Course title: Theory and Practices of Non - formal EducationCourse No: Ed. PM. 522 Full marks: 100Nature of the course: Theory Pass marks: 40 Level: M. Ed. Periods per week: 6Year: Second Time per period: 55 minutes

Total periods: 150

1. Course DescriptionThis course is designed for those students who intend to be program personnel or

practitioners in non-formal education. It aims to help the students develop the knowledge and skills which are necessary to formulate and implement NFE programs. Students are encouraged throughout the course to consult libraries, relevant web-sites, and participate in classroom discussions.

2. General ObjectivesThe general objectives of the course are as follows:To enable the students in exploring the philosophical premises that shaped and reshaped

non-formal education.To make the students familiar with the linkage between non formal education and

development.To acquaint the students with different forms and trends of NFE.To enhance the capacity of the students in exploring different approaches and issues in

literacy.To familiarize the students with the curriculum development and evaluation in literacy.

3. Specific Objectives and ContentsSpecific Objectives Contents

Explain the situations and significance of different learning contexts.

Unit: I Human Learning Context (5)1.1 Different contexts of learning:

1.1.1 Formal 1.1.2 Non-formal 1.1.3 Informal 1.1.4 Incidental

1.2 Significance of different context of learning in life

Define non-formed educationExplain different perspectives of

non-formal education.State the contribution of NFE

philosophers and practitioners to the development of NFE.

Unit II: Conceptual Basis of Non-formal Education (20)

2.1 Definition of non-formal education 2.2 Different perspectives of non-formal education

2.2.1 Critical 2.2.2 Structural 2.2.3 Modernism 2.2.4 Postmodernism

2.3 NFE philosophers and practitioners 2.3.1 Friere 2.3.2 Aryaratne

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2.3.3 Coombs 2.3.4 Nyrere

Illustrate the nature and purpose of NFE approaches.

Explain how NFE can be applied for social change.

Unit III: Non-formal Education Approaches and Social Change (15)

3.1 Conscientization 3.2 Sarvodaya3.4 Popular education 3.5 Popular theater 3.6 Rural development3.7 Application of NFE for social Change

Explain the processes of NFE development in the context of Nepal.

Explain the reasons for changes in the modality and concept of NFE in Nepal.

Explain the role of language in NFE.

Compare NFE programme of Nepal with that of selected South Asian Countries.

Unit IV: Non-formal Education Applications and Approaches (15)

4.1 Development of NFE in Nepal 4.2 Changes brought by different modalities

4.2.1 Adult literacy to alternative school 4.2.2 Literacy center to community learning

centre (CLC) 4.2.3 Laubach's “teach one each one”, and 4.2.4 Rs to integrated approaches in literacy

4.3 Issues of language in NFE4.4 NFE in other countries: India, Sri Lanka,

Bangladesh, Pakistan, Nepal Clarify the concept of open

education. Explain the nature and uses of

open learning, distance education and Open University in developing and developed countries.

Explain various modalities of open and distance education with reference to Nepal.

Unit V: Open Learning and Distance Education (15)

5.1 Concept of open education5.2 Open, distance education and open university

in developing and developed countries: basic to higher education (Vietnam, India, Bangladesh and UK)

5.3 Nepal: Efforts in open and distance education

Explain the use of technological innovations in the context of NFE in SAARC countries and developed countries.

Explain the use of technology in teaching and learning in NFE in Nepal.

Unit VI: Use of Technology in Non-formal Education (15)

6.1 Technology in NFE in SAARC region: India, Sri Lanka, Bangladesh, Pakistan, Nepal

6.2 Technology in NFE in developed countries: USA and Japan

6.3 Use of technologies in nonformal education in Nepal

Explain the concept and importance of lifelong learning in people’s lives.

Explain approaches, learning purpose and use of lifelong in a country’s comprehensive

Unit VII: Lifelong Learning (5)7.1 Concept and importance7.2 Approaches7.3 Purpose and use

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educational system. Explain the changing concept of

literacy over the years. Describe the constituents of adult

literacy. Explain different models and

approaches of adult literacy. Explain the importance of

literacy movement for individuals and communities.

Explain the role of literacy in a country’s comprehensive educational system.

Assess the role of literacy in human resource development.

Compare Nepali and international practices on adult literacy.

Unit VIII: Adult Literacy (20)8.1 Defining literacy8.2 History of adult literacy8.3 Different models of adult literacy

8.3.1 Integrated 8.3.2 Isolated

8.4 Pedagogical approaches 8.4.1 Each one teach one8.4.2 Language experience 8.4.3 Key word 8.4.4 Whole language 8.4.5 Phonics

8.5 Literacy movements campaigns 8.6 Role of literacy

8.6.1 Impact on individual8.6.2 Gender justice8.6.3 Social benefit8.6.4 Cognitive change and purposes8.6.5 Benefits from literacy as identified by different researches: Skills, practices, social changes

8.7 Human resource development in adult literacy8.8 Nepali and international practices in the adult

education programmes.

Explain the concept and approaches of curriculum development in the context of adult literacy.

Discuss construction and uses of APPEAL Training Materials for Literacy Programme.

Explain the nature and process of adult literacy curriculum in Nepal.

Unit IX: Curriculum Development for Adult Literacy (10)

9.1 Concept and approaches to NFE curriculum development

9.2 ATLP (APPEAL Training Materials for Literacy Programme) (APPEAL - Asian Pacific Programme on Education for All)

9.3 Nepali NFE curriculum: Nature and process

Clarify the difference between evaluation and research and monitoring and evaluation.

Explain the different approaches to evaluation.

Explain the different areas of evaluation.

Discuss the purposes of evaluation in NFE.

Identify different approaches to

Unit X: Evaluation of Adult Literacy (20)10.1 Difference between evaluation and research10.2 Monitoring and evaluation 10.3 Different approaches to evaluation

10.3.1 Continuous/formative 10.3.2 Built-in evaluation 10.3.3 Summative

10.4 Areas of evaluation: goal, objective, process, input, output, outcome/benefit/result

10.5 Purpose of evaluation

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learner assessment. Prepare a list of issues in

evaluation. Explain the Nepali approaches of

evaluation in NFE.

10.6 Issues in evaluation: insider/outsider.10.7 Learner assessment10.8 Nepali approach to evaluation

Explain the principle and practices of NFE material development in the context of NFE in general and adult literacy in particular.

Explain the approaches to material development in NFE in general and adult literacy in particular.

Unit XI: Principles and Practices of NFE Material Development (10)

11.1 Conceptual basis11.2 Nepali practice

11.2.1 Literacy 11.2.2 Alternative school

Note: The figures in the parentheses indicate the approximate periods for the respective units.

4. Instructional TechniquesThis course has both theory and practical aspects. Relevant practices are discussed to understand the basic theoretical premises of NFE.

4.1 Common Instructional Techniques Lecture, question answer and discussion Group work followed by presentation

4.2 Specific Instructional TechniquesUnit IV to VI and IX, XI : Study and critical analysis of the documents published by the

Ministry of Education, Department of Education, Non formal education center, I/NGOS and donor agencies in relation to NFE and adult literacy

Unit VIII and XI : Study visits to literacy and alternative school centers, and NGOs. Preparation of reports related to NFE management or pedagogy. Presentation of the reports in the class followed by discussion.

5. Evaluation Both formative and summative evaluation will be used to evaluate the learning of the students. Formative evaluation includes written tests, class participation, preparation and presentation of reports and practical exercises. The scores of the formative evaluation will be used only for providing feedback. Annual examination as summative evaluation will be conducted by the Office of the Controller of Examinations. The types and number of questions to be included in the final examination paper are as follows:

Types of questions. Total questions to be asked

Number of questions to be answered and marks

Total marks

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allocatedGroup A: Multiple choice items. 16 questions 16 x 1 mark 16Group B: Short answer questions.

8 with 3 'or' questions

8 x 6 marks 48

Group C: Long answer questions.

3 with 1 'or' question

3 x 12mark 36

6. Recommended books and ReferencesRecommended Books

Human learning contextRogers, A. (2004). Looking again at non-formal and informal education - towards a new

paradigm. Available online at: http://www.infed.org/biblio/non_formal_paradigm.htm

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Formal versus non formal education. Available online at: http://www.sil.org/lingualinks/literacy/prepareforaliteracyprogram/FormalVersusNonformalEducation.htm

Smith. (2007). ‘Formal’ versus ‘non-formal’ basic education: prioritising alternative approaches in fragile states. A paper presented at the Oxford International Conference on Education and Development, September 2007.

Informal and non-formal education, colonialism and development. Available online at: http://www.infed.org/biblio/colonialism.htm

Taylor, M.C. (2006). Informal adult learning and everyday literacy practices. Journal of adolescent & adult literacy 49: 6 march 2006, pages 500-509.

Kerka, S. (2000). Incidental learning. TRENDS AND ISSUES ALERT NO. 18, 2000. Clearinghouse on adult, career, and vocational education.

Victoria, J. M. & Watkins, K. E. (2001). Informal and incidental learning. New Directions for Adult and Continuing Education, no. 89, Spring 2001.

Nonformal education: Conceptual basis, strategies, approaches, social change, etc.

A T Ariyaratne (2000). Application of Gandhian and Buddhist principles of non-violence to combat fanaticism. Presented at Nuremberg Forum, 26 September 2000. Available online at: www.evrel.ewf.uni-erlangen.de/pesc/R2000.html

Acharya, S. (2004). Democracy, gender equality and women’s literacy: Experience from Nepal. Kathmandu: UNESCO.

Adult literacy/education: Conceptual basis, strategies, approaches, social change, etc.Alan, R. (2000). Literacy comes second: working with groups in developing societies.

Development in Practice, Volume 10, Number 2, May 2000.Alan, R. (2005). Training adult literacy educators in developing countries. Background paper

prepared for the Education for All Global Monitoring Report 2006 Literacy for Life. UNESCO.

Alan, R. J. H., & Md. Aftab, U. (2007) .Adult learning and literacy learning for livelihoods. Some international perspectives. Development in Practice, 17:1,137 – 146

Berg, H.V.D. & Jiggins, J. (2007). Investing in farmers-the impacts of farmer field schools in relation to integrated pest management. World Development Vol. 35, No. 4, pp. 663–686.

Blackburn, J. (2000). Understanding Paulo Freire: Reflections on the origins, concepts, and possible pitfalls of his educational approach. Community development journal Vol 35 No. 1 January 2000, pp. 3-15.

Brennan, B. (1997). Reconceptualizing non-formal education. International journal of lifelong education, Vol 16, no. 3 (May-June 1997), 185-200.

Bryan, M. (2007). What can ethnographic studies tell us about the consequences of literacy? Comparative Education, 43:2, 253 – 271.

Bryan, M. (2007). Worlds Apart? Ethnographic Reflections on ‘‘Effective Literacy’’ and Intra household Externalities. World Development Vol. 35, No. 3, pp. 532–541.

Center for education for all (2003). Gender responsive non-formal education in Nepal: A case study. Kathmandu: UNESCO.

Choules, K. (2007). Social change education: Context matters. Adult Education quarterly, vol. 57 no. 2, February 2007, pages: 159-176.

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Clancey, W.J. (1995). A tutorial on situated learning.  Proceedings of the international conference on computers and education (Taiwan) Self, J. (Ed.) Charlottesville, VA: AACE. 49-70, 1995. Available online at:  http://cogprints.org/323/0/139.htm

Corrine, M. W. & Jennifer, A. S. (2007). Literacy for what? Literacy for whom? The politics of literacy education and neocolonialism in UNESCO- and World Bank–sponsored literacy programs. Adult Education Quarterly, Vol. 57 No. 4, August 2007 275-292.

Daniel, A. W. (2004). Literacy (ies), Culture(s) and Development(s): The Ethnographic Challenge. A multi-volume book review essay. READING RESEARCH QUARTERLY, 2004 (Vol 39, Issue 2).

David, A. & Lucia, F. (2005). Writing the wrongs. International benchmarks on adult literacy. Action aid international and global education campaign.

Dighe, A. (2008). Women’s empowerment at the local levels (WELL) - a study undertaken in the state of Uttarakhand. Available online at: www.col.org/SiteCollectionDocuments/WELL-scan-Uttarakhand.pdf

DOL Cooperative (2006). Independent final evaluation of brighter futures program: Combating child trafficking through education in Nepal. Kathmandu: World Education. Available online at: www.dol.gov/ilab/programs/ocft/tcp/BFPPhaseII-report2.pdf

Edirisingha, P. (UD). Non-formal education in Thailand. Available online at: www.irfol.ac.uk/publications/pdfs/nonformaledthailand.pdf

Etllng, A. (1993). What is nonformal education? Journal of agricultural education. Winter 1993. Evans, D.R. (1981). The planning of nonformal education (Chapter 2: NFE: its origin and its

meaning) Paris: IIEP/ UNESCO. Findsen, B. (2007). Freirean philosophy and pedagogy in the adult education context: The case

of older adults’ learning. Studies in Philosophy and Education (2007) 26:545–559.Fransman, J. (2005). Understanding literacy: A concept paper. Background paper prepared for

the Education for All Global Monitoring Report 2006 Literacy for Life. UNESCO. Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum. [Available at book stores]Freire, P. (1985). The politics of education. Massachusetts: Bergin & Garvey. [Available at book

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book stores]Freire, P. (1994). Pedagogy of hope. New York: Continuum. [Available at book stores]Gender equality in adult education (editorial). International Journal of Educational

Development 26 (2006) 135–139.Gender issues in nonformal education and training. This is available online at:

http://www.adb.org/Documents/Manuals/Gender_Checklists/Education/educ0305.aspGoals of the Sarvodaya Strategic Plan 2005 – 2010. Available online at:

http://www.sarvodaya.org/about/strategic-goalsHallak, J. (1990). Investing in the future. Setting educational priorities in the developing world.

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