Non-Formal Education. (i) strengthening of teaching competence concerning, inter alia, literacy agents, directors and supervisors;
(ii) strengthen the management capacity of village literacy committees and CED committees;
(iii) improve curricula content including reproductive health issues and sexual practices;
(iv) establish a framework to extend CAF and CED activities; and
(v) improve cooperation among the public administrations at various levels and social partners involved in the education sector.
Non-Formal Education. ‘…any organized educational activity outside the established formal system-whether operating separately or as an important feature of some broader activity-that is intended to serve identifiable learning clientèle and learning objectives.’ (Xxxxxx et al 1973) These definitions do not imply hard and fast categories. In particular, there may well be some over- lap (and confusion) between the informal and the non-formal education71. ‘Non-formal’ was the new term in the early 1970s; but although it was intended to make people look at education in a dif- ferent way, the practice of non-formal education is as old as society itself, and would include reli- 69 Ibidem 70 Xxxxxxx, X. (1993). ‘Informal, non-formal and formal education programmes’ in YMCA Xxxxxx Xxxxxxxx College ICE301 Lifelong learning, Unit 1 Approaching lifelong learning. London: YMCA Xxxxxx Xxxxxxxx College. Available in the informal education archives. [xxxx://xxxxx.xxx/mobi/informal-non-formal-and-formal-education-programmes/ 71 Xxxxxxx, X. (1993). ‘Informal, non-formal and formal education programmes’ in YMCA Xxxxxx Xxxxxxxx College ICE301 Lifelong learning, Unit 1 Approaching lifelong learning. London: YMCA Xxxxxx Xxxxxxxx College. Available in the informal education archives. [xxxx://xxxxx.xxx/mobi/informal-non-formal-and-formal-education-programmes/ gious initiation ceremonies (and the instruction which goes with them) and various kinds of appren- ticeship training. NFE in the modern world embraces a vast range of educative services, such as health education, family planning, agricultural extension, functional literacy or the educational pro- grammes of women’s groups. The key elements are a clear definition of purposes and clienteles and an organized educational pro- gramme for human development. By development it is implied not merely economic betterment but attaining greater human dignity, security, social justice and equality72. Used flexibly the definitions are a useful way of looking at and analysing some kinds of community education and the possibility of complementing formal education with some of the characteristics of non-formal education. In the 1970s, a number of educators began to analyse the nature of NFE. The characteristics referred to, came to be divided into: • relevance to the needs of disadvantaged groups; • concern with specific categories of persons; • concern with clearly defined purposes, and • flexibility in organization and methods. Perhaps the last of these has cau...
Non-Formal Education. Provide educational services in areas where no primary school is accessible within a walking or boating distance of thirty (30) minutes, including inter alia: (a) primary equivalency education through mobile teachers; (b) community-based school readiness programs; (c) the development of teaching material; and (d) training of teachers and pre-primary caregivers. Part B: Stewardship of Education Sector at Local, Provincial and Central Levels Carry out a program to strengthen the capacity of MOE in, inter alia, policy planning, budgeting and implementation capabilities at the central, provincial and district levels. Support MOE in the implementation of the EMIS Strategy in accordance with the EMIS Strategy Implementation Plan to ensure the timely availability of reliable and accurate data about the educational system and the use of such data for decision making. Support MOE in: (a) the implementation of the Assessment of Student Learning Outcomes; and (b) the development of a Lao language version of the Early Grade Reading Assessment.
Non-Formal Education. Provide educational services in areas where no primary school is accessible within a walking or boating distance of thirty (30) minutes, including inter alia:
(a) primary equivalency education through mobile teachers; (b) community-based school readiness programs; (c) the development of teaching material; and
