Characteristics and basic differences between formal and nonformal

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formal and non-formal education

formal and non-formal education

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  • 1. Characteristics and Basic Differences between Formal and Nonformal Education UNESCO (International Institute for Educational Planning
  • 2. Categories and dynamic of Non-formal education O The term non-formal education is rarely used in the North. O The term “life long learning” is increasingly gained currency when referring to the totality of educational activities outside the school system. (Field, 2000) O Covers education (and training) activities as far apart as extension services for farmers, HIV/AIDS peer group support, community schools, youth skills development projects and in-service courses for teachers.
  • 3. Types of non-formal education O Para-formal education run parallel to the formal system and often serve as substitute for formal provisions, in which they mirror themselves. O Run by NGOs
  • 4. Types of non-formal education O Popular education proposed by Carron and Carr-Hill (1919) located at the other extreme of the educational field. activities that explicitly try to stand aloof from the formal school system
  • 5. Characteristics O Concentration on the poor O A learning- by- doing approach O High levels of structural flexibility O Constant pre-occupation to adapt the learning activities to the changing needs of the users.
  • 6. Types of non-formal education O Personal development Education programmes covering a range of learning practices organized by cultural institutions to promote leisure-time activities (Carr-Hill, et al, 2001)
  • 7. Types of non-formal education O Professional and educational training covers all training outside the formal and non-formal forms of initial skills training leading to recognize national diplomas. includes on-the-job learning, apprenticeship, agricultural or industrial extension services.
  • 8. Structure and Management of NFE O Non-Formal Education Management Information System (NFE-MIS). O responds to the demand for a practical approach to NFE monitoring and evaluation which is adaptable to local contexts and information needs and can generate meaningful and reliable information and statistics for use by policy-makers and planners at both national and sub-national levels.
  • 9. Structure and Management of NFE O Non-Formal Education Management Information System (NFE-MIS). O comprehensive system which brings together people, processes and technology to map, coordinate, and improve the delivery and management of NFE at sub-national level, by collecting, processing, and disseminating information on NFE providers, NFE programmes and courses, educators and learners. well as the findings of statistical analysis and the corresponding policy recommendations.
  • 10. Structure and Management of NFE
  • 11. Implementing Agencies O - NGOs with national and regional affiliate members O - Association for Non-Traditional Education in the O O O O O Philippines (ANTEP) - Notre Dame Foundation for Charitable Activities, Inc. – Women in Enterprise Development (NDFCAIWED) - Philippine NGO Council on Population, Health, and Welfare, Inc. (PNGOC) - Philippine Partnership for the Development of Human Resources in Rural Areas (PHILDHRRA) - Total of 177 service providers are involved in this scheme and the numbers of learners cared by the Government are 975,662, while 340, 838 learners are financially cared by the outside assistance.
  • 12. Literacy Education in the Philippines, a Host Country of the Capacity Building Workshop Bureacu of Non-Formal Education (BNFE) Programs and Projects: GO-NGO Collaboration Dr. Rosario J. de Guzman Director IV Bureau of Nonformal Education Department of Education, Culture, and Sports (BNFE-DECS) Philippines
  • 13. The Nonformal Education Accreditation and Equivalency (NFE A & E) System O a) Provide a system for assessing levels of literacy and nonformal education learning achievement based on the National Literacy Standards and NFE Accreditation and Equivalency Curriculum Framework; and O b) Offer an alternative means by which out-of school youth and adults may earn an educational qualification comparable to that of the formal elementary and secondary school system.
  • 14. The NFE A&E Framework is characterized by the followings: O a) Entry Level Assessment: O This involves placement and counselling of individual learners interested in seeking alternative pathways to attain a qualification comparable to elementary certificate and/or secondary certificate;
  • 15. O b) Learning Interventions: O This includes the NFE A&E Curriculum Frame-work (incorporating National Literacy Standards)Learning Materials, and Delivery System before seeking certification through equivalency testing; O c) Learning Assessment and Evaluation: O This is used to assess learning progress, conduct equivalency testing and issue elementary and secondary level certification; and
  • 16. O d) Accreditation of Learning Programs: O This includes the accreditation of service providers involved in the delivery of A&E related learning support training programs based on compliance with minimum prescribed national standards and evaluation of the effectiveness of their A&E-related training programs.
  • 17. NFE Equivalency Testing, Certification and Accreditation O a) Certification of Outcomes of Learning of Individuals: O b) Accreditation of learning programs:
  • 18. Target Clientele of the Nonformal Education – A&E System includes: O OSY and Out-of-School Adults (OSA), O functional illiterates, functional education and literacy O program (FELP) completers, unemployed OSY and O adults, elementary and secondary education drop –outs; O and industry-based workers.
  • 19. Programs O The Army Literacy Patrol System (ALPS): O In collaboration with DECS, soldiers serve as literacy facilitators to people in areas threatened by insurgency and those our of reach of the formal school system. O Community Learning and Resource Center O (CLARC): It is operated with funding assistance from UNESCO PROAP and gives access to basic education in remote and hard to reach areas. It nerves center where community members converge.
  • 20. Programs O b) Capability Building Programme O Training is provided to: Nonformal Education Facilitators for Cultural Communities (TNFECC), instructional managers, service providers, DECS officials, and so forth. BNFE has a library, learning resource center, and clearinghouse that have access to vital information, learning materials, technical and communication infrastructure, technical assistance, and capability building initiatives.
  • 21. Programs O The Army Literacy Patrol System (ALPS): O In collaboration with DECS, soldiers serve as literacy facilitators to people in areas threatened by insurgency and those our of reach of the formal school system.