In educational gerontology, non-formal education emerges as a possibility for lifelong learning because it is more flexible and less bureaucratic than formal education. In this context, agile culture offers a potential strategy to enhance non-formal education. While there are four manifestos for agile culture in education, their application in…

In recent years, Portuguese universities have diversified their strategies for the promotion of entrepreneurial education among (under/post) graduates, both through formal education and non-formal and informal activities. Indeed, Higher Education Institutions can provide entrepreneurial learning opportunities for students, stimulating new…

Ambassadors for Biodiversity (EmBio) is an ocean literacy research project that contributes to the improvement of literacy on marine and coastal biodiversity, namely encompassing the areas covered by the Natura 2000 Network, by promoting coastal and oceanic resources conservation and natural and cultural values preservation of the Portuguese…

This article describes an original international approach to inclusion and non-formal learning of socially excluded young people, through participatory internet radio - RadioActive101. First, we critically discuss the social and digital exclusion of young people. We then describe our approach - that includes participatory action research methods…

This article discusses how biographical materials may be used in youth arts education projects to develop new methodologies and approaches that can stimulate artistic and social intervention in contemporary urban communities, thus changing the field of arts education policy at the community level. Through their creation of Artistic Society…

In the past decades, the importance of developing and validating informal and nonformal learning processes has been launched by several international organizations including UNESCO and the OECD, originally mostly focusing on adult learning experiences. Meanwhile, in recent years an increased focus has been evidenced on introducing informal and…

This article focuses on evidence regarding cross-national patterns of participation in adult education and an interpretation of these patterns from an institutional and public policy perspective. The interpretation follows from the perspective that sustaining high and widely distributed levels of investment in the development and maintenance of…

"Koladeras" are women who use call and response in impromptu songs that may contain proverbs, stories about the community, their life experiences, and who and what they see in their world from their own perspective. Via qualitative methods of (auto)ethnography, personal and life story narratives, and interviews, I look at how…

Analysis of Portuguese adult education policies from 1974-1999 showed that an early-70s radical period ended with establishment of capitalist neoliberal policies. There is a strong dichotomy between formal adult education and nonformal education offered by community organizations. Popular education is marginalized and the state's role in civil…

Describes the formation of local organizations for adult and literacy education created all over Portugal after the end of the fascist regime in 1974, the coordination and certification plan of the Ministry of Education's Division of Continuing Education, and the ensuing legal status of the local "popular" educational associations. (MF)