COURSE CODE:844

SEMESTER:AUTUMN 2021
www.mkmathematics.com 03495650615
ASSIGNMENT No. 1
Q.1 Discuss the links of non-formal education with formal education with examples. Non
formal education is all organised education activities that are outside the formally established
system. It can work separately or within a larger activity, according to the participants or learning
goals. Non formal education isn’t a replacement to formal education, which is key and
fundamental to the growth of the person, however, it can complement it by covering needs or
certain aspects that the regulated institution lack. UNESCO, for example, emphasizes the
flexibility of non-formal education and how it allows for more personalized learning to be
developed for each person. In fact, this would be the most ideal model for them. The most
common way of contrasting informal and formal education derives from an administrative or
institutional concern and includes a middle form – non-formal education. Back in the late 1960s
there was an emerging analysis of what was seen as a ‘world educational crisis’ (Coombs 1968).
There was concern about unsuitable curricula; a realization that educational growth and
economic growth were not necessarily in step, and that jobs did not emerge directly as a result of
educational inputs. Many countries were finding it difficult (politically or economically) to pay
for the expansion of formal education. The conclusion was that formal educational systems had
adapted too slowly to the socio-economic changes around them and that they were held back not
only by their own conservatism, but also by the inertia of societies themselves… It was from this
point of departure that planners and economists in the World Bank began to make a distinction
between informal, non-formal and formal education. At around the same time there were moves
in UNESCO toward lifelong education and notions of ‘the learning society’ which culminated in
learning to be. Lifelong learning was to be the ‘master concept’ that should shape educational
systems. What emerged was the influential tripartite categorization of learning systems. Any
organised 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
clienteles and learning objectives. The distinction made is largely administrative. Formal
education is linked with schools and training institutions; non-formal with community groups
and other organizations; and informal covers what is left, e.g. interactions with friends, family
and work colleagues. These definitions do not imply hard and fast categories. When we look
more closely at the division there can be considerable overlap. For example, there can be
significant problems around the categorizing the education activity linked to involvement in
groups and associations (la vie associative) sometimes it might be informal, at other times non-
formal, and where the group is part of a school – formal. We can see similar issues in some of the
discussions of informal science education in the USA. The NSF definition falls in line with what
Coombs describes as informal education – but many museums and science centers also describe
their activities as informal science education (and would presumably come fall under the
category of non-formal education). Similarly, some schools running science clubs etc. describe
that activity as informal science education (and may well fulfill the first requirements of the NSF
definition). Just how helpful a focus on administrative setting or institutional sponsorship is a
matter of some debate. It may have some use when thinking about funding and management
questions – but it can tell us only a limited amount about the nature of the education and learning
involved. The National Science Federation While a great deal of the educational activity of
schools, for example, involve following prescribed programmes, lead to accredited outcomes and
require the presence of a designated teacher, a lot of educational activity that goes on does not
(hence Jackson’s [1968] famous concern with the ‘hidden curriculum’). Once we recognize that a
considerable amount of education happens beyond the school wall or outside the normal confines
of lessons and sessions it may be that a simple division between formal and informal education
will suffice. Recognizing elements of these problems, some agencies have looked for alternative
definitions. One possibility here has been the extent to which the outcomes of the educational
activity are institutionally accredited. Such activity involved enrollment or registration – and this
can also be used as a way of defining formal education. Non-formal education is, thus,
‘education for which none of the learners is enrolled or registered’. Using non-accreditation as a
basis for defining an area of education has a strong theoretical pedigree.
Q.2 Identify the practices and major short comings of non-formal education in Pakistan
The present study was aimed to assess the performance of the non-formal basic education
(NFBE) schools project initiated in the province of Punjab with the assistance of Japan
International Cooperation Agency (JICA). The study was conducted in 120 NFBE schools in
four districts of Punjab. It was a survey study in which data were collected from female teachers,
officers of NFBE, students and their parents. 100 NFBE school teachers, 20 officers of NFBE
schools and 500 students and their parents participated in the study. Data were collected through
questionnaires and interviews. It was found that the project is achieving its targets as planned. It
was also found that drop-out rates were higher and the teachers were not satisfied with their job
structure. It was further concluded that a proper media campaign may be initiated to mobilize the
community. The study recommended that learning materials may be developed in the regional
languages. Pakistan is a developing country with limited resources and high population growth
rate of 2.6 % per annum. The increase in the enrollment rate is not in line with the increase in the
rate of population growth in the country, and each year millions of children school-age are
deprived from getting admission to formal schools due the shortage of schools.
During the first decade of the 21st century – since the policy focused on rural areas – the number
of primary schools increased sharply for both boys and girls, although the proportion of girls’
schools remained constant. The Pakistan Social and Living Standards Measurement Survey,
conducted by the Government of Pakistan in 2006-07, revealed that every year dropout rates for
girls are increasing.
A look around neighboring countries in South Asia shows that at the start of the new millennium,
Maldives and Sri Lanka had both achieved literacy rates of well over 90 %, considerably higher
than the regional average of 54 %. Similarly many countries of Asia, Africa and Latin America
have quite successfully adopted non-formal education and are offering different programs.
Developed countries like Japan, Norway, the Netherlands, France, UK and USA and developing
countries like India, Sri Lanka, Bangladesh, Nepal and Bhutan have seized upon its advantages
to meet pressing educational needs and social needs (Haq, 2002). Non-formal systems of
education are being used effectively in different parts of the world in order to solve the long
standing problems of mass illiteracy and creating social awareness. It was realized that through
the formal system alone, illiteracy and other problems of education cannot be solved. Therefore,
many
countries of the world, both developed and developing, realizing the advantages of the non-
formal system, have adopted it and made it an integral part of their national system of education.
However, in Pakistan there is dire need to launch a national movement for literacy. The country
is far behind the target of 100 % literacy as set by the Dakar Declaration (2000).
The need for NFE in Pakistan has arisen because not only is the formal system unable to cope
with the rising demand of education in the country with its rigid nature but also because the costs
of formal education are higher. In several of his writings, Ghafoor (1997) identified two factors
for low progress of primary education, and these include inside school factors and outside school
factors. The inside school factors include the poor physical facilities, dearth of teaching and
learning materials, shortage of trained and qualified teachers, inadequate training of teachers,
inadequate learning climate, high pupil/teacher ratio, overemphasis on subject matter rather than
personality development, rigid educational policies and practices and urban based curriculum.
The outside school factors, as identified, include low socio-economic background of the child,
malnutrition among children and socio-cultural problems related to female education.
A report by UNESCO in 1999 on Basic Education in Pakistan points out that al-ready in the past
several years non-formal education programs had been initiated. The Non-Formal Basic
Education program (NFBE) was initially launched in Pakistan in the 1950s under the title of
“Adult Basic Education Program”. Several non-formal education programs have been started but
no effort has yet been made to launch a non-formal education program on a national level,
although this may be changing.
Major initiatives towards “Education for All” were the Social Action Program (SAP), the
Education Sector Reforms (ESR) and the National Plan of Action (NPA) which have specially
targeted girls’ education and have allocated significant funds for this purpose. This factor
encouraged gender equality in education. The NPA (2000) is a roadmap to meet the education for
all (EFA) targets. This plan represents the will and determination of the nation to fight against
illiteracy and universalize primary education. It aimed to achieve 100 % participation in basic
education (grade 1-5) by the year 2015 both for male and female students.
Non-Formal Basic Education Schools
Non-Formal Basic Education Schools (NFBES) were first established in 1996 under the Prime
Minister Literacy Commission Islamabad. The concept of these schools is based on the
philosophy to involve parents, community and the non-governmental organizations in the
promotion of education through non-formal means. Some of the objectives of the NFBE schools
include the universalization of primary education, increased involvement of the community and
NGOs, provision of employment opportunities to the educated persons and empowerment of
rural women. The NFBES are based on the “Home school” model. The selected community
provides a teacher with a fixed salary of Rs.1000 per month. The five years primary curriculum
is taught in three and a quarter years. The government provides funds to the community through
intermediary non governmental organizations (NGOs). Accordingly, the NFBES were
established all over the country, covering urban slums, small towns and remote villages. The
target of the NFBES are the dropouts of the formal schools of age group 10 to 14 for whom the
completion period to cover primary level education is to be 2-3 years while students attaining the
level of the school grades 59 have to complete this course in 3-4 years instead of 5-6 years, the
time specified for formal schools. According to the Planning Commission of the Non- Formal
Basic Education Schools (1998), these schools have to complement the formal school by offering
education in those areas where regular primary schools do not exist and where children are out of
schools for various reasons. This school model required fewer resources. The community
provides the school building and manages the school. The teachers of NFBES do not have to
worry about transfers and, therefore, work with a missionary zeal. According to PMLC (1996),
the program of Non-formal Basic Education Schools is implemented through NGOs and
community-based organizations that identify sites for schools, supervise them, give inputs and
teaching aids, and pay remuneration to the teachers. These NGOs also manage to provide
training to the teachers, form parent-teacher committees at local levels and hold meetings with
the teachers and communities. In turn they are paid Rs.200 per school per month in addition to
getting awards for the best performance.
It is a fact that a country’s social and economic development depend on education. Those nations
who neglect education lag behind in the march of civilization and suffer the bad consequences.
The history of the subcontinent shows that after the downfall of Mughal rule, Hindus turned to
education quickly while the Muslims did not give attention to the acquisition of modern
education. In the present-day world, every country increases its expenditure on education and so
is getting the advantages of it. Despite the importance of education in the 21 st century, the third
world countries have not achieved their educational objectives. Pakistan is one of those
unfortunate countries which have a low literacy rate. To overcome this problem; a national
educational conference was convened just after the creation of Pakistan to bring reforms in the
educational system. But the lack of political stability in the initial stage hindered the steps for
reforms. Although overall adult literacy rates are low in the country, with over half the
population illiterate, there has been impressive progress over the past two decades, especially in
rural areas where literacy rates have doubled for females (Pakistan Social and Living Standard
Measurement Survey 2007-08).
The present study was aimed to assess the performance of NFBE schools project initiated in the
province of Punjab with the assistance of Japan International Co-operation Agency (JICA). The
study was conducted in 100 NFBE schools in four districts of Punjab. The study revealed some
important findings that led to the following recommendations:
• To create awareness among the masses, proper media campaign for community
mobilization should be fully utilized.
• Proper training should be arranged for teachers of NFBE schools.
• Appropriate service structure should be introduced to attract talented teachers.
• Learning materials should be drafted in regional languages.
• Need assessment should be done before establishing NFBE schools.
Q.3 Discuss the criteria for design of planning programs of non-formal education.
“Strategic thinking” and “strategic planning” are popular concepts, throughout not only the
corporate world, where they were first coined and where big business spends millions on
such activities, but also among organizations in the developing world and even in the education
sector of the developing world. But what is the value of strategic planning and strategic
thinking for those of us working in non-formal education? Strategic planning, simply put, is
the process of setting goals and making the best use of resources to reach those goals. To be
successful, strategic planning must include goals that are realistic in terms of resources available.
It must also lead to a creative use of resources—finding them and employing them efficiently in
view of the goal.
What makes the strategic planning process challenging is its dynamic nature: goals and
resources can and should change as time goes along, so strategic planning is not a one-time
event. It is a constant process of adjustment. Strategic thinking, then, is the mindset, attitude,
skills and tools required for this constant process of strategic planning. It is asking the
simple questions over and over again, what do we want to do? Why? How? The “why” question
is important, because it takes us to deeper levels of understanding our ultimate goal, and it
gives us more options for answering the “how” question.
Goals: Vision or problem-oriented? Let us now apply these very general statements about
strategic planning and strategic thinking to non-formal education at a national level. We will
look at the Pakistan in which department of non-formal education have been planning to
expand their programs significantly. Those who are engaged in strategic planning generally
begin by stating goals, either in terms of a vision to be achieved or in terms of a problem
to be solved.
In Pakistan, the department of non-formal education is also considering several alternative goals.
Two of these alternatives are goals stated in terms of a vision of the future. One envisioned a
nonformal education system that served every man, woman, and child who lacked a primary
school education. The other vision is of a nation free of illiteracy. The department also
considered some problem-oriented goals. One was to solve the problem of large numbers of
young men who cannot find employment because they lack the basic skills needed for
holding a job in the modern sector of the economy.
Another “problem” goal was to reduce the high drop-out rate in primary schools by helping
parents learn to read, write, and do math so they could support their young children in
school. A broader, sort of “meta-problem” was to improve on the poor quality of services
currently provided to school dropouts and to parents. What kind of goal, vision-oriented or
problem-oriented, is more “strategic” for a department of non-formal education? Vision goals are
appropriate for an organization that wants to strengthen its own accomplishments or position in
the economy or society. An electronics company, for example, will set its vision in terms of
gaining significant market share in its products, or earning a reputation as the manufacturer of
the highest quality electronic appliances worldwide. A ministry of education will set a vision of
building a school system that allows every child to acquire a good-quality primary education;
a teachers college will aim to ensure that every teacher is well trained. For the electronics
company, the ministry of education, and the teachers college, these visions are suitable and may
well be feasible.
Goals stated in terms of a vision, however, seem less appropriate for non-formal education. Even
though non-formal education is often a unit of the ministry of education and therefore
expected to function like a formal school system, in fact it is very different. A formal
school system is intended to meet the common needs of all children to acquire accredited basic
skills and to channel them through the system, with increasingly diverse—but very limited
— options as they mature. Non-formal education, in contrast, picks up the pieces and looks
for those whom formal education has missed. The clients, or beneficiaries, of non-formal
education are not longer in the system. In fact, it is their “outsideness” or disadvantage that
brings them into touch with non-formal education programs. Thus, to set a goal of meeting
the needs of all disadvantaged men, women, and children is not likely to be feasible through a
single, monolithic program and therefore not very “strategic.” Because non-formal education
is aimed at different groups with different needs and requiring different approaches, strategic
goals in non-formal education programs are better conceived in terms of problems that must
be solved.
Let us look more specifically at goals in the area of literacy. Literacy officials were certain
that they wanted to include literacy among the programs of the expanded nonformal
education department. They were midway into a nationwide campaign in basic literacy. Once
the campaign had been completed, how should they define a new goal in the area of
literacy? They considered two alternatives. One alternative was in terms of a vision: for
example, making every youth and adult self-sufficient in literacy. This would entail a post-
literacy campaign to follow up the basic literacy campaign, providing out-of-school youth
and adults with training that would consolidate their literacy skills.
In order to be rolled out efficiently, such a campaign would have to rely on a fairly standardized
curriculum. Yet learners who have been given basic skills, come to a post-literacy course with
different levels of competence, different needs, and different interests. A standardized
course would be difficult to teach in these circumstances. An alternative goal was in terms of
a problem: breaking the barrier between out-of-school youth and opportunities for their
participation in productive work, community involvement, and family care. This would entail a
variety of integrated literacy and practical skills training programs, each aimed at a specific
group of adolescents or adults who had opportunities for immediate application of their new
literacy skills.
Instead, the goal of a literacy program should be set in terms of problem solving. For
example: The goal of the organization is to improve the management of crop pests by teaching
farmers to read information on integrated pest management. Or, the goal is to reduce
childhood illness by teaching mothers to read simple healthcare manuals; or, to improve civic
responsibility by teaching community members to read locally published newsletters.
This kind of strategic thinking is certainly not new to leaders of effective non-formal
education programs, most of which have well-defined beneficiary groups and goals. What
about more far-reaching goals of organizations with a broader mandate, such as the
department of non-formal education in Pakistan? Officials there are reluctant to limit the
department’s goal to one of helping to solve the problems of a few groups of people,
such as crop farmers or young mother recognize that a “vision” goal of every person applying
literacy skills was well beyond their resources. To think strategically about goals for a
national department of non-formal education, they needed to probe further into some organizing
principles of non-formal education. Organizing principles of NFE programs What principles
guide the design of non-formal education programs and thus should guide strategic thinking
about non-formal education on a large scale? In formal education, policy-makers, teachers and
administrators can more or less dictate what students must learn and even how they must
learn, because they hold the keys to certification and advancement through the system.
Educators in non-formal programs do not have these incentives to offer. They can only attract
people who want to learn something in order to improve their lives and or to gain access to
opportunities otherwise out of reach. In other words, people who choose to participate in non-
formal education programs are usually those who have taken responsibility for their own
learning and achievement. An effective non-
formal education program recognizes this important quality of its learners and keeps the
learner in control of his or her learning. So one principle guiding non-formal education is that
the learner must be allowed to take charge of his or her own learning. A corollary is that
communities of learners must be encouraged to take responsibility for opportunities for
their members to learn.
A good non-formal education program begins with activities
that ensure that the community is in charge and that providers of education are
following their lead. A second principle, as we have discussed, is
that non-formal education providers must be responsive to learners’ needs and interests.
One size does not fit all. This means that non-formal education providers must help create
curricula and materials that respond to the specific needs of
specific groups of learners. The provider must work with the group to clearly identify the
problem to be solved and the resources needed to solve it.
A third principle is that, more often than not, those resources will entail more than just
training.
For example, women in a community who want some economic freedom may need credit,
equipment, and supplies as well as skills training. The non-formal education provider may not
furnish more than training, but it may need to help the women find the complements to the
training that will make it useful. These three principles—learners taking responsibility for their
own learning, providers responding to learners’ needs, and the need for resources
that complement training—argue against nationwide campaigns or other
programs that put the government in the driver’s seat and deliver a “one size fits all”
package throughout the country. Unlike formal schools, with their uniform, nationwide
curriculum—at least through the junior secondary level, each non-formal education program
is targeted to a small, difficult-to-reach group of learners, who learn only when they take
responsibility for doing so.
Resources: How to stretch the limits? In recognition of these principles, Literacy department
wanted to help provide literacy skills to groups of
people that urgently needed literacy skills, and they knew they might have to set some
priorities among those groups. But they could not make these decisions without facing the
other aspect of strategic planning: matching resources to goals. Pakistan, like most African
governments, is putting a much larger portion of its national budget into primary education
and higher education rather than Non formal education & literacy.
With its limited monetary resources and pressure for financing of higher and secondary
education as well as primary education, the government had little left for non-formal
education. What limited role, then, could government play in the provision of non-formal
education? Many non-formal education programs had already been well established in Pakistan
by non-government organization and other government agencies. None of them had large
budgets, but about ten large ones were funded by international donors. Another hundred or so
were new but eagerly seeking funding. About a dozen line ministries had training activities that
could be characterized as nonformal education, including agencies in the ministries of
agriculture, health, labor, and local government. What could an underfunded department of
non-formal education do amidst this complex, variegated field of programs for small,
targeted groups of learners? How could government officials think strategically about non-
formal education in this context? Government first step should be to discard formal education
as a model for thinking strategically about non-formal education.
Unlike the formal system, where the government’s goal is to envision and build a system that
accommodates all children and most youth, the government in non-formal education can help
those who have missed out on the formal school system—
to incorporate training and education into the solution of their problems. Instead of
helping teachers and administrators authorize students to move from one level of the system
to the next, government can help non-formal education providers to authenticate courses that
have practical, immediate application in learners’ lives. Instead of a uniform formal
curriculum, the non-formal education department can foster myriad curricula. Instead of
maintaining professional support systems such as teacher training colleges, and administrative
and infrastructure support systems such as payroll and construction, the non-formal
education department must encourage disparate groups of learners to find their own support.
These tasks are not easy, and they may explain why governments and funding agencies are
much more willing to build large school formal systems than to support the nonformal
education sector.
Non-formal education does not lend itself to bureaucratic strategies. Government’s next step
should be to invite the other providers of non-formal education—NGOs and other government
organizations—to participate in its strategic planning. This invitation resulted from the
department’s thinking strategically about resources. Officials recognized that the department’s
budget was unlikely to grow much more than its current. They also recognized that by far
the largest share of funding for non-formal education went through NGOs, and that a sizeable
amount went through other government agencies. The department’s strategy, they concluded,
should continue to rely on NGOs and other government agencies to provide nonformal
education in the country. This was not simply because government did not have the funds
to replace NGOs or take over their programs because NGOs also provide non-formal
education in good way.. They were small, flexible, and mobile. Thus, one NGO or agency could
help address the problems of one or more limited groups of people. Among them, they
could use a variety of methods to help solve a variety of problems. They could form
alliances, including alliances with organizations and agencies that provided complements to
education and training, such as credit, equipment, supplies, and even work.
Government’s role: What is strategic? We have defined strategic planning as the process of
setting goals and making the best use of resources to reach those goals. What makes planning
strategic is creative thinking about choices among goals and among resource uses and
among the dynamic interaction between goal choices and resource choices. If the government
adopts a problem-solving goal, and if it relies on NGO and other government agencies to
provide resources to non-formal education, what then is government’s role? Or, in terms of
strategic thinking, how can government facilitate the use of available resources (mostly those
of other organizations and agencies) in meeting its goals (problem solving)? In full
consultation with all non-formal education providers, Literacy &NFE department has arrived at
useful role of government in this situation, and thus it has set its goal: to help non-formal
education providers improve the quality of their services. To do this, the department of
nonformal education should work with providers to set standards, share information, and
improve accessibility of services. To set standards, the department has considered several
options. One is to write exemplary curricula in several courses, including literacy, that
nonformal education providers could adopt or adapt to their own programs.
Another is to certify service providers to offer certain courses and perhaps to regulate
providers, outlawing any that were not certified. A third is to prepare tests in literacy and
math that would allow learners to certify their acquisition of skills equivalent to those taught
in primary school. Literacy Department is still considering these options and which is the best
to pursue. To share information, the department should established a sub-goal of offering
workshops and forums at which non-formal education service providers within the country
could keep informed about best practices and other developments. Forums would allow
providers to regularly share with each other information about their programs, challenges,
successes and problems. Workshops would allow those with some expertise to train others;
they would also allow providers to present particular challenges and ask for help, and they
would bring in experts from outside the country.
The department would also help finance visits by providers to regional meetings and to other
countries with strong non-formal education programs. To improve accessibility of services, the
department should convert the temporary centers it established for basic literacy training into
more permanent village-based centres for non-formal education where nonformal providers
could offer courses and information. This is a challenging goal, and officials are defining
various options for reaching it. They are thinking strategically about its feasibility, including
the likely need to limit this program to selected villages—at least in the near future. They are
also looking for ways to mobilize local resources in establishing and operating village centers.
Literacy officials recognize that in order to meet two of its three subgoals, information
sharing and service improvements, the department should operate closer to the local level.
Thus, they plan to open offices at the Tehsil level/Local level within the next year and have
asked for new posts to be created. Officers at the Tehsil level will have authority and
discretionary budgets that allow them to hold information sharing events and to help villages
establish non-formal education centers. Thus, Literacy should work with its partners in non-
formal education to determine its strategy for improving the quality of services. It should be
thought strategically about goals, opting for addressing solvable problems rather than aiming
at an unachievable vision. It should should be thought strategically about resources, opting for
collaboration in mobilizing a range of resources rather than building its own monolithic
structure.
Non-formal education will never be a static field, with all the necessary structures in place
and resources on track. As the country develops, its economic and social needs change
continually, and the role of education and training in meeting those needs changes as well.
The department of non-formal education in Pakistan has begun and will continue to think
strategically about its goals and resources. The department has found that the strategies best
suited to supporting non-formal education are extremely different from those suited to
supporting formal education. It has decided to frame its goals in terms of problems to be
solved rather than visions to be achieved, and it has set goals in view of available
resources. These resources are not limited to what the ministry of education budget can
provide. Instead, they mobilize resources in the nongovernment sector, in other government
agencies, and even in communities. Q.4 critically examine the procedure of casting for non-
formal education.
Non-formal education refers to education that occurs outside the formal school system.
Nonformal education is often used interchangeably with terms such as community education,
adult education, lifelong education and second-chance education. It refers to a wide range of
educational initiatives in the community, ranging from home-based learning to government
schemes and community initiatives. It includes accredited courses run by well-established
institutions as well as locally based operations with little funding.
As non-formal education is diverse, this element has many aspects in common with other
elements, particularly Lifelong learning. For the purposes of these guidelines, this element
focuses on nonformal education for children and young people outside the regular school system.
However, CBR personnel need to be aware that non-formal education reinforces marginalization
and stigmatization, so if possible it should not be offered as the only educational option for
children with disabilities. Inclusion in a regular school should be prioritized as every child's
right. While non-formal education is often considered a second-best option to formal education,
it should be noted that it can provide higher-quality education than that available in formal
schools. Nonformal education can be preparatory, supplementary or an excellent alternative
(where necessary) to formal schooling for all children.
Non-formal education expresses the core principles that should be at the heart of all good
education. Non-formal education is all of the following.
Relevant to the learner's life and the needs of society, and will be so in the future. Mechanisms
for involving children, parents and local communities as well as educators in deciding the
content of what is taught will ensure that non-formal education is relevant to the needs of
communities and draws on local resources and personnel.
Appropriate to the level of the learner's development, with new content and experiences being
introduced when the learner is ready. Teaching is learner-centred and student-directed.
Flexible in what is taught and how it is taught, and to the needs of the different learners, e.g.
adults and children who work, who live on the street, who are sick, who are in prison, who have
a disability or who are victims of conflict or emergency, and flexible to traditional/indigenous
learning styles.
Participatory in that learners are active participants in their learning, and that they and their
families and communities are involved in running the non-formal education programme.
Protective of children from harm, and protective of their rights to survival and development.
Places of non-formal education should be healthy and safe, and provide proper nutrition,
sanitation and protection from harm.
Inclusive of all children regardless of background or ability, respecting and utilizing the
differences between them as a resource for teaching and learning. Non-formal education often
targets marginalized groups, e.g. nomadic communities, girls, people with disabilities, school
dropouts and working children. For students with disabilities and other marginalized groups,
nonformal education is very helpful, responding to and fitting their needs.
Quality: non-formal education programmes have the potential to be of exceptionally high
quality, because they can respond more easily to the needs of individuals and specific groups in
the community.
Help make existing non-formal education programmes inclusive
A wide range of non-formal education programmes may already be operating in the community.
These programmes may be oriented towards literacy and basic education, health promotion
(reproductive health issues, sexually transmitted diseases, HIV/AIDS), environmental issues,
agriculture, fishing, rural development and/or community development. Non-formal education
programmes offer excellent opportunities for people with disabilities to be educated alongside
their non-disabled peers.
CBR programmes can identify existing non-formal education programmes and encourage them
to become inclusive rather than establish parallel programmes for people with disabilities.
Making non-formal education programmes inclusive will involve encouraging the enrolment of
people with disabilities in all types of programmes, and ensuring that teaching is conducted in
accessible places and that teaching formats are accessible.
Government programmes
Government ministries, e.g. ministries of social welfare, education or youth, are often responsible
for managing non-formal education programmes. These programmes are usually focused on
literacy, adult learning and vocational training. CBR programmes need to find out about existing
non-formal education policies, who is responsible for implementing these policies, the current
focus of non-formal education, whether people with disabilities are included and whether grants
or loans are available to enable them to participate. This will help CBR programmes to shape a
strategy to include people with disabilities in existing non-formal education programmes. These
may include nongovernmental organizations carrying out various development or awareness
activities, faith-based schools, crèches or day care centre, schools to promote girls' education and
schools for older children with disabilities (who were not identified early or included in primary
education), formal school dropouts and working children. CBR programmes can identify the
different forms of community-based non-formal education initiatives available and facilitate the
inclusion of people with disabilities, including children.
CBR personnel can work together with non-formal education facilitators to ensure teaching
materials are accessible (e.g. large print, Braille, tape, audio facilities), that the environment is
accessible and welcoming, and that students are supported in their learning. Lacking the rigid
constraints of formal schools, non-formal education curricula often have greater flexibility and
can be easily adapted to suit the needs of individuals. CBR programmes can help ensure that
nonformal education:
• prioritizes basic literacy and numeracy;
• is oriented to practical skills, life skills and personal development;
• is effective in teaching decision-making skills;
• focuses on vocational skills, income-generating activities and job creation;
 • empowers students, instilling confidence and a sense of ownership in programmes and
projects – CBR programmes can ensure that disabled people's organizations are involved
in promoting the empowerment of students with disabilities;
• Promotes effective communication between students with disabilities and their families,
peers and the community, e.g. through basic sign language, Braille, speaking clearly.
Q.5 Explain the impact of problems and issues on learning through non-formal education.
Education lays the foundation for political, social, and economic development of any country.
An effective non-formal education system enables the nation to achieve that national goals.
Pakistan as a developing country is facing serious problems in education since its inception
therefore, the non-formal education system has failed to customize. There are many types the
factors that cause this condition. This Blog examines some of the key issues problems that have
plagued the nonformal education system in Pakistan. Use on the basis of critical reviews of
available documents, this article outlines solutions for existing problems of the non-formal
education system in Pakistan. Today, Pakistan is faced with a host of problems, such as poverty,
insecurity, sectarianism, and terrorism. The causes of these problems are intolerance, lack of
general awareness and illiteracy are encouraged.
Through an inefficient non-formal education system. The important role of education is ignored
in Pakistan which has led to it in low development in all spheres of life. Education is treated as
an adopted child. The lowest budget we have provided with education program since the
establishment of Pakistan which has weakened the foundation of quality in the non-formal
education system. The non-formal education system, therefore, has failed to grow the nation
economic, political, and social. After the expiration of 100 years and the acceptance of more than
25 years education policies, however the non-formal education system has failed miserably to rid
the nation of this growth Economic, political and social problems. Problems associated with the
non-formal education system in Pakistan lack of adequate budget, lack of policy implementation,
inefficient testing system, defective body structures, and lack of quality of teachers, lack of
education policy implementation, indirect education, low enrollment, high-level resignation,
politics interference, outdated curriculum, corruption, mismanagement and supervision, lack of
research. The problems mentioned above can be solved by developing sound policies as well
planning and ensuring the effective implementation of policies. Education is a nourishing force.
By constructive aspect of any society. Education enables people to work for their growth and
development. Education therefore exposes the hidden power of human beings and develops them
The educational system was thought of by the founding fathers as the driving force behind it all
national goals. It was decided at the first 1974 national education conference held in Karachi that
the non-formal education system will operate in accordance with the national aspirations of
Pakistan. The non-formal education system would do they are really related to the needs of the
people of Pakistan. The father of the nation Quiad-e- Azam Muhammad Ali Jinnah the main
purpose of the non-formal education system in Pakistan was to improve the morale of the
country of Pakistan generation. This national character will contain a high sense of commitment,
social integrity, self-sacrifice nationalism and the morals of the people of Pakistan. To strengthen
the role of education, various education commissions were also established committees were
formed. But it’s funny to see that the performance has been so bad. Because this time the
standard of education in the country is poor instead of making progress. One the problem that has
affected the system is the growing gaps and the distance between education institutions and the
community. Parental involvement in the non-formal education system is important in ensuring
quality feature. Home is the child’s first school. Without parental involvement in the education
process I Successful implementation of policies will remain a long way off. This will solve the
problem of diversity as well. The non-formal education system in Pakistan despite major claims
and programs faces the following problems which is analyzed by analysis below.
Lack of uniformity
The non-formal education system in Pakistan according to Iqbal (1981) is not based on the same
principles.
Different educational programs operate simultaneously in the country. The curriculum also does
not exist a uniform full of different schools of thought. For example there is a different world
among the attitudes of students from community learning institutions, Deeni Madaris and a few
specialized institutions. This practice has accelerated the pace of social isolation. In accordance
with Zaki
(1989) this is the result of Pakistan’s segregated non-formal education system . This program has
created a huge gap within the nation and even deeper into the cultural veins of the nation. The
latest wave of terrorism and the proliferation of sectarian systems are the logical results of this
divided system of education. As a result of the current divisive non-formal education system
there has been a huge social divide in society for political, social, and economic reasons rather
than social cohesion deepening is the foundation of the ideological and social fabric of the nation
that leads to the further division of language and regional causes that may undermine social
cohesion and social fabric.

Education without direction

A sound non-formal education system is important for all nations of the world. Each nation is
building its own generation on the basis of intensive training and education in social,
political, economic and ideological reasons. Pakistan’s non-formal education system because it
has no direction and is weak could not develop and manage its people for legitimate political and
social reasons. There is a lack of unity in the system and it is very common with regard to
general education that does not bring skilled workers to the market. The
result is there increased unemployment. This condition can promote feelings of
deprivation among many people.
Due to this has cultural and political tensions in the community. Apart from that, there is a
lack of educational opportunities for science and technology. In this way the development of
thinking, reasoning and art of students is not polished.
Outdated curricula
Curriculum is the tool through which the goals of education are achieved. The curriculum of
education in Pakistan does not meet the demands of the current times. It is an old and traditional
curriculum which compels the learners to memorize certain facts and figures without taking into
consideration the reality that education is the holistic development of an individual. It places
much emphasis on the psychology of the learner as well which cannot be negated in the
process of teaching and learning. The objectives of education must be developed the
psychological, philosophical and sociological foundations of education.
The present educational curriculum of Pakistan does not meet these modern standards of
education and research. Hence this curriculum is not promoting the interest of the learner
for practical work, research, scientific knowledge and reflective observation, rather, it
emphasizes on memory and theory.
Lack of professional development of teachers
Training is essential for quality performance. Teaching is a challenging job. There is lack of
training opportunities for teachers in Pakistan. Although there various teacher training institutes
in the country. These
institutes are either not well resourced or being poor run due to lack of fund and trained human
resource such trainers and administrators. There are no proper training standards in the
available training institutes around the country. Most of the training institutes have been closed
down due to lack of funds. The courses being run in the teacher education intuitions are outdated
and very traditional which does not enhance the skills, motivation and quality of teachers.
Lack of quality teachers
Teacher is the backbone of non-formal education system. The quality of teachers in Pakistani
schools is deplorable. According to a UNESCO report, the quality of the teachers and
instruction in schools is of low
quality. This situation is grimmer in remote parts of Punjab, Sindh and Balochistan where even
there are no teachers available in schools. Research has found that teachers do not use new
methods and strategies of
teaching and learning. Majority of the teachers do not know about lesson planning which renders
them incapable of dealing with various problems in the process of teaching and learning.
Teachers encourage cramming of the materials by students. Students do not know the use of
libraries in educational institutions.
Thus the reading habits are decreasing among the students. Teachers are highly responsible for
all this mess.
It is their professional responsibility to guide the students towards book reading. Teachers rely on
lecture methods which do provide an opportunity to students to participate in the process of
education as active member. They only note does the information and memorize this just to pass
the examination.
Thus students are evaluated on the basis of memorization of facts and information rather than
performance.
Poor supervisory standards
The role of supervision is to explore weaknesses or faults of teachers and showing a harsh
treatment in form of transfers to remote areas or even termination from services. Supervision is
the monitoring of teaching and learning. Through effective supervision techniques the
process of teaching and learning could be improved. The system of school supervision is
aimless. There is not only lack of supervisory activities in schools but the process of
supervision itself does not bring any positive results for teachers and students. Supervision
system is concerned with controlling and harassing the teachers rather than providing help and
guidance for improvement of performance
Internal and external influences
Non-formal education system in Pakistan is not free from external and internal influences.
Externally the system has been made hostage to political interference and internally it is plagued
by the bureaucratic manipulations. There is a greater favoritism and nepotism in matters of
transfers, appointments and promotions. Due to this the basic infrastructure of the non-formal
education system in Pakistan has affected.
Lack of resources
Education resources such as books, libraries and physical facilities are important for smooth
running of educational process. There are despairingly no facilities of books, libraries and
reading materials in all educational institutions of the country. Besides, there are overcrowded
classrooms, inadequate teachers and
ill-equipped laboratories. This entire grim situation has resulted in a despair and low standard
nonformal education system.
Policy implementation
Since the inception of Pakistan a number of education policies were created. There has been lack
of political will on the part of successive government to implement the policies vigorously. The
policies were highly ambitious but could not be implemented in true letter and spirit.
There has been problem of corruption, lack of funds and gross inconsistency in successive
planning on the part of various political regimes in
Pakistan. Moreover, in the overall policy formulation teachers have been ignored. They are
regarded as unimportant element which has led to alienation between the teachers and the
system of education. Low budgetary allocation for education
Finance is considered the engine of any system. The non-formal education system of Pakistan
has been crippled mainly due to scarce finance. The successive governments have been
giving less than 2.5 percent budget to
the education sector which is not sufficient for the growing educational needs of the nation in the
present
changing times. In many of the developing regional countries such as Sri Lanka and Bangladesh
the budgetary allocation for education has increased. But in Pakistan it is declining day by day.
According to International Crisis group, Pakistan is amongst the 12 countries in the world that
spent less than 2 percent of their GDP on education sector. With this insufficient budgetary
allocation, the country is hardly going to meet the targets of universalization of primary
education as a signatory to the
Dakar Conference’s MDG goals by 2015 and onward.
Corruption
Among other causes, corruption is the main contributing factor which has deeply affected the
non-formal education system of Pakistan. There is a weak system of check and balances and
accountability which has encouraged many criminal elements to misappropriate funds, use of
authority illegally and giving unnecessary favors in allocation of funds, transfers,
promotions and decision making. According to
Transparency International, Pakistan is included in the list of the most corrupt countries of the
world. Due to low salaries, teachers in search of decent life standards and to keep their body and
soul together attempt to unfair means in the examination and matters relating to certificates,
degrees and so on.