The Integration of Formal and Non-formal Education: The Dutch “brede school”

The Dutch “brede school” (BS) development originates in the 1990s and has spread unevenly since: quicker in the primary than secondary educational sector. In 2007, there were about 1000 primary and 350 secondary BS schools and it is the intention of the government as well as the individual municipalities to extend that number and make the BS the dominant school form of the near future. In the primary sector, a BS cooperates with crèche and preschool facilities, besides possible other neighborhood partners. The main targets are, first, to enhance educational opportunities, particularly for children with little (western-) cultural capital, and secondly to increase women’s labor market participation by providing extra familial care for babies and small children. All primary schools are now obliged to provide such care. In the secondary sector, a BS is less neighborhood-orientated than a primary BS because those schools are bigger and more often located in different buildings. As in the primary sector, there are broad and more narrow BS, the first profile cooperating with many non-formal and other partners and facilities and the second with few. On the whole, there is a wide variety of BS schools, with different profiles and objectives, dependent on the needs and wishes of the initiators and the neighborhood. A BS is always the result of initiatives of the respective school and its partners: parents, other neighborhood associations, municipality etc. BS schools are not enforced by the government although the general trend will be that existing school organizations transform into BS. The integration of formal and non-formal education and learning is more advanced in primary than secondary schools. In secondary education, vocational as well as general, there is a clear dominance of formal education; the non-formal curriculum serves mainly two lines and objectives: first, provide attractive leisure activities and second provide compensatory courses and support for under-achievers who are often students with migrant background. In both sectors, primary and secondary, it is the formal school organization with its professionals which determines the character of a BS; there is no full integration of formal and non-formal education resulting in one non-disruptive learning trajectory, nor is there the intention to go in that direction. Non-formal pedagogues are partly professionals, like youth- and social workers, partly volunteers, like parents, partly non-educational partners, like school-police, psycho-medical help or commercial leisure providers. Besides that, the BS is regarded by government educational and social policy as a potential partner and anchor for community development. It is too early to make reliable statements about the effects of the BS movement in the Netherlands concerning the educational opportunities for disadvantaged children and their families, especially those with migrant background, and combat further segregation. Evaluation studies made so far are moderately positive but also point to problems of overly bureaucratized structures and layers, lack of sufficient financial resources and, again, are uncertain about long-term effects.

An evaluation of the impact of Inner City Development's Cooperative Home School: An educational alternative program to increase the quality and level of education in San Antonio's West Side community

The research study was intended to evaluate the effectiveness of Inner City Development's (I.C.D.) Cooperative Home School, an educational alternative program to the Title I public schools of San Antonio's West Side community. The study investigated students', parents' and tutors' perception of parental involvement and educational resources. The study also investigated each student's academic achievement. ^ The study found that students progressed toward expected math proficiency at a faster rate than they did in reading proficiency. However, because the target population size was small and a comparison group was not used, the results of this study are only suggestive. This research also indicated that study subjects believed students' quality and level of education increased substantially since program exposure. Study subjects mainly attributed the students' strides in academic performance to the increased amount of individualized attention students received in the small twelve-student class size. Study subjects were more satisfied with the home school's educational resources than those of the Title I public schools. Study subjects also perceived that parental involvement both at home and at school increased since enrollment in the home school program because: (1) there were more opportunities for involvement in the home school; and (2) parents felt closer to the tutors than the teachers in public school. ^ This evaluation also suggested improvements to program operations. With the help of additional volunteers, I.C.D. program operators could improve collection and organization of academic records. Furthermore, as suggested by program participants, science could be added to the curriculum. Lastly, a formal tutor orientation could be implemented to familiarize and train tutors on classroom management procedures. ^

Library and Information Science Education and eScience: The Current State of ALA Accredited MLS/MLIS Programs in preparing Librarians and Information Professionals for eScience Needs

The purpose of this study is multifaceted: 1) to describe eScience research in acomprehensive way; 2) to help library and information specialists understand the realm of eScience research and the information needs of the community and demonstrate the importance of LIS professionals within the eScience domain; 3) and to explore the current state of curricular content of ALA accredited MLS/MLIS programs to understand the extent to which they prepare new professionals within eScience librarianship. The literature review focuses heavily on eScientists and other data-driven researchers’ information service needs in addition to demonstrating how and why librarians and information specialists can and should fulfill these service gaps and information needs within eScience research. By looking at the current curriculum of American Library Association (ALA) accredited MLS/MLIS programs, we can identify potential gaps in knowledge and where to improve in order to prepare and train new MLS/MLIS graduates to fulfill the needs of eScientists. This investigation is meant to be informative and can be used as a tool for LIS programs to assess their curriculums in comparison to the needs of eScience and other data-driven and networked research. Finally, this investigation will provide awareness and insight into the services needed to support a thriving eScience and data-driven research community to the LIS profession.

Lizard hunts on the north coast of Peru / Allan R. Holmberg, Department of Sociology and Anthropology, Cornell University.

v.36:no.9(1957)

College and university public education in the Caribbean.

"Reprinted by permission from The Caribbean: contemporary education, University of Florida Press, 1960."

Federal aid : programs available to state and local governments : fact sheet for the chairman, Subcommittee on Labor, Health and Human Services, Education, and Related Agencies, Committee on Appropriations, U.S. Senate /

"B-243721"--P. 1.

Sociology and sin; a plea for the exclusion of uplift from economics and the political sciences,

"First edition."

The failure of the Queen's colleges, and of mixed education in Ireland.

Mode of access: Internet.

An educational program for household employment : trade and industrial and home economics education.

"November 1936 [i.e. 1935]"

Curriculum workshops for college and university driver education instructors.

National Highway Traffic Safety Administration, Washington, D.C.

Departments of Labor, Health and Human Services, Education, and related agencies appropriations for 2012 : hearings before a subcommittee of the Committee on Appropriations, House of Representatives, One Hundred Twelfth Congress, first session /

Shipping list no.: 2011-0418-P (pt. 1), 2011-0423-P (pt. 2A), 2011-0426-P (pt. 2B), 2011-0439-P (pt. 3), 2011-0432-P (pt. 4), 2012-0085-P (pt. 5), 2012-0221-P (pt. 6), 2012-0256-P (pt. 7).

Departments of Labor, Health and Human Services, Education, and related agencies appropriations for 2011 : hearings before a subcommittee of the Committee on Appropriations, House of Representatives, One Hundred Eleventh Congress, second session /

Mode of access: Internet.

Departments of Labor, Health and Human Services, Education, and related agencies appropriations for 2013 : hearings before a subcommittee of the Committee on Appropriations, House of Representatives, One Hundred Twelfth Congress, second session /

Shipping list no. 2012-0243-P (pt. 1, 4), 2012-0266-P (pt. 2A), 2012-0267-P (pt. 2B), 2012-0250-P (pt. 3), 2013-0038 (pt. 5), 2013-0040-P (pt. 6), 2012-0298-P (pt. 7).