CORE STANDARDS FOR NON FORMAL

EDUCATION INSTITUTIONS
 CURRICULUM
STANDARDS

LEARNING TEACHING
OUTCOMES STANDARDS
STANDARDS

ENROLLMENT
AND ASSESSMENT
RETENTION STANDARDS
STANDARDS
 CURRICULUM STANDARDS

STANDARD STANDARD STANDARD STANDARD STANDARD

I II III IV V

Development of Professional
Transformation
4 skills: Development of
of curricular Development of Development of
Listening, teachers to
concepts into subject related Curriculum
Speaking, deliver
‘Learning goals Document
Reading, and ‘Learning
Content’
Writing Content’
 CURRICULUM STANDARDS
Standard-I Criteria The Content to be Taught:

Depicts learning
Transformation of outcomes
‘Curricular
Concepts’ into
‘Learning Elaborate curricular
Content’ concept with
meaningful examples

Suggests co-curricular
activities
 CURRICULUM STANDARDS
Standard-II Criteria The Learners

Listen to respond to spoken

Development of terms/information
Listening,
Speaking,
Reading, and Read the written terms/ paragraphs of
text with fair speed and correct
Writing skills pronunciation

Write the written/ spoken information

with accurate spellings

Speak in Mother language/target

language and answer the question in
correct and meaningful context
 CURRICULUM STANDARDS
Standard-III Criteria The Curriculum Document

Shows the number of

subjects, prescribed for
Development each level
of Subject
Goals
Indicates the school
calendar notifying specific
time span

Indicates the assessment

tools and methods to
evaluate ‘Learning’
 CURRICULUM STANDARDS
The content of the Curriculum
Standard-IV Criteria Document
Reflects the learners’
needs and interests
Development of
Curriculum
Document Satisfies the expectations
of learners’ needs

Indicates materials, Educational

Equipment and Methodologies
supporting Teaching-Learning
Process

Includes the holistic view for

needs and requirements of
learners
 CURRICULUM STANDARDS
Standard-V Criteria The Teacher
Understands the terms used in
learning content

Explains the content keeping in

Professional development view ‘Inclusive Education’ and
of teachers to deliver ‘Conducive Environment’
‘Learning Content’
Develops personal insight
regarding ‘Learning Material
Development’ and ‘Teaching
Learning Environment’ to enrich
‘Teaching Learning Experience’

Develops ‘Test-items’ keeping in

view SLOs to evaluate ‘Learning’
 LEARNING OUTCOMES
STANDARDS

STANDARD STANDARD STANDARD STANDARD

I II III IV

Formulation Learning
of certain Reflection Establishment
outcomes
characteristic of SLOs in of SLO and
s for a satisfy the Assessment
behavioral
specific requisites as linkage
objectives
class/grade SLOs
 LEARNING OUTCOMES
STANDARDS

STANDARD-I Criteria The Curriculum Document

Is divided into sub parts to identify
the least requisite of prior
knowledge for every grade and
every subject
Formulation of
certain Specifies what learners will
characteristics for a learn, and will be able to do, by
specific class/grade the end of the term/examination

Specifies accomplishments of
learners (those must be
observable and measurable)
 LEARNING OUTCOMES
STANDARDS
STANDARD-II Criteria The Student Learning Objectives
Show the action verbs
associated with the “Cognitive
Domain” of Blooms Taxonomy
Reflection of
SLOs in Indicate and develop the ability
behavioral for problem solving proficiency
objectives
Develop ability to apply
Concepts and Skills learnt in real
life contexts

Develop ability for team work in

real life context
 LEARNING OUTCOMES
STANDARDS

STANDARD-III Criteria The SLOs are:

Realistic, take into account the
prior knowledge, time limit,
Learning and opportunities
outcomes work
as “SMART” Not too broad or too narrow in
scope
SLOs

Succinct and concise

Comprehensible, simple,
measureable, assessable,
reliable
 LEARNING OUTCOMES
STANDARDS
The terms used in structuring of
STANDARD-IV Criteria Standard Learning Outcomes

Establishment of Give evidence of

SLOs and Assessment ‘Knowledge’,
linkage ‘Understanding’, ‘Analysis’,
‘Synthesis’, ‘Evaluation’,
‘Problem solving’,
‘Communication’,
‘Appreciation’ aptitude
achieved by SLOs in
Assessment.
 TEACHING STANDARDS

Standard I Standard II Standard III Standard IV Standard V Standard VI Standard VII Standard VIII

Ability to
Use of
enhance
Competence Competence appropriate
academic Monitoring of Professional
in “Content in “Lesson strategies to
performance and “Learning” by Engagement responsibility
Knowledge” Planning” and satisfy Competence
support for using a in assigned by
appropriate to “Delivery of multiple in classroom
implementation variety of professional concerned
teaching content/conte educational/le management.
of the NFEI teaching growth. Project/
position as nt arning needs
learners’ methods. Department.
NFEI teacher. knowledge”. of NFEI
achievement
learners.
goals.
TEACHING STANDARDS
STANDARD-I aSSESSOR
Implements strategies
supporting learner
Ability to enhance achievement goals
academic performance
and support for Takes decision by using
implementation of the learners’ performance data
NFEI learners’ as a guide
achievement goals.
Shows responsibilities to
create conducive learning
environment

Acts as a facilitator for

learners and their families
Non Formal Education Assessment & Examination
Cell

Analysis

Collaborate and Coordinate

with formal & Non formal
education sectors

Comparison with national

and international standards
 TEACHING STANDARDS
STANDARD-II Criteria The Teacher

Comprehends the
Competence in content, uses key
“Content concepts in learning
Knowledge” environment
appropriate to
teaching position as
NFEI teacher.
Uses appropriate
instructional
methods and
strategies to teach
content knowledge
 TEACHING STANDARDS
STANDARD-III Criteria The Teacher
Uses curriculum appropriately
for instruction delivery
Competence in
Considers learners’ needs, social,
“Lesson Planning” cultural, religious interests and
and “Delivery of background while planning
content/content lessons
knowledge”.
Maximizes students’
participation in class by using
different techniques
Uses available resources to
develop and deliver content
knowledge
 TEACHING STANDARDS
STANDARD-IV Criteria The Teacher

Aligns classroom activities with

curriculum
Use of appropriate
strategies to satisfy
multiple Fine-tunes lesson delivery
educational/learning according to learners’ needs
needs of NFEI
learners.
Promotes social, moral and
academic growth of learners

Links learners’ prior knowledge

and experiences with learning
process
 TEACHING STANDARDS
STANDARD V Criteria The Teacher

Uses learners’
achievement data in
Monitoring of lesson planning
“Learning” by
using a variety of
teaching methods Guides learners to
assess their
achievement by
themselves

Delivers approved
assessment criteria
to learners
 TEACHING STANDARDS
STANDARD-VI Criteria The Teacher

Promotes and supports

learning environment
Competence in through positive
classroom interaction and active class
management. participation

Accommodates multi-grade
students under one roof
 TEACHING STANDARDS
STANDARD-VII Criteria The Teacher

Keeps him/ her

“Continuous Professional
Development Activities”
Engagement in up to date
professional
growth. Applies research based
learners’ experiences
to improve lesson
delivery practice

Develops “Teacher
Created Assessment
Test” to analyze
learning
 TEACHING STANDARDS

STANDARD-VIII Criteria The Teacher

Follows the approved policies,

Professional procedures of learning process
responsibility
assigned by
concerned
Project/ Contributes to achieve “Teaching
Department Learning Goals” of the
Project/Department

Establishes conducive and

inclusive “Teaching-Learning
Process”
 ASSESSMENT STANDARDS

Standard - Standard- Standard- Standard- Standard-

I: II: III: IV: V:
Conducive
Judgment & Assessment Counselling
Curriculum Modification/
Performance Environment & Guidance
Learning Changes in
Evaluation of in Non- to complete
Outcomes in Learning
Learners Formal certain level
Assessment Content
Education of education
Institutes
ASSESSMENT STANDARDS
Standard-I Assessor
Use various assessment techniques to judge the Learners
Capacity Building
Frequent Formative Assessment
Annual Summative Assessment
Judgment and
Performance Evaluation Data Collection via Exam and Digital Assessment to
of Learners determine Non-Formal Education Learners Performance &
Achievements

Develop the Interest of Learners

Use Various Assessment Strategies for Multi-

Grade Learners

Ask oral questions to confirm knowledge and

understanding
 ASSESSMENT STANDARDS

Standard-II Assessor
Provide educational environment of free exchange of ideas
including extra curricular activities

Facilitates non-formal learners by using learning materials

like Digital Tabs, Books, Charts, Board Chalks etc.
Creation of “Conducive Class Room
Learning Environment” in Non- Make Learning Environment Friendly & Confident
Formal Education Perspective
Encourages the learners for appropriate consideration and
questioning to boost up their confidence

Implementation of assessment plan

Student centred approach

 ASSESSMENT STANDARDS
Standard-III Assessor

Productive and problem solving

Understanding of
Curriculum Use appropriate assessment
Learning methods for specific content
Outcomes delivery

Enhancing Learning Objective

Use Test items to conduct exams

to evaluate learners’ performance
 ASSESSMENT STANDARDS
Assessor
Standard-IV
Assess the learners’ previous learning
via Tablets to find the shortcomings

Counseling &
Guidance to complete Communicate the shortcomings to
certain level of learners and their teachers
education
Motivate learners' and teachers to build
their interest

Keeping Individual confidence and

Interest under consideration
ASSESSMENT STANDARDS

Standard-V Assessor

Content keep updating via Digital Tab in light

of new developments
Changes in Curricula/
Teaching Contents Suggest new strategies to be included in
curriculum according to Learner Mental IQ

Suggest course curriculum changes relevant

to market requirements
 Enrolment and Retention Standards

Standard-1 Standard-2 Standard-3 Standard-4

Observation of
Retention of
establishment Educational Achievement of
non-formal
criteria for non- Attainment of sustainable
education
formal learners up to developments
institution
education specific level. goals
learners
institutions.
 Enrolment and Retention Standards

Standard-I The Teacher:

Enrolls the learner as pre
define age criteria for NFEI
Observation of
establishment Admits the learners as per
criteria non forfor No.of learners bracket
mal education prescribed for the NFEI
institutions.
Teaches the prescribed content
in specific time to achieve
certain level of education

Distribute the learners’ kit

among learners and keep in
record

Use the center kit to

operationalize the NFEI
 Enrolment and Retention Standards

Standard-II The Teacher:

Enrolls the learners in different
classes as per learners 'previous
“educational experience”
Educational
Attainment of Teaches the prescribed
learners up to content(s)to enrolled learners for
specific level certain course completion period

Assesses and keeps the record of

enrolled learners during and on
completion of period

Ensures the appearance of

enrolled learners in examinations
conducted by competent forum
 Enrolment and Retention Standards

Standard-III The Teacher:

Enroll the learners as per policy of

Government/department/project

Achievement of
sustainable Keeps the record of learners enrolled during the
developments campaign period
goals
Provide the learners kit to enrolled during the
campaign period

Teaches the learners enrolled during the campaign

to ensure the attainment of specific level of
education

Keep the assessment record of the learners for

promotion/results
 Enrolment and Retention Standards

Standard-IV The Teacher:

Retention of Keep the record of

non-formal learners 'attendance’
education
institution
learners
Ensure the appearance
of consistently present
learners in summative
assessment

Provide the learners

'data as per
requirement of
department, when
required