role of go`s and ngo`s in non formal education


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role of go`s and ngo`s in non formal education

  1. 1. Role of GOs and NGOs in NFE Submitted by: Nasira Bibi 1
  2. 2.  NFE is any deliberately organized educational activity outside the established school and university system, particularly for adults and out of school youth, for the purpose of communicating ideas, developing skills, changing the attitude or modifying behaviour related to the realization of development goals and achievement of higher standards of living and the welfare of the people.( AIOU, 1974) 2
  3. 3.  NFE is any systematized arrangement or process for imparting edn/training outside the established and conventional stream of education and training, so that formal education too, may incorporate NFE elements ( the simplest , services of education audio-cassettes) and NFE include formal elements (at its most obvious level, a school building and its facilities) and indeed, the two are in a position to strengthen and enrich each other when they interact rather than run along separate parallel lines.( Ministry of Edn , 1985,p-42) 3
  4. 4.  Target population for NFE  Rural Population  Women both rural and urban  School dropouts  Unemployed, underemployed, under privileged youth  handicapped 4
  5. 5.  Strategy  literacy  Social education for development of life skills to tackle socio-economic problems  Occupational education in rural and agricultural sectors 5
  6. 6.  Ministry of Education- special wing for NFE  Projects supervised by Federal Ministry Of Education funded by donor agencies Adult Literacy Centre to make adult illiterate to literate.  Mosque Schools: inexpensive , significantly contributing to development of primary education in Pakistan  Mohallah Schools: use community buildings for promoting female education in rural areas.  6
  7. 7.  Village workshops: for out of school youth o Emphasize skill development needed in rural areas o Govt provides instructors and tool kits  Literacy and Mass Education Commission(LAMEC): supervised and sponsored by the Federal Ministry Of Education. Two programmes were run namely Nai Roshni School project and Iqra pilot project 7
  8. 8.  Nai Roshni School project o Purpose was to provide opportunity to dropouts and out of school children of 10-14. o Established in Dec 1986 o Approach NFE o Schools opened throughout the year. No strict admission dates o School functioned in formal school building in afternoon o No tests for admission o Free books and stationery o School hours -4 hours daily for two years. o Student qualifying were allowed to get admission in class SIX 8
  9. 9.  National Farm Guide Movement(1966)  Objective : popularizing better methods of farming, fighting against literacy and initiating community development programmes  Members trained in adult education, crop production, civil defence and first-aid  Voluntary training  Correspondence courses are also offered. 9
  10. 10.  Each student guide to educate one illiterate and teach vocabulary of 1200 words  The movement published Dehi Razakar in Urdu and Farm Guide in English  Provision of two primers to illiterates who intend to learn and write  A set of 13 agricultural lessons was provided to farmers with some basic education 10
  11. 11.  The Pakistan Girl Guides Association (PGGA) is a national organization established in Pakistan in 1947 and now operating in the provinces of Punjab, Sindh, Balochistan, North West Frontier, Federal area of Islamabad and Northern Tribal Areas of Pakistan. The Pakistan Girl Guides Association is a voluntary semi-governmental organization that aims at the development of girls and young women. 11
  12. 12.  The association designs and executes the programs for girls between the ages of 621, many service projects in the field of education, health, training skills and advocacy campaigns for an improved style of life are offered to these girls  Mission of the Girl Guide Movement is to train girls and young women to develop their fullest potentials as individuals and make them useful and caring citizens of Pakistan. 12
  13. 13.     Develop good citizenship among girls and young women by forming their character, training them in habits of observation, tolerance, self-reliance and thought fullness for others. Provide opportunities to girls and young women to learn about food, nutrition, health, environment, prevention from drug addiction and human rights Create awareness about national issues and plan small projects for solving these issues at grass root level. Provide opportunities to Guides to work for the promotion of literacy for girls and women. 13
  14. 14. ROLE AND OBJECITVES  The role of Literacy Resource Centre is to strengthen PGGA and other NGOs / GOs in their efforts for the promotion of literacy and NonFormal Education for girls and women throughout the country.  To collect, document and distribute information on literacy activities of NGOs / GOs.  Locate community based organizations (CBOs) which are engaged in literacy and NFE activities and help them by providing training and information. 14
  15. 15.    Literacy Workshop For NGOs/CBOs Provide training to literacy personnel of NGOs on curriculum development, monitoring of literacy programme, training techniques and developing learning materials. Networking with Local, National and International Agencies in the field of Literacy and also with other LRCs in the Asia Pacific Region. 15
  16. 16.   APWA was established in 1949 by the late Begum Raana Liaquat Ali Khan APWA was formed to tackle the refugee crises that emerged as a result of partition between India and Pakistan. 16
  17. 17.   Begum Raana Liaquat announced the formation of a voluntary, non-partisan, non-political organization in recognition of the need for a national association to oversee, consolidate and coordinate women's activity for the social, cultural and economic empowerment of women and children in Pakistan. Over the 60 years of its existence, APWA has emerged as the oldest and one of the respected non-governmental organizations in the country. 17
  18. 18.    To improve women's rights and status in legal and socio-political terms. APWA was instrumental in equalizing and regularizing aspects of the Muslim Family Law. Together with female economist, sociologists and politicians, APWA helped in the creation of the Family Laws Ordinance (1961), which still exists today. 18
  19. 19.   Set up schools, dispensaries, maternity homes and family planning clinics in both urban and rural areas. By the mid 1950's APWA had 32 district branches with a total membership of about 1200 women of whom about 800 were said to be actively engaged in social work. 19
  20. 20.  APWA maintained contacts with other women through its 20 industrial homes where an estimated 40,000 women passed through various stages of training each year. Further more through its 100 social welfare centers, 6 dispensaries and 13 basic education centers, another 15,000 women were being reached. 20
  21. 21.    Approximately 8,000 children attended the primary schools run by APWA. Higher level education institutions opened by APWA included the College for Sciences and Arts that was established in Karachi in 1964. The APWA College for Women in Lahore became a full degree college in 1958. 21
  22. 22.      Training Lady Health Visitors Training for organizers of population planning Training midwives Training of auxiliary nurses Training of Civil Defence Volunteers 22
  23. 23.     Started functioning 1959 Objective: to experiment with new techniques of rural development Projects: extension education and ulema projects Extension education for the development of one of five integrated programme 23
  24. 24.  It involved]  Training of managers and model farmers  Pesh imam from selected villages were trained in first aid and health education  Poultry vaccination courses were also conducted  Courses for limited number of people were organized in agriculture, organizers of cooperatives, accountants and plant protection 24
  25. 25.    Launched in collaboration with Auqaf Department to equip ulema with trade skills to earn income and help rural population in improving quality of life To impart knowledge about agriculture Active participation in supervision of plant protection, first aid, vaccination etc 25
  26. 26.     Non govt organization supported and financed by missionaries Aim is to provide adult education and vocational training ABES operated literacy and adult education centres In one of the Adult Basic Education Project cycle 165 centres were opened by ABES. 26
  27. 27.   ABES also arranges sessions in health, nutrition child care, handicrafts, cutting ,sewing, embroidery, vocational training and religious education Reading material in these fields are provided for new literates 27