Module 2: NON- FORMAL EDUCATION

Polytechnic University of the Philippines

Unisan, Quezon Branch

Institute of Open and Distance Education

Master in Educational Management

An Outcome-Based Education Module

in MEM 644 – Education in Community Development

Module 2
Topic: NON – FORMAL EDUCATION

MARICEL L. LIGUTAN
ABEGAIL S. RAQUEL
CHARMAINE A. FRANCIA
JESSICA B. NAYO
CECILIA S ROMANA
Facilitator

Lesson 1: Legal Basis of Non- Formal Education

Lesson 2: Objectives and Policies of Non- Formal Education

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Module 2: NON- FORMAL EDUCATION

LESSON 1: LEGAL BASIS OF NON – FORMAL

Intended Learning Outcomes

After reading this module, you will be able to do these:

1. Familiarize to the Legal Bases of Non-Formal Education

Enduring Understanding
Preservice teachers should understand that:

A non-formal education class setup

At the turn of the century, major changes in the field of Non-Formal

Education in the Philippines occurred such as the change in the concept, the
approach, the focus, and the outcomes. Consequently, various programs evolved
as did problems and issues related to these reforms in Non-Formal Education.
The principal area of reform was the shift in the concept from Non-Formal

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Education to the Alternative Learning System (ALS) which is generally

recognized now as “the other side of basic education” (where the one side is the
formal education).

Essential Questions
1. What is the Non – formal Education?
2. How is done?

Essential Learning
Legal Bases of Non-Formal Education
As always, it is best to trace the source of an educational
system such as the ALS to the basic and fundamental law of the
land. The Philippine Constitution provides for a free and compulsory
elementary education and free secondary education through the Department
of Education (DEPED). This means that all Filipinos have a constitutional
right to basic education and the DEPED is mandated to provide this service
to all Filipinos.
In the 80’s, the global community launched a campaign called Education
for All (EFA) that aimed to eradicate illiteracy and promote functional literacy
for all peoples of the world. Our nation was a signatory to this and as such,
committed to providing education for all Filipinos.
Against this backdrop, the Philippine government put in places the
following legal measures and commitment that serves as basis for the
introduction of ALS in the Philippine educational system:
Republic Act 9155: The Governance Act of Basic Education
On June 6, 2001, the Philippine Congress passed a law that defined the
governance of basic education. Among many of its provisions, this law
recognized the ALS as a complement of formal education and a major
component of basic education with a clearly defined role within the overall

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educational goals.
Executive Order No. 356: Renaming the Bureau of Non-formal Education
(BNFE) to the Bureau of Alternative Learning System (BALS)
On September 13, 2004, the Office of the President of the Republic of the
Philippines renamed the DEPED’s Bureau of Non-formal Education to the
Bureau of Alternative Learning System (BALS) through this Executive Order
signed by Her Excellency President Gloria Macapagal-Arroyo. Not only does this
Order reiterate the Bureau’s mandate to address the learning needs of
marginalized learners but it also directs BALS to provide a systematic and
flexible approach to reach all types of learners outside the school system.
In addition, the Executive Order spelled out the functions of the BALS.
They include the following:
• To address the learning needs of all marginalized groups including the
deprived, depressed and underserved citizens
• To coordinate with various agencies for skills development of the
learners
• To expand access to educational opportunities for citizens of different
interests, capabilities, demographic characteristics, and socio-economic
origins and status
• To promote certification and accreditation for basic education of
alternative learning programs both formal and informal in nature.

In summary, by virtue of this Executive Order, the BALS has been given
the stewardship to guide the development of the country’s ALS.

Education for All (EFA) Plan for 2015

In 2004, the Philippine government once again committed to participate
in the global campaign for Education for All by the year 2015. In this Plan,
one of the major goals is “transforming all non-formal and informal education
interventions into an ALS to yield more EFA benefits”. This means that the
goal is to have in place a credible ALS (consisting of NFE and Informal

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Education) that shall cause to increase functional literacy among the

marginalized groups of learners.
And to this end, certain tasks will need to be undertaken, namely:
1. Develop and strengthen the DepEd’s BALS and mandate it to serve
as the government agency to guide the development of the country’s
ALS. 2. Make available public funds for ALS programs of GOs and
NGOs subject to the guidelines of BALS. 3. Build and develop a
constituency for ALS development. 4. Conduct research and studies to
test cost-effective options for delivering quality ALS. 5. Undertake an
inventory of available resources in localities for literacy interventions
outside schools. 6. Ensure a vigorous and credible system for reliably
assessing, measuring, validating and communicating competencies
acquired through NFE and informal education.

In summary, the EFA Plan for 2015 prescribes urgent tasks that will
guide the Department of Education in fulfilling the spirit of RA 9155 and EO
356 and ultimately the vision of the Philippine Constitution. It embodies the
various programs, projects and activities necessary to achieve the goal of
quality ALS for all marginalized Filipino learners.

Readings

http://infed.org/mobi/what-is-non-formal-education
http://unesdoc.unesco.org/images/0015/001555/155532e.pdf

LESSON 2: OBJECTIVES AND POLICIES OF NON- FORMAL

EDUCATION

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Module 2: NON- FORMAL EDUCATION

Intended Learning Outcomes

After reading this module, you will be able to do these:

1. Discuss objectives and policies of non- formal education

Enduring Understanding
Preservice teachers should understand that:

Essential Questions
1. What are the objectives of non- formal education?
2. What are the policies of non- formal education?

Essential Learning

1. To enable maximum out of school youth children from 9 to 14

years and attend the non-formal stream.
2. Learning of basic skill i.e. reading, writing and general mathematics
3. To enable them about the handle different tools and techniques
4. To make them socially and morally active towards and national values and
ideas

Here ends the lessons on Legal Bases of Non-Formal Education andObjectives

and Policies of Non-Formal Education if everything is understood, you may now
answer the tests or activities given on the next pages. If not kindly review the
MEM 644– Education in Community Development Page 30
lesson.
Module 2: NON- FORMAL EDUCATION

Readings

http://unesdoc.unesco.org/images/0015/001555/155532e.pdf
http://www.moeys.gov.kh/en/nfe/non-formal-education-department.html#.W3bR1-gzbIU

LESSON 2.1: Characteristics and Basic Differences between Formal and

Non-Formal Education
LESSON 2.1.1 Structure and Management of Non-Formal Education

Intended Learning Outcomes

After reading this module, you will be able to do these:

1.Discuss the structure and management of non- formal education.
2. Enumerate the structure of non- formal education.

Enduring Understanding
Preservice teachers should understand that:

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Structure and Management of Non-Formal Education

Government Program Non-Government Program

Formal Education Non-Formal Education

School Study Guide

Awareness-
Postgraduate Building
Programs

Essential Questions
1. What are the structures of non- formal education?

Essential Learning

Non-Formal Education Management Information System (NFE-MIS)

 Responds to the demand for a practical approach to NFE
monitoring and evaluation which is adaptable to local contexts
and information needs and can generate meaningful and reliable
information and statistics for use by policy-makers and planners
at both national and sub-national levels.

Non-Formal Education Management Information System (NFE-

MIS)

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 Comprehensive system which brings together people, processes

and technology to map, coordinate, and improve the delivery and
management of NFE at sub-national level, by collecting,
processing, and disseminating information on NFE providers,
NFE programs and courses, educators and learners. Well as the
findings of statistical analysis and the corresponding policy
recommendations.

Here ends the lesson on Structure and Management of Non-Formal Education

if everything is understood, you may now answer the tests or activities given on
Readings
the next pages. If not kindly review the lesson.

http://unesdoc.unesco.org/images/0015/001555/155532e.pdf

LESSON 2.1.2 : CLIENTELE POPULATION

Intended Learning Outcomes

After reading this module, you will be able to do these:

1. Identify the clientele population of non- formal education.

Enduring Understanding
Preservice teachers should understand that:

The most crucial information that is required for planning and monitoring of NFE
programmes is the clientele population. Most of the monitoring indicators can be
worked out, if the clientele population for which NFE programmes are initiated is

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known.

Essential Questions
1. Who are the clientele population of non- formal
education?

Essential Learning

Education – A&ESystem includes:

 OSY and Out-of-School Adults (OSA)- Youth who do not attend
school or who drop out prematurely. Not attending any school (as defined under
State law), not younger than age 16 or older than age 24; and one or more of
the following: A youth who is within the age of compulsory school attendance, but
has not attended school for at least the most recent complete school year
calendar quarter.

 Functional illiterates, functional education and literacy - a person

whose level of ability to read and write is below that needed to do the ordinary
tasks required to function normally in society.

 Program (FELP) completers, unemployed OSY and

 Adults, elementary and secondary education drop –outs;

 And industry-based workers

 And industry-based workers.

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Number of Target Learners

These are the children 6-11 years old who should be in Elementary
Schools (Grades 1 to 6)
Population 12,280,388
In-school 10,438,329
Out-of-School 1,842,058
These are the children 12-15 years old who should be in Secondary
Schools (1st to 4th year High School)
Population 7,296,824
In-school 3,356,539
Out-of-School 3,940,285
These are the youth and adults in the labor force 16 years old and
above heads of Households who have not completed basic education or are
dropouts from school.
Population 10.5 M
Summary of Target Learners for ALS
6-11 years old 1,842,058
12-15 years old 3,940,285
16 yrs. old and above 10,500,000
TOTAL Target learners 16,282,343 - This represents 20% of the 82M total
Philippine Population (2004)

Readings

https://www.scribd.com/document/123118541/Non-Formal-Education
http://unesdoc.unesco.org/images/0015/001555/155532e.pdf

LESSON 2.1.3 : Implementing Agencies

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Intended Learning Outcomes

After reading this module, you will be able to do these:

1.Identify the agencies that implement non – formal education..

Enduring Understanding
Preservice teachers should understand that:

The Non-Formal Education - Accreditation and Equivalency (NFE A&E)

System was implemented by The Philippine NGO Council
on Population, Health and Welfare, Inc. (PNGOC) as part of
a national effort to prepare Filipinos to fight poverty and
ignorance by offering certification to out-of-school youth
(OSY) and adults (OSA) living in depressed communities.
This certification is intended to help build new knowledge, skills, attitudes,
and values to the end of increasing participants' standard of living and quality
of life.

Essential Questions
1. What are the implementing agencies of non- formal education?

Essential Learning
.

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 NGOs with national and regional affiliate members- A non-

governmental organization (NGO) is any non-profit, voluntary
citizens' group which is organized on a local, national or
international level. Task-oriented and driven by people with a
common interest, NGOs perform a variety of service and
humanitarian functions, bring citizen concerns to Governments,
advocate and monitor policies and encourage political
particpation through provision of information.

 Association for Non-Traditional Education in the Philippines

(ANTEP)- emerged from the Catholic Education Association and
Asociation of Christian Schools and Colleges

 Notre Dame Foundation for Charitable Activities, Inc. – Women

in Enterprise Development - is a "five-pronged comprehensive
project" providing non-formal education, entrepreneurship and
skills training

 Philippine NGO Council on Population, Health, and Welfare, Inc.

(PNGOC) - is a registered nonprofit organization with the
objective of becoming the voice of population and development
advocates within the NGO.

 Philippine Partnership for the Development of Human Resources

in Rural Areas (PHILDHRRA)

Total of 177 service providers are involved in this scheme and the numbers
of learners cared by the Government are 975,662, while 340, 838 learners are
financially cared by the outside assistance

Here ends the lessons on Clientele Population and Implementing Agencies if

everything is understood, you may now answer the tests or activities given on the
next pages. If not kindly review the lesson.

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Module 2: NON- FORMAL EDUCATION

Readings
http://www.comminit.com/content/non-formal-education-
project-philippines
http://unesdoc.unesco.org/images/0015/001555/155532e.pdf

LESSON2.1.4: Programs and Projects funding Requirements

Sources

Intended Learning Outcomes

After reading this module, you will be able to do these:

1.Identify the programs requirements.

Enduring Understanding
Preservice teachers should understand that:

Project funding requirements is defined as the cost that is identified in the cost
baseline. It also includes the management reserves.

Essential Questions
1. What are sources of programs?
2. How do we implement a program?

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Essential Learning
Programs
 The Army Literacy Patrol System (ALPS):

In collaboration with DECS, soldiers serve as literacy

facilitators to people in areas threatened by insurgency and those out of
reach of the formal school system.
 Community Learning and Resource Center

(CLARC): It is operated with funding assistance from

UNESCO PROAP and gives access to basic education in remote and hard
to reach areas. It nerves center where community members converge.
 Capability Building Programme

Training is provided to: Non-formal Education Facilitators for

Cultural Communities (TNFECC), instructional managers, service
providers, DECS officials, and so forth. BNFE has a library, learning
resource center and clearinghouse that have access to vital
information, learning materials, technical and communication
infrastructure, technical assistance, and capability building initiatives.
 The Army Literacy Patrol System (ALPS):

In collaboration with DECS, soldiers serve as literacy

facilitators to people in areas threatened by insurgency and those our
of reach of the formal school system.

How are the NFE programs governed and financed?

 Official body supervising NFE programmes

The Bureau of Alternative Learning System (BALS), an office

within the Department of Education (DEPED) is mandated to serve as the main

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government agency to guide the evolution of the country’s alternative learning

system. Among its key function are:
 To promote, improve, monitor and evaluate (but not necessarily
deliver) alternative learning interventions for functional literacy of
out-of-school youth, and adults, for ethnic minorities and other
groups with special educational needs that cannot be met by
schools, and for desired competencies that are part of lifelong
learning. o to contract with or make grants to providers of non-
formal education o define and set standards for adult literacy
programs o accredit and recognize providers meeting standards
o monitor and evaluate adult literacy outcomes among individuals
and populations

 Other official bodies involved in governance of NFE

Local government units (LGUs), non-government organizations (NGOs)

and private groups constitute the support network for ALS at grassroots
level.

Main sources of NFE financing

Government through Department of Education provides funds for
implementation of ALS programs. Government through LGUs also provide funds
such as the countryside development funds and special education funds o
Donors
National Budget Allocation and the percentage (%) share of ALS in the
National budget of the Department of Education

CY 2004-2006
Total annual budget of the Department of Education - P 112 B
Total ALS budget of the Department of Education - 76 M
Percentage (%) share of ALS in the budget of the Department of Education - .
068%
CY 2007

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Total annual budget of the Department of Education - P 134.7 B

Total ALS budget of the Department of Education - 230.0 M
Percentage (%) share of ALS in the budget of the Department of Education - .
17% Summary:
From CY 2006 to CY 2007, there was a 16.9% increase in the ALS
budget of the Department of Education

Here ends the lesson on Programs and Projects funding Requirements

Sourcesif everything is understood, you may now answer the tests or activities
given on the next pages. If not kindly review the lesson.

Readings
https://project-management-
knowledge.com/definitions/p/project-funding-requirements/

http://unesdoc.unesco.org/images/0015/001555/155532e.pdf

LESSON2.1.5: Duration of the Program

Intended Learning Outcomes

After reading this module, you will be able to do these:

1. Determine the duration of the program.

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Enduring Understanding
Preservice teachers should understand that:

Essential Questions
1. How long does the program last?

Essential Learning
Programs
The general pattern of formal education follows
four stages:
Pre-primary level (nursery and kindergarten) offered in most private
school; six years of primary or elementary education, followed by four years
of secondary or high education. College education usually takes four,
sometimes five and in some cases as in medical and law schools, as long as
eight years. Graduate schooling is an additional two or more years. In the
absence of a clear governing and administering structure for adult learning
and education, policies and implementation strategies are disaggregated into
the tri-focalized education system.

Readings

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Module 2: NON- FORMAL EDUCATION

http://unesdoc.unesco.org/images/0015/001555/155532e.pdf

LESSON2.1.6:
LESSON2.1.5: Duration of the Program

Intended Learning Outcomes

After reading this module, you will be able to do these:

1. Determine the duration of the program.

Enduring Understanding
Preservice teachers should understand that:

.
Essential Questions
1. How long does the program last?

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Module 2: NON- FORMAL EDUCATION

Essential Learning

The general pattern of formal education follows four stages:

Pre-primary level (nursery and kindergarten) offered in most private
school; six years of primary or elementary education, followed by four years
of secondary or high education. College education usually takes four,
sometimes five and in some cases as in medical and law schools, as long as
eight years. Graduate schooling is an additional two or more years. In the
absence of a clear governing and administering structure for adult learning
and education, policies and implementation strategies are disaggregated into
the tri-focalized education system.

Readings

http://unesdoc.unesco.org/images/0015/001555/155532e.pdf

Guererro, Carolina (2007). Philippines Non-formal Education.(Publishing

Company and place of publication)??
Cabag, Ramon C. (1999). Non-Formal Education. Katha Publishing Co., Inc.
Quezon Ave.; Quezon City. Philippines.

LESSON2.1.5: Certification and Accreditation

Intended Learning Outcomes

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Module 2: NON- FORMAL EDUCATION

After reading this module, you will be able to do these:

1. Identify the agency that gives accreditation to the program?

Enduring Understanding
Preservice teachers should understand that:

Essential Questions
1. What is the system that provide the accreditation of the
program ?

Essential Learning

The Non-formal Education Accreditation and Equivalency (NFE A &

E) System
a) Provide a system for assessing levels of literacy and nonformal
education learning achievement based on the National Literacy Standards and
NFE Accreditation and Equivalency Curriculum Framework; and
b) Offer an alternative means by which out-of school youth and
adults may earn an educational qualification comparable to that of the
formal elementary and secondary school system.
The NFE A&E Framework is characterized by the followings:
a) Entry Level Assessment:

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 This involves placement and counselling of individual

learners interested in seeking alternative pathways to attain a
qualification comparable to elementary certificate and/or
secondary certificate;

b) Learning Interventions:
 This includes the NFE A&E Curriculum Frame-work
(incorporating National Literacy Standards)Learning
Materials, and Delivery System before seeking certification
through equivalency testing;

c) Learning Assessment and Evaluation:

 This is used to assess learning progress, conduct
equivalency testing and issue elementary and secondary
level certification; and

d) Accreditation of Learning Programs:

 This includes the accreditation of service providers involved
in the delivery of A&E related learning support training
programs based on compliance with minimum prescribed
national standards and evaluation of the effectiveness of their
A&E-related training programs.

NFE Equivalency Testing, Certification and Accreditation

a) Certification of Outcomes of Learning of Individuals:
b) Accreditation of learningprograms:

Here ends the lessons on Duration of the Program and Certification and
Accreditation Requirements if everything is understood, you may now answer
the tests or activities given on the next pages. If not kindly review the lesson.

MEM 644– Education in Community Development Page 46

Module 2: NON- FORMAL EDUCATION

Readings
http://unesdoc.unesco.org/images/0015/001555/155532e.pdf

Certification and Accreditation Requirements

Assessment Tasks

A. Written Test
._____1. Which among the statements below is the reason for creating the Army
Literacy Patrol System as one of the program for non-formal education?
A. So as the soldiers can serve as defense to those areas threatened by
insurgency.
B. In order for the soldiers to train those OSYs to become soldiers.
C. For the soldiers to serve as facilitators to people in areas threatened
by insurgency and those out of reach of the formal school
system
D. Both A and C
_____ 2. This is an agency of the government under the Department of
Education which is mandated to run the alternative learning system in
the Philippines.
A. Bureau of Alternative Learning System
B. Bureau of Multi-grade System
C. Bureau of Non-Formal Sytem
D. None of the above
_____ 3. Which agency is responsible for funding the NFE?

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A. Department of Budget and Management

B. Department of Finance
C. Department of Education
D. Department of Social Works and Development
_____ 4. This agency gives access to basic education in remote and hard to
reach areas.
A. The Army Literacy Patrol
B. Bureau of Alternative Learning System
C. Community Learning and Resource Center
D. Association of Non-Traditional Education in the Philippines
_____ 5. This is an agency below were the one who serve as support
network for ALS at grassroots.
A. Local Government Unit
B. Non-Government Organization
C. Private Groups
D. All of the above
______6. . Which agency whose main purpose is to provide non-formal
education, entrepreneurship and skills training for women?
A. Philippine Partnership for the Development of Human Resources in
Rural Areas
B. Philippine NGO Council on Population, Health, and Welfare, Inc.
C. Notre Dame Foundation for Charitable Activities, Inc.
D. Association for Non-Traditional Education in the Philippines
______ 7. From what year does Notre Dame Foundation for Charitable Activities,
Inc.established?
A. 1997 C. 1977
B. 1987 D. 1967
_____ 8. This agency is a network of sixty-five non-government organizations
involved in various development activities in rural communities in the
Philippines.
A. Philippine Partnership for the Development of Human Resources
B. Philippine NGO Council on Population, Health, and Welfare, Inc.
C. Notre Dame Foundation for Charitable Activities, Inc.
D. Association for Non-Traditional Education in the Philippines
_____ 9. What do you mean by PHILDHRRA?
A. Philippine Partnership for the Development of Human Resources in
Rural Areas
B. Philippine Disaster and Humanitarian Resources Rehabilitation Agency
C. Philippine Disaster and Humanitarian Resources for Rural Area
D. None of the above
_____ 10. Which number of learners are financially cared by the outside
assistance coming from NGO’s implementing agencies?
A. 340,838 C. 850,838
B. 340,388 D. 850, 346

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Answer Key of Written Test

1. D
2. A
3. C
4. C
5. A
6. A
7. B
8. B
9. A
10. A

MEM 644– Education in Community Development Page 49