Consider the three issues in designing an NFE program in your locality

1. KEY ISSUES TO BE
CONSIDERED IN NON-FORMAL
EDUCATION
LOVELEIH G. QUEMADO, MaED
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2. Philippines as the “Pearl of
the Orient” has an illiteracy rate
which is almost equal to
Australia’s total population.
 The
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3. Philippines as the “Pearl of
the Orient” had an illiteracy rate
which is almost equal to other
country’s total population.
 The
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4. Empowerment through Non-formal education
Non-formal education in the Philippines
has been practiced because it has been
believed to respond to the literacy and
numeracy needs of learners from any
stages of life.
 Non-formal education means essential
form of systematic learning as a
response to illiteracy problems among
learners from 10 to 64 years old.

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5. Data on NFE learning impact
60
50
40
30
20
10
0
Low Mastery
Average
Mastery
Moving
Towards
Mastery
Closely
Approximating
Mastery
Mastered
SY 06-07
8.18
49.17
38.72
3.92
0
SY 07-08
3.67
41.7
49.08
5.53
0.01
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6. What are the key issues that need to be considered?
 First
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issue is Learners’ Literacy
6

7. Literacy Situation
00
42.4
illiterate
literate
57.6
Philippine Education For All (EFA) 2015
National Action Plan
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8. Literacy Situation

Illiterate population is composed of
adults, out-of-school youths and women, of
which women compose the majority


Women have the right to be empowered
Evidence shows that when given the
appropriate functional literacy services, they
develop skills for employment and attain
better health and promote their socioeconomic status
Why many fail to participate in NFE
opportunities?
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9. Attendance in Non-Formal Training
Of the 51 million population 15 years old and
over, only 19 percent (9.7 million) have
attended a livelihood adult literacy program or
non-formal training.
Non-formal training includes basic
literacy, functional literacy, livelihood
training, basic vocational training, citizenship
training, values development and leadership
training.
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10. Factors to be considered

People in who are multi-lingual found it
difficult to understand the English
language

Indigenous people in some parts of the
Philippines who regard education as
least priority due to cultural and
traditional practices
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11. Actual Condition

Poor people in rural and slum dwelling
areas who need to work over day just to
suffice their basic needs

People want to pursue education but
have no financial capacity to sustain it.

Is that what they really need?
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12. Theoretical considerations
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13. Maslow’s hierarchy of needs
•This theory represents the person’s needs
portrayed in the shape of a pyramid with the
largest needs at the bottom, and the need for
self-actualization at the top.
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14. • The facts about learners’ literacy and the
reality of their situation is a big factor to be
well thought-out in designing NFE programs.
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15. •Do you think that the learners’ situation can
help you create the most effective
strategies?
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16. What are the key issues that need to be
considered?
• expand your creativityfunctional
fixness.pptx
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19. What are the key issues that need to be
considered?
•The second issue is Innovative strategies
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20. Innovative strategies
• multi-media approach (television, radio,
newspaper, billboards and posters) that will
make sense with the learners’ interest
• printed learning materials like booklets and
modules where lessons are provided for
those who can read independently
• tutorial system which serves as reinforcing
elements to help learners help themselves
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21. Multiple intelligences of learners
The idea that intelligences transcend
beyond the traditional scope of learning
is a significant factor that educators
must consider when designing and
implementing curriculum.
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22. Multiple intelligences of learners
Howard Gardner defines intelligence as “the
capacity to solve problems or to fashion
products that are valued in one or more
cultural setting.”
You learn in your own unique way.
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23. 11/7/2013
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24. Innovative strategies
• Reward system?
• Skinner’s reinforcement theory argues that
a person’s positive behaviour is likely
increased when positively reinforced.
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25. What are the key issues that need to be
considered?
• The third key issues is organisational
goals and objectives.
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26. Goal of Basic Education:
Make every Filipino functionally
literate.
MTPDP
2004-2010
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BESRA
20052010
EFA
20052015
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27. Organisational Programs and objectives
• MTPDP- Medium Term Development
Plan
Goal: “ To improve quality of life for
every Filipino through people
empowerment”.
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28. Organisational Programs and objectives
• BESRA- Basic Education Sector
Reform Agenda for 2006 to 2010 is a
program of the Department of
Education (DepED).
• It aims to attain and sustain better
performance in basic education of
public schools.
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29. Organisational Programs and objectives
• The Philippine Education For All
(EFA) 2015 Plan is a vision and a
holistic program of reforms that
aims at improving the quality of
basic education for every Filipino
by 2015.
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N.B. The 2009 program will be administered this October to all interested out-of-school youths and adults.
This test has always been free of charge.

30. Functional Literacy (FL) means that all
individuals should possess a complete
range of skills and
competencies, i.e., cognitive, affective
and behavioral, which would enable
them to:
 Live and work as human person.
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31. CONVENTION ON THE ELIMINATION
OF ALL FORMS OF DISCRIMINATION
AGAINST WOMEN (CEDAW)
The Philippines is legally bound to observe
the provisions of CEDAW.
Women should have equal rights with men
in terms of education.
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32. 
The practices on non-formal education is
being continued, however, it is clear that
in developing the program, the learners’
literacy with their felt needs of education
and their learning styles to enhance their
intelligence must be considered.
Strategies applied must be planned well
in response to the learners’ needs with
clear account to organisational goals and
objectives.
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33. In order to achieve these goals, the three
key issues discussed if clearly crafted
for the implementation, significantly
attribute to the successful delivery of
non-formal education services
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34. Looking back at those issues discussed,
other issues like weak political will to
pursue and sustain reforms at
different levels; insufficient financial
resources and inefficient use of
available ones need further analysis
in order for the non-formal education
programs to move forward.


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35. Photo by: Myra Mae at pbase 6/29/2010
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36. Non-formal education in the Philippines
has a long
history, however, implementers tend to
do same things all over again and
expecting different results.
 If the three issues previously
discussed will not be given
attention…

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37. How can you make a difference?
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