Non-formal Education as an Important Strategy for Youth Empowerment (original) (raw)

Pedagogy and Capacity Building: Critical Components of Non- Formal Education

2015

While education is widely considered to be an imperative for employability, it is increasingly evident that the problem of functional literacy and employability particularly in developing countries, need to be addressed by the creation of a flexible education system. As academic streams have diversified into formal education, non-formal education, adult education, continuing education, executive education, and vocational education/ workforce retraining, the pedagogy of adult education in determining the extent of need and offering specific programmes has intensified. The NFE system with emphasis on vocational training is gaining significance as an alternative to basic academic education. The most important function of new educational approaches is to establish linkages between learning outcomes from different contexts, levels and institutions. It is the level of competence attained by the individual that is recognized, not how or where this competence was acquired. This further nece...

Strategies for Development of Life Skills and Global Competencies

International Journal of Scientific Research

The contemporary education system till date emphasizes on and is obsessed with production of individuals who confirm. There is no place of rebels and they are thrown out of the system. Independent thinking is discouraged as against possibility and conformity. According to Sir Kenneth Robison, a typical educational institution (school) has in it all the qualities of a factory, there is a ball, there are separate subjects, separate facilities, children are educated by batches and by group. Education system is based on the model of mass production and conformity and views the 'learners' as a product of mechanical system. In addition to it Robison says, ' As the whole idea was developed and conceived in the economic circumstances of the industrial revolution and was driven but the economic imperative of the time'. In perspective of 'Indian Education system', the view of vice-president Hamid Ansari in an article, "Rebuild skills of teachers-Depoliticize education: Vice President" (March 5, 2012), where he quotes the Yashpal Committee report which states that "We have followed policies of fragmenting our educational enterprises in to 'cubicles' and that 'most instrumentalities' of our education harm the potential of human mind for constructing and creating new knowledge". There are voids and lacunae in the system due to which learner is being viewed just as a product of the system. Skills defined in terms of ability to assess a problem situation and find solution, ability to communicate effectively, having effective interpersonal skills, capacity for convergent and divergent thinking are not given due to importance. This paper deals with the Genesis of this problem of our education system and provides an account of the main approaches, evidence of the education system for application of life-skills. Helping students develop a perfect importance of life skills in light of modern global competency is elaborated in this paper. And of utmost importance this paper focuses on operationalizing Life Skills Education (LSE) and a roadmap for identifying resources for institutional design that develop life skills among students.

From values and beliefs about learning to principles and practice

Seminar Series, 1996

The contents of this paper have been published previously as: Seminar Series No. 54, Incorporated Association of Registered Teachers of Victoria Mercer House, 82 Jolimont St, Jolimont. 3002 Ph: 03 96541200 Fax: 03 9650 5396 ... Reproduction of this material for education ...

Skill Development in Business Education

Across the world, skills development has been addressed with considerable seriousness. Sample this, according to figures of 2008, the percentage of workforce receiving skills training is 96 per cent in Korea, 80 per cent in Japan, 75 per cent in Germany, 68 per cent in UK and 10 per cent in India. Moreover, it is estimated that 75 per cent of the new job opportunities to be created in India will be skill-based. While the skills set has changed and employers look more and more for 21st century skills in the job seekers, it is required to take a close look at the academic nature of our curricula and their mode of transaction. It is not that we do not have enough degree holders in the country; in India has a number of them but the world of business and industry thinks that they are not employable. Surveys and studies are conducted at regular intervals and it is reiterated in the surveys and studies that 80per cent workforce in rural and urban India does not possess any identifiable marketable skills. Skill development is an imperative for our country at this point for several reasons. India is set to grow ‘younger’, with 63% of our population being in the working age group by 2022. This demographic will be actively looking for jobs, and can potentially drive domestic demand if they enjoy good economic status. Ironically, several developed nations are set to expect a manpower shortage simultaneously - forecasted skilled manpower shortages in US and UK are to the tune of 19 Million workers collectively. This creates opportunities for overseas demand for our youth resulting in higher remittances for the economy and improved standards of living.

Scope and importance of Non-formal education

Poverty, illiteracy, social disadvantaged condition, unequal distribution of resources, social exclusion, injustice, social inequality, formal structure and various other reasons are creating barriers in formal education. Such conditions have provided a ground for non-formal education. Non-formal education has its wider scope and importance due to the nature of flexibility, unstructured ways of delivery, coverage of all groups of population, alternative provisions of formal education, variety of methodologies, learner-centered, learner guided, learner engaged ways of developing the essential knowledge, skills and attitudes and opportunities to develop the essential life skills competencies. Non-formal education also utilizes the core principles of inclusion, participatory approach, democratic values, social justice, equality and participation in all spheres of life (social, political, economic and cultural). Non-formal education further provides practical tools, technique to the learner and they can be of instrumental to improve the personal, professional and national economic growth. Poverty reduction, economic productivity, and literacy including life and income generating skills are the major areas that non-formal education can address. It is where; it has its scope, and importance, globally. Some strategic interventions, interconnections with the knowledge-based economic and new technology guided global society must be the focus of the non-formal education.

1998 Non-formal education across the Asia Pacific region UNESCO Melbourne.doc.rtf

The paper deals with one of the major challenges for the 21 st century in the Asia-Pacific region: the skills development of its people. Using a case study from Papua New Guinea (PNG) the paper pays particular attention to non-formal skills development for non-formal employment and community life, and especially the contribution that can be made by non-government organisations (NGOs), women and youth. To provide a setting, the paper briefly reviews medium term economic prospects, labour market structure and change, employment policies, the structure of technical and vocational education, and policy recommendations for technical and vocational education and training (TVET) in PNG. It reports on the outcomes of visits to NGOs, women's and youth groups in 11 provinces and details policy recommendations on increasing the participation of NGOs, women and youth in employment and skills development, specifically in their contribution to non-formal vocational education and training (VET).