Page 259 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.

Conclusion

The fields of non-formal knowledge and informal knowledge have been linked
with children’s, students’ and adolescents’ self-concept and it was shown how
identifying, and subsequently validating, adolescents’ non-formal and infor-
mal knowledge could be used to reinforce their motivation for school work. It
would be advisable to conceive recognition of the significance of non-formal
and informal knowledge and recording it at a level that would make it possible
for youths to assert this knowledge, both in proving their qualifications and as
a basis for broadening their knowledge and competencies.

Figure 12: The desired reciprocal relationship between self-concept,
non-formal and informal knowledge and formal education

SELF-CONCEPT 259

NON-FORMAL
AND

INFORMAL
KNOWLEDGE

FORMAL EDUCATION

It is understandable that going into detail about the reasons for adoles-
cents’underachievement is not one of teachers’priority tasks, however, in their
hands it is a method by means of which they can stimulate adolescents’ inter-
est for school work. Pointing out one’s non-formal and informal knowledge,
and the key features of its acquisition, does not require too much time or en-
ergy. However, it can also spark adolescents’ interest in school work, provid-
ing they receive appropriate guidance through the procedure of recognition
of non-formal and informal knowledge and learn about its key features. By un-
derstanding the reciprocal relationship between adolescents’ self-concept,
non-formal and informal knowledge and their academic achievement, adoles-
cents can be steered towards the path of achievement (see Figure 12).

student (formal) achievement through non-formal and informal knowledge