Does Non-Formal Education Have Lasting Effects?

Autor/inn/en	Simac, Julia; Marcus, Rachel; Harper, Caroline
Titel	Does Non-Formal Education Have Lasting Effects?
Quelle	In: Compare: A Journal of Comparative and International Education, 51 (2021) 5, S.706-724 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2019.1669011
Schlagwörter	Nonformal Education; Outcomes of Education; Longitudinal Studies; Extracurricular Activities; Transfer of Training; Sex Fairness; Developing Nations; Developed Nations; Youth Programs; Educational Attainment; Employment Patterns; Daily Living Skills; Sex Education; Well Being; Interpersonal Relationship; Civics + Suchen Sie Ihr Suchwort? Non-formal education; Non formal education; Nichtformale Bildung; Lernleistung; Schulerfolg; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Außerunterrichtliche Aktivität; Training; Transfer; Ausbildung; Sexualaufklärung; Developing country; Developing countries; Entwicklungsland; Developed countries; Industriestaat; Industrieland; Jugendsofortprogramm; Bildungsabschluss; Bildungsgut; Beschäftigungsstruktur; Alltagsfertigkeit; Sex instruction; Sexualerziehung; Sexualkunde; Well-being; Wellness; Wohlbefinden; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Staatsbürgerkunde
Abstract	Non-formal education programmes to boost young people's development are increasingly common in the Global South. There is clear evidence of short-term impacts but much less is known about how far they lead to lasting change. Longitudinal studies from the Global North provide insights into the long-term effects of participation in extra-curricular programmes, sometimes decades into adulthood, highlighting long-term educational, economic and mental health benefits. We compare insights concerning the nature and effects of these programmes in different contexts and reflect on transferable lessons. Impacts tend to be longest lasting where programmes build life-skills and connection to others in the community, are delivered by skilled facilitators with significant inputs from young people, and where young people participate for an extended period of time. We found a considerably stronger emphasis on gender equality in Southern programmes, a gap that Northern programmes are starting to fill. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01