Taxonomy of Teaching Methods and Teaching Forms for Youth in Non-Formal Education in the National Youth Council of Slovenia
Keywords:
non-formal education, teaching forms, teaching methods, youth organisations, youth work
Abstract
Research from the field of non-formal education (NFE) in youth work emphasises the central role of experiential learning and learning in groups. The present paper aims to research teaching methods and teaching forms in NFE in youth work. The research sought to answer the following research questions: ‘What teaching forms can be found in NFE for young people in youth councils on a national level in Slovenia?’ and ‘What teaching methods can be found in NFE for young people in youth councils on a national level in Slovenia?’ Data was collected using semi-structured interviews; the instrument was a list of questions. The empirical research was conducted in July 2016 with six interviewees. The results indicate that learning in selected NFE in the National Youth Council of Slovenia (MSS) is participatory, interactive, inclusive and student-focused; with central concepts of experiential learning and learning in groups. The key teaching form is learning in groups. However, individual work, work in pairs, programmed instruction and direct instruction are also present. The central and omnipresent teaching method is experiential learning. Problem-based learning, case-study method, action learning, and project-based learning are intertwined and connected to the experiential learning method. Other methods include verbal-textual methods, illustrative-demonstration methods, experimental methods, peer learning, and support methods. The conclusions are applicative in the didactic spectrum of NFE in youth work and in the wider didactic spectrum of adult learning. Implications for further research include teaching methods and forms in NFE inside the wider youth sector, internationally comparative and through quantitative research.
Downloads
Download data is not yet available.
References
Act Amending Youth Councils Act (ZMS-A) (2010). Official Gazette of the RS, No. 42 (28. 5. 2010).
Allen, D. E., Donham, R. S., & Berhhard, S. A. (2011). Problem-based learning. New Directions for
Teaching & Learning, 128, 21–29.
Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. Clearing House, 83(2),
39–43.
Bessant, J. (2004). Mixed messages: Youth participation and democratic practice. Australian Journal of
Political Science, 39(2), 387–404.
Boeren, E. (2011). Gender differences in formal, non-formal and informal adult learning. Studies in
Continuing Education, 33(3), 333–346.
Brook, C., Pedler, M., & Burgoyne, J. (2012). Some debates and challenges in the literature on action
learning: The State of the art since revans. Human Resource Development International, 15(3), 269–282.
Bužinkić, E., Ćulum, B., Horvat, M., & KovaÄić, M. (2015). Youth work in Croatia: Collecting pieces for
mosaic. Child and Youth Services, 26(1), 30–55.
Coussée, F. (2009). The relevance of youth works history. In G. Verschelden, F. Coussée, T. Van de
Walle & H. Williamson (Eds.), The history of youth work in Europe (pp. 7–11). Paris: Council of Europe
Publishing.
Del Felice, C., & Solheim, L. (2011). Youth organisations as learning organisations: Exploring special
contributions and challenges. Development in Practice, 21(8), 1094–1108.
Devetak, I., Glažar, A. S., & Vogrinc, J. (2010). The role of qualitative research in science education.
Eurasia, 6(1), 77–84.
Easterby-Smith, M., Thorpe, R., & Lowe, A. (2007). Raziskovanje v managementu [Management research:
An introduction]. Koper: Fakulteta za management.
European Commission (2000). Commission staff working paper: A memorandum on lifelong learning.
Retrieved from http://tvu.acs.si/dokumenti/LLLmemorandum_Oct2000.pdf
European Commission (2012). Council recommendation of 20 December 2012 on the validation of non-
-formal and informal learning. Official Journal of the EU, No. 398 (22. 12. 2012).
Fennes, H., & Otten, H. (2008). Quality in non-formal education and training in the field of European
youth work. Brussels: The European Union – Council of Europe youth partnership in Salto-youth.
Flick, U. (2006). An introduction to qualitative research. London, Thousand Oaks, New Delhi: SAGE
Publications.
Gaber, S., & Mojškerc, N. (2014). E-participation as a possible upgrading of representative democracy.
Teorija in praksa, 51(6), 1242–1262.
Garotti, F. R. (2015). Deutschunterricht an italienischen Universitäten für Studierende des Deutschen
als Fremdsprache [German lessons at Italian universities for students of German as a foreign language].
German as a Foreign Language, 3(2015), 80–96.
Gojkov, G., Stojanović, A., & Gojkov-Rajić, A. (2015). Didactic strategies and competencies of gifted
students in the digital era. CEPS Journal, 5(2), 57–72.
Haralambos, M., & Holborn, M. (2005). Sociologija: Teme in pogledi [Sociology: Themes and perspectives].
Ljubljana: DZS.
Ivon, H., & KuÅ¡Äević, D. (2013). School and the cultural heritage environment: Pedagogical, creative
and artistic aspects. CEPS Journal, 3(2), 29–50.
Jank, W. & Meyer, H. (2006). DidaktiÄni modeli [Didactic models]. Ljubljana: Zavod RS za Å¡olstvo.
Javornik KreÄiÄ, M., Rutar Leban, T., & Kelava, P. (2014). ZnaÄilnosti pouka v srednjih strokovnih in
poklicnih Å¡olah z vidika uÄiteljev in dijakov [The features of teaching in upper secondary vocational
education and training from the perspective of teachers and students]. Šolsko polje, 25 (1/2), 31–54.
Kadum-BoÅ¡njak, S. (2012). SuradniÄko uÄenje [Cooperative learning]. MetodiÄki ogledi, 19(1), 181–199.
Kane, L. (2007). Educators, learners and active learning methodologies. International Journal of Lifelong
Education, 23(3), 275–286.
Kiilakoski, T., & Kivijarvi, A. (2015). Youth clubs as spaces of non-formal learning: Professional idealism
meets the spatiality experienced by young people in Finland. Studies in Continuing Education,
37(1), 47–61.
Kiper, H., Meyer, H., & Topsch, W. (2002). Einführung in die Schulpädagogik [Introduction to school
education]. Berlin: Cornelsen Scriptor.
KolariÄ, Z., & Rakar, T. (2010). Obseg, struktura in vloga/funkcija slovenskih civilno-družbenih organizacij:
raziskava Indeks civilne družbe: študija primera, dimenzija, raven organizacij [The scope, structure
and role / function of Slovenian civil society organizations: Research civil society index: Case study,
dimension, level of organizations]. Ljubljana: Inštitut Republike Slovenije za socialno varstvo.
Kramar, M. (2009). Pouk [Classes]. Nova Gorica: Educa, Melior.
Kuhar, M., & Razpotnik, Š. (2011). Uvod. In M. Kuhar & V. Leskošek (Eds.), Okviri in izzivi mladinskega
dela v Sloveniji [The frames and challenges of youth work in Slovenia] (pp. 7–9). Ljubljana:
Pedagoška fakulteta.
Kuhar, M., & Leskošek, V. (2008). Mladinsko delo na lokalni ravni: primerjalna analiza petih držav
[Youth work at local level: Comparative analysis of five countries]. Socialna pedagogika, 12(4), 325–343.
LebeniÄnik, M., Pitt, I., & StarÄiÄ IsteniÄ, A. (2015). Use of online learning resources in the development
of learning environments at the intersection of formal and informal learning: The student as
autonomous designer. CEPS Journal, 5(2), 95–113.
MarentiÄ-Požarnik, B. (2014). Psihologija uÄenja in pouka [Psychology of learning and teaching]. Ljubljana:
DZS.
MijoÄ, N. (1995). Izkustveno uÄenje – enakovredna pot do znanja [Experiential learning - an equal
path to knowledge]. Andragoška spoznanja, 1(1/2), 39–41.
MijoÄ, N. (2007). Projektna metoda v izobraževanju [Project method in education]. AndragoÅ¡ka spoznanja,
13(3), 19–25.
MijoÄ, N. (2009). Nekateri temeljni pojmi z vidika andragoÅ¡ke didaktike [Some basic concepts from
the perspective of andragogical didactics]. Andragoška spoznanja, 15(1), 58–64.
Marvasti, A. B. (2004). Qualitative research in sociology. London, UK: Sage.
Pantea, M. C. (2012). Mapping of competences needed by youth workers to support young people in international learning mobility projects. Brussels: Youth Partnership.
Public Interest in Youth Sector Act (ZJIMS) (2010). Official Gazette of the RS, No. 42 (28. 5. 2010).
Pavlin, S. (2014). The role of higher education in supporting graduates’ early labour market careers.
International Journal of Manpower, 35(4), 576–590.
Radovan, M. (2013). Metode v izobraževanju odraslih [Methods in adult education]. Andragoška spoznanja,
19(4), 5–8.
Rakar, T., Deželan, T., Vrbica, S. Å ., KolariÄ, Z., ÄŒrnak MegliÄ, A., & Nagode, M. (2011). Civilna družba
v Sloveniji [Civil society in Slovenia]. Ljubljana: Uradni list Republike Slovenije. Rot Vrhovec, A. (2015). Forms of cooperative learning in language teaching in Slovenian language classes at the primary school level. CEPS Journal, 5(3), 129–155.
Sapin, K., & Waters, G. (1990). Learning from each other: A handbook for participative learning and
community work learning programmes. Manchester, UK: The William Temple Foundation.
Sapin, K. (2009). Essential skills for youth work practice. London, UK: Sage.
Souto-Otero, M. (2016). Young people’s views of the outcomes of non-formal education in youth organisations:
Its effects on human, social and psychological capital, employability and employment. Journal of Youth Studies, 19(7), 938–956.
Stanković, Z., & BlažiÄ, M. (2015). Didactical model of instruction based on the application of educational
software. Didactica Slovenica - Pedagoška Obzorja, 30(1), 21–45.
Starc, J., Rodica, B., & Konda, I. (2015). The significance of teaching methods/forms and organizational
forms as important elements for the professional development in the education and training of managers
involved in tourism. Informatologia, 48(1/2), 48–61.
Stes, A., & Van Petegem, P. (2014). Profiling approaches to teaching in higher education: A cluster-
-analytic study. Studies in Higher Education, 39(4), 644–658.
StrmÄnik, F. (2001). Didaktika: Osrednje teoretiÄne teme [Didactics: The central theoretical themes].
Ljubljana: Znanstveni inštitut Filozofske fakultete.
Struyven, K., Dochy, F., & Janssens, S. (2010). Teach as you preach: The effects of student-centred versus
lecture-based teaching on student teachers’ approaches to teaching. European Journal of Teacher
Education, 33(1), 43–64.
Taft, J. K., & Gordon, H. R. (2013). Youth activists, youth councils, and constrained democracy. Education,
Citizenship & Social Justice, 8(1), 87–100.
Timm, T., Birkenmaier, J., & Tebb, S. (2011). The experiential community assessment project: Integrating
social work practice skills. Journal of Community Practice, 19(2), 175–188.
Tomić, A. (2000). Izbrana poglavja iz didaktike [Selected topics from didactics]. Ljubljana: Center za
pedagoško izobraževanje Filozofske fakultete.
TopolovÄan, T. (2012). Communication and teaching and learning methods (social work forms) in
multimedia online distance education. Practice and Theory in Systems of Education, 7(2), 203–209.
UNESCO (1993). Review of the international standard classification of education (ISCED). Retrieved
from http://unesdoc.unesco.org/images/0009/000953/095389eb.pdf
Vogrinc, J. (2008). Pomen triangulacije za zagotavljanje kakovosti znanstvenih spoznanj kvalitativnega
raziskovanja [The importance of triangulation for ensuring the quality of scientific findings of the
qualitative research]. Sodobna pedagogika, 59(5), 108–122.
Vogrinc, J. (2013). Kvalitativno raziskovanje na pedagoÅ¡kem podroÄju [Qualitative research in the pedagogical
field]. Ljubljana: Pedagoška fakulteta.
Youth Councils Act /ZMS/ (2000). Official Gazette of the RS, No. 70 (8. 8. 2000).
Žagar, I. Ž., & Kelava, P. (2014). Introduction. In I. Ž. Žagar & P. Kelava (Eds.), From formal to non-formal:
Education, learning and knowledge (pp. ix–xiv). Newcastle upon Tyne, UK: Cambridge Scholars
Publishing.
Allen, D. E., Donham, R. S., & Berhhard, S. A. (2011). Problem-based learning. New Directions for
Teaching & Learning, 128, 21–29.
Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. Clearing House, 83(2),
39–43.
Bessant, J. (2004). Mixed messages: Youth participation and democratic practice. Australian Journal of
Political Science, 39(2), 387–404.
Boeren, E. (2011). Gender differences in formal, non-formal and informal adult learning. Studies in
Continuing Education, 33(3), 333–346.
Brook, C., Pedler, M., & Burgoyne, J. (2012). Some debates and challenges in the literature on action
learning: The State of the art since revans. Human Resource Development International, 15(3), 269–282.
Bužinkić, E., Ćulum, B., Horvat, M., & KovaÄić, M. (2015). Youth work in Croatia: Collecting pieces for
mosaic. Child and Youth Services, 26(1), 30–55.
Coussée, F. (2009). The relevance of youth works history. In G. Verschelden, F. Coussée, T. Van de
Walle & H. Williamson (Eds.), The history of youth work in Europe (pp. 7–11). Paris: Council of Europe
Publishing.
Del Felice, C., & Solheim, L. (2011). Youth organisations as learning organisations: Exploring special
contributions and challenges. Development in Practice, 21(8), 1094–1108.
Devetak, I., Glažar, A. S., & Vogrinc, J. (2010). The role of qualitative research in science education.
Eurasia, 6(1), 77–84.
Easterby-Smith, M., Thorpe, R., & Lowe, A. (2007). Raziskovanje v managementu [Management research:
An introduction]. Koper: Fakulteta za management.
European Commission (2000). Commission staff working paper: A memorandum on lifelong learning.
Retrieved from http://tvu.acs.si/dokumenti/LLLmemorandum_Oct2000.pdf
European Commission (2012). Council recommendation of 20 December 2012 on the validation of non-
-formal and informal learning. Official Journal of the EU, No. 398 (22. 12. 2012).
Fennes, H., & Otten, H. (2008). Quality in non-formal education and training in the field of European
youth work. Brussels: The European Union – Council of Europe youth partnership in Salto-youth.
Flick, U. (2006). An introduction to qualitative research. London, Thousand Oaks, New Delhi: SAGE
Publications.
Gaber, S., & Mojškerc, N. (2014). E-participation as a possible upgrading of representative democracy.
Teorija in praksa, 51(6), 1242–1262.
Garotti, F. R. (2015). Deutschunterricht an italienischen Universitäten für Studierende des Deutschen
als Fremdsprache [German lessons at Italian universities for students of German as a foreign language].
German as a Foreign Language, 3(2015), 80–96.
Gojkov, G., Stojanović, A., & Gojkov-Rajić, A. (2015). Didactic strategies and competencies of gifted
students in the digital era. CEPS Journal, 5(2), 57–72.
Haralambos, M., & Holborn, M. (2005). Sociologija: Teme in pogledi [Sociology: Themes and perspectives].
Ljubljana: DZS.
Ivon, H., & KuÅ¡Äević, D. (2013). School and the cultural heritage environment: Pedagogical, creative
and artistic aspects. CEPS Journal, 3(2), 29–50.
Jank, W. & Meyer, H. (2006). DidaktiÄni modeli [Didactic models]. Ljubljana: Zavod RS za Å¡olstvo.
Javornik KreÄiÄ, M., Rutar Leban, T., & Kelava, P. (2014). ZnaÄilnosti pouka v srednjih strokovnih in
poklicnih Å¡olah z vidika uÄiteljev in dijakov [The features of teaching in upper secondary vocational
education and training from the perspective of teachers and students]. Šolsko polje, 25 (1/2), 31–54.
Kadum-BoÅ¡njak, S. (2012). SuradniÄko uÄenje [Cooperative learning]. MetodiÄki ogledi, 19(1), 181–199.
Kane, L. (2007). Educators, learners and active learning methodologies. International Journal of Lifelong
Education, 23(3), 275–286.
Kiilakoski, T., & Kivijarvi, A. (2015). Youth clubs as spaces of non-formal learning: Professional idealism
meets the spatiality experienced by young people in Finland. Studies in Continuing Education,
37(1), 47–61.
Kiper, H., Meyer, H., & Topsch, W. (2002). Einführung in die Schulpädagogik [Introduction to school
education]. Berlin: Cornelsen Scriptor.
KolariÄ, Z., & Rakar, T. (2010). Obseg, struktura in vloga/funkcija slovenskih civilno-družbenih organizacij:
raziskava Indeks civilne družbe: študija primera, dimenzija, raven organizacij [The scope, structure
and role / function of Slovenian civil society organizations: Research civil society index: Case study,
dimension, level of organizations]. Ljubljana: Inštitut Republike Slovenije za socialno varstvo.
Kramar, M. (2009). Pouk [Classes]. Nova Gorica: Educa, Melior.
Kuhar, M., & Razpotnik, Š. (2011). Uvod. In M. Kuhar & V. Leskošek (Eds.), Okviri in izzivi mladinskega
dela v Sloveniji [The frames and challenges of youth work in Slovenia] (pp. 7–9). Ljubljana:
Pedagoška fakulteta.
Kuhar, M., & Leskošek, V. (2008). Mladinsko delo na lokalni ravni: primerjalna analiza petih držav
[Youth work at local level: Comparative analysis of five countries]. Socialna pedagogika, 12(4), 325–343.
LebeniÄnik, M., Pitt, I., & StarÄiÄ IsteniÄ, A. (2015). Use of online learning resources in the development
of learning environments at the intersection of formal and informal learning: The student as
autonomous designer. CEPS Journal, 5(2), 95–113.
MarentiÄ-Požarnik, B. (2014). Psihologija uÄenja in pouka [Psychology of learning and teaching]. Ljubljana:
DZS.
MijoÄ, N. (1995). Izkustveno uÄenje – enakovredna pot do znanja [Experiential learning - an equal
path to knowledge]. Andragoška spoznanja, 1(1/2), 39–41.
MijoÄ, N. (2007). Projektna metoda v izobraževanju [Project method in education]. AndragoÅ¡ka spoznanja,
13(3), 19–25.
MijoÄ, N. (2009). Nekateri temeljni pojmi z vidika andragoÅ¡ke didaktike [Some basic concepts from
the perspective of andragogical didactics]. Andragoška spoznanja, 15(1), 58–64.
Marvasti, A. B. (2004). Qualitative research in sociology. London, UK: Sage.
Pantea, M. C. (2012). Mapping of competences needed by youth workers to support young people in international learning mobility projects. Brussels: Youth Partnership.
Public Interest in Youth Sector Act (ZJIMS) (2010). Official Gazette of the RS, No. 42 (28. 5. 2010).
Pavlin, S. (2014). The role of higher education in supporting graduates’ early labour market careers.
International Journal of Manpower, 35(4), 576–590.
Radovan, M. (2013). Metode v izobraževanju odraslih [Methods in adult education]. Andragoška spoznanja,
19(4), 5–8.
Rakar, T., Deželan, T., Vrbica, S. Å ., KolariÄ, Z., ÄŒrnak MegliÄ, A., & Nagode, M. (2011). Civilna družba
v Sloveniji [Civil society in Slovenia]. Ljubljana: Uradni list Republike Slovenije. Rot Vrhovec, A. (2015). Forms of cooperative learning in language teaching in Slovenian language classes at the primary school level. CEPS Journal, 5(3), 129–155.
Sapin, K., & Waters, G. (1990). Learning from each other: A handbook for participative learning and
community work learning programmes. Manchester, UK: The William Temple Foundation.
Sapin, K. (2009). Essential skills for youth work practice. London, UK: Sage.
Souto-Otero, M. (2016). Young people’s views of the outcomes of non-formal education in youth organisations:
Its effects on human, social and psychological capital, employability and employment. Journal of Youth Studies, 19(7), 938–956.
Stanković, Z., & BlažiÄ, M. (2015). Didactical model of instruction based on the application of educational
software. Didactica Slovenica - Pedagoška Obzorja, 30(1), 21–45.
Starc, J., Rodica, B., & Konda, I. (2015). The significance of teaching methods/forms and organizational
forms as important elements for the professional development in the education and training of managers
involved in tourism. Informatologia, 48(1/2), 48–61.
Stes, A., & Van Petegem, P. (2014). Profiling approaches to teaching in higher education: A cluster-
-analytic study. Studies in Higher Education, 39(4), 644–658.
StrmÄnik, F. (2001). Didaktika: Osrednje teoretiÄne teme [Didactics: The central theoretical themes].
Ljubljana: Znanstveni inštitut Filozofske fakultete.
Struyven, K., Dochy, F., & Janssens, S. (2010). Teach as you preach: The effects of student-centred versus
lecture-based teaching on student teachers’ approaches to teaching. European Journal of Teacher
Education, 33(1), 43–64.
Taft, J. K., & Gordon, H. R. (2013). Youth activists, youth councils, and constrained democracy. Education,
Citizenship & Social Justice, 8(1), 87–100.
Timm, T., Birkenmaier, J., & Tebb, S. (2011). The experiential community assessment project: Integrating
social work practice skills. Journal of Community Practice, 19(2), 175–188.
Tomić, A. (2000). Izbrana poglavja iz didaktike [Selected topics from didactics]. Ljubljana: Center za
pedagoško izobraževanje Filozofske fakultete.
TopolovÄan, T. (2012). Communication and teaching and learning methods (social work forms) in
multimedia online distance education. Practice and Theory in Systems of Education, 7(2), 203–209.
UNESCO (1993). Review of the international standard classification of education (ISCED). Retrieved
from http://unesdoc.unesco.org/images/0009/000953/095389eb.pdf
Vogrinc, J. (2008). Pomen triangulacije za zagotavljanje kakovosti znanstvenih spoznanj kvalitativnega
raziskovanja [The importance of triangulation for ensuring the quality of scientific findings of the
qualitative research]. Sodobna pedagogika, 59(5), 108–122.
Vogrinc, J. (2013). Kvalitativno raziskovanje na pedagoÅ¡kem podroÄju [Qualitative research in the pedagogical
field]. Ljubljana: Pedagoška fakulteta.
Youth Councils Act /ZMS/ (2000). Official Gazette of the RS, No. 70 (8. 8. 2000).
Žagar, I. Ž., & Kelava, P. (2014). Introduction. In I. Ž. Žagar & P. Kelava (Eds.), From formal to non-formal:
Education, learning and knowledge (pp. ix–xiv). Newcastle upon Tyne, UK: Cambridge Scholars
Publishing.
Published
2018-03-28
How to Cite
Miloševič Zupančič, V. (2018). Taxonomy of Teaching Methods and Teaching Forms for Youth in Non-Formal Education in the National Youth Council of Slovenia. Center for Educational Policy Studies Journal, 8(1), 117–137. https://doi.org/10.26529/cepsj.491
Section
VARIA
Authors who publish with this journal agree to the following terms:
- Authors are confirming that they are the authors of the submitted article, which will be published online in the Center for Educational Policy Studies Journal (for short: CEPS Journal) by University of Ljubljana Press (University of Ljubljana, Faculty of Education, Kardeljeva ploščad 16, 1000 Ljubljana, Slovenia). The Author’s/Authors’ name(s) will be evident in the article in the journal. All decisions regarding layout and distribution of the work are in the hands of the publisher.
- The Authors guarantee that the work is their own original creation and does not infringe any statutory or common-law copyright or any proprietary right of any third party. In case of claims by third parties, authors commit themselves to defend the interests of the publisher, and shall cover any potential costs.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under https://creativecommons.org/licenses/by/4.0/deed.en that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
