Volume 04 Issue 12-2024
76
American Journal Of Applied Science And Technology
(ISSN
–
2771-2745)
VOLUME
04
ISSUE
12
Pages:
76-79
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
Distinctive advantages of informal education over formal and non-formal education and its role in human everyday
life.
KEYWORDS
Formal education, non-formal education, informal education, mass education, additional education, elite education,
mass media.
INTRODUCTION
As a result of the expansion of the information space in
the 21st century, education has emerged as informal
education in order to respond to dynamic changes in all
spheres of human life. This, in turn, creates the need to
search for other strategies for conducting life and
professional activities in new modern conditions and
ensuring the quality of teachers' professional training.
Continuous professional development and acquisition
of new modern skills have become necessary for a
modern teacher. Investing in their professional
development increases their competitiveness and
allows them to maximize their potential [1].
In some existing literature, experts distinguish three
types of lifelong learning: mass, additional and elite.
The first is mass education based on the formal school-
university system. The second includes a system of
additional use of distance learning programs to
eliminate functional deficiencies in retraining and
advanced training courses. They can be organized by
state and non-state educational institutions based on
formal and non-formal types of education. The third
type is elite education. It is associated with scientific
research institutions at the formal level and is carried
out in a practical manner in accordance with
Research Article
THE INFORMATION “REVOLUTION” OF MODERN MASS MEDIA IN
INFORMAL EDUCATION
Submission Date:
December 15, 2024,
Accepted Date:
December 20, 2024,
Published Date:
December 30, 2024
Crossref doi:
https://doi.org/10.37547/ajast/Volume04Issue12-13
Joldasova Kamila Jollibaevna
Researcher at the National Institute of Pedagogical Skills named after A. Avloni, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajast
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 12-2024
77
American Journal Of Applied Science And Technology
(ISSN
–
2771-2745)
VOLUME
04
ISSUE
12
Pages:
76-79
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
competitive market opportunities, both face-to-face
and remotely, by providing the best and most
advanced knowledge on the subject at the intersection
of non-formal and informal components [2].
In this regard, it is noted that a new trend has emerged
in the existing experience, recognizing the education
sector as “a single integrated process of lifelong
enrichment of the spiritual world and creative
potential of adults through formal, non-formal and
informal education, combined with other types of
social activity.”
The quality assurance of vocational education and
training is carried out in accordance with the European
Principles for the Validation of Non-Formal and
Informal Learning (2004), the European Principles for
Quality Assurance in Education and Training, and the
Recommendations for a European Database.
The researchers cite the following examples in this
regard:
1. Non-formal and informal education can provide
access to exams in the formal education system.
Individuals who have not completed their previous
studies in the formal education system for one reason
or another are given the opportunity to take final
exams in the vocational education system. A similar
practice exists, for example, in countries such as
Austria, Norway, Finland, and Germany.
2. Validation of non-formal and informal learning
provides access to formal education under certain
conditions. In some countries, it offers access to
further and higher education programmes for learners
who do not have the required formal qualifications but
can demonstrate that they have acquired qualifications
equivalent to those acquired in the formal education
system. For example, in Finland, learners are admitted
to a polytechnic university if they can demonstrate that
they have acquired relevant knowledge through
practical experience; the University of Tartu in Estonia
uses a mechanism for the accreditation of prior
learning to ensure access to university for those who
do not have the required formal qualifications.
3. In Denmark, applicants are given the opportunity to
demonstrate their qualifications acquired through non-
formal and informal learning before entering the
university, which, if validated, can reduce the length of
study.
4. Non-formal and informal education is part of formal
education in some countries. For example, in Sweden
and Malta, methods have been developed to include
them as an integral part of formal education programs.
Thus, at the University of Malta, students have the
opportunity to receive credit for social experience and
skills gained as a result of volunteer work [3].
Informal education is an individual cognitive activity
that accompanies everyday life and is not always
purposeful; it is the result of communication, reading,
visiting cultural institutions, libraries, traveling, the
media, etc., everyday work, family and leisure
activities, and does not have a specific structure. Non-
institutional (informal) education, or education
received in an informal form under the direct influence
of the life around a person, is interpreted by M. Tait as
forms of education that are not included in formal and
non-formal education. This can occur under the
influence of various educational influences of society -
work, home, family, friends, media, books. P. Jarvis
calls this term a form of education that occurs when
people learn directly from their environment.
According to S. Merriam and R. Caffarelli, everyday life
experience teaches us something [4].
Volume 04 Issue 12-2024
78
American Journal Of Applied Science And Technology
(ISSN
–
2771-2745)
VOLUME
04
ISSUE
12
Pages:
76-79
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Informal education can be interpreted as “i
ndividual
cognitive activity that accompanies everyday life and is
not always purposeful”, in which a person “turns the
educational potential of society into effective factors
of his own development”. This is what most effectively
changes people's attitudes and behavior in everyday
life. It is the most important source of spiritual
enrichment of a person, his inner world, and is an
important aspect of personal and professional
development.
Social institutions (family, colleagues) play a key role in
the implementation of informal education and is
carried out in a cultural and educational environment
[5].
The main features of informal education are as follows.
In particular, its non-institutionalized nature; the
closeness of the structure of the educational process
to the structure of human life; implementation through
active learning; the absence of teacher-student
contact; individual cognitive activity; the special
importance of the environment and means of
obtaining information (knowledge), etc. Informal
education can continue throughout a person's life,
therefore, there are no strict time limits and duration
characteristics.
Informal education affects the professional sphere,
and its development path is clearly visible in the
hierarchy of human needs: the higher the level of
knowledge of a person about his life activity, the
meaning of life and life priorities, the more fully,
actively, competently and effectively he uses informal
education to meet all his needs, including professional
needs.
Modern mass media have great potential in the field of
informal education. The reason is that we emphasize
the presence of mass media and the possibility of using
them with almost no restrictions in time and space. The
information "revolution" that occurred after the
advent of smartphones affects all areas of society and
human life, including education. For the first time in
history, vast information resources are available to
people, their use is unlimited and can be used
repeatedly and almost at any time [6].
REFERENCES
1.
Вершловский С. Г., Образование взрослых в
России: вопросы теории / С. Г. Вершловский
// Новые знания. 2004. № 3. С. 1
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7 стр.
2.
Горшков М. К., Ключарев Г. А. Непрерывное
образование в контексте модернизации. М.
2011.
3.
Европейский
опыт
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полученных в результате неформального
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Харченко. Минск. 2011.
4.
Макареня А.А., Рейтблат О. В., Суртаева Н.Н.
Неформальное образование как условие
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образование. 2011. С. 59
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Горшкова
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формального,
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и
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современное
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человека // Концепт. 2014.
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Купцова И. А. Современные медиа как
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сфере искусства: возможности и риски / И. А.
Купцова
//
Медиа.
Информация.
Коммуникация. [ Электронный ресурс] –
2021. -
Т. 36, № 2.
Volume 04 Issue 12-2024
79
American Journal Of Applied Science And Technology
(ISSN
–
2771-2745)
VOLUME
04
ISSUE
12
Pages:
76-79
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
7.
URL.
http://eur-
lex.europa/eu/LexUrlSery/LexUrlSery.do?url-
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