Educational Planning for Non Formal Education

8/13/2019 Educational Planning for Non Formal Education

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EDUCATIONAL PLANNING

FOR NON-FORMAL

EDUCATION

Presented by:Zaldy M. Bermejo


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Overview on the Fundamentals

of Educational Planning


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Key Points: A. Bases for planning educational policy and decision

making: Collected data;

Evaluation of the efficiency of existing programmes;

Undertaking a wide range of studies;

Assessing the present situation;

Specifying the goals to be reached;

Marshalling the means to attain the goals;

Monitoring what has been accomplished; Exploring the future;

Fostering broad debate.


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B. Planning is also a way to organize learning by:

Mapping Targeting

Acting

Correcting

C. The scope of educational planning has beenbroadened. In addition to the formal system ofeducation, it is now applied to all other importanteducational efforts in non-formal settings.

D. Planners and administrators have become more andmore aware of the importance of implementationstrategies and of the role of different regulatorymechanisms in this respect:


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The choice of financing methods;

The examination and certification procedures or

various other regulation; Incentive structures.


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Twofold of which Planners areConcern with:

A. To reach a better understanding of the validity ofeducation in its own empirically observed specificdimension;

B. To help in defining appropriate strategies for change.


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Philippine Education

For All 2015(EFA)


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General Instruction1. Filipinos have deep regard for education.

2. A clear evidence of the value placed on education is

the proportion of the national government budgetgoing to the sector.

3. The 1987 Constitution likewise guarantees the right toeducation of every Filipino.

4. The right of every Filipino to qualify basic education isfurther emphasized in Republic Act 9155 or theGovernance of Basic Education Act of 2001.


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5. Along with “ Education For All”, the Philippines is alsocommitted to pursue eight time-bound and specifictargets under the millennium Declaration which itsigned on September 2000.

6. However, despite the legal mechanisms, budgetprioritization and increased access, Philippine educationhas been dogged with issues.


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Philippine Education Structure The Philippine education system includes both formal and

non-formal education.

Basic education pertains to optional preschool at age 3 to 4,

then seven years of elementary schooling aged 5 to 11, and six years of secondary schooling for aged 12 to 17, in lined with theK+12 program of DepEd.

Basic education is being handled by the DepEd while college is

under the Commission on Higher Education (CHED) and vocational/technical and non-degree training under TechnicalEducation and Skills Development Authority (TESDA), whichis under the Department of Labor and Employment (DOLE).


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DepEd also handles the alternative learning system(ALS) for out-of-school youths and adults through itsBureau of Alternative Learning System (formerlyBureau of Non-Formal Education).


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BRIEF OVERVIEW OF ALTERNATIVE

LEARNING SYSTEM- The Medium Term Philippine Development Plan 2001-2004 guided the implementation of alternative learningsystems in the country to allow flexible entry of learnersin both formal and non-formal/informal streams ofbasic education and ensure their upward social mobility.

- In 2004, DepEd’s Bureau of Non-formalEducation(BNFE) was renamed as Bureau of AlternativeLearning System(BALS) by virtue of Executive Order No.356.


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- Like formal basic education system , the ALS curriculum

has five learning areas: communication skills;

problem solving and critical thinking;

sustainable use of resources and productivity;

development of self and a sense of community; expanding one’s world vision.

- Learners under the ALS are assessed and profiled todetermine appropriate level and learning interventions.

- After completing the Basic Literacy Program, a certificatesigned by the DepEd Secretary is issued to the graduatesas counterpart of the diploma in the formal educationsystem.


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- The alternative learning programs are implemented bynon-formal education mobile teachers, literacyfacilitators and instructional managers.

- ALS program are delivered in community learningcenters using various modes such as face-to-face,group learning family or household approach,individual tutorial and others.


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NON-FORMAL EDUCATION

(NFE)


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Main Objectives To provide emergency-affected out-of-school children,

youth and adults with educational activities that meettheir needs and interest.

To supplement formal schooling of emergency-affected children and youth with subjects relevant totheir protection, well-being and psychosocial needs.


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Definition of NFE“ Any organized and educational activities that do notcorrespond exactly to the definition of formal education.NFE may therefore take place both within and outside

educational institutions, and cater to persons of all ages.Depending on country contexts, it may covereducational programmes to impart adult literacy, basiceducation for out-of-school children, life-skills, work-skills, and general culture. NFE ptrogrammes do notnecessarily follow the ‘ladder’ system, and may havediffering durations, and may or may not confercertification of the learning achieved”


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Summary of Suggested

Strategies for Non-formalEducation


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Prepare framework for NFE, according to the phase ofemergency. At the early reconstruction phase,prepare a national plan of action.

According to the educational needs assessment, howmany children and young people are not in school? Basedon the current situation and past approaches, assess thedemand for non-formal education for adult.

Are there experienced non-governmental organizationthat can manages/implement the selected non-formaleducation activities.


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Who will teach and support the activities?

What materials or supplies will be needed for theprogramme?

Is funding available? Will the non-formal activities lead to something else?


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Provide guidance to civil society organizations on theconduct of non-formal education programmes.

- The field of non-formal education attracts many

organizations that may lack the pedagogical expertiseneeded for effective programmes. There may be also be aclash between organizational modalities and policiesthat can cause difficulties, on matters such as payments

to teachers, arrangements for in-service training,certification, etc.


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In the immediate aftermath of an emergency,

education providers should consider establishingorganized sports and recreational activities.

Who can organize sports and arts activities, so thatsafety, order and supervision are ensured? Can parent

be involved? Have activities for both boys and girls been

considered?

What supplies are needed? Has a system been developed to encourage regular

activities and attendance? Who will be responsible formaintaining the schedule?


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When setting up NFE activities, education providers

should consult with children, youth, parents andcommunity groups.

What types of educational activities do people want?Under which circumstances would they attend?

What is their educational background?

What are the reasons that some children and youth arenot in school?

At which time can out-of-school children and youth oradults participate in NFE?

When can the activities be offered? How frequently will they be offered?


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Education providers should consider enriching

formal schooling with non-formal activities.

Which subjects are needed?

What resources will be needed to introduce thesesubjects, teachers, meetings, places, materials etc?

Work with school directors, education leaders etc,.


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Education providers should develop a plan for raising

interest in, and pilot testing, the proposed non-formaleducation activities.

What type of “advertising” will be used?

Consider a pilot test of the project to increase interestamong targeted groups.


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Education providers should develop a system ofmonitoring and feedback.

Are the non-formal activities reaching the intendedtarget group of children/youth/adults?

Do the children/youth/adults that enroll attendthroughout the programme?

Do the activities achieves their intended impact such as:

- Behaviour change?

- Entry in the formal school system?- Literacy?

- Employment ability?


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THANK YOU!

Documents

Educational Planning for Non Formal Education