EDUCATIONAL PLANNING FOR NON-FORMAL EDUCATION

Presented by: Zaldy M. Bermejo

Overview on the Fundamentals of Educational Planning

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.

B. Planning is also a way to organize learning by: Mapping Targeting Acting Correcting C. The scope of educational planning has been broadened. In addition to the formal system of education, it is now applied to all other important educational efforts in non-formal settings. D. Planners and administrators have become more and more aware of the importance of implementation strategies and of the role of different regulatory mechanisms in this respect:

 The choice of financing methods;

The examination and certification procedures or

various other regulation; Incentive structures.

Twofold of which Planners are Concern with:

A. To reach a better understanding of the validity of

education in its own empirically observed specific dimension; B. To help in defining appropriate strategies for change.

Philippine Education For All 2015 (EFA)

General Instruction
Filipinos have deep regard for education. 2. A clear evidence of the value placed on education is the proportion of the national government budget going to the sector. 3. The 1987 Constitution likewise guarantees the right to education of every Filipino. 4. The right of every Filipino to qualify basic education is further emphasized in Republic Act 9155 or the Governance of Basic Education Act of 2001.
1.

5. Along with Education For All, the Philippines is also committed to pursue eight time-bound and specific targets under the millennium Declaration which it signed on September 2000. 6. However, despite the legal mechanisms, budget prioritization and increased access, Philippine education has been dogged with issues.

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 the K+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 Technical Education and Skills Development Authority (TESDA), which is under the Department of Labor and Employment (DOLE).

 DepEd also handles the alternative learning system

(ALS) for out-of-school youths and adults through its Bureau of Alternative Learning System (formerly Bureau of Non-Formal Education).

BRIEF OVERVIEW OF ALTERNATIVE LEARNING SYSTEM

- The Medium Term Philippine Development Plan 20012004 guided the implementation of alternative learning systems in the country to allow flexible entry of learners in both formal and non-formal/informal streams of basic education and ensure their upward social mobility. - In 2004, DepEds Bureau of Non-formal Education(BNFE) was renamed as Bureau of Alternative Learning System(BALS) by virtue of Executive Order No. 356.

- 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 ones world vision. Learners under the ALS are assessed and profiled to determine appropriate level and learning interventions. After completing the Basic Literacy Program, a certificate signed by the DepEd Secretary is issued to the graduates as counterpart of the diploma in the formal education system.

- The alternative learning programs are implemented by

non-formal education mobile teachers, literacy facilitators and instructional managers. - ALS program are delivered in community learning centers using various modes such as face-to-face, group learning family or household approach, individual tutorial and others.

NON-FORMAL EDUCATION (NFE)

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

youth and adults with educational activities that meet their needs and interest. To supplement formal schooling of emergencyaffected children and youth with subjects relevant to their protection, well-being and psychosocial needs.

Definition of NFE
Any organized and educational activities that do not correspond 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 cover educational programmes to impart adult literacy, basic education for out-of-school children, life-skills, workskills, and general culture. NFE ptrogrammes do not necessarily follow the ladder system, and may have differing durations, and may or may not confer certification of the learning achieved

Summary of Suggested Strategies for Non-formal Education

Prepare framework for NFE, according to the phase of emergency. At the early reconstruction phase, prepare a national plan of action.
According to the educational needs assessment, how

many children and young people are not in school? Based on the current situation and past approaches, assess the demand for non-formal education for adult. Are there experienced non-governmental organization that can manages/implement the selected non-formal education activities.

 Who will teach and support the activities?

What materials or supplies will be needed for the

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

Provide guidance to civil society organizations on the conduct of non-formal education programmes.
- The field of non-formal education attracts many organizations that may lack the pedagogical expertise needed for effective programmes. There may be also be a clash between organizational modalities and policies that can cause difficulties, on matters such as payments to teachers, arrangements for in-service training, certification, etc.

In the immediate aftermath of an emergency, education providers should consider establishing organized sports and recreational activities.
Who can organize sports and arts activities, so that

safety, 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 for maintaining the schedule?

When setting up NFE activities, education providers should consult with children, youth, parents and community 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 are not in school? At which time can out-of-school children and youth or adults participate in NFE? When can the activities be offered? How frequently will they be offered?

Education providers should consider enriching formal schooling with non-formal activities.
Which subjects are needed? What resources will be needed to introduce these

subjects, teachers, meetings, places, materials etc? Work with school directors, education leaders etc,.

Education providers should develop a plan for raising interest in, and pilot testing, the proposed non-formal education activities.
What type of advertising will be used? Consider a pilot test of the project to increase interest

among targeted groups.

Education providers should develop a system of monitoring and feedback.

Are the non-formal activities reaching the intended

target group of children/youth/adults? Do the children/youth/adults that enroll attend throughout the programme? Do the activities achieves their intended impact such as: - Behaviour change? - Entry in the formal school system? - Literacy? - Employment ability?

THANK YOU!