ORIGIN OF NON FORMAL EDUCATION HOW TO
ORIGIN OF NON FORMAL EDUCATION MANUALS
ORIGIN OF NON FORMAL EDUCATION UPGRADE
ORIGIN OF NON FORMAL EDUCATION PROFESSIONAL

ORIGIN OF NON FORMAL EDUCATION MANUALS

She has written handbooks and manuals on inclusive education. She has been involved in designing curriculum, resource material and teacher development programmes at the State level. Kanwal Singh is an inclusive education consultant.

The biggest challenge is to prevent NFE being just a cosmetic repackaging of a system that keeps some children out of formal education. We need to recognise the potential of NFE, raising it from the status of an вЂalternative education programmeвЂ™ to a вЂpartner in making education accessible to allвЂ™.

Without such measures it will always remain an inferior stream of education.

ORIGIN OF NON FORMAL EDUCATION PROFESSIONAL

Solutions include: developing a NFE curriculum framework ensuring recognition, accreditation and certification for NFE graduates creating relevant and productive teaching and learning materials and activities establishing improved links with the formal education system and providing professional training and capacity building for NFE teachers.

ORIGIN OF NON FORMAL EDUCATION UPGRADE

The current system needs to be re-examined and steps taken to upgrade its status and value. If we are really wanting genuine education for all, and are not just playing a game of statistics, then NFE needs an overhaul. These experiences leave me wary of NFE being endorsed/used to achieve EFA.

The ad-hoc planning of goals, and the absence of documentation and review sometimes resulted in a child having the same goals for 3-4 semesters.

Minimal expectations from teachers and students: Little was expected from the NFE students in terms of learning.

ORIGIN OF NON FORMAL EDUCATION HOW TO

The teacher independently decided what to teach, when to teach and how to teach.

Absence of a curriculum framework, goals and relevant teaching learning material: The NFE agenda seemed to be вЂmanagingвЂ™ or вЂkeeping the students busyвЂ™ in class rather than вЂteaching/learningвЂ™.

The school split students into formal (also called academic) and non-formal (also called functional and prevocational) streams.

Discrimination and segregation: Unintentionally the special school, which advocated against discrimination faced by disabled people, initiated practices of further segregation and exclusion amongst their students.

Students who did not вЂfitвЂ™, were unable to cope in the academic stream or who disturbed other students were combined to constitute the NFE class.

Low value/status of NFE: вЂFormal is for normalвЂ™ вЂ“ though never shared verbally, the underlying message was evident.

When I worked as a NFE teacher in a special school for children with disabilities in India I was disturbed by several issues: 25 years down the road, these issues unf ortunately still seem pertinent. Diverse NFE programmes вЂ“ such as basic literacy skills second chance literacy bridging courses accelerated learning after school support vocational skills life skills and home-based sessions for children with disabilities вЂ“ have been implemented. In recent years, however, there has been a renewed interest in NFE, with it being viewed as an important means of achieving EFA. In India, the ambiguous nature of NFE, combined with the absence of a framework, ad-hoc implementation, and a lack of continuity, evaluation systems and accountability resulted in the NFE programme slowly fading into the background. Here, Kanwal Singh discusses some concerns about the way non-formal education (NFE) has sometimes been approached as an alternative route for achieving EFA.ДЄlthough initiated with enthusiasm and expectations of being flexible and learner-centred, NFE has traditionally been valued less than formal systems of education. Alternative options for supporting education for these children are increasingly being sought. This chapter explores the unique opportunities and challenges experienced by historians studying nonformal and informal education. However, many of them struggle with academic pressures and social exclusion, and so they drop out. The international focus on the Millennium Development Goals and Education for All (EFA) has led to the development of structures to get all out-of-school children into formal schools.

Flexibility in organization and methods.Non-formal education: Past, present and future.

Concern with specific categories of person.

Relevance to the needs of disadvantaged groups.

Fordham (1993) suggests that in the 1970s, four characteristics came be associated with non-formal education: Tight (1996: 68) suggests that whereas the latter concepts have to do with the extension of education and learning throughout life, non-formal education is about вЂacknowledging the importance of education, learning and training which takes place outside recognized educational institutionsвЂ™. It can be seen as related to the concepts of recurrent and lifelong learning. Non-formal education became part of the international discourse on education policy in the late 1960s and early 1970s.

I have been looking over some sites that discuss Nonformal (or Non-Formal) education from the perspective of history and an international scope, and found the following site which may be of interest to people.

Origin of non formal education