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2.21
Author
Zepke, N., & Leach, L
Title
Improving learner outcomes   in lifelong education: Formal pedagogies in nonformal learning contexts?
Language
English
Date2006
Full references
Zepke, N., & Leach, L. (2006).   Improving learner outcomes in lifelong education: Formal pedagogies in nonformal learning   contexts? International Journal of   Lifelong Education 25 (5): 507–518.
Abstract
This article applies past and current   research on effective formal education to effective learning in nonformal contexts. The authors define nonformal contexts as “settings where learning   may not lead to formal qualifications,” which likely includes many ESL   programs in English-speaking countries. The authors present a model for   effective nonformal learning designed to support retention and goal   attainment in four nonformal learning contexts: community development, adult   literacy, workplace learning, and personal interest learning. The model   contains key attributes required to support learner success: integration   strategies, adequate institutional services, institutional responsiveness to   diverse learner cultures, and strategies for developing learners’ critical   awareness. The article is useful for practitioners and researchers who wish   to better understand requirements for holistic language and literacy   programming.
Key words
Adult education, ESL,   literacy, community
Other interesting information
''Positive learner outcomes can be achieved where the   pedagogy used attempts to meet learners' social, emotional and academic needs   and aspirations by assisting them to integrate into programmes and learning organisations; provides necessary learning services; and adapts their   cultures to accept and value the cultures and cultural capital brought by   diverse learners.''
Interest for the project
3/5
Contributor´s name + email
Stéphanie Barillé -   stephanie@unak.is
Co-funded by The Erasmus+ programme of the European Union.
This project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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