Неформальное образование как концепция в современной педагогике
The paper presents results of the OECD research project on recognition of non-formal and informal education (NIE) policy in OECD countries, implemented by the OECD Committee on Education Policy in 2006-2008 for 22 OECD member states and partner countries. Author analyses national policy practices on recognition of NIE adopted by project participating countries, compares achievements and challenges emerged in different economic, social and political contexts to implement this policy area at the national level. It elucidates the role and interests of different national stakeholders in this process, in particular the role of institutions of formal education. In conclusion the author suggests the typology of prevailing NIE models of recognition across different OECD member states and partner countries.
This article presents the up-to-date views on the continuous education and the tendencies to business-education development. The learning during the whole life is the vital necessity of our days. The peculiarity of the continuous education consists in the way of the payment for it. It can be payed by the organization which is interested in the improvement of the professional skills of the employees or by the employees themselves, if they participate in the continuous education program. In the framework of this logic the business -education is some special field of the continuous education. Now days business-education and continuous education are some definite system.
The bulletin addresses the results of a survey of teachers and heads of institutions of additional education of children, held as part of the Monitoring the Economics of Education HSE. The characteristics of teachers Hoopoe as a socio-professional groups: education, working conditions, the structure and level of remuneration, motivation, professional activity.