| Abstract [eng] |
This master’s thesis analyses the concept and criteria of the quality of non-formal education of children in the city of Vilnius. The relevance of the study lies in the growing importance of nonformal education of children within the Lithuanian education system. However, quantitative indicators alone are insufficient to capture the quality of the educational process, children’s experiences, their engagement and the long-term educational impact of non-formal education. The research focuses on the concept and criteria of the quality of non-formal education of children in the city of Vilnius. The aim of the study is to analyze the concept of quality in non-formal education of children and approaches to quality assessment, and, based on expert consensus, to identify and conceptually justify the quality criteria for non-formal education of children in the city of Vilnius. The research methodology included an analysis of scientific literature, strategic, legal and regulatory documents, as well as a three-round Delphi method. The findings show that the quality of non-formal education of children is associated with children’s engagement, a safe and supportive environment, educators’ competencies, reflection, meaningful learning experiences and the impact of activities on children’s development. The study suggests that the quality criteria for non-formal education of children in the city of Vilnius should be understood as an integrated system of interrelated dimensions the educational process, enabling conditions, children’s experiences, inclusion, impact and continuous quality improvement. The proposed system of criteria may be useful for the evaluation and self-evaluation of programmes, for improving the practices of non-formal education providers and for supporting municipal-level decisions aimed at quality improvement. This system provides a basis for more consistent monitoring of the quality of non-formal education of children, more targeted improvement of programmes and a stronger focus of the educational process on children’s needs, experiences and long-term educational development. |
