Page 252 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 252
live mainly in places with fewer than 2,000 inhabitants. Participation in differ-
ent forms of education (formal and non–formal education) of the members of
the first group is significantly higher than participation in education in the sec-
ond group (ibid.).
By taking a closer look at the key features of participation or non-partici-
pation of adults in education, it can be established that in a similar way youths
with lower achievement in schools are likewise often trapped in a so-called ‘vi-
cious circle’; neither their aspirations and their parents’ expectations, nor the
general economic and social situation at home provide them with any sup-
port in their efforts to be more successful (cf. Beltram, 2000; Bevc and Uršič,
2008; Čelebič, 2011; Field, 2000; Kranjc, 2002, Radovan, 2001a). In addition to the
data that reveal limited participation in formal education, data about adults’
participation in non-formal and informal education are similarly not encour-
aging (cf. Kelava, 2012). Studies have revealed participation of adults in both
formal and non-formal education often results from individuals’ higher level
of attained education, a higher income, greater motivation for education and
a higher social class. If we succeed in bringing present-day youths to a high-
252 er level of education than they would have achieved without these measures,
this increases the likelihood of them more frequently participating in further
education in the future, and even more so that they will be better prepared for
life (e.g. they will achieve higher levels of all kinds of literacy). If the significance
of their non-formal and informal learning outcomes is pointed out to adoles-
cents while they are still in upper secondary school, this may help change their
attitude to knowledge and also influence their attitude to education during
adulthood.
The goal is to coax youths who are not doing well in terms of academ-
ic achievement, and who often drop out of school, into returning to educa-
tion (or prevent them from leaving) and thus enable their greater academic
achievement. This could, to a larger extent, ensure that youths whose level of
academic achievement is presently lower would, in adulthood, not be part of
that group of adults whose levels of education are low and who do not par-
ticipate in education. This is the original reason for the interest in these data;
the presented analyses clearly show that a higher level of education generally
means the level of one’s achievement and success in life is also higher.
Teachers’ Roles in Understanding and Valuing
Adolescents’ Non-formal and Informal Knowledge’
The aim of the paper hereafter is mainly to establish how non-formal and infor-
mal knowledge can also be recognised in youths. To start, the focus is on rec-
ognition of non-formal and informal knowledge in adults, as the recognition of
student (under)achievement: perspectives, approaches, challenges
ent forms of education (formal and non–formal education) of the members of
the first group is significantly higher than participation in education in the sec-
ond group (ibid.).
By taking a closer look at the key features of participation or non-partici-
pation of adults in education, it can be established that in a similar way youths
with lower achievement in schools are likewise often trapped in a so-called ‘vi-
cious circle’; neither their aspirations and their parents’ expectations, nor the
general economic and social situation at home provide them with any sup-
port in their efforts to be more successful (cf. Beltram, 2000; Bevc and Uršič,
2008; Čelebič, 2011; Field, 2000; Kranjc, 2002, Radovan, 2001a). In addition to the
data that reveal limited participation in formal education, data about adults’
participation in non-formal and informal education are similarly not encour-
aging (cf. Kelava, 2012). Studies have revealed participation of adults in both
formal and non-formal education often results from individuals’ higher level
of attained education, a higher income, greater motivation for education and
a higher social class. If we succeed in bringing present-day youths to a high-
252 er level of education than they would have achieved without these measures,
this increases the likelihood of them more frequently participating in further
education in the future, and even more so that they will be better prepared for
life (e.g. they will achieve higher levels of all kinds of literacy). If the significance
of their non-formal and informal learning outcomes is pointed out to adoles-
cents while they are still in upper secondary school, this may help change their
attitude to knowledge and also influence their attitude to education during
adulthood.
The goal is to coax youths who are not doing well in terms of academ-
ic achievement, and who often drop out of school, into returning to educa-
tion (or prevent them from leaving) and thus enable their greater academic
achievement. This could, to a larger extent, ensure that youths whose level of
academic achievement is presently lower would, in adulthood, not be part of
that group of adults whose levels of education are low and who do not par-
ticipate in education. This is the original reason for the interest in these data;
the presented analyses clearly show that a higher level of education generally
means the level of one’s achievement and success in life is also higher.
Teachers’ Roles in Understanding and Valuing
Adolescents’ Non-formal and Informal Knowledge’
The aim of the paper hereafter is mainly to establish how non-formal and infor-
mal knowledge can also be recognised in youths. To start, the focus is on rec-
ognition of non-formal and informal knowledge in adults, as the recognition of
student (under)achievement: perspectives, approaches, challenges
