<?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%">Valentin Cosmin  Blândul</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TOWARDS A POSSIBLE GOOD-PRACTICE MODEL IN NON-FORMAL EDUCATION: A CASE OF ROMANIA</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%">extracurricular activities</style></keyword><keyword><style  face="normal" font="default" size="100%">non-formal education</style></keyword><keyword><style  face="normal" font="default" size="100%">school results</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">July/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/457-1421876503.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">60</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">By its nature, education has 3 forms that are in a strong interdependence: formal, non-formal and informal. Non-formal education can be defined as a form of education implemented by schools in partnership with different educational institutions, using extracurricular activities, to help students deepen knowledge acquired in schools. A good example of this definition is the program “To know more, to be better!” implemented by the Romanian Ministry of Education since 2012. The main aim of this research was to analyze the impact of the above mentioned program upon students and teachers from Bihor County, Romania. The instrument used was a questionnaire with 18 questions. The sample consisted of 125 teachers from pre-primary, primary, secondary and high schools from Bihor County, Romania. The study was conducted in April 2014. The results of the research show that the majority of respondents have been pleased with this program, which has been popular among students as well. The latter ones were helped to better understand the theoretical knowledge they acquired during classes. The most frequent extracurricular activities of the program included visits, trips, workshops etc.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">46-53</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%">Valentin Cosmin  Blândul</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ANALYZING THE NEED FOR USING DIDACTIC STRATEGIES SPECIFIC TO NON-FORMAL EDUCATION IN THE CONTINUED PROFESSIONAL TRAINING OF TEACHERS – A CASE STUDY FROM BIHOR COUNTY, ROMANIA</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%">continued professional training</style></keyword><keyword><style  face="normal" font="default" size="100%">didactic strategies</style></keyword><keyword><style  face="normal" font="default" size="100%">non-formal education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1420055404.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">56</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Non-formal education (NFE) is one of the most important forms of the education process and refers to those activities that professional training institutions offer to their students besides the mandatory instructive-educational programmes. The importance of NFE resides in the fact that it strengthens the theoretical knowledge received during formal education by giving this knowledge a practical character as it is applied in different life situations. The main aim of this study was to identify the teachers’ degree of openness towards NFE, as well as the existing need for continued training through didactic strategies specific to this form of education. The sample consisted of 155 teachers, mostly from pre-primary, secondary and tertiary educational institutions from Bihor County, Romania. The instrument used was a questionnaire with 18 multiple-choice items. The results of the research show that most of the respondents are interested in participating in professional training courses based on didactic strategies specific to NFE. The main themes of interest include health education, managing students’ behaviour problems, social and emotional learning, and so on.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">8-15</style></section></record></records></xml>