Republic of the Philippines

RAMON MAGSAYSAY TECHNOLOGICAL UNIVERSITY

Iba, Zambales

GRADUATE SCHOOL

COURSE SYLLABUS IN NON-FORMAL EDUCATION

COURSE TITLE: NON-FORMAL EDUCATION

UNITS: 3

PREREQUISITE: None

COURSE DESCRIPTION:

This course focuses on the different principles, objectives and strategies of non-
formal education with emphasis on empowerment of out-of-school youths and adult
learners through trainings and community organizing within the context of the current
Alternative Learning System of the Department of Education. It involves discussions
and projects on literacy and values formation.

OBJECTIVES:

At the end of the semester, the students are expected to have :

1. gained broader knowledge and understanding of the nature, scope,

history, and legal basis of non-formal education,
2. discussed the principles and objectives of non-formal education
3. developed methods and strategies of teaching non-formal education
4. identifid the skills and livelihood training needs as well as the factors
affecting the learning of out-of-school youths (OSYs) and adult learners in
their locality
5. conducted projects to enhance the skills and livelihood capabilities of
OSYs and adults in chosen communities.

COURSE OUTLINE:

Introduction
A. Definition and nature of non-formal education (NFE)
B. The context and rationale of NFE in the Philippines
B. Legal basis of non-formal education in the Philippines
C. History of NFE in the Philippines
D. The NFE and the ALS Paradigm
Activities: The Problem Tree Analysis

I. Conceptual framework of NFE

A. Key players in the NFE
B. Areas of Concern of NFE
 B. Difference between NFE and formal education
C. Non-formal education in school system and outside the school system
Activity: Brainstorming on the converging paradigms of formal and non-
formal education

II. Principles, methods and strategies in teaching NFE

A. How the NFE overcomes the barriers of formal education
B. The NFE teacher, his role and expectations
C. The nature of andragogy
D. The psychological processes
E. The nature of the learners
F. The adult learners and principles of adult learning
G. Contemporary methods of teaching adults
Activity: Demonstration, hands-on in community literacy project

III. Community Organization Approach

A. NFE and community organization (CO) approach
B. Principles in Community-Based Approach (CBA)
C. Community Organizing Process
1. CO Process in Coastal Resource Management
2. CO Process in waste management program
Activity: Benchmarking in partner communities.

IV. Training Management and NFE

A. Nature and objectives of training
B. Classification of training and purposes
C. Communication and training
1. Importance of communication
2. Elements of Communication
3. Purposive communication
4. Levels of communication
5. Factors affecting communication
D. The training program development process
1. The pre-training or planning phase
2. The training implementation
3. The post-training phase
Activities: Pre-Training Planning; Designing the Training Needs
Assessment Instrument;
Training Needs Assessment; TNA Data Processing

IV. Literacy instruction

A. The Nature and objective of literacy instruction
B. Methods of literacy teaching
J. Common approaches/strategies in conducting NFE
K. Technology and methods of teaching
L. Language instruction for the NFE

V. Livelihood and skills training in NFE

A. The Nature and objective of livelihood and skills training
B. Methods of and approaches in livelihood and skills training
 J. Media and livelihood and skills training

IV. Manpower Programs for OSYs

A. The OSYs and their training program
B. Objectives of the OSY program
C. Forms of manpower program
D. Women’s role in manpower education
Activity: Seminar-Workshop on Unleashing the Youth’s Role in Climate
Change Mitigation and Preparedness

V. Classes for Adults

A. Objectives of adult classes
B. Characteristics of Adult trainees
C. Organizing an adult course
Activity: Designing an Adult Literacy Module

IX. Evaluation of the NFE Programs

A. Definition nature and scope of evaluation
B. Forms of learning assessment and evaluation
C. Areas in NFE considered for evaluation
D. Planning and conducting an evaluation study
Activities: Critiquing the ALS Modules

COURSE REQUIREMENTS:
2 Major exams 30%
Benchmarking and community outreach; insight paper;
Seminar-workshop implementation and documentation 40
Oral and written report, NFE course manual 30

Total: 100%

REFERENCES:
Battad, Teodora T., et. al , Agricultural Extension, Grandwater Publication,
2003
Beltran, Eden T. Training and Development, 2009.
Cabag, R. C. Non-Formal Education. Katha Publishing Co., Inc, 1999.
Camarao, F. C. Technology Education in the Philippines, 1991.
Dagoon, J. D. Teaching Strategies in Livelihood and Vocational
Education Today, 1986.
Education Act of 1982
Innovations in Non-Formal Education, The Challenge for Teacher Training
Executive Order 356, Renaming BNFE to BALS
Philippine Education For All (EFA) 2015 Plan
DepEd Memorandum No. 443 S. 2007. Unified Guidelines For The Alternative
Learning System (ALS) Contracting Scheme
Prepared by:
EDEN T. BELTRAN, Ph.D.
Professor
Noted:

EMMA C. VENTURA, Ed.D.

Dean, Graduate Studies