Expert Assessment of the Non-Formal Education Progress in the Training of Perspective Social Educators.
Journal Title: Вісник Житомирського державного університету імені Івана Франка - Year 2018, Vol 95, Issue 4
Abstract
The problem of the progress assessment of non-formal education of perspective social educators is determined by the need for empirical study of the role, forms, methods and implementation capabilities of non-formal education in the process of perspective professionals training. The article presents the expert assessment results of the role of non-formal education in the professional training of perspective social educators based on the following scales: the importance of non-formal education in the professional development; determining the effectiveness of non-formal education forms and methods; the characteristics of developing the perspective specialists functional model in the social sphere. Methods of investigation: expert assessment (professionals with sufficient work experience in the field of non-formal education and training experience of perspective specialists in the social sphere, professionals with a number of scientific and popular-scientific publications on the research issue, professionals with a high level of social and public activity, who present different regions of Ukraine), comparative analysis of the participants survey results in scientific and social expertise. As a result of empirical study, it has been stated that the influence of non-formal learning on the development of practical sphere, directed on the formation of habits, skills and experience, was highly evaluated by the experts. The second place is presented with the influence of non-formal education on the capability to continuous personal growth as an opportunity to meet the needs of personal growth, development and self-improvement. The prevalence of non-formal education assessment regarding the perspective social educators formal training in the context of forming their ability to carry out professional functions has been also established. The conclusion on the empirical confirmation of scientifically stated characteristics of non-formal education has been formulated: 1) practical orientation as the correspondence to the professional needs and provision of tools for improving performance efficiency; 2) consistent and continuous influence on the participants personal growth, conditioned by providing the participants’ needs in positive self-perception, self-esteem and self-development. As a result of the investigation, the importance of extending the content of non-formal education and its support of the youth interests in its organization has been determined.
Authors and Affiliations
N. P. Pavlik
Keywords
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