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	<title>non-formal learning &#8211; Australian Journal of Adult Learning</title>
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	<link>https://ajal.net.au</link>
	<description>Critical thinking and research in the field of adult learning</description>
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		<title>Learning and leadership: Evaluation of an Australian rural leadership program</title>
		<link>https://ajal.net.au/learning-and-leadership-evaluation-of-an-australian-rural-leadership-program/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Mon, 07 Apr 2014 00:15:16 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[adult learning]]></category>
		<category><![CDATA[non-formal learning]]></category>
		<category><![CDATA[rural leadership]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=2243</guid>

					<description><![CDATA[Authors: Wendy Madsen, Cathy O’Mullan and Helen Keen-Dyer, Central Queensland University Summary:  Leadership programs have been extensively promoted in rural communities in Australia. However, few have been evaluated. The results of the evaluation of a rural leadership program provided in this paper highlight the need for adult learning theories to be more overtly identified and utilised &#8230; <p class="link-more"><a href="https://ajal.net.au/learning-and-leadership-evaluation-of-an-australian-rural-leadership-program/" class="more-link">Continue reading<span class="screen-reader-text"> "Learning and leadership: Evaluation of an Australian rural leadership program"</span></a></p>]]></description>
		
		
		
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		<title>Effectiveness of non-formal education programs in Nigeria: how competent are the learners in life skills?</title>
		<link>https://ajal.net.au/effectiveness-of-non-formal-education-programs-in-nigeria-how-competent-are-the-learners-in-life-skills/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Wed, 20 Mar 2013 05:39:49 +0000</pubDate>
				<category><![CDATA[Non-refereed article]]></category>
		<category><![CDATA[life-skills]]></category>
		<category><![CDATA[Millennium Development Goals]]></category>
		<category><![CDATA[Nigeria]]></category>
		<category><![CDATA[non-formal learning]]></category>
		<category><![CDATA[rural]]></category>
		<category><![CDATA[urban]]></category>
		<category><![CDATA[young]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1119</guid>

					<description><![CDATA[Author/s: J. Gbenga Adewale Edition: Volume 49, Number 1, April 2009 Summary: In order to achieve the Millennium Development Goals (MDGs), Nigeria adopts both formal and non-formal approaches to provide basic education for its citizenry. Thus, to determine the effectiveness of the non-formal approach in providing basic education in Nigeria, this study examines the competency &#8230; <p class="link-more"><a href="https://ajal.net.au/effectiveness-of-non-formal-education-programs-in-nigeria-how-competent-are-the-learners-in-life-skills/" class="more-link">Continue reading<span class="screen-reader-text"> "Effectiveness of non-formal education programs in Nigeria: how competent are the learners in life skills?"</span></a></p>]]></description>
		
		
		
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		<title>The interrelatedness of formal, non-formal and informal learning: Evidence from labour market program participants</title>
		<link>https://ajal.net.au/the-interrelatedness-of-formal-non-formal-and-informal-learning-evidence-from-labour-market-program-participants/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Mon, 17 Dec 2012 00:07:35 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[VET]]></category>
		<category><![CDATA[adult education]]></category>
		<category><![CDATA[formal learning]]></category>
		<category><![CDATA[informal learning]]></category>
		<category><![CDATA[Learning Survey]]></category>
		<category><![CDATA[non-formal learning]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=153</guid>

					<description><![CDATA[Author/s: Roslyn Cameron, Jennifer L. Harrison Edition: Volume 52, Number 2, July 2012 Summary: Definitions, differences and relationships between formal, non-formal and informal learning have long been contentious. There has been a significant change in language and reference from adult education to what amounts to forms of learning categorised by their modes of facilitation. Nonetheless, &#8230; <p class="link-more"><a href="https://ajal.net.au/the-interrelatedness-of-formal-non-formal-and-informal-learning-evidence-from-labour-market-program-participants/" class="more-link">Continue reading<span class="screen-reader-text"> "The interrelatedness of formal, non-formal and informal learning: Evidence from labour market program participants"</span></a></p>]]></description>
		
		
		
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