<?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%">Peter  Odera</style></author><author><style face="normal" font="default" size="100%">Rossette K.  Murigande</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">A STUDY OF INVOLVEMENT OF CAREGIVERS IN CHILDREN’S PLAY IN KIGALI, RWANDA</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%">emotional development</style></keyword><keyword><style  face="normal" font="default" size="100%">formal education</style></keyword><keyword><style  face="normal" font="default" size="100%">intellectual development</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=2594307</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">26</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This paper was based on survey research design that aimed at examining caregivers’ involvement in children’s play in Rwanda. Random sampling technique was used to sample out 89 respondents from 4 different locations. The sample of the study included 40 caregivers, 40 children and 9 social workers in Compassion assisted projects. Compassion is non profit making organization. Data was collected through interview schedules and observation. The findings revealed that the most important variables that influence the perceptions of caregivers were the age of children and education background of caregivers. Majority of caregivers were more favourable to children’s play, especially those children at a younger age. However, caregivers reported that as children grow older, they should take domestic chores and school work seriously rather than spending time in play. The more caregiver had formal education, the higher the likelihood that one would have a positive attitude toward children’s play. Besides, the gender of children, age and also, the gender of caregivers were found to be less significant factors. This study has concluded that the more caregivers were knowledgeable on the importance of play, the more they were willing to facilitate children’s play and the more they actively encouraged children to participate in play.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">90-102</style></section></record></records></xml>