INFORMAL COMPONENT IN THE EDUCATIONAL WORK WITH GIFTED CHILDREN IN CHINA
DOI:
https://doi.org/10.17770/sie2018vol1.3247Keywords:
conception of giftedness, gifted children, informal education, PR China, youthsAbstract
Informal Education is a general term for education that can occur outside of a structured curriculum. Nowadays it is mainly used to provide people of different ages and social categories with additional knowledge and skills needed for their professional activity or fulfilling interest. China today also uses such kind of providing educational services mainly for children and youths. These activities are seen by the state educational system as the basic level of gifted children`s detection and separating them from the other ones. Modern Chinese educational theory has its own ideas as to the problem of gifted children starting from the definition of giftedness and up to the place of such children in the society including the welfare and legal issues. Seeing giftedness as “ability to work and methodical training” the Chinese educational and welfare system is totally built up by this conception. The article using various research methods (such as theoretical literature and current Chinese legislation`s analysis, comparative methods, method of personal experience etc.) represents the Chinese experience as to educational work with gifted children especially in the field of informal education as well as general ideas of the Giftedness theory in the Chinese educational practice.References
Chen, J. (2016). Comparison of the characteristics of formal education and the development of non-formal education. Nanjing Normal University, 3. 23-27.
Chisholm, L., Larson, A., & Mossoux, A.-F. (2005). Lifelong learning: citizens' views in close-up: findings from a dedicated Eurobarometer survey. Luxemburg: Office for Official Publications of the European Communities.
Colley H., Hodkins P. & Malcom J. (2010). Informality and formality in learning. Lifelong Learning Institute University of Leeds.
Ding, X. & Ji, A. (2008). Education for everybody – what does it mean. Lianyugang Teachers Training college review, 3, 36–38.
Educational Law of the People’s Republic of China. (1955). Beijing: State Education Commission of the PRС.
Green paper on special education in China. (2012). Shanghai: University studies press.
Mahoney, J. (2001). What is informal education? In: Richardson L. D. & Wolfe M. (Eds.): Principles and Practice of Informal Education (pp. 17-33). New York: RoutledgeFalmer.
Memorandum of the European Commission #1437 (2000) “About the Informal Education”. Retrieved from
http://www.europarl.europa.eu/meetdocs/committees/cult/20020122/com(2001)678_en.pdf
Stromquist, N. (2012). The Reorientation of Higher Education: Challenging the East-West Dichotomy IN Adamson, B. & Nixon, J. & Su,F.. Excellence in Higher Education (pp.56-115). New York: Springer and Comparative Education Research Centre of The University of Hong Kong.
Sun, Zh. (2001). NGOs and their activity in Beijing. Sociological research, 1, 18-25.
Theory and practice of the reform of Talent-oriented special education in China. (2007). Hangzhou: Zhejiang university press.
Wang, G. (2006). Abroad NGOs as educational intercessors. Industry, education, technology, 1, 15-19.
Wang, L. (2007). Volunteer organizations in PR China. Sichuang University Review, 2, 102-112.
Zhang, M. (2000). Scientific understanding of the status and role of non-formal education and additional education. The Chinese academic journal of education, 3, 7-9.
Downloads
Published
Issue
Section
How to Cite
