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Individual perceptions on the participant and societal functionality of non-formal education for youth: Explaining differences across countries based on the human development index

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  • Willems, Jurgen

Abstract

The aim of this study is to explore the extent that country-level developmental characteristics can explain perceived functionalities of local non-formal education. A literature-based distinction is made between participant functionality (inward focused) and societal functionality (outward focuses) of non-formal education. An empirical test is conducted for the international scouts and guides movement based on a sample of 2735 respondents from 68 countries. The results of a multi-level regression analysis suggest a crowding-out relationship between developmental capacity, quantified by the human development index (HDI), and societal functionality. In contrast, participant functionality remains constant despite differences between countries for the HDI.

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  • Willems, Jurgen, 2015. "Individual perceptions on the participant and societal functionality of non-formal education for youth: Explaining differences across countries based on the human development index," International Journal of Educational Development, Elsevier, vol. 44(C), pages 11-20.
    • Handle: RePEc:eee:injoed:v:44:y:2015:i:c:p:11-20
    DOI: 10.1016/j.ijedudev.2015.07.003
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    References listed on IDEAS

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    5. Morton, Matthew H & Montgomery, Paul, 2012. "Empowerment-based non-formal education for Arab youth: A pilot randomized trial," Children and Youth Services Review, Elsevier, vol. 34(2), pages 417-425.
    6. Willems, Jurgen & Walk, Marlene, 2013. "Assigning volunteer tasks: The relation between task preferences and functional motives of youth volunteers," Children and Youth Services Review, Elsevier, vol. 35(6), pages 1030-1040.
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    Cited by:

    1. Willems, Jurgen & Waldner, Carolin, 2019. "Reputation Management for Nonprofit Organizations," OSF Preprints wj2ep, Center for Open Science.

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