Non-formal Education Programs Research Articles

Effectiveness of Non-Formal Education Program to Enhance Career Planning Abilities of Lower Secondary School Students

Effectiveness of Non-Formal Education Program to Enhance Career Planning Abilities of Lower Secondary School Students

ASSESSMENT OF FINANCING ADULT AND NON-FORMAL EDUCATION PROGRAMS IN GOMBE STATE

This study assessed the financing of Adult and Non-Formal Education (ANFE) programs in Gombe state. Three specific objectives and three research questions were formulated. Descriptive survey design was adopted and population of the study was 325 respondents which comprise 15 administrators and 310 instructors drawn from the 15 government own Adult Education Centers in Gombe state. A sample of 169 respondents was used for the study. That is 15 administrators and 154 instructors. Instrument used was a structured questionnaire with a four rating scale titled “Assessment of Financing Adult and Non-Formal Education Questionnaire (AFANFEQ)". It was validated by two experts in the Department of Educational Foundation, Faculty of Education, Gombe State University. Pilot study was carried out and Cronbach’s Alpha was used to compute the reliability coefficient of 0.97. Descriptive statistics (mean and standard deviation) was used to answer the research questions. The findings of the study revealed that Government, Philanthropists, Community members, Adult learners and NGOs such as UNESCO, World Bank and UNDP contribute in the funding of ANFE in Gombe State but over dependence on external donors, lack of political will, inefficient resource management, embezzlement by government officials and inadequate policy support affected and serve as barriers to efficient financing of ANFE in Gombe state. It was therefore recommended among others that there is need to advocate for stronger political commitment to ANFE in Gombe state. This can be achieved through lobbying, raising public awareness, forming alliances with influential stakeholders, and demonstrating the socio-economic benefits of investing in lifelong learning opportunities. KEY WORDS: Financing, Adult and Non-Formal Education Programs

Kontribusi Pemerintah Kota Bitung dalam Memajukan Pendidikan Non-Formal melalui Bantuan Sosial kepada PKBM

This research illustrates how the Bitung City Government's policy through social assistance for the distribution of the implementation of non-formal education programs in the center of community learning activities in an effort to increase the level of graduation of the community in Bitung City through the Equality Examinations program. As well as how the Bitung City Government's policy related to budget assistance to the center of community learning activities can accommodate the needs of people who drop out evenly and have the same opportunity in the fulfillment of educational services in Bitung City. Thus, this research focuses on two things, namely 1) Analyzing a non -formal education budget assistance policy issued by the Bitung City Government; 2) Knowing the optimization of social assistance to the center of community learning activities for justice and equity in education for people of Bitung City. The research uses a qualitative approach with a type of descriptive research by collecting data that researchers will use, namely through: in-depth interviews, observations and documentation studies. Through this research, it is known that the Bitung City Government has tried to strengthen the non-formal education sector through social assistance in the operational budget for equitable implementation of equality education programs at the center of community learning activities; the conclusion is that the Bitung City Government must maintain the aid policy for the long term by making a Mayor Regulation Consider the number of high school dropout communities and the limitations of the community learning activity center itself.

Affective recognition: examining the role of affect in education for peacebuilding in Cambodia and Kosovo

ABSTRACT In this article I develop the conceptualisation of affective recognition as a means of deepening understandings of education’s contribution to peacebuilding and social justice in conflict-affected contexts. Scholars have highlighted that one of the crises in peacebuilding education today is the failure to understand and harness the role of the transrational and the affective. I therefore bring together feminist theories of social justice and affective economies to analyse non-formal education programmes with young people in Cambodia and Kosovo and develop the concept of affective recognition. I contend that affective recognition demonstrates the central role of affect in enabling processes of peacebuilding and social justice through educational programmes.

Empowering Women by Strengthening the Economic Sector and Digital Marketing Through a Women's School in Tambakmenjangan Village

The COVID-19 pandemic has had a significant impact on various sectors, including tourism, trade and industry, particularly impacting micro, small and medium enterprises (MSMEs) in Indonesia. According to Adistianingsih and Panjaitan (2022), Indonesia ranks 109th out of 144 countries in terms of women's participation in the economy and entrepreneurial opportunities. This reflects the limited opportunities for women in the world of work and entrepreneurship in Indonesia. Patriarchal culture and negative stigma surrounding the role of women in rural areas exacerbate this problem. This program aims to overcome the low economic participation of women in Tambakmenjangan Village, Lamongan Regency. The problem is the low level of women's empowerment, which has an impact on low levels of education, societal stigma and early marriage. This program utilizes non-formal education and skills training programs for women which are carried out in collaboration with the Lamongan Islamic University student organization. The activity design includes a six-month culinary, fashion and make-up training program for women in Tambakmenjangan Village. The findings show that this program has succeeded in empowering women by increasing their skills and knowledge in various fields. The program also involves partnerships with government agencies, local businesses, and educational institutions. Monitoring and evaluation were carried out to ensure program effectiveness, and workshops were held to disseminate and publicize the results. The implications of this research are very significant because they contribute to the empowerment of women in rural areas and address the gender gap in economic participation.

Exploring the Role of Non-Formal Education in Tourism Resource Management

Abstract This study investigates the pivotal role of non-formal education in enhancing ecotourism resource management, aiming to elevate contemporary practices in the field. Utilizing a comprehensive methodology involving focus group discussions and expert interviews held at Parambikulam and Periyar Tiger Reserves of Kerala, India, the research employs latent content analysis to extract critical elements. The identified components of non-formal education programmes—education, awareness and interpretations—underscore their multifaceted nature within (eco)tourism destinations. Beyond unveiling strategies, the study scrutinises gaps in community interventions and their alignment with global mandates like the post-Aichi Target and Sustainable Development Goals (SDGs). Urging immediate action from policymakers, administrators and stakeholders, the research advocates for incentive-based mechanisms aligning with post-Aichi Target and SDG objectives. The study emphasises community-based non-formal education programmes foster community involvement and encourages social and cultural interventions. Significantly, these programmes contribute to biodiversity conservation by disseminating locally generated, authentic information. This research underscores the transformative potential of incentivized, community-driven, non-formal education, emphasising its crucial role in advancing local communities and global sustainability goals.

Evaluation of the Michigan Water School: Water Education Program for Local Leaders

Local leaders are essential for helping Michigan achieve its 30-year water strategy goals. The Michigan Water School is an Extension nonformal educational program to address the knowledge gap of local leaders. We evaluated programs conducted from 2017-2019. Results revealed program outcomes in knowledge, attitudes, perceptions of criticalness to work, and stewardship and behavioral intentions aligned to water quality, water quantity, and field experience units. Growth areas for program improvement include water policy, economics, planning, and finance as well as expanding the focus of the program for transformational leadership and to broaden recruitment efforts.

POJOK MODERASI SEBAGAI PENDUKUNG PEMBELAJARAN DI ERA 4.0

The aim of this research is to provide the background to the presence of the Industrial Revolution Era 4.0 where in this era the system is directed to a digital form assisted by networks. In analyzing the reading interest of students, teenagers and the entire community in the Swakarsa Luar area, West Koya, the implementation of the Moderation Corner Reading Park and Moderation Corner Study Class (TPBM and KBPM) activities based on Learning While Playing, has increased the reading interest of the Community of the Outer Swakarsa Area, West Koya . This research is included in the field research category, the type of approach used is qualitative descriptive research. This subject is focused on people who have competence, and are considered to understand TBPM and KBPM, namely founders and managers. The results of the research show that: (1) The reading interest of students, teenagers and the community of Swakarsa Luar, West Koya in visiting TBPM tends to be more influenced by external factors, so that they want to visit TBPM (2) TBPM and KBPM are not very popular among people outside of education. non-formal (3) TBPM and KBPM as one of the non-formal education programs as a learning method. (4) TBPM and KBPM are responsible for serving the community and helping non-formal students solve their learning problems at school. (5) because the research carried out is related to the impact of ship libraries; (6) The role of TBPM and KBPM is the main task that must be carried out in the Pojok Moderation Community Reading Park.

Cultural Distinction and the University of Toronto: Constructing Symbolic Boundaries of Social Class in Canada, 1894–1950

In the first half of the twentieth century, the University of Toronto was a preeminent cultural institution in Canada. Based on a critical interpretation of archival documents, this article narrates the history of four non-formal educational programs through which the University of Toronto created opportunities for Canadians to develop privileged forms of cultural taste and practice: the administration of local examinations in music across Canada, the development of a museum oriented to public visitation, the organization of public lectures in collaboration with local associations across Ontario, and the delivery of non-credit evening courses in Toronto. These four programs engaged hundreds of thousands of Canadians in forms of activity that supported the development of what Bourdieu conceptualized as constellations of cultural distinction: arrays of tastes and practices that mark symbolic boundaries of social class. Two of the programs resulted in national cultural institutions (Royal Conservatory of Music and Royal Ontario Museum) prominent in fields that have been empirically associated with social class boundaries in Canada. The other two programs declined in significance after 1950 and have not previously been included in analyses of cultural distinction. This article explores the historical role of Canadian universities in constructing symbolic boundaries of social class.

Empowering Former Women Migrant Workers: Enhancing Socio-Economic Opportunities and Inclusion for Sustainable Development

This research aims to design and implement participatory empowerment programs for former migrant workers, with a focus on non-formal socio-economic initiatives. Utilizing the Participatory Learning and Action (PLA) method in Cilacap Regency, Central Java Province, Indonesia, the study collected data through observations, dialogues, and Participatory Decision-Making (PDM). Purposive sampling involved selecting subjects from the village government, community leaders, and former women migrant workers belonging to entrepreneurial groups. The participatory analysis approach was used to identify, categorize, and prioritize essential and strategic initiatives. The research findings led to the development of non-formal education programs for former women migrant workers, aimed at fostering creativity and innovation in entrepreneurship, administrative management, digital accounting, product quality improvement, product innovation, labeling and packaging, and promotion management with digital marketing. Collaborative efforts between village and district governments, academics, and the community of former women migrant workers were emphasized in planning and implementing these creative socio-economic non-formal education programs. The programs were tailored to address the unique problems, needs, and local resources of the community of former women migrant workers, providing them with the knowledge, motivation, and skills to independently operate economic ventures and improve the well-being of their families.
 
 Received: 1 September 2023 / Accepted: 26 November 2023 / Published: 5 January 2024

Optimizing Empowerment Results: The Important Role of Post-Sewing Training Follow-up at PKBM Anarvani

One of the non-formal education programs is community empowerment, where in this program we can carry out various activities, such as PKBM Anarvani which carries out community empowerment through sewing training. In organizing this program, one of the important points is identification and planning, but there is also a main point that must also be of concern to us, namely the follow-up carried out after the training, which if we pay careful attention to this and carry it out will really help the community. This article discusses this matter, and the research used is descriptive and documents and literature studies. The findings in this article are that the follow-up provided by PKBM Anarvani is to carry out competency tests and regular mentoring and supervision.

69| J o u r n a l o f A d u l t E d u c a t i o n i n T a n z a n i aChallenges Facing Teenage Mothers Re-Admitted to Non-Formal Education System in Tanzania: Empirical Evidence from Learners at Wamo Open School, Morogoro Municipality

In Tanzania, as in many other low and middle-income countries, teenage pregnancy rates remain high, with cultural, socioeconomic and structural factors contributing to early and unintended pregnancies among adolescents. This study focused on the challenges facing teenage mothers re-admitted to non-formal education in Tanzania. The study was qualitative and employed a purposive sampling technique to select 20 participants from Wamo Open School. Data was analysedqualitatively. The findings revealed that teenage mothers re-admitted to non-formal education in Tanzania faced a myriad of challenges namely, stigma and discrimination from peers and community members, lack of financial resources, childcare responsibilities, dropout risk, and limited future opportunities. Finally, the study recommends that Wamo Open School, Morogoro Municipality should develop and implement comprehensive support services tailored to the needs of teenage mothers re-admitted to non-formal education programs. Keywords: Teenage mothers, non-formal education, challenges, re-admission, Tanzania

The Existence of Islamic Education Towards Moral Development in the 5.0 Era

This article discusses the existence of Islamic education towards moral development in the 5.0 era, which necessitates the existence of Islamic education to prevent moral degradation in society. For this reason, Islamic religious education is a necessity for cultivating the spiritual potential of every individual. The purpose of this article is to maintain the existence of Islamic religious education for moral development in the 5.0 era. The research results show that education is a conscious and planned effort to foster the spiritual needs of each individual in the 5.0 era. Likewise, Islamic education shapes individual morals through formal, informal, and non-formal education programs.

Menggali Potensi Pembelajaran Dalam Pendidikan Non Formal: Alat-Alat Pendidikan Untuk Mendukung Kreativitas Peserta Didik

Non-formal education has an important role in improving the quality of human resources. However, to achieve this goal, educational tools are needed that can support the creativity of students. This article discusses educational tools that can be used to support the creativity of students in non-formal education. Some of the educational tools covered include verbal and figural creativity tests, non-formal education programs that focus on the needs and interests of learners, practical exercises, effective learning methods, and information technology. Not only that, the use of educational tools needs to pay attention to steps that are appropriate for their purpose. By paying attention to this, educators can support the creativity of students and help them develop skills and knowledge necessary for everyday life. This article is expected to contribute to the development of non-formal education in Indonesia.

Analyzing the implementation of heutagogical approach: A case study on writing early childhood education-themed theses in the non-formal education program at the Universitas Negeri Surabaya

Analyzing the implementation of heutagogical approach: A case study on writing early childhood education-themed theses in the non-formal education program at the Universitas Negeri Surabaya

ПОДДЕРЖКА АДАПТАЦИИ ИНОСТРАННЫХ СТУДЕНТОВ С ВЫСШИМ ОБРАЗОВАНИЕМ: ИНТЕГРАЦИЯ ФОРМАЛЬНОГО И НЕФОРМАЛЬНОГО ОБРАЗОВАНИЯ

The article analyzes the main barriers and ways to support the adaptation of foreign students with higher education. These are graduates of foreign universities who are preparing for master's or postgraduate studies in the Russian Federation. The author details the factors that accelerate or slow down the adaptation processes of the selected student population. The main inhibitory factors are the age of students and the need to prepare for mastering educational material of particular complexity. At the same time, the experience of receiving previous higher education at home mitigates the difficulties of academic adaptation. The basis of activities to support the adaptation of foreign students at Peter the Great St. Petersburg Polytechnic University is the developed and implemented innovative model based on the principles of self-control and self-development. Volunteer initiatives occupy an important place in this model. The educational components of volunteering consist primarily of student participation in non-formal education programs, as well as mentoring, which is typical for informal education. Another important aspect of supporting academic adaptation at the postgraduate stage is the preparation of foreign students for research work in the context of project-team activities in a Russian-speaking environment. The author provides statistics that demonstrate the effectiveness of the proposed adaptation support model. In traditional models of adaptation support, a foreign student acts as a relative passive participant in adaptation activities prepared by the university. The proposed model makes a foreigner not only an active participant in adaptation processes, but also it contributes to the formation of such qualities that allow student to become an adapter for new generations of students.

The Implementation of Non-Formal Education and Training Programs to Encourage the National Economy Concerning the Unemployment Rate in Southeast Asia

This research raises the topic of comparing the implementation of non-formal education and training after the COVID-19 pandemic to encourage the national economy through economic recovery policies on the concerning issue with the unemployment rate in the Southeast Asia region. The aim is to compare the implementation of non-formal education and training for workers in Indonesia, Malaysia, and Singapore which have been organized by the national government, namely: "Kartu Prakerja" from Indonesia, "SkillsFuture" from Singapore and "Upskill" from Malaysia. Each country has a similar background in handling educational programs after the COVID-19 pandemic, but it has differences in implementing the workforce programs. A qualitative approach is used with data sources obtained through literature studies in the form of official documents, websites, press releases from state governments and journals based on their relevance. Data analysis was carried out comparatively. The results of the research show that the implementation of non-formal education and training includes two aspects of management; organizing and implementing, each country has differences and similarities adjusted to the beneficiaries and the actualization of non-formal education and training programs that have been carried out in the country.

Quality Assurance Activities in Adult and Non-Formal Education Programme in Nigeria

The paper titled quality assurance activities in adult and non-formal education programme in Nigeria examined different concepts of quality and quality assurance. For instance, quality means efficiency in meeting goals, relevant to human and environmental conditions and needs. While quality assurance is viewed as the standard of excellence that should be in conformity to a given level of excellence which represents particular standards or specifications. The paper also discusses on the goals of quality assurance and scope of quality assurance in adult and non-formal education. The paper further discusses the issue of monitoring and evaluation for instance, monitoring is a systematic activity which aims at assessing progress, impact, and otherwise of a design programmes. While, evaluation is a set on tests to determine how far the programme reached. Three prospects of monitoring were identified these are: provision of good information, monitoring of project and programme help greatly to control costs of projects and programmes and maintain the use of good standards. The paper also discusses on data collection process collection on adult and non-formal education. Lastly the paper ended with conclusion.

Empowerment strategy for people with disabilities through nonformal batik education program

Efforts to improve the welfare of people with disabilities are the focus of the state as one of the ways to achieve equitable national welfare. Empowerment strengthens the presence of people with disabilities through climate growth and potential development to grow and develop into strong and independent individuals or groups of people with disabilities. This research aims to develop an empowerment strategy for people with disabilities through nonformal batik education programs. This research used Developmental Research and Utilization Model (DRU Model) with a mixed qualitative and quantitative approach. It is concluded that there are three main strategies for empowering people with disabilities: (1) awareness of people with disabilities and their parents of people by providing direction and motivation so that people with disabilities have the skills to support their future and are no longer dependent on their parents and families; (2) the formation of disability community groups to facilitate interaction among people with disabilities or with society and increase self-confidence; (3) implementation of education and training so that people with disabilities have skills for a livelihood by working in industries or entrepreneur. The value of the variable competency test positively influences the achievement of disability work with a regression coefficient of 0.07. These results indicate that if the competency test scores increase by 1%, the work performance of people with disabilities will increase by 0.07. The implication of this research is the formation of groups of people with disabilities who passed education and training with skills and livelihoods to make batik can carry out the entrepreneur and a model for developing community empowerment strategies for people with disabilities.

PELATIHAN ECOPRINT SEBAGAI BENTUK PEMANFAATAN BAHAN ALAMI KEPADA IBU-IBU PKK DESA MABUAN

Ecoprint Training is a non-formal educational program that aims to introduce natural printing techniques using organic materials from the environment. The training is designed to enable participants to develop their artistic skills while appreciating the biodiversity and abundance of natural resources that surround us. Training materials include an in-depth understanding of the types of plants, leaves, and other natural materials that can be used in the ecoprint process. Participants will learn about material preparation techniques, such as natural pigment extraction and fabric preparation. In addition, they will be given practical guidance in applying designs and creating unique motifs through natural printing techniques. During the training, there will be hands-on practice sessions where participants will practice the techniques they learned under the guidance of expert instructors. Participants will also be given the opportunity to experiment with combinations of natural materials and printing methods to create unique and personalized results. The purpose of this training is to enable participants to produce original and aesthetically pleasing ecoprint artworks. In addition, the program also aims to raise awareness of the importance of nature conservation and promote the use of natural materials as an environmentally friendly alternative. Through Ecoprint Training, it is expected that participants will acquire adequate knowledge and skills to continue the practice of natural printing independently. In addition, it is also expected that participants will bring home the spirit to maintain and preserve natural beauty and apply ecoprint principles in their daily lives.