Fatores de caracterização da educação não formal: uma revisão da literatura

Resumo O presente artigo relata os resultados de uma investigação de caráter documental, na área da educação não formal. A educação não formal é uma área em expansão, à qual tem sido dada crescente atenção e importância. No entanto, é um setor do conhecimento, em geral, mal definido e ambíguo, no sentido em que os termos empregados são polissêmicos e não há consenso sobre seus usos e definições. Assim, com o objetivo de clarificar as definições das diferentes tipologias educativas, incluindo a educação não formal, perguntamos: que características têm estas tipificações educativas? Que critérios ou fatores são utilizados na literatura para defini-las? Com vista a responder a estas questões de pesquisa, realizamos uma revisão da literatura, analisando 28 documentos, entre literatura nacional e internacional, valendo-nos de técnicas de análise documental e análise de conteúdo. Apuramos que, na maioria da literatura nacional, a terminologia educação formal – não formal – informal é a mais utilizada. Confirmamos a dificuldade em se definir e estabelecer fronteiras entre as diferentes tipologias educativas e sublinhamos que as definições das mesmas envolvem um número elevado de fatores de diferentes naturezas. Investigamos 21 fatores usados nas caracterizações das diferentes tipologias educativas, divididos por quatro dimensões de análise: estrutura, processos, propósitos e conteúdos. Apuramos que, apesar da diversidade de fatores utilizados nas definições, há um núcleo adotado com mais frequência, associado principalmente a características estruturais, como localização, grau de planejamento ou duração da aprendizagem

Transfer of Knowledge between education and workplace

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Professional Knowledge and Learning at Work

This paper argues that the roles of theory are diverse and the meanings of theories and concepts are shaped by the contexts in which they are acquired and used. Hence situated learning leads to divergent meanings created by people’s divergent work pathways, rather than the convergence assumed in the discourse of ‘communities of practice’. Understanding professional work requires both socio-cultural approaches to knowledge creation and the negotiation of what counts as competence and expertise, and individual or group perspectives on the development of knowledge in action. The holistic, context and case dependent, and often tacit nature of professional work can also be represented as an integrated combination of different types of knowledge, each developed over a lifetime learning trajectory. Such knowledge is acquired partly through processes whose prime intention is learning, but mainly through learning as a by-product of working. Thus the relationship between time, conditions and mode of cognition has major ramifications for professional knowledge and the nature of work. This research into the factors affecting learning and their interactions has led to a triangle of Learning Factors and a triangle of Context Factors that influence those learning factors: the corners of both triangles relate to the nature of the work, relationships at work and individual learners. Attached is a pre-publication version of the final paper

Learning Challenges for Knowledge-based Organizations

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Mapping the Problems Facing the New Surgical Curriculum

This contribution adds the perspective of an independent evaluator to Canter, Kelly and Williams' account of pre-piloting the new surgical curriculum. I have been researching in to professional learning in the workplace for 15 years, reviewed research into postgraduate medical education for the Department of Health and, more recently, evaluated the national colonoscopy training programme administered by the College. My role during the pre-pilot was that of a participant observer and I attended planning and reflection meetings in the Raven department at the College and engaged with a substantial number of participants in the pre-pilot phase. This article summarises my evaluation report on the curriculum website (http://curriculum.jchst.org/)

Factors affecting the transfer of sharing of good practice in schools

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The role and use of vocational qualifications

Most vocational qualifications have been gazumped by general educational qualifications that have higher selection value, and their relative esteem is self-perpetuating. The use value of vocational qualifications depends on (1) the appropriateness of, and interconnection between, their work-related and work-based components, and (2) further work-based learning after qualification to ensure that the acquired knowledge and skills can be used in the particular circumstances and conditions of the current workplace. The NVQ experience has confirmed that detailed national specifications cannot match the diversity of workplace learning needs, so a more flexible approach is needed. Qualification policy should be based on evidence of fitness for purpose, rather than political troubleshooting or wishful thinking; and backed by a programme of incisive research

Transfer of Knowledge between Education and Workplace Settings

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