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NonFormal Education

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By PROVIDER OF FORMAL EDUCATION (schools and universities) Breaking down the physical barriers between FE and NFE is the next step to ... – PowerPoint PPT presentation

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Title: NonFormal Education


1
Non-Formal Education
  • Towards new challenges

2
What is Non-Formal Education?
  • The term and the concept of Non-Formal
    Education (NFE) has appeared for the first time
    in the year 1967, at the Conference on the World
    Educational Crisis, organised by UNESCO under the
    direction of P.H. Coombs.

3
In 1967
  • it meant any organised, systematic,
    educational activity carried on outside the
    framework of the formal system to provide
    selected types of learning to particular
    subgroups in the population, adults as well as
    children 
  •  

4
Today and for the YFJ
  • NFE is an organised process giving individuals
    the possibility to develop their competences
    (attitudes, skills and knowledge) others than
    those developed in a formal education framework.
    Those competences can go from interpersonal,
    team, organisational and conflict management to
    intercultural awareness, leadership, teamwork,
    co-ordination practical problem solving skills,
    self-confidence, discipline and responsibility.
  •  

5
Fundamental values approaches of NFE
  • Be learner centred ? participants/individuals are
    actors of their learning process
  • Be based on a voluntary approach ?
    participants/individuals decide to learn
  • Use participative methods (as tools to further
    develop young peoples competences) ? NFE implies
    an ongoing learning process, whose crucial
    feature is learning by doing.
  • Have clear learning ouctomes

6
From Formal Education to Informal Learning ? a
quick overview


Formal education takes place in chronologically
graded and hierarchically structured training and
education institutions (schools, universities),
leading to recognised diplomas and
qualifications.
Non-formal education is an organised process that
gives young people the possibility to develop
their competences, takes place alongside formal
education and training systems, and does not lead
to formalised certificates/diplo-mas.
Informal learning is any the lifelong process by
which every person acquires and accumulates
competences from daily experiences and exposure
to the environment (home, work, friends,
medias), in an unorganised and often
unsystematic way.
7
NF Education/ NF learning what is the difference?
  • The YFJ sees the need and the importance to
    differentiate between non-formal learning and
    non-formal education. Both should be seen as 2 of
    the main pillars of an overall educational
    approach in a non-formal context
  • Non-formal education, as a concept (education as
    a system)
  • Non-formal learning, as a process (learning as an
    action)

8
From Formal Education to Informal Learning ? a
whole educational scope
EDUCATION
Formal Education
Non-Formal Education
Non-Formal Learning
Learning outcomes
Real competences
9
The recognition of NFE why do we need it?
  • A knowledge-based society requires new
    criteria for education in the years to come. It
    is essential for everyone to learn and build real
    competences, life long and life wide. It is no
    longer sufficient to think only in terms of
    formal education. It is therefore necessary to
    widen our understanding of education, and to
    recognise NFE as an essential part of an overall
    educational process.

10
The recognition of NFE what are real competences?
  • Real competencies are understood broadly as
    encompassing all competencies acquired through
    formal education, non-formal education and
    informal learning. Thus, this is a combined
    concept for those values, skills, qualifications
    and abilities - regardless of learning setting
    that a person is able and motivated to apply.

11
The recognition of NFE what is the recognition
of real competences?
  • Recognition of real competencies builds on the
    basic principle that the individual can build
    upon and use competences acquired through
    non-formal education schemes, in the formal
    education system and in employment situations.

12
The recognition of NFEthe challenge nowadays
  • As learning increasingly takes place in a life
    wide context, i.e. through NFE, mechanisms of
    recognition of learning outcomes must also be
    adapted. In this context, certificates and
    diplomas of FE systems do not give the full
    picture of peoples real competencies.

13
The recognition of NFEwho and how?
  • By PROVIDER OF FORMAL EDUCATION (schools and
    universities)
  • ? Breaking down the physical barriers between FE
    and NFE is the next step to enhance and recognise
    the complementarity and synergies between the two
    sectors, as both lead to complementary leanrting
    ouctomes.

14
The recognition of NFEby the formal education
sector
  • For example
  • Attendance to NFE schemes can be combined with
    the curricula of FE. If it implies absence from
    FE programmes, special measures and flexibility
    should be developed aiming at their
    complementarity, based on agreements and quality
    guidelines.
  • Widening of the concept of the knowledge-based
    society competences contributing to employment
    opportunities such as languages, adaptability,
    IT-literacy are as important as, for example,
    social and civic responsibility, intercultural
    understanding, and should therefore be included
    as equally important parameters in the assessment
    of real competencies.

15
The recognition of NFEwho and how?
  • By the LABOUR MARKET
  • ? One of the major issues is the integration of
    each young person in the society. In this regard
    employment is crucial for majority of young
    people. The value of the skills and competences
    acquired through NFE should be strengthened when
    the time comes to enter into the labour market.

16
The recognition of NFEby the labour market
  • For example
  • The skills acquired through NFE, such as
    interpersonal, team, organisational and conflict
    management, leadership, or practical problem
    solving skills, teamwork, self-confidence are
    essential in any workplace.
  • The unemployment rate of young people is double
    in comparison to the average unemployment rates,
    those employed face difficulties reaching
    positions that would be relevant in terms of
    their skills, education and experience. This
    happens partly because of age discrimination and
    because the real competencies of young people are
    not recognised by the labour market and the
    society in general.

17
The recognition of NFEwho and how?
  • By the POLITICS
  • ? In order to empower youth organisations, as
    already requested, there is a need for
    substantial financial support in order to
    reinforce the work of youth organisations and to
    give them the means to support all young people,
    those who are already involved in their work, but
    also to reach out to young people who are so far
    less aware of their work.

18
The recognition of NFEby the politics
  • For example
  • ? Providing sustainable financial support to
    youth organisations is a demonstration of
    political commitment to promote the ideas of
    knowledge-based society, enable youth
    organisations to improve their capacities,
    functioning, work and structure.
  • ? Truly representative youth organisations offer
    young people the opportunity to develop their
    competences life-long and life-wide, and to
    participate as active citizens, at all levels.
    Youth organisations are able to adapt to shifting
    realities in ever changing societies.

19
The recognition of NFEwhat to consider?
  • Status and meaning of NFE can be very different
    within and between countries and regions,
  • Ways to ensure a better communication and
    structured dialogue between the education and
    training systems and the youth field have to be
    identified,
  • NFE goes beyond the work done by the actors in
    the youth field,

20
The recognition of NFEwhat to consider?
  • The nature of the youth field has to be taken
    into consideration when developing recognition
    tools mechanisms. Those have to explicitly
    highlight the learning outcomes and describe
    them,
  • Given that funding of projects and activities in
    the youth field but also the acquired
    competences depend on evidences and
    measurable outcomes, recognition of learning
    outcomes should also focus on indicators.

21
The recognition of NFEcurrent initiatives
  • At the E.U. level based on the Common
    European principles for the identification and
    validation of non-formal and informal learning
  • Council Resolution on the recognition of
    non-formal and informal learning
  • Key competences for Lifelong Learning A
    European Reference Framework provides, for the
    first time, a European reference tool on key
    competences that, for instance, young people need
    for adult life, for further learning and for
    participating actively in society

22
The recognition of NFEcurrent initiatives
  • European Qualification Framework will enable
    qualification systems at the national and
    sectoral levels to relate to each other. Have a
    voluntary basis will facilitate the transfer
    and recognition of qualifications held by
    individuals.
  • Europass youth aims at establishing a system for
    better recognition of learning outcomes in the
    youth field

23
The recognition of NFEcurrent initiatives
  • At the Council of Europe level
  • The Portfolio for Youth Workers and Youth
    Leaders promotion and recognition of non-formal
    education/learning. It is a self-assessment/self-c
    ommitment tool.
  • The working paper  Pathways towards validation
    and recognition of education, training
    learning in the youth field  join working paper
    CoE-EC, to develop a common position and action
    with regard to education, training and learning
    in youth activities, in particular on the
    validation and recognition of these activities.

24
The recognition of NFEcurrent initiatives
  • At the U.N World Bank level
  • World Banks Study on NFE (outcome of the NFE
    Forum, 2005)
  • World Banks WDR 2007 on youth
  • Week on NFE (Sept 06) of UNESCO 60 minutes to
    convince

25
The recognition of NFEcurrent initiatives
  • At the Youth Organisations level
  • Dialogue and reflection spaces to deepen the
    issue of recognition and explore possible
    recognition mechanisms within NGYOs
  • Promotion and training on using existing tools
    for the recognition and validation of NFE
  • Engagements and partnerships with civil society
    and institutional partners as to contribute to
    the development of recognition policies and tools
  • Visibility recognition of the role of NGYOs

26
NFEwhats next?
  • Continue to engage dialogue and cooperation with
    civil society, employers, social and
    institutional partners on the issue of the
    recognition of NFE
  • Work towards the development of tools respecting
    the ethic identity of youth work but providing
    measurable outcomes evidences on the impact of
    NFE (quality standards?)
  • Work towards the development of explicit
    synergies complementarities between FE and NFE,
    but also encompassing the whole educational scope
    (informal learning, vocational training)

27
  • Thank you
  • for your attention!
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