<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Sara Zamir</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">APPRAISING THE IMAGE OF FORMAL EDUCATION BY INFORMAL EDUCATORS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">formal education</style></keyword><keyword><style  face="normal" font="default" size="100%">informal code</style></keyword><keyword><style  face="normal" font="default" size="100%">informal education</style></keyword><keyword><style  face="normal" font="default" size="100%">semiotics</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2018</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2018</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/457-1529089986.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">76</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Discussion about the need for professionalization has accompanied the development of informal education from its very early stages. Some people believe informal education is staffed by temporary players whose main value derived in part from the fact that their work embodies the principles of altruism, hence they need no professional training. In contrast, others believe that work in this field is complex, hence appropriate training settings should be set up for those working in informal education as well. 
The aim of this research was to evaluate the perception of formal education by informal education educators. 
The research methodology is qualitative; it employs a structured interview of the participants and a semiotic analysis of pictures that  participants were asked to provide that they felt represented the formal education system.  
The main findings of the semiotic analysis clearly show that the pictures chosen raise connotations of rigidity, emptiness, loneliness, sadness, insufficiency and boredom.
Those images are strongly connected to the debate of recruiting resourceful and capable teachers to formal education systems in the era of accountability. 
</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">406-414</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Brigita   Polanec</style></author><author><style face="normal" font="default" size="100%">Srečko   Glodež</style></author><author><style face="normal" font="default" size="100%">Boris Aberšek</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EDUCATION OF PROPER WASTE MANAGEMENT BASED ON NON-FORMAL AND INFORMAL EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">e-learning</style></keyword><keyword><style  face="normal" font="default" size="100%">e-learning materials</style></keyword><keyword><style  face="normal" font="default" size="100%">informal education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1413728459.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">46</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The present work gives methods on how available information can be presented to as many people as possible in a way that will allow them to assimilate that knowledge. The most appropriate forms of education for the concrete target group are included in informal education. Informal education is divided into informal general education and informal education for the profession or for the professional work. The fact, regarding the method of giving information, has to be considered that people differ from each other, and in accordance with this, it makes a difference as to how they perceive certain information. Regarding this, the forms and methods of education have to be adapted to different types of people. Elements such as people's levels of concentration, motivation, non-linear receipt of information, stability of information and obtaining of knowledge are looked at more closely. The rapid development of science and new technology brings with it many opportunities for those who are learning on the one hand, and for those who are working on programs for education on the other hand. Information technology has also led to the development of various educational methods; one of them is the method of e-learning. This paper will discuss the mechanism of informal education called microtraining. The concept of micro training provides information in short bursts (about 15 to 20 minutes long), concisely and in an interesting way. Knowledge has become the main product of micro training in specific fields.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">116-122</style></section></record></records></xml>