COURSE TITLE: EDUCATION AND COMMUNITY DEVELOPMENT

COURSE CODE: MEM 644

MODULE NUMBER/TITLE: MODULE NO. 2 CONCEPT OF NON-FORMAL

EDUCATION
MODULE PRESENTER/S: GROUP II MEM-SECTION A

COMMISSION ON HIGHER EDUCATION

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES –Lopez Campus
PUP OPEN UNIVERSITY SYSTEM
Yumul St., Brgy. Burgos, Lopez, Quezon
 MODULE NO. 2:
CONCEPT OF NON-FORMAL
EDUCATION

Non-formal education became part of the international discourse on education policy

in the late 1960s and early 1970s. It can be seen as related to the concepts or recurrent
and lifelong learning. Tight (1966:68) suggests that whereas the latter concepts have to do
with the extension education and learning throughout life, non-formal education is about
acknowledging the importance of education, learning and training which takes place
outside recognized educational institutions’. Fordham (1993) suggests that in the 1970s,
four characteristics came be associated with non-formal education:
 Relevance to the needs of disadvantaged groups.
 Concern with specific categories of person.
 A focus on clearly defined purposes.
 Flexibility in organization and methods.
In many countries the notion of non-formal education is not common in internal
policy debates – preferred alternatives being community education and community
learning, informal education and social pedagogy.

INTENDED LEARNING OUTCOMES:

After reading this module, you will be able to:
a. Define and describe the meaning, purpose, nature and scope of Non-
formal education.
b. Identify the characteristics of non-formal education and distinguish between non-
formal and formal education.
c. State aims and objectives of Non-formal education.
d. Explain the need for Non-formal education in the Philippines.

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 ENDURING UNDERSTANDING:
Teachers and future administrators should understand that:
a. Non-formal education is not a substitute to education but as a
supplementary segment of formal education. For today’s labour market is now
demandable and competitive and the need for providing specific skills and
competencies has gain a great importance.
b. The benefits and the added-value of non-formal education have brought personal and
professional development to the under-privileged groups.
c. ------------- kindly add another

ESSENTIAL QUESTIONS:
1. How does formal education and non-formal education differ from each
other?
2. How can non-formal education help in the development of the community?
3. ----- question 3
4. ----- question 4

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 ESSENTIAL LEARNING:

1.1 MEANING AND PURPOSE OF NON-FORMAL EDUCATION

We are all familiar with formal education and an alternative to this type of education
is being developed. Different alternatives to formal education are informal education or
incidental education, non-formal education and the distance learning education. Doubts
arise whether all these types of education are one and the same or are they different from
each other. It is, therefore, necessary to know their meaning:

a. Formal Education – is institutionalized, structured and graded. There is a

chronological arrangement of learning, starting from pre-primary right up to the
university level. There is a specific syllabus to be covered in each class and there are
set types of examinations, working hours and days.

b. Distance Education or Distance Learning – is a mode of delivering education and

instruction often on an individual basis to students who are not physically present in
a traditional setting such as a classroom. Distance learning provides access to
learning when the source of information and the learners are separated by time and
distance, or both.

c. Non-Formal Education – is the educational activity organized outside the formal

system of education. It is simple and flexible and can be delivered at any place
convenient to the learners. It is generally designed to meet the basic learning needs of
disadvantaged groups and can be availed of at any age.

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Definitions of Non-Formal Education
Non-formal education is imparted in a free atmosphere without rigidity of rules and
regulations governing the formal school and colleges.

UNESCO (1997:41). Any organized and sustained educational activities that do not
correspond exactly to the definition of formal education. Non-formal education may
therefore take place both within and outside educational institutions, and cater to persons
of all ages. Depending on country contexts, it may cover educational programmes to impart
adult literacy, basic education for out-of-school children, life skills, and general culture.
Non-formal education programmes do not necessarily follow the ladder system; and may
have different durations, and may or may not confer certification of the learning achieved.

Coombs (1973) Non-Formal education means an organized systematic

educational activity carried on outside the framework of the formal
system to provide selected types of learning to particular sub-groups in
the population

1.2 CHARACTERISTICS OF NON-FORMAL EDUCATION

 Non-formal education is not only for the children but for adult men and women.
 It is for the rich as well as for the poor as it adopts a democratic approach, wherein
each and every citizen has a right to participate.
 It has no fixed curriculum, working days or working hours.
 It is flexible and adopts itself to suit the needs and skills of learner’s abilities.
 It is employment-oriented and work based.
 Movement from work to learning and learning to work is possible.
 It is not expensive and therefore everyone can afford it.

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1.3 OBJECTIVES OF NON-FORMAL EDUCAITON
Chandra and Shah (1987) in their book mentioned about the objectives of Non-
Formal education. It is as follows:
1. To motivate which are drop-outs or such children who have not gone to primary
school and enter them into the Non-formal education.
2. To develop in children various linguistics skills and enable them to listen, speak,
read and write properly.
3. To promote expertise to children with regard to work experience and the occupations
in which they are engaged in their community, so that their productivity can be
enhanced to make self-sufficient.
4. To make children understand and appreciate the scientific phenomena in everyday
life.
5. To develop in children skills, habits, attitudes necessary for healthy living.
6. To make children understand and appreciate culture heritage, and tradition of the
country.
7. To develop in children functional numeracy.
8. To develop in children a sense of citizenship, national integration, secularism,
socialism, etc.
9. To bring about awareness among NFE learners with regard to current issues and
problems of the country and develop competency in solving the same.

UNESCO (1987) has enunciated the following objectives of Non-formal education

Programmes:
1. To promote awareness through literacy education and acceptance of learning as a
means to individual and national development;
2. To establish national infrastructural needs and provide for manpower requirements;
3. To provide equal educational opportunities to all, and through them more equitable
distribution of national and potential local resources in the community;

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 4. To mobilize existing and potential local resources in the community;
5. To facilitate transfer of appropriate technology to more need-based areas of activity;
6. To make social and community education programmes meet demands of rapidly
industrializing societies;
7. To promote non-formal programmes as direct links to productive skills and tangible
gains.

1.4 DIFFERENCE BETWEEN FORMAL AND NON-FORMAL EDUCATION

FORMAL EDUCATION NON-FORMAL EDUCATION
1. Teaching and learning takes place in 1. Teaching and learning takes place
schools and colleges. outside the four walls of the
classroom.
2. Education has a goal and a syllabus. 2. Learner’s aptitude or natural ability is
Trained teachers, school buildings and important.
equipment are required.
(Teaching takes place within schools, Curriculum is prepared, keeping in
which have infrastructure, with mind learner’s skills and interests.
trained and professional teachers,
with common goals and objectives.)
3. Teachers are respected and have 3. The teacher and the learner are both
authority over students. partners in learning. Teacher helps in
creating learning experiences.
(Teachers are supposed to be strict and have
authority over the students.) (Teachers and learners share a friendly
relationship. Both share equal level of
partnership. Students share their needs and
teachers help them to cope with it.)

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 4. Curriculum is prepared keeping the 4. Curriculum is prepared keeping the
school in centre. institutions and learners in centre.
The curriculum is prepared keeping school
as centre. It has fixed a curriculum, The curriculum is flexible based on the
examination and assignments. learner’s age, culture, language, needs and
problems, as well as the institution.
5. Norms of learning are rigid/strict or 5. Variety and liberalism mark aspects of
inflexible learning.
6. Attendance is compulsory. 6. Attendance of the learner depends on
educator will.

1.5 NATURE OF NON-FORMAL EDUCATION

 Non-formal education in its ideal form differ both from formal and informal
education. It is flexible and open ended.
 Non-formal education is universal for all sections of people.
 Non-formal education is planned and systematically implemented.
 Non-formal education is long-standing and a continuous process.
 Non-formal education is regarded as a complementary system to formal education.
 Non-formal education is closely connected with improving people’s quality of life and
with social as well as national development. Since Non-formal education promotes
literacy has positive correlation with development.

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1.6 NON-FORMAL EDUCATION CLIENTELE
There are certain target groups which do not fit into the formal education system due
to different circumstances like poverty, disability, illiteracy etc. Therefore, they become the
clientele of Non-Formal education. Clienteles are as follows:
1. Unemployed youth
2. Out-of-school children
3. Disabled persons
4. Girls and Women
5. Persons in detention
6. Minorities and indigenous people
7. Migrants, refugees and internally displaced persons

1.7 THE SCOPE OF NON-FORMAL EDUCATION IN THE PHILIPPINES

When we discuss the scope of non-formal education, the question which arises is
whether non-formal education is an alternative to formal education. The Philippine
government has already answered this question, that non-formal education is a
complementary system to formal education. NFE or Non-formal education is need based,
flexible, functional and cost effective. Although the government is the major agency that
implements the program, the role played by the voluntary agencies and non-government
organizations cannot be ignored. The common impression, however, is that NFE is a
program meant for the poor and weaker sections of the society. It is true that in some cases
NFE helps its client to join the formal education system but some argue that it cannot be
accepted as a complementary system. However, in many advanced countries, NFE is now
accepted as a complementary system to formal education. And that the government has
adopted the NFE as typical approach to meet the present Philippine setting.

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2.1 PHILIPPINES’ NON-FORMAL EDUCATION

Legal Bases of Non- Formal Education in the Philippines

The mission of Non-formal Education (NFE) in the Philippines is to empower the
Filipino with "desirable knowledge, skills, attitudes, and values that will enable him/her to
think critically and creatively, act innovatively and humanely in improving the quality of
his/her life and that of his/her family, community and country." NFE aims to reduce the
number of illiterate out-of-school youth and adults with need-based literacy programs, plus
continue education through basic development projects. Activities that fall under this
system of education range from vocational training to adult reading classes, from family
planning sessions to cultural and leadership workshops for community leaders.

This branch of education is governed by the DECS Bureau of Non-formal Education

(BNFE) and its history can be traced as far back as 1908 when ACT No. 1829 was created
to provide for the delivery of civic educational lectures in towns and barrios. Six years later
the act was amended to assign teachers in public schools to give the lectures. The New
Commonwealth government passed Act No. 80 in 1936 to create the Office of Adult
Education as part of the then Department of Instruction. A decade later, this branch was
transformed into the Adult and Community Education Division of the Bureau of Public
Schools. After the declaration of Martial Law, the Marcos government's Philippine
Constitution of 1973 created the position of the Undersecretary of Non-formal Education.

The Education Act of 1982 created the Bureau of Continuing Education from the
Office of Non-formal Education. The Aquino government after the People Power Revolution
enacted Executive Order No. 117 in 1987 to create the Bureau of Non-formal Education.
Article 14, section 2(4) of the 1987 Philippine Constitution stated: "The state shall
encourage non-formal, formal, indigenous learning systems, as well as self-learning,
independent and out-of-school study programs, particularly those that respond to

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community needs; and provide adult citizens, the disabled and out-of school youth training
in civics, vocational efficiency and other skills." Non-formal education, in this sense, is
designed to extend, complement, and provide an alternative to the existing educational
system. Human development thus becomes an important factor in alleviating poverty.

BNFE is divided into three divisions: the Literacy Division (LD), the Continuing
Education Division (CED), and the Staff Development Division (SDD). The bureau outlines
its functions as: serving the needs of those unable to avail of formal education; expanding
access to educational opportunities; and providing opportunities for the acquisition of skills
to ensure employability, efficiency, productivity, and competitiveness in the labour market.
BNFE funds come from three main sources which are: the General Appropriations Act,
loans from the Asian Development Bank, and funds from other international agencies such
as UNESCO, UNICEF, ACCU, and elsewhere.

In 1995, the Technical Education and Skills

Figure 1 Teaching English subject to little
children in a far flung barangay of Tanauan,
Batangas
Development Authority (TESDA) were established
through the enactment of R.A. No. 7796 or otherwise
known as the Technical Education and Skills
Development Act of 1994 which was signed into law
by President Fidel V. Ramos on August 25, 1994.
TESDA helps regulate non-degree technical-vocational
programs and was also in charge of skill orientation,
training, and development of out-of-school youth and
unemployed community adults.

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 And in the year 2004 under the administration of President Gloria Macapagal-Arroyo,
the renaming of the Bureau of Non-Formal Education to Bureau of Alternative Learning
System (BALS) was established under Executive Order No. 356. It is mandated to protect
and promote the right of all citizens to quality education and to promote the right of all
citizens to quality basic education and such accessible to all providing Filipino children in
the elementary level and free education in the high school level. Such education shall also
include alternative learning system for out-of-school and adult learners. (Sec 2 of RA 9155,
the Governance of Basic Education Act of 2011).

2.2 SCHOLARSHIP and STUDENT ASSISTANCE PROGRAMS for NON-

FORMAL EDUCATION
The following are programs of the Technical Education and Skills Development
Authority which aims to provide direct financial assistance to deserving TVET enrolees
across all regions of the country. The scholarship programs are currently implemented and
it includes the following:

1. PRIVATE EDUCATION STUDENT FINANCIAL ASSISTANCE or PESFA

The program was established through Section 8 or RA No. 8545 also known as Expanded
Government Assistance to Students and Teachers in Private Education Act. PESFA offers
educational grants to qualified and deserving college freshmen both in degree and non-
degree courses. The program seeks to:
a. Extend financial assistance to marginalized but deserving students in post-secondary
non-degree courses;
b. Promote TVET;
c. Contribute to the development of a competent skilled workforce; and
d. Assist private institutions in their development efforts by assuring supply of enrolees
to their course offerings.

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 2. STEP or SPECIAL TRAINING FOR EMPLOYMENT PROGRAM
STEP is a community-based specialty program that addresses the specific skills and
needs of the communities and promotes employment, particularly through entrepreneurial,
self-employment and service-oriented activities. Training programs offered are generally
short-term or modules based on the Training Regulations promulgated by TESDA. Its
objective is to provide skills and training opportunities for the beneficiaries in the
barangays/communities to make them employable and productive.

Both public and private TechVoc providers, but mostly local government training
centers and TESDA Technology Institutions, deliver the training programs under STEP.
The beneficiaries of STEP receive the following assistance:
a. Free training and competency assessment
b. Starter toolkits
c. Training allowance of Php 60.00 per day for the duration of the training.
This program was introduced only in 2014 in line with thrust of expanding the reach
of TVET to the grassroots.

3. PGMA-TWSP or TRAINING FOR WORK SCHOLARSHIP PROGRAM

This program provides immediate interventions to meet the need for highly critical
skills. The program has two-fold objectives:
a. To purposively drive TVET provision to available jobs through incentives and
appropriate training programs that are directly connected to existing jobs for
immediate employment, both locally and overseas.
b. To build and strengthen the capacity and capability of TVET Institutions in
expanding and improving the delivery of quality, efficient and relevant training
programs that meet job requirements, including programs for higher level of
technology.

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 The program was launched in May 2006 with funding from the Office of the President
and mainstreamed in the regular budget of 2008. This program is a response to the clamor
of industry to address the critical skills shortages in priority sectors, particularly the
Business Process outsourcing, metals and engineering, construction and tourism.

4. TECHNICAL EDUCATION SKILLS DEVELOPMENT PROJECTS (TESDP)

These refer to two scholarship programs, namely: the Jobs-Directed Scholarship
Program (JDSP) and ADBTESDP Scholarship Program are being implemented by TESDA
under a loan package funded by Asian Development Bank. Similar to the PESFA, these
programs aim to provide poor but deserving youth access to tech-voc education. The
program has provided 25,000 scholarship grants and culminated in the year 2007.

5. GAD IN TVET
The commitment on the Convention on the Elimination of Discrimination against
Women (CEDAW) and Beijing Platform for Action (BPA) requires the Philippine government,
as a signatory to these conventions, to ensure the equal access of women and men at all
levels of education, skills development and training. Over the years, TESDA has endeavored
to lead in the gender mainstreaming efforts in the TVET sector. Gender and Development
(GAD) concerns were incorporated in TESDA’s activities from planning to monitoring and
evaluation. There are increasing opportunities for females to enter non-traditional trades
such as automotive and welding trades, among others. TESDA offers a variety of training
courses and programs for women and men.
In 1991, with the assistance from the government of Japan, the TESDA Women’s
Centre was established. It serves as the National Vocational Training Centre for Women
through which TESDA facilitate provision of skills training and interventions for the
empowerment of women. The organization of TESDA GAD Committee and the continuing
partnership with various stakeholders are also among the efforts of TESDA to address the
issues of women and mainstream their concerns in TVET.

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 6. BOTTON-UP BUDGETING or the BuB
In pursuit of attaining the Philippine Development Plan’s goal of inclusive growth and
poverty reduction, and promoting good governance at the local level, the Human
Development and Poverty Reduction Cluster (HDPRC), through the Bottom-up Budgeting
(BuB) Oversight Agencies, shall implement the Bottom-up Budgeting (BuB). This program
seeks to increase citizen’s access to local service delivery through a demand-driven budget
planning process and to strengthen government accountability in local public service
provision.
The BuB oversight and participating agencies are tasked to ensure the implemetation
of priority poverty reduction projects as identified at the city/municipal level through the
BuB participatory planning and budgeting process.
It is an approach to the preparation of agency budget proposals, taking into
consideration the development needs of cities/municipalities as identified in their
respective local poverty action plans that shall be formulated with the strong participation
of basic sector organizations and other civil society organizations.

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2.3 THE ALTERNATIVE LEARNING SYSTEM
Alternative Learning System is a parallel learning system
in the Philippines that provides a practical option to the existing
formal instruction. When one does not have or cannot access
formal education in schools, ALS is an alternate or substitute.
ALS includes both the non-formal and informal sources of
knowledge and skills. The establishment of ALS provides
Filipinos the chance to have access to and complete basic
education in a mode that fits their distinct situation and needs. Figure 2. ALS Official Logo

There are two major programs on ALS that are being implemented by the Department
of Education, through the Bureau of Alternative Learning System (BALS). One is the Basic
Literacy Program and the other is the Continuing Education Program – Accreditation and
Equivalency (A and E). Both programs are modular and flexible. This means that learning
can take place anytime and place, depending on the convenience and availability of the
learners.

Functions of the Bureau of Alternative Learning System

1. Address the learning needs of the marginalized groups of the population including
the deprived, depressed and underserved citizens.
2. Coordinate with various agencies for skills development to enhance and ensure
continuing employability, efficiency, productivity, and competitiveness in the labour
market.
3. Ensure the expansion of access to educational opportunities for citizens of different
interest, capabilities, demographic characteristics and socio-economic origins and
status.
4. Promote certification and accreditation of alternative learning programs both formal
and informal in nature for basic education.

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Goals of the Bureau of Alternative Learning System
1. To protect and promote the right of all citizen to quality basic education;
2. To promote the right of all citizens to quality basic education and such education
accessible to all by providing all Filipino children in the elementary level and free
education in the high school level. Such education shall include alternative learning
system for out-of-school youth and adult learners; and,
3. To provide a viable alternative to the existing formal education instruction
encompassing both the non-formal and informal sources of knowledge and skills.

Objectives of the Bureau of Alternative Learning System

1. The bureau aims to improve the socio-economic status of the Out-of-School youth
and the poor by enhancing their basic educational capability through functional
education and literacy, and continuing education programs, which will enable them
to become more self-reliant, be integrated more effectively into the social and
economic enhancement and self-growth opportunities;
2. The promotion of literacy programs for the attainment of basic skills that include
numeracy and functional literacy and which are basic needs for every individual;
3. The developments of livelihood skills which manifest in the individual specific
competencies that prepare, improve, and enhance employability and economic
productivity; and,
4. The expansion of certification and equivalency programs, which are administered by
the formal education subsystem, into the non-formal sector.

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2.4 ACCREDITATION AND CERTIFICATION OF NON-FORMAL EDUCATION

 DO 20, s. 2000 - Recognition of Non-formal Education Accreditation and

Equivalency (NFE A&E) Elementary and Secondary Certificates
The Bureau of Non-formal Education (BNFE), Department of Education, Culture and Sports
(DECS), through the Philippines Non-formal Education (PNFE) Project with the Non-formal
Education Accreditation and Equivalency (NFE A&E) System at its core offers an alternative
certification for learning to those Filipinos aged fifteen (15) years old and above who are
unable to avail of the formal school system.

 DO 13, s. 2003 - Inclusion of the Out-Of-School Children Six to Fourteen (6-14)

Years of Age in the NFE Accreditation and Equivalency Program
The Nonformal Education Accreditation and Equivalency Program (NFE A&E) is an
alternative learning system which is designed to provide an opportunity to the out-of-school
youth and adults fifteen (15) years old and above to continue learning outside of the
classroom and a chance to reenter the formal school system (Source: NFE A&E Manual of
Operations, 1999).

 DO 75, s. 2003 - Corrigendum to DepEd Order No. 13, s. 2003 (Inclusion of the
Out-of-School Children Six to Fourteen (6-14) Years of Age in the NFE
Accreditation and Equivalency Program (NFE A&E))
Paragraph 5 of DepEd Order No. 13, s. 2003 should be corrected as stated in this Order.

 DO 47, s. 2002 - Nomformal Education Accreditation and Equivalency (NFE A&

E) System Implementation
The Non-formal Education Accreditation and Equivalency (NFE A&E) developed by the
Bureau of Non-formal Education (BNFE) under the ADB-assisted Philippines Non-formal
Education Project (PNFEP) provides an alternative means of certification of learning to

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Filipinos and foreigners aged 15 years and above, who are basically literate, who are unable
to avail of the formal school system, or who have dropped out of formal elementary or
secondary school.

 DO 110, s. 1999 - Agreements Between Department of Education, Culture and

Sports (DECS) and Technical Education Skills and Development Authority
(TESDA) Re: Nonformal Education Accreditation and Equivalency (NFE A&E)
Secondary Level Certificate Holders
The Philippine Non-formal Education Project (PNFEP) envisions to contribute to the
country's poverty alleviation program by raising the basic and functional literacy skills of
the poor to enhance their capabilities to engage in self-help and community activities.

ASSESSMENT TASK:

REFERENCES/ READINGS:

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a. Philippines – Non formal Education - School, Act, Development, and
CommunityStateUniversity.com http://education.stateuniversity.com/pages/1204/P
hilippines-NONFORMAL-EDUCATION.html#ixzz4RNBbXRpZ
b. http://www.tesda.gov.ph/About/TESDA/10
c. https://prezi.com/xqbwalk-tcpb/history-of-als-in-the-philippines/
d. http://infed.org/mobi/what-is-non-formal-education/
e. COMMONWEALTH ACT No. 80 - An Act Creating the Office of Adult Education,
Enumerating Its Duties, Defining Its Objectives, and Providing Funds For Its
Operation.
f. EXECUTIVE ORDER No. 356 – Renaming the Bureau of Non-Formal Education to
Bureau of Alternative Learning System

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 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
OPEN UNIVERSITY SYSTEM

MEM-SECTION A GROUP II
MODULE DEVELOPERS

KATRINA ALEXANDRA O. ZARSUELO-AVILA

TESDA-Quezon National Agricultural School
Malicboy, Pagbilao, Quezon

VILMA C. CLORES
DepEd Division of City Schools of Naga

NEZEL B. CRISOSTOMO
Labo Cluster A
Labo, Camarines Norte

DULCE A. EPA
Labo Cluster A
Labo, Camarines Norte

ROWENA G. LOPEZ
Labo Cluster A
Labo, Camarines Norte

ZARINA M. MERCADO
Villa Perez National High School-DepEd Division of Gumaca
Gumaca, Quezon

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FORMAL EDUCATION
Developed by: Revision No.
MEM-A GROUP II
 Date Developed: Document No.
November 29, 2016 MEM 644
MODULE NO. 2 – CONCEPT OF NON- Issued by:
Page 22 of 22
FORMAL EDUCATION
Developed by: Revision No.
MEM-A GROUP II