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The Values-Based Infrastructure of Non-Formal Education: A Case Study of Personal Education in Israeli Schoolsi

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This article explores encounters between formal, informal, and non-formal education and the role of mentor-educators in creating values education in which such encounters take place. Mixed-methods research was conducted in Israeli public schools participating in the Personal Education Model, which combines educational modes. Ethnographic and quantitative analyses reveal the role of informal components in the program. Multidimensional Similarity Structure Analysis indicates informal components form contexts replicating Schwartz’s (1992) Human Value Theory. This analysis is a theoretical contribution, revealing the values-based infrastructure underlying the Code of Informality (Kahane, 1997). Further, it is a practical contribution, developing understanding of strategies for values education.
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Keywords: mentor-educators; mixed methods; non-formal and informal education; values education

Document Type: Research Article

Publication date: March 1, 2016

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  • Educational Practice and Theory is a bi-annual, independent, refereed journal which, since its launch in 1978, has become an important independent forum for original ideas in education. It publishes innovative and original research in the area. Its focus is both applied and theoretical and it seeks articles from a diverse range of themes and countries.
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