institution and leads to
certification. It is structured (in terms of learning objectives, learning time or learning support)
and is intentional from the learner's perspective. Non -formal learning is not provided by an
education or training institution and typically does not lead to certification. It is, however, both
structured and intentional. Informal learning is not provided by education and training
institutions, does not lead to certification and is not structured. It is the result of daily activit ies. It
may be intentional but in most cases, it is not (i.e. incidental/random)."(EU definitions -NFE
book)
„Formal, no n-formal and informal education are complementary and mutually
reinforcing elements of a lifelong learning process. Non -formal education refers to any planned
program of personal and social education for young people designed to improve a range of skills
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and competencies, outside the formal educational curriculum."(COMPASS -A manual on Human
Rights Education with Young people -NFE book)
Non-Formal Education together with, Formal and Informal Education are the means
necessary for a person to develop oneself. The basic part is covered by the Formal Education and
the unintentional part is covered by the Informal Education. This classification sh ows that Non –
Formal Education is responsible for the modeling one's personality, for the extra pack of
information that you receive at that point when you choose it, for the development of our skills
and competences, by practicing what ones learned through Formal Education.
For a person to be able to develop has to be honest with oneself and realistic, to find one's
level of knowledge. The correct self -evaluation and the Idea that you could improve yourself
means self -awareness and shows that you are capab le of growth.
The same way you establish your objectives when it comes to Formal Education, for a
personal development you will set your goals. Actually, this is the main idea of any life lesson,
"to want", to set a goal and to act on it, that takes invo lvement and actions.
Advantages of Non -Formal Education are in a large number in comparison with Formal
Education, but can't really exclude it.
Non Formal Education is focused on skills and has an attitude based learning objectives.
Tolerance is the main attitude developed by the Non -Formal Education.
4.1.Characteristics of Non -Formal Education
The term of Non -Formal Education is also a derived expression of Formal Education that
emphasizes its role of being all that Formal Education isn't, by adding a prefix „Non -Formal -".
Regarding the objectives proposed by Non -Formal Education are specific and for short
periods. As a comparison with Formal Education, in Non -Formal Education the notion of
Teacher doesn't exist, but we find facilitators and partici pants, with a great connection of
partnership between them.
The content of Non -Formal Education is not imposed by the authorities, the participants
identify their needs, their learning methods, guided by their facilitators. The context of learning
takes p lace in a non -formal, integrated into the environment based on the community.
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The teaching and learning methods are only interactive techniques and the learning and
participative process is conscious and deliberate and systematically implemented. Non -form al
education should be organized for a homogeneous group with the same needs to be taken care of.
Regarding the evaluation forms in Non -Formal Education, the Self Evaluation is the most
important type, when one can measure oneself the level of its knowledg e, followed by mutual
evaluation, standardized tests, applications for the community's projects.
An important feature of Non -Formal Education is the orientation and interest for
disadvantaged groups needs and the concern with specific categories of person.
The flexibility in organization and methods is also a positive characteristic, in
comparison with Formal Education, which offers the possibility to focus on a defined purpose.
"Non -formal learning offers a range of core learning principles, methodologies, and
approaches in the youth sector, emphasizing the learner's intrinsic motivation, voluntary
participation, critical thinking and democratic agency."(Council of Europe -Non-Formal learning)
4.2.Non -Formal Education in the context of the European Union
The Non -Formal Learning is described by the glossary of the European Knowledge
Centre for Youth Policy "Non -formal learning is purposive but voluntary learning that takes
place in a diverse range of environments and situations for which teaching/training and learning
is not necessarily their sole or main activity. These environments and situations may be
intermittent or transitory, and the activities or courses that take place may be staffed by
professional learning facilitators (such as youth trainers) or by volunteers (such as youth leaders).
The activities and courses are planned but are seldom structured by conventional rhythms or
curriculum subjects. They usually address specific target groups, but rarely document or assess
learning outcomes or achieve ments in conventionally visible ways."(The glossary of the
European Knowledge Centre for Youth Policy – Council of Europe -"Non -Formal learning")
It's history in the European context, was defined by Coombs and Ahmed (1974) as" any
organized, systematic ed ucational activity, carried on outside the framework of the formal
system" —"as one of multiple learning situations positioned on a learning continuum and
structured across multiple dimensions between formality, non -formality and informality of
learning" (C hisholm 2007, Colley et al. 2003 -Infed.Org)
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The political interest of Non -Formal Learning, based on learner -centered and practice –
based educational process has been focused lately on quality standards, validation and
recognition strategies.
Dr. Pasi Sahl berg in Building Bridges for Learning – „The Recognition and Value of
Non-Formal Education in Youth Activity Non-formal education as practic ed by ma ny youth
organiz ations and groups are: voluntary; accessible t o everyone (ideally); an organiz ed process
with educational objectives; participatory and learner -centre d; about learning life skills and
preparing for active citizenship; based on involving both individual and group learning with a
collective approach; holistic and process -oriented; based on experie nce and action, and starts
from the needs of the participants."( Dr. Pasi Sahlberg, Building Bridges for Learning -NFE
Book)
According to the Council of Europe, important steps were made forward to the
recognition of Non -Formal Education.
„The European Mi nisters responsible for Youth confirmed, in 1998, in the final
declaration of their 5th conference, non -formal education as a priority working area in the
Council of Europe's youth field. Considering non -formal education as a means of integration into
society, the ministers ca lled for recognition and valoriz ation of the competences and
qualifications acquired through non -formal education.
Non-Formal Learning and Education were confirmed as key priorities of the Council of
Europe; in 2005, the European Mini sters responsible for youth expressed once more that the
recognition of non -formal education competencies should be reinforced. In its Agenda 2020, the
Conference of Ministers highlights that the recognition of non -formal education and learning
makes a str ong contribution to young people's access to education, training and working life.
Complementary to the Council of Europe's policy development and educational work on
non-formal education, the European Union has undertaken its own efforts to strengthen th e
recognition of non -formal learning, guided by the European Commission's White Paper "A New
Impetus for Youth" and contextualized by the "Memorandum on Lifelong Learning".
The European Youth Pact reaffirmed the focus on the recognition of non -formal
learning, which has again been confirmed and underlined in the renewed framework for
European cooperation in the youth field (2010 -2018):"As a complement to formal education,
17
non-formal learning for young people should be promoted and recogniz ed, and better li nks
between formal education and non -formal learning developed."
Both European institutions have given non -formal education and learning an
increasingly high status and considerable momentum with high -level resolutions: the Council of
Europe with Resoluti on (2003) 8 of the Committee of Ministers on the promotion and
recognition of non -formal education/learning of young people ; the European Union with
Resolution 2006 / C168 on the recognition of the value of non -formal and informal learning
within the Euro pean youth field.
Embedded in this policy framework, two key instruments were developed to facilitate
the validation and recognition of skills and competencies acquired through non -formal learning.
The European Union launched Youthpass, and the Council of Europe introduced the European
Portfolio for youth leaders and youth workers. Both tools are meant to support users in
identifying, describing and assessing competencies and as such intend to contribute to the
recognition of non -formal education and learn ing.
In 2004, the two institutions joined forces and published, under the auspices of the
partnership on youth between the European Commission and the Council of Europe, the
milestone working paper "Pathways towards validation and recognition of education , training &
learning in the youth field".
The validation and recognition of non -formal learning play a significant and strategic
role in the wor k of the Organiz ation for Economic Co -operation and Development – OECD and
the European Centre for the Develo pment of Vocational Training – CEDEFOP. Both
organizations have published extensively on non -formal education and l earning, most recently
"Recogniz ing Non -Formal and Informal Learning: Outcomes, Policies and Practices" (OECD,
2010) and the "European guidel ines for validating non -formal and informal learning"
(CEDEFOP, 2009).
Additionally, CEDEFOP has — through the European inventory on validating non –
formal and informal learning — provided a series of valuable insights into national policies and
practices in validating non -formal and informal learning." (Council of Europe -Non-Formal
Learning)
According to Cristian Dumitrescu, in the Non -Formal Education Report, Committee o n
Culture and Education, 1999, "Danish non -formal education system is one among the ol dest in
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Europe. It started within the nineteenth century once the primary democratic constitution was
adopted. it's supported the conception of "Folkeoplysning" introduced by the Danish academic
thinker, N.F.S.Grundtvig.
"Folkeoplysning" suggests that soc io-cultural activities, youth and adult learning, folks
education, youth services to awareness building, consciousness raising. The philosophy of this
concept has influenced all Danish non -formal educational initiatives, from the first
"Folkeoplysning"(Fol k High School) in 1844 to the new "production schools", a kind of second –
chance schools for youth, established during the past 10 years.
The educational activities within "Folkeoplysning" aim at creating opportunities for
learning which the formal ed ucational system has been unable to provide. When these activities
proved valuable and stable, the public authorities started to support them financially and
legislatively. "Folkeoplysning" includes not only specific non -formal educational activities but
also the activities of national youth and sports organizations, which have in their statutes the task
"to further the aims of "Folkeoplysning" and the Danish tradition of associative life."
The result of these traditional non -formal educational activi ties is that more than 20%
of the adult population has experienced the responsibility of being a member of a board of a local
or national voluntary organization.
As a response to the latest challenges in the Danish society, two new forms of non –
forma l schools have been created recently: the "productions -schools" and the "day -folk-high
schools", directed towards unemployed youth and adults. Other activities of the local Danish
groups directed to the development assistance to the third world and co -operation with similar
groups in the countries of central and eastern Europe were initiated as a reflection of the tradition
of "Folkeoplysning".
The development of non -formal democratic education within the countries of Eastern
Europe could be a quite recent development. When the Soviet system folded, in most of those
countries, multi -party info took the place of the communist philosophical monopoly, however,
no nation -wide system for civic education was established. The event of civic education through
non-formal instructional activities is a technique of developing civil society in these countries.
The state continues to face various challenges and barriers to its productive transition to
democracy and a market economy. The success of democratization depends on the strengthening
of civil society. Teaching such essential topics as human and civil rights, constitution and option
19
systems helps to entrench the philosophy of liberty within the hearts of adolescents. The
institutional development of civic education in the state provides for the institution of a regional
network of resource centers, skilled organizations, and NGOs as a method of sharing the simplest
expertise during this field. The activities of one such organization, the Education for Democracy
Found ation facilitate to broadcast experiences and new sorts of education supported democratic
values. It provides resource support and coaching for native civic education NGOs. Such
organizations as "The Centre for Instructional Initiatives", "The Eco -Politica l University" and
"The Ukrainian Civic Education Action Plan" contribute to the promotion of the civic society in
the state through their analysis, coaching and publication activities.
Ukrainian non -formal instructional organizations area unit active conjointly in such
fields as environmental and ecological education, gender education, economic and enterprise
education and academic reform programs. "The Ukrainian instructional and Cultural Centre", for
instance, offers instructional and line service c oaching to underprivileged, abandoned and
disabled youngsters." ( Cristian Dumitrescu, Non -Formal Education Report, Committee on
Culture and Education, 1999)
4.3.Objectives of Non -Formal Learning
Objectives of Non -Formal Learning according to the Depa rtment of Educational
Foundations and Management. "A Critical Assessment of the Role/Importance of Non -Formal
Education to Human and National Development in Nigeria: Future Trends"
Provides functional literacy and continuing education for adults and youths who have not
had the advantage of formal education or who did not complete their primary education.
Provide functional and remedial education for the young people who did not complete
their secondary education.
Provide education to different categories of graduates to improve the basic knowledge
and skills.
Provide in -service, on -the-job, vocational and professional training to different categories
of workers and professionals to improve their skills.
Give adult citizens of different parts of the country n ecessary aesthetic, cultural and civic
education for public enlightenment."(Department of Educational Foundations and Management.
"A Critical Assessment of the Role/Importance of Non -Formal Education to Human and
National Development in Nigeria: Future Tre nds")
20
CHAPTER 5
TYPES OF EDUCATION IN ROMANIA
5.1.The History of the Romanian Education System
According to our predecessors, well known by their implication in the Romanian
Education, the system was and still is a continuous changing. Starting in the 19th Century, „V.A.
Urechia and M.Kogalniceanu are the founders of the first Adult's School, evening's and
Sunday's classes for youth that didn't attend the Primary School, in the building of the Art School
in Iasi."
In the same period, Ed ucation became compulsory in 1864 under ruler Al. Ioan Cuza,
when four years of primary School became free and compulsory for all children, regardless of
social class and sex. The law was not enforced, the mass illiteracy persisting into the 20th
century, getting to be eradicated in 1950, after the Romanian literacy campaigns.
Titu Maiorescu, one of the authentic critics in the Culture's Tradition has a clear opinion
about general learning and education: „A first mistake to be made today by our youth is th e
gentle encouragement of mediocrity". „The form without substance not only does not make any
use, but it is rather tricky because it destroys a powerful means of culture."(Titu Maiorescu,1868)
Influenced by the times we live in, the pressures within our b oundaries but also from
outside them, the Education System, as well as every other system in our country was developing
new methods to overcome the inside emotions and opinions of the change.
G.G.Antonescu was talking about „the fashion" in Pedagogy in 19 24, the role models are
seen as a chronic illness of the society. It became more violent and dangerous after the war
because the nervous system was weak, the power of resistance and reaction was very low. The
results of the modern Pedagogy's cultural facto rs were the ancient culture, represented by the
humanistic current, the religious culture, the national culture and the positive science.
The social changes between the two wars had their consequences in the field of
Educational Institutions. There were Po pular, Open and Long distance Universities and Adult
Centres created for their integration into society. These offered self -perfection capacity, personal
development, contents for professional reconversion, means of self -evaluation, religious and
ethical a cceptance, aspects of environmental education, means and materials for adult education
21
and implication of the educated class in the projects established, empowering the adaptative and
attractive character of the formal and informal activities.
Founder of s ocio-educational reform and the editor of educational reviews, Dimitrie
Gusti emphasized with social philosophical and pedagogical fields. He was implicated in the
empowering of rural culture, seen as an outstanding social unit, local community projects, b eeing
a part of the development of social pedagogy. Through „The Superior Rural School" was
prepared the village elite, the community school that contributes to the local development. His
first step of establishing local education programs for different ru ral areas according to the
specific local culture and community needs is a good example to be followed later by the non –
formal education programs.
In the education context, Nicolae Iorga, among other, was a politician with teaching
experience as a University professor. He emphasizes with an open education system,
decentralized and autonomous, implicated in the local community, voted by all the parti es, „by
the only wish to give the nation the means of an appropriate progress of the needs of our
era"(Nicolae Iorga, 1931)
Spirit C. Hart emphasizes with folklore verification and specific professional school,
including popular medicine. There were other figures that aimed for the same professional
school's development like Stanciu Stoian( Rural School from Poiana Campina, county Prahova),
Gh.T. Dumitrescu(Rural University from Ungureni, county Botosani), Leon Topa(Rural
University from Rosa Stanca, Cernau ti).
In the Communist period, the Education System had a disciplinary moment, where the
education was politicized and the ideologic and methodological consequence was „The
Militarization of Education". The politics was too involved in the education system but also
provided all the material needs of the schools, students, and teachers. The medical and
psychological conditions were a priority also in the education system. The educational program
was not too different from the actual one, having the same stru cture of classes, same period of
different levels of education, education on pyramid levels, contests and exams system. The
communication between the community, the parents, and the school was very tight, this being a
very strong motivation for the childre n. Also, there was a connection between the economic and
social needs and the objectives of the School Programme.
22
A very important feature for the personal development was in this period the
empowering of the nationalism and the human values, culture, an d tradition.
Elements of non -formal education can also be identified in this period, in the local
specific activities which were compulsory in every School is a part of the formal curriculum. For
example, being a country with a high potential in agricultu re, every student was taught how to
plant, grow and harvest, practically, specific local plants, how to ecology, maintain and treasure
the environment. Although compulsory , these types of activities created strong values like the
respect for the environme nt, for everyone's work, respect for others, at the same time working in
a team, for a cause and developing skills and competences for the local society's requests.
5.2. The Romanian Education System Today
According to the Law of Education, „In Roman ia, Education is a national priority". „It is
targeted the ideal Education, with its basis in Humanist Traditions, on the values of democracy
and the aspirations of the Romanian Society, and contributes to keeping the national
identity."(Law no. 84 /24th July 1995. Education Law, republished in Monitorul Oficial al
Romaniei no.606 / 10th December 1999).
„The educational ideal of the Romanian School consists of the free, integral and
harmonious development of human individuality, in the formation of the a utonomous personality
and the assumption of a system of values that are necessary for personal fulfillment and
development, for the development of the entrepreneurial spirit, for the active citizen participation
in society, social inclusion and employment in the labor market"( Law of Education
No.84/1995(art.2,in 3).
„The principles governing pre -university and higher education as well as lifelong
learning in Romania, according to the Law of Education (art3), are:
-the principle of equity – on the basis of which access to learning is carried out without
discrimination;
-the principle of quality – on the basis of which the educational activities are related to
national and international reference standards and good practices;
-the principle of relevance – on the basis of which education meets the needs of personal
and socio -economic development;
23
-the principle of efficiency – on the basis of which it is intended to achieve maximum
educational outcomes, by managing the existing resources;
-the principle of dec entralization – on the basis of which the main actors are directly
involved in the process;
-the principle of public accountability – on the basis of which educational establishments
and institutions are publicly responsible for their performance;
-the pri nciple of guaranteeing the cultural identity of all Romanian citizens and
intercultural dialogue;
-the principle of assuming, promoting and preserving the national identity and cultural
values of the Romanian people;
-the principle of recognizing and gua ranteeing the rights of persons belonging to national
minorities, the right to preserve, develop and express their ethnic, cultural, linguistic and
religious identities;
-the principle of ensuring equal opportunities;
-the principle of university autonomy;
-the principle of academic freedom;
-the principle of transparency – materialized in ensuring the full visibility of the decision
and the results, through their regular and adequate communication;
-the principle of freedom of thought and independence from ideologies, religious
dogmas, and political doctrines;
-the principle of social inclusion;
-the principle of centering education on its beneficiaries;
-the principle of parents' participation and responsibility;
-the principle of promoting health education, including through physical education and
sporting activities;
-the principle of the organization of confessional education according to the specific
requirements of each recognized cult;
-the principle of substantiating decisions on dialogue and consultation;
-the principle of observance of the right to the opinion of the pupil/student as a direct
beneficiary of the education system."( Law of Education, art3)
24
In terms of the European Commission, the Romanian Education System is administrated
by three levels, local (by the county schools inspectorates), central (in cooperation with other
ministries and institutional structures subordinated to the Government) and national (by the
Ministry of National Education and Scientific Research (MENCS)).
"The system functions and is administrated by the terms of the Constitution (ch.2, ch.32),
the Law of National Education and the ordinary laws and Government ordinances.
The Romanian Education System has an open character, allowing the mobility of pupils,
by transfer from a school unit to another school unit, from a class to another class, from a field of
study to another field of study and from a pathway to another pathway, and a pluralistic character
(public or private schools, in educational alternative syst em) and it provides schooling methods
in the official state language (the Romanian language), in the native languages of the pupils
belonging to the national minorities or in languages of international circulation.
The specific procedures and regulations are established by Government Decisions and
orders of the Ministry of National Education and Scientific Research.
The state ensures equal rights of access to all levels and forms of pre -university and
higher education, as well as to lifelong learning, with out any form of discrimination, to
Romanian citizens, as well as to the citizens of the other European Union member states, of the
states belonging to the European Economic Area and of the Swiss Confederation.
In Romania only the diplomas acknowledged by the Romanian state, according to the
legislation in force, are available.
The general mandatory education has 11 grades and includes the primary education, the
lower secondary education, the first 2 years of the upper secondary education.
The public high school education is generalized and free. The high school education
becomes mandatory no later than in the year 2020.
The diversification of the professional education offer from 2016 is taken into
consideration, the professional dual education being regu lated, as a form of organization of the
professional and technical education.
The forms of organization of the pre -university education are frequency education –
mandatory education and reduced frequency education.
In accordance with the Law of Education N° 1/2011, the pre -university education system
is undergoing a curricular reform, currently at the level of secondary school education. The
25
Ministry of National Education and Scientific Research defines the national curriculum at all
levels of education a nd sets the studies certification procedures.
Stages of the education system
The national education system includes the following levels:
Early Education (0 -6 years), consisting o f the before preschool level (0 -3 years )and the
preschool education (3 -6 years), which includes: the small group, the middle group, and the big
group.
Primary education (ISCED 1) includes the preparatory grade, grades 1 -4.
Secondary lower education (ISCED 2) or secondary edu cation, which includes grades 5 –
8. Th e access to the hi gher level is achieved by a national evaluation examination and
distribution in upper secondary education units.
The secondary superior education (ISCED 3) can be High school education, which
includes the high school grades 9 -12/13, with different pathway s (theoretical, vocational,
technological, or a 3 -year professional education. The graduates of the professional education
promoting the certification examination of the professional qualification may attend the high
school education courses. The professio nal and technical education is composed of professional
education, technical education, post -secondary education." (European Commission Website)
„Post -secondary education is part of the vocational and technical education and is
partially subsidized by the state, lasts 1 -3 years, according to the complexity of the qualification
and to the number of required professional credits for education and professional training.
Qualifications provided through the initial system of VET from the MEN are described throug h
training standards. The training standard is specific for initial VET provided by the 21 MEN and
is the document which specifies the units of learning outcomes (knowledge, skills, and
competences) of a qualification covering one or more occupations.
Voca tional Education – Technical domain: electronics, robotics, electric, energetic,
informatics, mechanics, electro -mechanics, mass -media production, polygraph techniques,
transport, wood manufacture/production, civil engineering, equipment/installation and p ublic
work, civil engineering materials, textile industry and skins, industrial chemistry, transports,
metallurgy, mining, oil and gas; – Services domain: tourism and food, economic, commerce,
aesthetics and human body hygiene, health and pedagogical assis tance etc. – Natural resources
and environment protection domain: food industry, agriculture, silviculture/forestry, environment
26
protection. „(Romania Referencing the ROQF to EQF for Lifelong Learning – 2014 National
Authority for Qualifications)
According to the National Law of Education no. 1/2011, „post -secondary education and
training are organized for qualifications registered in the List of Qualifications (Nomenclatorul
calificarilor profesionale pentru care este asigurata pregatirea profesionala prin invatamant
preuniversitar)/National Qualifications Register, established by the Ministry of National
Education through the National Qualifications Authority and approved by Decision of Romanian
Government."( National Law of Education no. 1/2011 – Romania R eferencing the ROQF to EQF
for Lifelong Learning – 2014 National Authority for Qualifications)
"The non -university tertiary education (ISCED 4) includes the post -secondary education.
The higher education (ISCED 5 -8) is organized in: universities, study aca demies,
institutes, higher studies schools, referred to as higher education institutions or universities,
temporarily authorized or certified. The high school graduates with high school diploma can
enroll in the through. The admission conditions are differ ent from one institution to another. The
structure of the higher education reflects the principles of the Bologna process: Bachelor studies,
Master studies, Ph.D. studies.
Adult education includes training programs at all qualification levels, organized in the
public or private sector. "(European Commission Website)
According to „The National Report on Educational Development -2008", the Objectives
of the Education System are:
„The completion of education, focused on the formation of the autonomous and creative
human personality, is detailed in the Law of Education No.84/1995(art4) including current
revisions and amendments, for each level of Education through specific objectives.
The preschool educatio n sets the basis for the child' s formation and devel opment and
contributes to his/her integration in the context of school. The objectives are focused on the
child's free, complete and balanced development, autonomous and creative formation,
differentiated stimulation for his /her intellectual social -emotio nal and mental -motive
development.
The fundamental acquisition curricular cycle includes the School Preparation Class of
kindergarten and the grades I to II, focusing on:
27
-the learning of basic elements of the main conventional languages (writing, reading,
counting);
-the child's stimulation so that he/ she could perceive, know and master the near
environment;
-the stimulation of the child's creative potential, of his/her intuition and imagination;
-the formation of the motivation for learning understood as a social activity;"( The
National Report on Educational Development -2008)
„The development curricular cycle includes grades III to IV. Based on the knowledge
learned during the previous cycle, it is focused on the formation of the skills necessary for the
studies to be continued.
-the development of linguistic acquisitions and the encouragement of the use of
Romanian, the mother tongue and also the foreign languages for expressing various
communication situations;
-the development of a structured thinki ng and of the skills to put the solving of a problem
into practice;
-to become familiar with a multidisciplinary approach to knowledge fields;
-to create uniform set values with a democratic and pluralist society;
-to encourage talent, experience, and expr ession in various forms of art;
-to shape responsibility for the students' own development and health;
-to shape various attitudes of responsibility towards the environment.
The observation and orientation curricular cycle include grades VII to IX and grad es IX
of SCT. It is focused on the school and professional orientation as well as on the optimization of
the choices. It is the time when students are put to test (The National Evaluation) and based on
these assessments they go to high school or vocationa l units. The curricular cycle is focused on:
-the discoveries made by the student on his/her own affinities, aspirations and values for
him/her to build a positive image of himself/herself;
-the formation of the ability to analyze the set of skills achieve d by learning for orienting
to a certain professional career;
-the development of communication skills, including various specialized languages;
-the development of autonomous thinking and of the responsibility of integrating into the
social environment.
28
The advancement curricular cycle includes grades X to XI of high school, grade X of the
SCT and the supplementary year. It is focused on consolidation and advancement of the
knowledge in the specialization chosen, without overlooking the basic training in t he other
curricular fields. The objectives of this cycle are focused on:
-the development of cognitive knowledge allowing the creation of a relation between
fields related to knowledge.
-the development of social and cultural skills allowing active integra tion in various social
groups;
-the formation of positive and responsible attitudes towards the personal actions having
an impact on the social environment;
-practicing the imagination and creativity as sources for a quality personal and social life.
The specialization curricular cycle includes grades XII to XIII. It is focused on the
preparation of the student for the optimal integration in the higher education or the labor market
pointing to:
-the obtaining of self -confidence and positive image for the personal success;
-the making of adequate decisions in the context of social and professional conditions;
-the understanding and use of the operation and social change patterns of the society; "
(National Report on Educational Development -2008)
According to „Romania Referencing the ROQF to EQF for Lifelong Learning – 2014" the
educational aims of VET are:
„- assuring personal and professional development of students in order to become active
citizens in the community, to participate in active, civic and p rofessional work,
-assuring equal opportunities of access to technical and vocational education but also to
the professional development of each student according to individual learning aspirations and
potential, 23
– assuring the quality condition in or ganizing and implementing the management,
educational and training processes in each school organizing vocational and technical education,
– assuring opportunities for professional development to each student in order to obtain
qualifications for which th ere are employment opportunities in trades or occupations provided by
the local labor, county, regional, national market and for lifelong learning in order to adapt to
technological changes specific to the economy based on knowledge. In the light of new
29
requirements of comprehensive education in the European space, marked by the increase of
compulsory education, the Romanian school adopted a new curriculum approach, which meant
structural changes of the educational system in order for students to acquire th e key
competences, necessary for society and knowledge -based economy."( „Romania Referencing the
ROQF to EQF for Lifelong Learning – 2014" – National Authority for Qualifications)
The Romanian Education System emphasizes with Formal Education for Compulsory
Education and a Non -Formal curriculum for non -compulsory Education.
5.3. Non -Formal Education in Romania
„The Law on National Education no. 1/2011, with subsequent amendments, emphasizes
the role of validation of informal and non -formal learning in th e context of a broader lifelong
learning perspective, based on learning outcomes approach. The new law defines a set of related
concepts such as learning outcomes, identification of learning outcomes, validation of learning
outcomes, recognition of learnin g outcomes and certification of learning outcomes. Validation of
informal and non -formal learning is seen as a lifelong learning service offered to individuals in
order to become aware of their own skills and competences and to receive a certification link ed
to a specific qualification. Although the section of the law devoted to lifelong learning makes
specific references to the counseling and guidance, there is not a direct link between validation
and counseling.
The Law on National Education provides som e regulation on using the lifelong learning
portfolio for all students in pre -university education. The lifelong learning portfolio contains
evidence of learning outcomes acquired in formal, non -formal and informal contexts in order to
facilitate the indiv idual school pathway of all students and a better labor market insertion. Since
2011, some schools have taken into account the lifelong learning portfolio of students as an
additional evaluation tool in order to decide when the school receives more enrolme nt
applications than available places. However, using the lifelong learning portfolio is not yet a
common practice in most of the schools in Romania and is not yet embedded as a tool for
learning assessment in school.
The non -formal learning is integrated into planned activities, with learning objectives,
that do not explicitly follow a curriculum and that may be different in terms of duration. This
type of learning depends on the willingness of the student and can lead to the certification of the
30
acquired knowledge and competences. It can be provided by employers, private educational
institutions, public educational institutions, NGO, and other organizations."( Romania
Referencing the ROQF to EQF for Lifelong Learning – 2014 National Authority for
Qualifica tions)
"Non -formal education in Romania must be considered in relation to general education
and vocational training. Aimed at young people as well as adults, both are organized within the
official state system by the Ministry of Education, the Ministry o f Labor and Social Welfare, the
Ministry of Sport and Youth and private education and vocational training providers."(The report
of Non -Formal Education, nr 8595, 1999)
„In Romania, all children aged 4 to 19 years benefit, through public palaces and
child ren's clubs, of non -formal education, regardless of social and material condition, gender,
race, nationality, political or religious affiliation, without limitation which may constitute
discrimination or segregation. Palaces and children's clubs are units with legal personality,
organized and working under the general and special laws, normative acts issued by the Ministry
of National Education, the County School Inspectorates decisions and internal regulations of
each unit."( Romania Referencing the ROQF t o EQF for Lifelong Learning – 2014 National
Authority for Qualifications)
I also benefited from non -formal education, as a child, starting at t he age of 9 years old
until 18, through the Children's Club Horezu, developing my abilities in Pottery. During thi s
period I participated in many competitions and national contests where I gathered a few
important awards.
Due to the economy's development in the last period, but also the expansion of the
technology in recent years, the market economy generated new occu pations, therefore, the
number of private providers owing to the growing market for general and specialized foreign
language courses had an important increasing.
"The Romanian Institute for Economic and Social Research and Surveys (IRECSON),
which has been a member of International Euro Group Consult – a European Union working
body – since 1993, represents one of the primary organizations in this field. This institute trains
specialists, such as human resources directors and analysts, sales directors, sales people and
secretaries, according to market economy requirements. It has been very successful, and most
31
trainees now work for major companies. Another private provider is the Franco -Romanian
Institute of Business Administration, which focuses on different areas of management.
Under regulations laid down by the Ministry of Education and the Ministry of Labor,
private providers can obtain official recognition (operating authorization) within the formal
education system. Diplomas awarded to students by such private institutions may be taken into
consideration when determining their occupational status. Reference should also be made to the
former adult education institutes and a number of foundations, which offer updated, targeted
programs consistent with the new economic and social demands. This is a non -formal answer to
the society's request, but not the single example of this kind. (The report of Non -Formal
Education, nr 8595, 1999)
The Vocational Training is, according to ISCED(International Standard Class ification of
Education), that type of Education that has a purpose in developing practical abilities and ‘know
how', necessary to get employed or to be able to practice a profession. One of the most important
features that underline the difference from the traditional learning system is that is centered on
the student, not on the teacher, educator. The student has the possibility to choose his subjects
that fit his abilities, keens, and talents, he is able to transfer between different learning
institutions and he can choose for a part -time or full -time program of study. The evaluation
process is individual for each subject and not general, like the traditional system of learning. The
teacher in the Vocational training has not only the role of transmitting t he information the
student but also becomes a moderator for the student. The teaching methods are different and
also the manuals, being more interactive to be able to attract more students.
According to a Study realized by the European Centre for Developme nt of the Vocational
Training System in Romania, the qualifications obtained have the same value as those obtained
in Europe, based mostly on the on general criteria and not on specific abilities of each individual.
Romania has an average of 65% (students that take classes of vocational training), higher than
Europe's average of 52%.
The higher percentage may be an effect of the faulty Generality of the Formal Education
System, based on massive quantities of information for each level of Education, on eve ry
subject. This boom in Non -Formal Vocational training in recent years may also be the result of
an unstable economy and a poor connection between the Formal Education System and the
Market Economy.
32
Many young people have been employed in areas such as to urism, advertising, the stock
exchange and sales after completing training courses organized by their employers and/or
actually performing specific activities in the workplace. But also lately all of the big companies
organize different teambuilding course s to be able to update the information needed to work
within the company and also to be able to keep up with the technologies and trends in the
specific field.
There was previously no legal recognition of this form of education. A Council for
Occupational Standards and Certificates was therefore set up to develop a new assessment and
occupational certification system based only on occupational skills.
Due to the fact that the economy changes frequently, in Romania exists an increasing
number of reconversio n programs. These programs aim to offer a second chance to the people
who want to change their domain of work or their services are no longer needed in that field.
Also, the limited number of jobs in different fields is also a motive for the Reconversion P rocess.
In Education, the Reconversion Program aims to offer teachers the possibility of a second
specialization in order to keep or to find a job in the Education System. The decreasing number
of children is the main problem in Education, but also the mi gration of youth towards big cities
creates an unbalanced proportion between different locations in Romania.
The main representative structures for Non -Formal Education nowadays, not only in
Romania but also in Europe, are the ONGs in the education domain, who offer Educational
Programs for youth, different voluntary programs, youth -exchanges, job -shadowing programs,
Internships, practice programs.
The need for personal development along with the international changes created different
programs at the Europ ean level, which are also present and accessed in Romania. One of the
most popular programs in our country is Erasmus, but also The Comenius Programme, The
Grundtvig program, The Leonardo da Vinci program. EU youth programs refer to: Youth for
Europe (198 8), European Voluntary Service (1996), Youth (2000 -2006), Youth in Action (2007 –
2013) and the current Erasmus+: Youth in Action (2014 -2020).
All of these programs aim to help youth, from young children to adults to be able to be a
part of the Longlife Lear ning process, to be able to develop as an individual, to create
connections at an European level and to see the opportunities they have nowadays.
33
For Romania and its citizens, all of these initiatives were the answers they needed to fix
their problems. The UE opened a door to the other societies, destroyed the limitations, offered
role-models, examples of success, of attitudes towards future, changing their opinions and
offering opportunities for those who are able to assume them.
I was a participant on two European Programmes throught Erasmus + Skill Ville -"Skills
and competencies to get employed", KA1 – Youth Exchange and TOOL FAIR XI –
#ReadyfortheRoad. – and I can say I become another person after these programmes, a better
person, more open -minded, mo re active as a citizen, empowered by this experience. In our
Formal Education System, at a national level, you are not able to have this experience.
Due to its qualities, Non -Formal Education elements can be observed also in the Formal
Education System. In Primary and Secondary Schools, but also in Highschool, in the recent
years was introduced in the Education Law „A different kind of School Week" -„To know more,
to be better", when students are offered Non -Formal Activities.
Working by the principle le arning by doing, the Professional Schools in Romania,
include different Non -Formal elements. The School program of this institution is destinated to
young youth that finished Secondary School. The Non -Formal elements are a percentage of 80%
of learning is by practice, student -oriented curricula, the teacher is also a moderator and the most
important, aims to develop abilities, skills and competences for a better integration into the labor
market. The Professional Schools aim to grow professionals in specif ic categories related to the
communities' labor market, this way assuring the next employees in different fields.
„In Romania, Lifelong Learning is a right guaranteed by law. The notion of Lifelong
Learning stated in the Law of National Education (Law Numb er 1/2011, with subsequent
amendments) includes the diverse forms of learning mentioned above and is considered for the
purposes of the strategic framework that is being prepared for the Government of Romania. In
2011 under the National Reform Programme fo r 2011 -2013, the Romanian target for the
participation of adults (ages 25 -64) in lifelong learning was set at 10%. One of the problems that
Romania has to face is the one of skills shortage. Skills remain a major challenge for our
country. While we perform well in terms of higher education participation rates, there are
concerns about early school leavers and the quality of education, in particular at the tertiary
level, but also at earlier stages. Additionally, while unemployment of tertiary education
graduates is still significantly lower than for graduates of lower education levels, employers
34
increasingly raise concerns about the lack of appropriate work skills, including technical,
vocational and transferable skills (as the ability to organize work and l earning processes,
cognitive skills, communication and organizational skills). The Ministry of National Education
and the Ministry of Labor, Family, Social Protection and the Elderly are two of the main actors
of Lifelong Learning in Romania. The Ministry of National Education has the overall
responsibility for vocational education and training within the formal education system, it
regulates, together with the Ministry of Labor, Family, Social Protection and Elderly the
Europass and Youthpass that facilita te access to education/training or employment and the
general, institutional and conceptual framework for the Lifelong Learning counselling and career
guidance." ( „Romania Referencing the ROQF to EQF for Lifelong Learning – 2014" – National
Authority for Qu alifications)
5.4. Limitations of Non -Formal Education
The main problem of the Non -Formal Education regarding limitation is, in my opinion,
the lack of information. The students don't know enough about this type of education and they
don't really under stand the concept.
Another real limit could be the economic situation in our country, where not a lot of our
students have the means to go forward with this type of education, they don't have access or their
location isn't working in their favor.
The Invo lvement could also be an important factor due to its wide context. I'm talking
about the involvement of youth, teachers, educators or facilitators, and also the community who
has a big impact and role in youth development. All these people should be a part of this in one
way or another but they have different reasons not to. For the Teachers may be the curriculum
they have to focus on, the amount of information that must be transmitted through Formal
Education or may be the bureaucracy regarding papers that requires a huge implication in a
limited time. Regarding the community's motive may be the economic problem, but also the lack
of information and professionals.
In comparison with the recognition offered to Formal Education, Non -Formal Education
has a rel atively short history, with recognition problems around the world and a new perspective
of learning, all of these influencing parents and their decisions in their children's choices.
35
CHAPTER 6
NON -FORMAL EDUCATION IN TEACHING ENGLISH
6.1. Society's Educational requests
The contemporary society is in a continuously changing, due to a set of economic and
social factors. Because of this fact, the educational system has to keep up with the changes and
offer professionals with different and up dated knowledge, skills and competences. The
connection between the society and the educational system requires a continuous changing of the
educational system.
The main requests of our national society, in the matter of education, are the curriculum that
needs to adapt in order to develop the acquisition of skills and competences as part of the
compulsory education. These non -formal elements helped the system to cover this area, but, in
Romania, there are a lot of changes to be made.
A general request of the society nowadays is a foreign language, at a national but also
international level. The English Language is recognized as the international circulation language,
is known by almost a third of the world's population and is used in business, commerce,
communications, and media. Due to this fact, English become very important in every domain.
The most important is that English became almost the second language in Romania, seen as a
normal competence by all the employers in our country. English is a „must "these days, knowing
it is just a normal thing, not knowing it is a big problem. Spoken and written English is almost a
compulsory request on the labor market.
Due to the continuous changing of the technology, an important aspect must be shared with the
students, the need for the English Language in order to be able to attend social networks, to
search different topics online or to play games. This aspect may offer them another motivation to
learn English.
The advantages being enhanced, an important req uest of the society nowadays is the recognition
of Non -Formal Education. Having acceptance problems across Europe will also trigger problems
with recognition .
Study Case Erasmus Project "Integration into Society"2017
The best example for this subchapter is the Project "Integration into Society" that follows the
same rules, the same idea of the problem -solving criteria of Non -Formal Education.
Erasmus+ Program -"Integration into Society"2017 – Project Description
36
"The main idea of this project is to offer our students all the information they need in order to be
able to decide their options in the matter of further education, based on a real assessment of the
actual situation of the labor market and society's requests.
Through different short -term job shadowing sessions, we want to show them the competences
and abilities they need to be able to face and complete the requirements of future workplaces.
This way we can create an idea of labor market's requests but also th ey can make an opinion
regarding what they would like to do after they graduate. Following this acknowledgment, they
will have to choose different fictional jobs -internships and practice them in organized workshops
within our school. The tasks proposed for the workshops will match the requirements in real life
of a specific job, and the students will take turns in order to try as much as possible. A self –
evaluation will follow and the students will be able to decide what profile they think will be their
best fit. As teachers, we will be able to discover and develop their skills and competences and to
guide them according to their choices. Choosing the right post -secondary profile and further
levels of education, we will be able to create professionals on the ir domains.
Objectives of the project
To offer students the opportunity to explore other cultures and to see their opportunities; To
make students aware of the actual situation of labor market at a national but also international
level; To offer examples of good practices in order to be able to create an opinion; To enhance
the importance working skills by participating at job -shadowing sessions; To discover and
develop students skills and competences in different fields; To engage students in job practic e
workshops in order to try different domains; To help students decide their next educational
level" (Erasmus+ Program -"Integration into Society"2017)
Together with my colleagues, we decided to create this program in order to be able to solve a
few prob lems we identified within our school, at a secondary level. As teachers and mentors, we
have to inform students regarding the options they have on further levels of education. After they
finish secondary school will have to choose a profile in high school or in a vocational/
professional program. This project will help them make a fair opinion based on the society's
requests, their skills, and competences and also on their previous experiences as job -shadowing
and their practice within workshops. According to the objectives of the project, we aimed to
offer also another perspective to our students and we applied for an Erasmus Plus program, to
offer them the experience of a youth exchange.
37
6.2.Non -Formal Education as an answer to the Society's requests
The Education came as an answer to the need of socializing and communication, of reading and
writing, and later on from the need for commercial use, getting to a point where became a social
distinction. You can't fix a problem you don't have, and also you can't have an answer without
having a request. This is a natural way that things work.
As an answer to the Society's requests, different national and international movements were
made in this direction but not all were successful. The European Union had a few good programs
that aim to help resolve some problems and keep up with the society's development.
„The Erasmus Programme (European Region Action Scheme for the Mobility of University
Students) is the European Union's flagship ‘mobility' programme in ed ucation and training and
one of the best -known EU -level actions. It was established in 1987 and since then has enabled
more than 2 million students from across Europe to pursue enriching learning experiences in
other countries.
The programme is named afte r the philosopher, theologian and humanist Erasmus of Rotterdam
(1465 -1536), known as an opponent of dogmatism. Erasmus lived and worked in several parts of
Europe, in quest of the knowledge, experience, and insights which only such contacts with other
countries could bring. By leaving his fortune to the University of Basel, he became a precursor of
mobility grants.
Although ERASMUS exchanges are now a popular and established part of higher education
across Europe, the path to establishing the programme was not always smooth.
The original ERASMUS Programme was proposed in early 1986, but the reaction from the EU
Member States varied: those with substantial exchange programmes of their own were broadly
hostile while the remaining countries were generally in favor. Following deteriorating exchanges
during the EU legislative process, the Commission withdrew its proposal in early 1987 in protest
against the inadequate budget being proposed by some Member States. A compromise was
finally reached a few months late r with a majority of the Member States agreeing; the
programme was adopted in June 1987. However, the method of voting (a simple majority) was
not accepted by some Member States which challenged the programme's adoption in the
European Court of Justice. Th e Court held that there had been some procedural flaws, but
maintained the substance of the decision, so the programme was then swiftly adopted by the
Council of Ministers.
38
Erasmus logo . The programme was built on pilot student exchanges from 1981 -1986, and
although it was adopted only shortly before the start of the 1987/1988 academic year, it was still
possible for 3 244 students from 11 countries to participate in its first year.
The ERASMUS Programme, together with a number of other education and tra ining
programmes, was incorporated into the Socrates Programme which was established in 1995.
Socrates was replaced with the Socrates II Programme in January 2000. That, in turn, was
replaced by the Lifelong Learning Programme (2007 -2013) from 2007."(Europ ean Commission –
Education and Training)
„The Comenius programme is a European Union educational project. It concerns school -level
education and is part of the EU's Lifelong Learning Programme 2007 –2013. It aims "to help
young people and educational staff b etter understand the range of European cultures, languages,
and values". Its name derives from the 17th -century Czech educator John Amos Comenius.
The program is focussed on several areas like The basic problems of learning motivation, and
skills in learni ng how to learn; The key skills of Language learning, greater literacy, science
learning, learning to support entrepreneurship, and the development of creativity and innovation;
Digital educational, both content and services; Improving school management, o f teaching, and
teacher education; Reducing socioeconomic disadvantages and discouraging early school
leaving; Increasing participation in sports; Educating groups of students with diverse abilities;
Development of early and pre -primary learning.
The goal of the program is to have a participation of more than three million students and
teachers in international activities, thus improving the mobility of students and teachers in the
EU."( "Comenius: Europe in the Classroom". European Commission: Education a nd Training.
Retrieved 26 November 2011.)
„The Grundtvig programme is a European funding programme that is part of the European
Commission's Lifelong Learning Programme 2007 –2013 and aims to strengthen the European
dimension in adult education and lifelong learning across Europe.
The programme specifically seeks to address the educational challenge of an aging population
and to provide adults with alternative pathways to updating their skills and competences. The
Grundtvig programme encompasses all types of learning, whether these take place in the 'formal'
39
or 'non -formal' system of education for adults, or in more 'informal' ways, such as autonomous
learning, community learning or experiential learning.
It is open to anyone in adult education. This includes adult learners, teachers and trainers from a
variety of organisations including local authorities, non -governmental organisations, charities,
universities, community groups, etc. 'Adult' in the Grundtvig programme refers to all persons
over the age of 25 and all persons aged 16 –24 who are no longer undergoing initial education
within the formal education system.
The Grundtvig programme provides funding for a wide range of activities. Some examples are
basic skills, foreign languages, parental education, ar ts and culture projects. All projects involve
working with European partners and offer a learning and personal development experience for
staff and learners."( European Commission – The Lifelong Learning Programme 2007 -2013)
„The Leonardo da Vinci programm e is a European Commission funding programme focused on
the teaching and training needs of those involved in vocational education and training (VET).
The programme is part of the European Commission's Lifelong Learning Programme 2007 –2013
and aims to build a skilled and mobile workforce across Europe.
The programme aims to enhance the competitiveness of the European labor market by helping
European citizens to acquire new skills, knowledge, and qualifications and have them recognized
across borders. It also supports innovations and improvements in vocational education and
training systems and practices.
The programme addresses trainees in initial vocational training, people on the labour market and
professionals in vocational education and training, as well as any organization active in this
field."( European Commission – The Lifelong Learning Programme 2007 –2013)
„The Leonardo da Vinci programme was started in 1995. A second, broader phase (Leonardo II
2000 –2006) concentrated on skills and employability of y oung people."( European Commission –
History Leonardo da Vinci programme)
As an answer to the need to adjust the national curriculum, Romania assumes the Detailed work
program on the follow -up of the objectives of education and training system in Europe
(Barcelona ,2002) and the Statement of the European ministers of education and professional
training and of the European Commission regarding the consolidation of the European
Cooperation in Professional training(Copenhagen, 2002).
40
Regarding the English Language Learning, as an answer to the society's request , have been
develo ped a lot of vocational programs but also, in the recent years, the English Language was
introduced in the primary school and preschool, also it was offered the possibility to create
optional classes of English Language, in the primary and secondary scho ol.
On the matter of recognition of Non -Formal Education, as an answer to the society's request, the
first step is the development of the Youthpass, that presents a short list of the skills and
competences, gained by participating in Non -Formal activities . „Youthpass is a tool to document
and recognize learning outcomes from youth work activities. It is available for projects funded
by Erasmus+: Youth in Action (2014 -2020) and Youth in Action (2007 -2013) programmes. It is
a part of the European Commission' s strategy to foster the recognition of non -formal learning,
putting policy into practice and practice into policy."(Youthpass – www.youthpass.eu)
6.3.Non -Formal Elements in Teaching English
When we talk about Non -Formal elements we have to think outsid e the box. We have to think
how we can improve, how we can help and how can we resolve the problems in education,
outside the boundaries of Formal Education.
Due to the constant change of the society, as teachers, we can't change the education system bu t
we can add some improvements being the closest to the children and capable of having an
impact.
As a student, my first interaction with the Non -Formal Education was in the second grade, in
1996. Interested in my passions, my parents observed that I hav e a keen for arts and decided to
subscribe me to Children's Club to be able to take Pottery classes. Since then until I was 18, I've
been a member of this Club and participated in a lot of extracurricular activities. The simple fact
that I was a part of another group than the usual class in Primary School, was a big step forward
for me and helped me develop my social skills and also as a person.
My implication as a teacher in Non -Formal Education started in 2014 when I finished my
Master Studies. I appl ied on a project as a Pottery Instructor in a Summer Camp in Cape Code,
MA., USA. For a period of two months, I was a part of a challenging experience, regarding non –
formal activities. It was the best way to make a difference in the lives of different targ et groups
of young people. It was a stimulating program, with lots of brainstorming to be able to offer
different activities involving new challenging courses. The approach was focused on the youth
41
‘s needs and wishes. The Summer Camp Program was based on nature activities, different sports,
and arts. Like Formal Education, every instructor had to preplan the activities for the children
with 3 -4 days ahead. As an instructor, we didn't have just to plan the workshops but also to make
the approach as attract ive as possible and also to name it in a special attractive way. Every day at
8 is, after breakfast, all the camp was gathered at the "stage" where every instructor had to
present his program. This was the hardest part of the day, to be able to "sell my pr oduct", in
order to complete my "class". At that time it didn't feel right, but later everything came to
normal, because after your first class every child came back in your class or came in your class
because of your skills, because of your way of teachin g, of explaining, because of the context
you created. After the first week, it was not about the commercial of your class or even the name,
it was about the teacher and what he teaches or how he does it. Each child was able to make its
choice about what he wanted to learn and practice that day, which workshop he wants to try next,
and he had to assume his decision and live with it every day. This method permits students to
choose their subjects every day and to respect their decisions. In Formal Education, we don't
have this "lesson" about choosing their own subjects and respect their decisions, until much later
after secondary school, when it is too late and you don't know what to choose because you don't
have enough information. Due to my experience in ar ts, a long history of not – formal projects
that I was a part of, but also creativity and devotion, I was able to manage some interesting and
attractive activities. Also, in my opinion, my best feature was the fact that I love Pottery since the
second grade and I also love children and teaching, and that kept me going every day, giving my
best and representing Romania.
It was a hard period, with a lot of work every day but also my first experience in teaching and
also long time abroad. The English Language was not a big problem for me because I always
appreciated this language, but the experience was vital for developing new reading, writing and
speaking skills in English. The Language Practice in those two months may easily count for all
my years of English Learning. This experience proved me that I really can handle anything, any
situation, in any place in the world.
In May 2016 I've participated at a seminar "Skills and competencies to get employed", – Skill
Ville organized in Cyprus. The project is a good example of Non -Formal Education based on
discovering, exploring and underlining as many skills as possible.
Erasmus Youth Exchange project "Skill Ville" -Project Description
42
"Having a university or college degree has become the norm in our societies but what do these
give us in terms of skills. We hear that young people find it difficult to find employment because
they lack the working experience and even worse so the skills to do certain jobs. Our project will
look at the different skills that young peo ple have and help them to develop and enhance these
skills, help them find these skills and adapt them to a working environment so that they can
increase their chances of employment. We will look at the different fields of education that our
young people have chosen and also look at their life skills, their soft skills, their practical skills
and another other skills they might have and see how we can use these skills to make them more
attractive to employers and also give them a more diverse spectrum of e mployment
opportunities. This youth exchange will focus on the different skills young have or can obtain
through various methods allowing them to utilize their strength and enhance the areas of their
weaknesses, to give them confidence and faith that their efforts are not lost and that even in
difficult times, employment opportunities are out there for those that know how to use what they
already have. We will embark on a journey to a place called Skill Ville where we will work on
our different skills and l eave to face a real world filled with challenged that we are equipped to
deal with, to embrace a labor market with our skills and change the status of young people from
unemployed to employable and employed."( Erasmus Youth Exchange project "Skill Ville")
The exchange project was developed and implemented in cooperation with the partners:
Bulgaria, Cyprus, Hungary, Italy, Romania, and Slovakia. The objective of the project was "Our
project looked at the different skills that young people have and help them to develop and
enhance these skills, help them find these skills and adapt them to a working environment so that
they can increase their chances of employment."
The main activities of the project were Workshops, Simulations, Role Play, Creative learning by
doing, Innovation Labs, Discussions, Debates, Presentations, Digital Media Creations.
The main achievements of the project were: Magazines with subjects about the theme of the
project such as entrepreneurial skills, EU tools, Job Finding and CV buildin g, Self -presentation
and Promotion, And Videos with themes about EU citizenship and unemployment and
entrepreneurship.
I can say I've learned a lot of new things, I've discovered a lot of skills that I was not aware of,
I've exposed myself to different c hallenges, I've tested my limits, I've understood how the
system works, in my country but also at a European level, each country having different points of
43
view regarding Education and Economy, I've opened up for discussion with other participants
from o ther countries, and learned a lot of personal specific things about their countries, their
culture, their living conditions, their aims and implication in different projects, people interested
in making a change in the lives of youth. This Non -Formal Exper ience changed my point of view
regarding Formal Education.
As a teacher, I always tried to improve my teaching methods, based on the level of the class, the
age of the group, the types of learning and also the wishes of the class, in the limits of Formal
Education, to be able to make my classes more interactive, fun, enjoyable. I expect my students
to gather as much information as they can, but this information is limited by the boundaries of
Formal Education. Nothing compares to the experience of this pr oject or any other of this kind
for youth, is not all about one subject, it's about several categories of knowledge , general
culture, assume your own culture in comparison with other people and it's culture, discover
yourself representing everything y ou love and appreciate about your culture, language, tradition,
country. A multicultural experience gives you the opportunity to appreciate your knowledge, but
most of all to appreciate knowing a foreign language of international interest like English.
This opportunity may trigger another motivation for youth, but they also are able to discuss,
change ideas, talk about their own lives, their experience, their culture and their dreams, about
what makes them who they are now. The social skills will be norma lly developed, at the same
time with the English Language Skills. The best way to help youth learn a foreign language is to
make them see its importance and apply it to a closed group of that foreign language speakers. It
doesn't exist a better way for th eir conversational skills to be developed than an environment
created by native speakers or just different foreign speaking the same language. This is just the
specific human skill of surviving in a different environment by using any mean existing to be
able to communicate with the people next to you.
This Non -Formal context may be created in any environment where the same rules apply. This
method also triggers the need of using Non -Formal elements in Formal Education when teaching
English.
Every part o f this experience helped me create new teaching methods, new games, empowered
my idea of making teaching English more attractive and interactive for the children. I was again
a student in this Non -Formal Project and I saw the impact that I created and tha t this project had
on me, I saw the difference between teaching and be thought, in Formal and Non -Formal
44
Education, I've realized once more that the Formal Education is focused only on knowledge, not
on practice, and we need a lot of practice nowadays. I understood the idea of the project and
how important are for the today ‘s society our skills and competences. Also, I've discovered a
few programs of the European Commission that were created to help and develop any individual
with his long -term learnin g process but also students and other members by offering their
support and information. As a dissemination process, I decided to present this experience to my
students and share with them the information I gathered. Like I always said information is
every thing.
In November 2016 I've participated at TOOL FAIR XI – #ReadyfortheRoad – seminar
organized in Malta. The project is a good example of Non -Formal Education based on
innovative youth approaches, new learning tools, and good practices.
Erasmus+ Semi nar / Conference "TOOL FAIR XI – #ReadyfortheRoad " -Project Description
"Tool Fair XI focuses on "Tools for Solidarity and Inclusion" through innovative youth work
approaches to reach out and support young people at risk of marginalization and social
exclu sion, including young people with a migrant or refugee background.
Tool Fair XI – #Readyfortheroad provides a stimulating and proactive environment in which
participants working with and for young people can interact and discuss, display and exchange
effec tive non -formal educational and youth work tools and practices in a cross -sectorial context.
The theme aims to address "Tools for Solidarity and Inclusion", through innovative youth work
approaches. Tool Fair XI focuses on displaying and promoting speciall y developed non -formal
learning tools for reaching out to and supporting young people at risk of marginalization and
social exclusion – including NEETs, young people with a migrant or refugee background – in
acquiring the necessary skills and competences t hat can help promote their active participation in
society and the workplace.
Tool Fair XI is an opportunity for participants to shape educational and experiential pathways,
to run a workshop and to share tools for learning with colleagues in an internati onal context, as
well as to participate in workshops conducted by their peers. Beyond merely experiencing a wide
variety of tools for learning, the Tool Fair aims to provide a space to reflect on tools, give and
receive feedback, pave the way for their tra nsferability and further development – thus one is
ready for the road. This way, the Tool Fair XI aims to contribute not only to the learning
outcomes of each individual participant but also to the quality of tools for learning and learning
45
process at Euro pean level, complementing the SALTO -YOUTH Toolbox for Training and Youth
Work and various publications on educational tools, in coherence with the European Training
Strategy in the field of Youth
Objectives:To develop the quality and variety of Tools for Learning in the Youth Field; To
contribute to the educational and experiential pathway of each participant, particularly in relation
to the competences of creating and using such tools; To contribute to the Tools for learning
strategy; To encourage partici pants to respond to policy developments and the evolving context
through innovative Tools for Learning
Objectives shall be achieved through The provision of a safe, inspiring and challenging
environment in which to learn; The provision of opportunities to share, discuss and experiment
with Tools for Learning; The provision of insights into current contexts and policy
developments; A variety of workshops and learning methodologies; The introduction to
approaches inspired from others sectors in the education field; The support to participants in a
pro-active and challenging way; The opportunity to connect t he Erasmus+ programme with the
culture of the host country."( Erasmus+ Seminar / Conference "TOOL FAIR XI –
#ReadyfortheRoad " -Salto Youth Application)
My self -assessment of learning and competence acquisition completed during the project is
based on the Key Competences for Lifelong Learning defined by the European Union, and the
specific competences tackled in the course of the project.
In the matter of communication in foreign languages, I was able to meet new people and discuss
new learning tools, deve lop new skills in another language. I' ve improved my talking skills in
English, by changing new ideas about Formal and Non -Formal Education, my writing and
reading skills in English participating at the organized workshops I submitted to.
I have develope d Mathematical skills by participating in the Tool Fair Market, logic and critical
thinking by taking part of the workshops, solving problems skills, trying to find different
solutions for our Education System problems, to be able to adapt new learning too ls in our
Formal Education. I've developed digital competences in different workshops by sharing new
methods and learning tools, by using communication tools and social Media means.
I have developed learning to learn skills, to be able to share my knowled ge further and to be able
to implement the new learning tools I have discovered. I was able to organize and manage my
learning ,to monitor and evaluate my learning process, to get to know my learning abilities and
46
the optimal use of time, information and l earning opportunities, to develop further on already
gained experience and competences, to be able to apply achieved competences and experiences
in my personal, professional and social life, to know how to increase motivation and self –
confidence.
Regardi ng social and civic competences -I was able to deal with people coming from different
social and cultural backgrounds, and I have learned new things about their community.
I have learned to be able to cope in a constructive way with conflicts and to have kn owledge,
skills, and attitudes needed to be active as a citizen.
Regarding the sense of initiative and entrepreneurship -I have learned to turn ideas into actions,
how to be creative and innovative, how to take risks, how to plan and manage projects, how t o be
aware of different working contexts, how to be able to optimally use given opportunities for my
own development. I have learned how to be aware of ethical values.
Regarding cultural awareness and expression – I have learned to be creative in expressin g ideas
through music, all possible ways of art, literature, and theatre, to be appreciative for expression
of ideas through music, theatre, literature and other forms of art. Also, I have learned to be aware
of my own cultural context and of that of other s. (Youthpass -Tool Fair XI, November 2017)
All of these programs helped me learn more, develop as a person, develop my skills and
competences, and created the best environment for me to be able to exercise and develop my
English Skills. These examples of Non-Formal Education underline the advantages of this type
of education.
In my opinion, the Non -Formal Education represents the help needed in our Formal Education
System. Different teaching methods in different contexts are able to make a difference in our
student's lives. Regarding a very important society request nowadays, English Language
Learning, I will present different situations, methods, but also non -formal elements that will help
students learn easily.
Games are very important in youth lives a nd from experience, I really think this method is
highly appreciated. When you really enjoy something you will easily learn it.
The teacher's job is first to engage students to see what his subject has to offer, why is it so
important and make them be att racted to it. Having a reason to learn something greatly enhances
your ability to learn it.
47
While writing a project for our community afterschool program, I was thinking to combine
different subjects with enjoying methods, to be able to make this program more attractive. I
decided to choose Geography and English. For this type of program, non -formal education is
mandatory, firstly by its context, a large amount of time spent outside and different non -formal
approaches to teaching English and Geography.
I've thought we can also use a few methods, in teaching English and raise the interest of students,
make the teaching classes more enjoyable and interactive.
Teaching English through Playing games
When we talk about a new language we think we have to l earn many new words, but also learn
how to ask questions and give answers, make a conversation.
A great short game to start a lesson will be like 5 minutes long, and also an energizer for the
class. "Write as many words as you know connected with today's subject. Wins the one who
wrote the biggest number of words in 3 minutes." This short game will capture students
attention, will make them think about the subject of the lesson, but also will develop their
competitiveness.
For primary school, a version of "Mime" will be highly appreciated. As a teacher, you can
develop small tickets for different lessons with the learned words. Every student will take turns
on miming the words on the tickets and the other students will guess it. Playing this game, they
will develop their speaking skills, physical skills of reproducing different objects, actions and
wide -thinking skills. Also, according to the students' level would be a version of the "Activity
game" replacing miming with drawing. This version will also d evelop art skills.
For this level, a lot of songs, short poetry and nature walks will be on their wish list.
"Nature talks" game has a non -formal context, being played outside the boundaries of the formal
classroom. This game proposes to offer children th e possibility to connect words with nature,
with palpable things, to ask questions in order to find out more about nature's elements.
Students will develop their critical thinking, by asking question and debate about nature, they
will learn new words and improve their speaking and conversational skills.
The well known "Treasure Hunt" game can also be incorporated in English Teaching. In a non –
formal context, the teacher can organize short tasks, applied to the group age, that will be written
on cards. Th e "treasures" will be short evaluation forms, composed of questions, and after you
answer correctly, you may be given the coordinates for the next "treasure". This game will make
48
students "fight" for their evaluation forms and not fear them. Playing this g ame student will
develop orientation skills and they will revise their knowledge.
The "Labyrinth" game aims to develop trust between students, orientation skills, teamwork
skills, they will learn to give directions and focus and trust their knowledge. Thi s competitive
game can be played outside, on a sports court. A labyrinth will be drawn on the court, the
children will work in pairs, one will pass through the labyrinth blindfolded and his team player
will give him directions. It is said that when you are missing a sense, your other senses develop a
lot and you will concentrate better on the other senses. Being blindfolded, as a student, you will
have to concentrate and trust yourself and your knowledge, acting based only on hearing you r
directions. A conn ection will be made between the two partners, stronger than in other
circumstances.
On the secondary school level, an interactive team game will be an interpretation of "Taboo".
The rules are simple, you can split the group in 2 teams. Each member writes a hard to guess the
word, on a chosen topic, on the card offered by the teacher. Under the chosen word, the students
will write the first five words that come up when they think about that word. The teacher will
gather both teams cards, switches the set o f cards between the teams and explains once more the
rules. Each member of the team will pick a card and try to explain the main word on the card, by
using any words but the 5 words on the card. His/her team members may ask any questions in
order to guess the main word, in a limited period of time. The team with the most guessed words
wins. This game is adequate to a particular group of age, or medium -advanced English speakers,
but may be adapted for different groups age.
The aims of "Taboo" are developin g speaking skills and engaging students into an interactive
and competitive game. The students will learn new words, how to describe actions, objects,
different words, how to ask questions and how to answer them, but also a very important feature,
time man agement.
To be able to keep up with the technology and students attraction towards it, will have to
incorporate different trends on social networks, playing Learning English games online, watch
observe and comment different, short movies, documentaries, listen to music and discuss the
lyrics, listen to different English Conversations.
For example, we can combine necessary with enjoyable. Playing Learning English Games
students will be able to play online games in order to learn English. Nowadays exists a large
49
palette of this type of games involving images, word guessing, creating sentences, elaborating
questions, complete short texts and also online evaluating forms. All these games develop
information and communication technologies skills, writing and reading skills.
Teaching English through Social Networks
Using social networks, students can exchange information. This can be adapted to English
learning by receiving a task from the teacher, find a peer from another school another country
and exchange information, about you, about your country, your tradition s, your food, culture.
After this experience, the student can relate his opinion and what impression left his virtual
friend on him. This way students will develop writing skills, conversational skills, but also learn
new things about other cultures and ex change information on his own. Moments like this, makes
you realize what, but also how much you appreciate your own country and culture.
Teaching English through watching short movies, plays, and documentaries
By watching short movies on different topic s, students have the possibility to make connections
between the action of the films and the language. Depending on their English level, they may not
understand all the words, but they will understand the message, the formulation of the sentences,
they wil l be able to see a different situation of using the language, different contexts and also
accents. Watching documentaries will help students learn new thing and also correlate with the
message of the documentary to be able to understand it.
At the end of every session, the teacher will ask the students to discuss the viewed film or
documentary, to talk about the message of the film/ documentary, about the film characters, to
debate and express their opinions, pro or against, regarding the attitude and the presentation of
the documentary. Students will develop their observation, their ability to make connections
between words and images, to understand the message sent and to be able to have an opinion.
Their speaking skills will be developed and also the abi lity to sustain an opinion, which is very
important nowadays.
Teaching English trough music
This category of teaching may seem superficial, but studies confirmed that you may study easily
when you hear musi c, you may concentrate better, relax and be a ble to understand things
differently, but is also a more attractive method. A good example, of the fact that in any language
the easiest to learn, are the songs. Their lyrics are very catchy, the words used are simple and the
50
melody line makes it more attr active and easy to learn. Following the same principles, teaching
English trough music will engage students in learning English without concentrating on learning
English, or having the pressure that they have to learn it, just as another normal phenomenon in
their lives. This method aims to develop new abilities of understanding and learning in a relaxed
context.
Teaching English trough English Conversations
This method enhances the oldest principle of learning how to speak. Since we are born we have
to learn things in order to develop. Learning to walk seems the most normal thing we have to do,
also learning to speak is a normal phenomenon when we are at an early age. We learn how to
speak by listening to our families conversations. We learn the language they speak around us. So
as a normal and simple phenomenon, we learn to speak their language. Following the same
principle, of learning by listening, this method, Teaching English trough English Conversations,
proposes two ways that combined will assure yo u all the necessary context to learn, develop
speaking English and conversational skills. First part implies listening to English conversations
and the second part implies the actual conversations on different topics, starting with small talks,
ending with world changing events and students attitudes towards them. The role of the teacher
is the moderator who directs the conversations on their natural way towards the topic chosen, or
by keeping the topic related to the conversations listened.
Teaching Engli sh through Role -Playing
Making this method more interesting, the teacher will ask the class to think of a scenario they
would like to be a part of. According to the group age, the students will use different words to
come up with a setting for their play. They will also have to think who they will meet (actors)
and what they will do. After writing their plays on cards provided by the teacher, he/she will
gather them, mix them and choose one and stage it. Small roles can develop big skills and this
game ai ms to develop creativity and imagination, but also develop actor skills and also speaking
and writing skills. Improvisation will have a great effect on students, they will not only have to
think what to say in the situations created, but they will have to do it in English.
This method is very important in language acquisition because takes the pressure from the
language and puts it on the improved part.
In order to learn notions of Literature or History, the teacher may choose a play and presented to
the students and try to put it on a stage. The students will not only gain general knowledge about
51
History or Literature but they will develop reading and remembering skills, speaking skills and
they will overcome their fears in the matter of public speaking.
Roberto Guzman, a professor at the University of Puerto Rico, adopted a non -formal method to
be able to teach English, "Teaching English, without teaching English"
He explained which are the reasons that made him adopt this new method in order to teac h
English. In his terms, is not enough for students to know the form of English, they will have to
know the context to be able to develop.
He was also talking about what were his steps to be able to apply this method to his students.
Critical thinking was the first step and he wanted their students to assume the information
received, to filter it, to judge it, in order to understand it, but the most important to be able to ask
questions. Remembering is the single way that information remains into your hea d, that you are
supposed to Analyze, Synthesize and Evaluate. He is convinced that by making mistakes,
students can learn, and I really agree with him, but first you have to convince them to try. This
step is in called Developmental errors and aims to offe r the student the possibility to make
mistakes and to learn from them. Peer tutoring is the step when students use their own forces,
their own knowledge in order to exchange information and learn new things. Language
acquisition method offers students th e possibility to learn English by approaching a critical
thinking towards information, by making mistakes and by sharing their knowledge with their
peer. (TEDX UPRM Talks "Teaching English, without teaching English" -Roberto Guzman –
professor at the Unive rsity of Puerto Rico, Aguadilla Campus)
Non-Formal Education was presented in this Paper from different points of view, different
contexts, with its advantages, but also its boundaries and acceptance into the European context.
Non-Formal Education has ea rned in time, a good place in the Educational System and
represents the answer for any educational problem in the Formal Education System.
52
CONCLUSIONS
The main idea of this License Paper was to explain the actual meaning and its importa nce
of different types of Education. Information means everything today, but we have to assimilate
it and then to process it, to be able to develop ourselves as a person and to be able to share it
further.
The theme's purpose is to offer an important support to those interested in making the non –
formal education a part of their own education and to be able to share it further to youth.
There are presented, here, the actual Romanian Education System, but also the history of the
Romanian Education System, to be able to understand the evolution and the development of the
Education. Another very important feature is the description of every type of education and also
the history of their integration and evolu tion in the educational system, to a better understanding
of their meaning and importance.
People fear the unknown, so by getting to know different notions of education, different types
they will be able to embrace new things, new methods, they will be a ble to accept that exist and
are a part of our lives.
When you read an educational report of a random year, you won't understand the evolution of
education, you will have to read several consecutive reports to make an idea of how the
education developed.
By creating a short history from different reports I've managed to make a picture of the
Romanian Education, past and present, local and in the context of the European Union. To be
able to get to know the system, I also added everything that contributed to the Educational
System, every type of education that influenced it, made it what it is today.
According to the documents presented, Non -Formal Education came as an answer to the
problems of the Formal Education System, instead of changing and developi ng the initial system.
Have been also presented the advantages of Non -Formal Education and the opportunities
created, in terms of programs and new teaching methods. Non -Formal elements were added to
the Formal Education in recent year in order to improve the system and its results.
The study cases were examples of good practices of the Non -Formal Education, from my
personal experience, enhancing the outcomes and the importance of its influence in my personal
development. An important feature was presenti ng different contexts and different views from a
single person, from different positions, as a participant/ student and also as a teacher. The
53
common point of all these programs was deepened the English Language by developing
Reading, Writing and Speaking Skills.
Attending these programs, I have developed as a student, as a teacher and in both cases as a
person and that may be a principle of a Lifelong Learning, never stop being a student.
The society being in a continuous changing, the Education System must ensure the appropriate
knowledge, skills and competences and the means necessary to the students in order to become
professionals and find their proper place in the labor market, because they will sustain at some
point the economy.
From my experience , any problem, issue or difficulty you encounter with your students, as a
teacher will find its solution in a non -formal method you will need to use in order to ensure an
answer to your question. This way you will know that every person is different and w e all need
different things, methods, and support in order to develop and that is what this type of education
it's about.
The last chapter presents the society's educational requests, but also their answers through Non –
Formal Education. In this chapter, are also presented several teaching methods through playing
games, social networks, watching short movies, plays, and documentaries, music, English
conversations and through role -playing, that aim to enrich students knowledge, to develop their
reading, wri ting and speaking skills, their conversational abilities and make learning English
more attractive. The teaching methods proposed as an example may be used with students or
become starting points for other new methods.
The Non -Formal Education had an imp ortant impact in the Education System both in Romania
and in the context of European Union. The outcomes were positive and continue to improve the
quality of Education. Due to its benefits, the Non -Formal Education will increase its acceptance
in both cont exts and also its recognition. There are big chances, according to recent events, for
this type of Education, to get more involved in the Romanian Education System.
The use of Non -Formal Education in Teaching English offers teachers new interesting and
useful methods of teaching, but most important, provides students different ways of learning,
new activities to learn from, new enjoyable lessons through new technologies and different fun
and interactive methods. The learning process will be easier, more interesting, more interactive
and a lot more enjoyable.
54
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