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- #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#
What is education?Įducation brings a natural and lasting change in an individual’s reasoning and ability to achieve the targeted goal. We can also define education as “a process of acquiring knowledge through study or imparting the knowledge by way of instructions or some other practical procedure”. Educational Resources – Information/Scholarships/ GrantsĮducation is a gradual process which brings positive changes in human life and behavior.
#ORIGIN OF NON FORMAL EDUCATION HOW TO#
![origin of non formal education origin of non formal education](https://i.ytimg.com/vi/Iddy4nAjHWY/maxresdefault.jpg)
#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 ‘alternative education programme’ to a ‘partner in making education accessible to all’. 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.
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Students who did not ‘fit’, 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: ‘Formal is for normal’ – 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 – 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 – 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.Īlthough 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. 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. Non-formal education: Past, present and future