Неформальна освіта як інструмент реалізації молодіжної політики Європейського союзу
Ескіз недоступний
Дата
2024
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С.Макаренка
Анотація
У статті схарактеризовано цільові, організаційні, змістові та процесуальні засади неформальної освіти як інструменту реалізації молодіжної політики Європейського Союзу. Розглянуто основоположні документи ЄС, на основі яких сформульовано актуальну молодіжну політику Союзу. Подано трактування неформальної освіти та дотичних понять, що є ключовими у розгляді досліджуваного феномену, у документах ЄС, РЄ, громадських організацій та теоретиків освіти. З’ясовано організаційні та процесуальні засади неформальної екологічної освіти молоді, насамперед формування екологічної стійкості в контексті реалізації завдань молодіжної політики ЄС.
The purpose of the article is to characterize the goals, organizational and procedural foundations of non‐formal education as a tool for implementing of the EU youth policy. The fundamental political documents defining the principles, directions and goals of the EU youth policy over three decades (2000’s – 2020’s) are characterized. The comparative analysis of the content of the youth policy strategies allows us to assert the expansion of content areas and forms of activity used in the EU in the youth work. The most important manifestations of such expansion are the involvement of young people in the creation of a sustainable green Europe, ensuring the equality of all genders and ensuring the quality education of young people through the integration and improvement of various forms of education, namely, formal, non‐formal and informal. The definition of non‐formal education and tangential concepts (formal education, informal education, lifelong education, lifewide education) are provided. Non‐formal education is defined as embedded in a planned educational activity, which is not clearly defined as education in terms of goals, time or learning support and is provided in places such as youth organizations, sports clubs, drama and community groups, etc. Non‐formal education should be a voluntary, accessible to everyone (ideally), organized process, that have educational goals, be student‐centered, provide learning life skills and preparation for active citizenship, take place on the basis of the involvement of both individual and group training, represent a holistic process, carried out on the basis of the experience and basic needs of the participants. The organizational and procedural foundations of non‐formal education in the implementation of the tasks of the EU youth policy have been clarified (on the example of environmental education of youth). It has been found that learning for environmental sustainability is generally integrated into non‐formal education through specific initiatives and cross‐sectoral collaboration. It was found that providers of non‐ formal environmental education, including local community groups, youth associations, scouting, parks, farms, science centers, museums and libraries, have significant potential for the formation of environmental sustainability, as such forms are based on practical, real‐world experience, practical teaching methods.
The purpose of the article is to characterize the goals, organizational and procedural foundations of non‐formal education as a tool for implementing of the EU youth policy. The fundamental political documents defining the principles, directions and goals of the EU youth policy over three decades (2000’s – 2020’s) are characterized. The comparative analysis of the content of the youth policy strategies allows us to assert the expansion of content areas and forms of activity used in the EU in the youth work. The most important manifestations of such expansion are the involvement of young people in the creation of a sustainable green Europe, ensuring the equality of all genders and ensuring the quality education of young people through the integration and improvement of various forms of education, namely, formal, non‐formal and informal. The definition of non‐formal education and tangential concepts (formal education, informal education, lifelong education, lifewide education) are provided. Non‐formal education is defined as embedded in a planned educational activity, which is not clearly defined as education in terms of goals, time or learning support and is provided in places such as youth organizations, sports clubs, drama and community groups, etc. Non‐formal education should be a voluntary, accessible to everyone (ideally), organized process, that have educational goals, be student‐centered, provide learning life skills and preparation for active citizenship, take place on the basis of the involvement of both individual and group training, represent a holistic process, carried out on the basis of the experience and basic needs of the participants. The organizational and procedural foundations of non‐formal education in the implementation of the tasks of the EU youth policy have been clarified (on the example of environmental education of youth). It has been found that learning for environmental sustainability is generally integrated into non‐formal education through specific initiatives and cross‐sectoral collaboration. It was found that providers of non‐ formal environmental education, including local community groups, youth associations, scouting, parks, farms, science centers, museums and libraries, have significant potential for the formation of environmental sustainability, as such forms are based on practical, real‐world experience, practical teaching methods.
Опис
Ключові слова
неформальна освіта, молодіжна політика ЄС, сталий розвиток, екологічна освіта, екологічна стійкість, non‐formal education, EU youth policy, sustainable development, environmental education, environmental sustainability
Бібліографічний опис
Сбруєва А. Неформальна освіта як інструмент реалізації молодіжної політики Європейського союзу [Текст] / А. Сбруєва // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2024. – № 3 (137). – С. 419–438. – DOI: 10.24139/2312‐5993/2024.03/419‐438