Empowering Non-Formal Education Policy on Life Skills and Its Implications on People Welfare

The non-formal education policy in responding to the life skills needs of learners has been anticipated by the issuance of some products of legal regulations concerning the non-formal education. Life skills education was explicitly mentioned in legislation, but its implementation has not been in line with the expectations. In practice, many training institutions were only responsible for the output without even trying to channel or hire the students after graduation. The curriculum developed referred to the national standard curriculum by adding local content. Welfare could be easily obtained because the alumni got jobs after completing their skill training. Thus, the life skills education developed was able to give positive implications, especially for the welfare of its alumni and their familie

Participation of Foreign Graduate Students in Campus-Based Non-Formal Education Programmes in Universiti Putra Malaysia

This study examined participation in campus based non-formal education programmes among foreign graduate students in Universiti Putra Malaysia and its correlates. Specifically, the study (1) determined the level of participation of UPM foreign graduate students in campus based non-formal education programmes, (2) ascertained whether there is differences in the level of participation of foreign graduate students in campus based non-formal education programmes across gender, programme of study and field of study (3) determined the relationships of the level of participation of foreign graduate students in campus based non-formal education programmes with general health, time engagement, knowledge about campus based non-formal education programmes, attitude toward participating in campus based non-formal education programmes, self-esteem and behavioural intention to participate (4) and determined the contribution of selected independent variables on level of participation in campus based non-formal education programmes The data were collected through survey using self-administered questionnaire. A total of 178 UPM foreign graduate students participated in the study. Descriptive and inferential statistics were used to analyse the data. The survey showed that the level of participation of UPM foreign graduate students in campus based non-formal education programmes was relatively quite low. However, some campus based non-formal education programmes, particularly academic related such as thesis writing, were preferred more than other campus based non-formal education programmes. Level of participation in campus based non-formal education program is significantly and positively correlated with general health, knowledge about campus based non-formal education programmes, attitudes toward participating in campus based non-formal education programmes, self-esteem, behavioural intention to participate, and programme of study. These variables explained about 13.3% of the variance in the level of participation of UPM foreign graduate students in campus based non-formal education programmes. Thus, campus based non-formal education programmes should be regarded as an important networking support system for UPM foreign graduate students to successfully adjust to the university environment and culture. The study provides understanding of tentative model of participation for further testing

The conceptualisation of non-formal education

In this paper it is argued that non-formal education has been evident in Fiji and other Pacific Island nations but has not been adequately conceptualised. As non-formal education has emerged as an international phenomenon (Khawaja and Brennan, 1990), an examination of some concepts of non-formal education was made to determine a general concept of non-formal education which would be relevant for the Pacific island nations. However, the importance of the localised nature of the ways in which a specific concept of non-formal education would develop is recognised. In examining the concept of non-formal education, various definitions, purposes and perspectives that have been developed in relation to the concept are examined

Development of a Non-Formal Education Program to Enhance the Cooperation in Mathematical Learning Based on Cooperative Learning Concept and Constructivist Theory for Non-Formal Education Students in Bangkok Metropolitan Area

This study employed the Cooperative Learning Concept and Constructivist Theory to develop a Non-formal Education Program to Enhance the Cooperation in Mathematics learning. The purposes of the research were to 1) develop a Non-formal Education Program to Enhance the Cooperation in Mathematics learning based on Cooperative Learning Concept and Constructivist Theory for Non-formal Education Students in Bangkok Metropolis; 2) experiment a Non-formal Education Program to Enhance the Cooperation in Mathematics learning based on Cooperative Learning Concept and Constructivist Theory for Non-formal Education Students in Bangkok Metropolis; and 3) study the opinions and factors related to the implementation of the developed a Non-formal Education Program to Enhance the Cooperation in Mathematics learning based on Cooperative Learning Concept and Constructivist Theory for Non-formal Education Students in Bangkok Metropolis. This study was based on the Research and Development in which the samples were twenty-two non-formal education students in the Latphrao District Non-formal and Informal Education Center. The one group pretest-posttest design i.e. single group experiment design was applied in this study. The program implementation lasted thirteen weeks and the total activities lasted one hundred hours

Non-formal education: foreign experience of organization

In this article, the author analyses how non-formal education for young people in foreign countries such as the Netherlands, Germany and Sweden is arranged, defi nes the concept of «non-formal education» in the context of continuous education and outlines the procedural support of such non-formal education in such countries, i.e. state support and development of the various types of educational institutions providing informal education.У статті розглядається зарубіжний досвід організації неформальної освіти у таких країнах, як: Нідерланди, Німеччината Швеція. Автором статті визначено поняття «неформальна освіта» у контексті неперервної освіти, охарактеризовано процесуальне забезпечення неформальної освіти зазначенихк раїн, державну підтримку неформальної освіти,громадянську ініціативу у неформальній освіті, розвиток форми закладівнеформальноїосвіти.В статье рассматривается зарубежный опыт организации неформального образования в таких странах, как: Нидерланды, Германия и Швеция.Автором статьи определено понятие «неформальное образование» в контексте непрерывного образования,охарактеризовано процессуальное обеспечение неформального образования упомянутых стран, государственную поддержку неформального образования, гражданскую инициативу в неформальном образовании, развитие формы учреждений неформального образования

Non-Formal Education in a World Context

During the past decade the role of non-formal education throughout the world has become an important topic. Educators realize that the formal system cannot solve the diversified and complex problems which face a society today. As a consequence a closer look is now being taken at educational activities outside the established system--especially those non-formal processes which have a relationship to socio-economic development. While many societies have a long tradition of non-formal education, little attempt has been made to utilize this base to provide individuals with a flexible and diversified range of useful learning opportunities. Recently, however, the innate potential of non-formal education is being realized. Today education is being viewed as a life-long process rather than the specified knowledge transmitted in a formal school system. As interest in the field of non-formal education developed, attempts have been made to collect and exchange useful information. Toward this end, the Center for International Education, University of Massachusetts, hosted a World Education Conference and invited educators to share ideas on non-formal education. This booklet contains the papers delivered at that Conference. Some papers are exploratory and some definitive, some are brief overviews, and others are detailed accounts; however, all the papers make a worthwhile contribution to the field. The papers have been organized according to geographical areas

Adult and Non-formal Education in the Global Context.

Adult and non-formal education is an integral component of poverty reduction, it has the potential of enabling creative and democratic citizenship, giving voice to women and men living in poverty as well as providing tools for improving their lives. The paper examined the concepts of adults using chronological, biological, cultural and historical parameters and as well as adult and non-formal education by different scholars. The paper also explored adult and non-formal education in the global context like the Dakar framework of action, the focus on gender equality, women and problems of HIV/AIDS pandemic and United Nations Literacy Decade amongst others. The paper went ahead and examined some international agencies in adult and non-formal education like UNICEF, UNDP, UNESCO, IZZDVV, amongst others and it is a position paper that finally suggests that developing countries should increase budgetary allocations to adult and non-formal education, there should be effective monitoring and evaluation by agencies in order to ascertain whether the objectives are achieved or not and global advocacy on support in adult and non-formal education should be ensured towards the attainment of Education For All (EFA). Keywords: Adult and Non-formal education, global, poverty, international agencies.