Non-formal Curriculum Research Articles

Seputik Sekar Cakap: Upaya Mengedukasi Perempuan dalam Pemenuhan Gizi Balita sebagai Langkah Pencegahan Stunting

The women's school in Pucungroto Village uses a non-formal curriculum to establish women's ability level in knowledge and skills to minimize the level of stunting rates in Pucungroto Village. Pucungroto Village was the choice of the PPK Ormawa Himaprodi PBSI Team to carry out a women's school program which aims to empower the Pucungroto Village community for women through the Seputik Sekar program, especially in terms of health and nutrition. The development of women in Pucungroto Village uses several methods, including location surveys, identifying community needs, pioneering partnerships with various parties outside the village, developing a curriculum involving stakeholders, carrying out outreach activities, implementation, monitoring and evaluation stages. Coaching and mentoring is carried out directly and actively for the women of Pucungroto Village. Involvement of partners and agencies to support program sustainability, and evaluation using a Likert scale to assess the level of knowledge and satisfaction of targets, so as to obtain data on increasing women's understanding and skills in aspects of health and nutrition. The hope of the Seputik Sekar Cakap program is that it will be a sustainable activity which can later be carried out with PKK mothers, partners, and students or PPK Ormawa activity activists who are able to improve and provide something new as an effort to improve the welfare of the Pucungroto Village community.

The Status of Implementation of Non-Formal Curricular (NFC) in Secondary Schools in Kakamega County, Kenya

The study sought to find out about the status of the implementation of the non-formal curriculum in secondary schools in Kakamega County, Kenya. It employed a descriptive survey design. A total of 2550 respondents were involved, segregated as 1935 learners, 430 teachers, 43 Non-Formal Curriculum Activities (NFCAs) departmental heads, 43 principals, 86 parents, and 13 Quality Assurance and Standards Officers (QASOs). Questionnaires were used to collect quantitative data, while structured interviews, document analysis, and observations were employed to collect qualitative data. The Statistical Package for Social Sciences (SPSS) was used to generate analyses for the quantitative data using frequencies, means, modes, and standard deviations tables that displayed the distribution of observations against the options provided on different variables, including the display of their deviations from the mean value. Narratives were used to describe the qualitative data. From the analysis, it was discovered that finances for NFCAs were insufficient and disbursement of the same to schools was delayed. NFCAs offered in schools could not fully support the large learner populations, and schools lacked sufficient orientation programmes for new learners. The existing policies on the implementation of the NFC did not give schools clear directions for engagement in NFCAs. The study therefore recommends that, to improve learner involvement in NFCAs, the government should increase the allocation of funds and improve the timing of disbursement. Schools should consider introducing a wide range of NFCAs and also advocate for the development of a clearer and more comprehensive policy for the implementation of the NFC.

The future of public sector accounting education: A structured literature review

ABSTRACT Public sector accounting education (PSAE) has recently attracted increasing attention from both scholars and practitioners. Nonetheless, there is still an education/practice gap that undermines public servants’ ability to face the complexity of the current working environment. This paper reviews and critiques the PSAE literature, identifies the main practical issues affecting the field, and outlines how education providers can improve formal and non-formal curricula and training. Results reveal that the exploratory nature of a large part of the PSAE research and the lack of a practical perspective able to bridge the gap between PSAE and the requirements in practice of the current public sector context demonstrate the pressing need to develop the topic and how it is investigated. The present review is one of the first attempts to investigate PSAE with a focus on the practical approaches that could be used for the development of graduates and public servants’ accounting competencies.

Resource Availability and its Role in Promoting Participation in Non-Formal Curricular Activities in Kenyan Secondary Schools

This study examined the resources that promoted participation in Non-Formal Curricular Activities (NFCAs) in secondary schools in Kakamega County, Kenya. A descriptive survey design was used. The study utilized 2507 participants who included 1935 learners, 430 teachers, 43 Heads of Department of NFCAs, 43 Principals, 43 parents and 13 SQASOs. To generate quantitative data, questionnaires were used and for qualitative data, structured interviews, document analysis and observations were utilized. Quantitative data was analyzed using the Statistical Package for Social Sciences (SPSS) and presented using frequencies, the mean, mode, percentages and standard deviations and qualitative data was presented in narrative form. The study found out that funding for NFCAs is inadequate at the school level and is delayed. Though resources for implementation of non-formal curriculum activities were available in most secondary schools, they were inadequate and could not match the large learner populations. The study recommended the government should also step-up provision of funds to enable acquisition of resources, infrastructure and supplies that will enhance learner participation in NFCAs.

The Role of Nisaiyah Education in Pesantren in Forming Resilient and Characterful Muslim Women

Women have a very large role in the life of society and state, because women give birth to the next generation of the nation. So that women cannot be underestimated and have the same rights, one of which is education. Islamic boarding schools are one of the educational institutions that can be a place to build strong women and character, namely through niaiyah education. This study aims to analyze how nisaiyah education in Islamic boarding schools in building a strong spirit and special character for women. This research uses a literature review method with a qualitative descriptive approach. Research data were obtained from national and international journals, and books within the last 10 years. Data analysis is carried out by examining theories described in their own sentences, then the collection of information is further filtered according to the studies included in this research theme, finally a critical analysis is carried out to be drawn a conclusion. The results of this study show that the concept of nisāiyah-based education is sholihah. Women sholihah here means a qualified woman. This concept of nisaiyah education needs to be offered in the education system. This system is reflected in the form of integrated curriculum institutions, namely by synthesizing formal, informal, and non-formal curricula. With the concept of nisaiyah education, it is hoped that it will create a generation of qualified, militant, and superior in various fields.

Manajemen Kurikulum Bahasa Arab di Pesantren Manba’ul ‘Ulum

The curriculum is a set of plans and procedures that serve as guidelines for achieving learning programs in educational institutions. The Arabic language learning curriculum consists of a number of materials or lesson content, learning experiences, and educational planning programs that students must achieve in order to achieve certain educational goals. To achieve the goals of learning Arabic in an educational institution, of course, a good and appropriate learning management is needed. This study aims to find out how the management of learning Arabic consisting of planning, implementation, and evaluation at the Manba'ul 'ulum Islamic boarding school. This study uses a qualitative research method with a qualitative descriptive model. The results of this study are that the Manba'ul 'ulum Islamic boarding school has 2 curricula, namely the non-formal curriculum or pesantren. In the management of learning Arabic at the Manba'ul 'ulum Islamic boarding school, it has met good educational standards, namely by planning, implementing, and evaluating systematically so that the expected learning objectives can be achieved.

Building Bridges into the Future: An Evaluation of Stakeholders’ Perceptions on the Actualisation of the Curriculum in Uganda’s Seed Secondary Schools

This study evaluates stakeholders’ perceptions of the actualisation of the formal, non-formal, as well as guidance and counselling curriculum in Uganda’s Seed secondary schools. Using a stratified four-stage cluster design, twelve Seed secondary schools, 630 students from senior three and four, and 93 teachers were randomly selected. Using purposive sampling, eight school administrators, four officials from the Directorate of Education Standards (DES), and 48 parents, were selected. Data collection was through administering interviews with school administrators and DES officials, conducting focus group discussions with teachers and parents, and self-administered questionnaires to students. A document review of institutional files and documents was done. Qualitative data was analysed using thematic coding and major themes emerged from the analysis; quantitative data was analysed using SPSS software. Findings on the actualisation of the formal curriculum show low levels of lesson preparations, teacher punctuality, parents’ monitoring of students learning, formative assessments, full-time teaching, equipped science laboratories, and the presence of computer laboratories, digital resources, and ICT teachers. Concerning the implementation of the non-formal curriculum, findings reveal inadequate time, facilities and equipment for co-curricular activities, several stakeholders managing discipline among students including prefects, disciplinary committees, parents, and the disciplinary committee of the board of governors, and poor medical care for students since the posted nurses abscond from duty. Lastly, concerning the implementation of guidance and counselling curriculum, findings indicate that several mechanisms like guidance and counselling programs, the existence of a career’s master/mistress, class visiting days are missing in most of the schools, and the psychosocial needs of students were not met. It is concluded that, to a large extent, a significant gap exists in the implementation of the official curriculum in seed secondary schools of Uganda. The study recommends the recruitment of more teachers on the government payroll in all seed secondary schools in the country. This will make teachers available at the school for consultation with students at all times. Construction and equipping of both science laboratories and computer laboratories in all seed secondary schools. Regular monitoring and close supervision of seed secondary schools by the relevant organs of the Ministry of Education and Sports should be effectively carried out. There is a need for the construction of staff houses at seed schools to maintain teacher presence for the effective implementation of non-formal curricular activities.

Weaponized volunteering in schools: The discourse of volunteering and pre-military education in Israeli high schools

This article examines the interrelations between two educational endeavors in Israeli high schools, which are usually perceived as separated. The first is a pre-military education program that is an inherent part of Israeli schools’ formal and nonformal curriculum. The second is the incorporation of volunteering activity in and for the community as a compulsory prerequisite for the matriculation diploma. An integrative analysis of policy and curricular documents of both programs suggests that a shared common discursive framework characterizes these programs. This discourse glorifies an ideal Israeli citizen who serves his country through both civic volunteering and military service. This dual discourse blurs the boundaries between what is considered civic and what is considered military in the education system. Thus, it calls for a reconsideration of the ways in which civic education may be implemented in the education system together with militaristic ideals.

The Patterns of Islamic Education Development during the Era of Bani Umayah: Education Institution and Curriculum, and Teachers

This article aims to discuss the Islamic education during the Bani Ummayyah era. The history of Islamic Education is essentially related to the religion history. The periodization of Islamic education is always on the period of the history itself. The Islamic Education in the Prophet Muhammad SAW era is the period of Islamic education development by civilizing the education in daily lives as the Al-Qur’an teaching. The education during the period of Bani Umayyah has developed of if it is seen from their learning aspect, although the system is similar to it during the era of Prophet and khulafaur rasyidin. The method utilized in this research is Study of Literature, which is done by analyzing library sources in forms of relevant books and journals. The result indicates 1) the pattern of special education development such as Arabic nuances, Islamic foundation affirmation, naqliyah knowledge and language development, foreign language teaching, and kuttab and mosque strengthening; 2) development of the most stand out education field is in the institutions; 3) non-formal curriculum is used; and 4) there are many teacher figures and scholars who are capable in the scientific field.

Inclusive Islamic Education In The Darul Amin Border of Tenggara Aceh

The problem that is analyzed in this article is about the concept and implementation of inclusive Islamic education in the Darul Amin Border Dayah in Southeast Aceh. This research is a qualitative study with a phenomenological approach by examining how the functions of the implementation of inclusive Islamic education in the Dayah Border Darul Amin Aceh Tenggara. Inclusive Islamic education in Dayah Border Darul Amin is integrated into the implementation of the dayah curriculum, both the dayah curriculum, the formal curriculum, the informal curriculum and the non-formal curriculum. Inclusive values instilled in dayah daily life are the values of tolerance, togetherness, mutual assistance, respect for differences and leadership based on Islamic values. The essence of inclusive Islamic education in the Darul Amin Border Dayah is the leader of the ummah and the generation of Muslim believers who are highly virtuous, knowledgeable, free-thinking and devoted to society.

Influence of Curriculum and Demographic Factors on Somali Students’ Civic Outcomes

Somalia is one of the most fiercely divided countries in the world. The people of Somalia face an identity crisis as they have more than one identity (i.e., clan, national, and religious). In addition to this, the development of good Somali citizens is impeded by the absence of a nation to belong to, as there are clan-based states, a lack of clarity as to whether the nation serves the needs of individuals or clans, and an absence of a feeling of obligation towards the nation. These various issues have led to an imperative need to explore how education as a whole and the curriculum, specifically, can build good Somali citizens with a sense of national identity and a participative attitude. Therefore, the current study investigated whether curriculum can be a panacea for the above-mentioned issues. A total of 400 Somali students in their final year of secondary education participated in this study in a cross-sectional survey. The data were analysed using multiple regression analysis. The study found that formal curriculum is a statistically significant contributor to civic development, and is potentially influential in building good citizenship and a national identity in students, hence paving the way for their progressive civic participation in the future. In addition, non-formal curriculum significantly influenced two out of three civic outcomes, i.e., national identity and civic participation. Male and female Somali students differed in their notions of national identity and good citizenship, but demonstrated the same level of or tendency for civic participation. Interestingly, parental education did not exercise any significant influence on any of the civic outcomes. Based on the results, the study recommends that a systematic analysis of the Somali education curriculum be conducted to properly assess the richness and depth of its content in relation to the required standards and coverage of civic education.

Non-formal Education for Sustainable Development: A Case Study of the ‘Children in the Wilderness’ Eco-Club Programme in the Zambezi Region

Augmenting low income or subsistence lifestyles in developing countries with knowledge, skills and values to enable communities to live in a more sustainable manner is becoming increasingly important as the demands to simply survive increase. Consequently, education for sustainable development (ESD) has emerged strongly in recent years to become a key mechanism for a more sustainable future. Using a case study approach to determine a non-formal ESD programme’s response to the United Nations Educational, Scientific and Cultural Organization’s (UNESCO’s) (2005) ESD ‘characteristics’, this study aims to gauge the success and value of non-formal ESD. A qualitative research was undertaken in 2017 employing various data collection methods, including interviews, focus group discussions, observations and the examination of national policy documents and the non-formal ESD curriculum. The study found that the non-formal education sector provided significant support to the formal education system, leading to improved vertical integration from international guidelines to local-level implementation. The findings demonstrate the potential of the non-formal sector to augment ESD in developing contexts where the national government may lack policy or the ability to provide schools with adequate educational resources.

Manifestation of Recreational Ideas in Non-Formal and Formal Curriculum

The aim of the article is to highlight manifestation of recreational ideas in non-formal and formal curriculum. The methods of research such as scientific literature analysis, systematization, synthesis, generalisation are used in the article.The article includesthree main parts. The aim of the first part is to reveal the relationship between formal, non-formal, and informal education in the context of the curriculum following the conceptions of lifelong learning, comprehensive learning. The conclusion is drawn that education forms are complementary; therefore, it is necessary to create the guidelines for promising education beneficial for young people. The formal curriculum should encompass all education forms, and not to be oriented towards ensuring the needs of learners. The second part presents the concept of the curriculum, emphasises the need for recreational activities as factors motivating youth to learn. It leads to the conclusion that the formal curriculum is oriented towards the efficiency of learning abilities/situation structural elements, teacher’s motivational teaching methods, and non-formal curriculum focuses more on strengthening internal (personal) motivation. The third part analyses non-formal and formal education curriculum. The document analysis showed that in non-formal education recreational ideas are realised through self-recognition motivational factor identifying the importance of education to personal improvement. In formal education, education policy makers declare recreational ideas in general curricula; however, there is a lack of direct recreational activities that motivated learners to learn in terms of understanding the importance of education for fostering their personality. The need for creating a recreational-educational environment was highlighted.

Analisis Kebutuhan Kompetensi Pekerja Industri Kulit/Alas Kaki Menyongsong Era Industri 4.0

Industry 4.0 competency model has three areas of competence as salience, there is Information Systems, Computer Science, and Engineering. It hence requires adaptability to SKKNI Golongan Pokok Industri Kulit, Barang dari Kulit and Alas Kaki to accommodate these three areas as part of the competence that must be owned by industrial workers. The analysis of competency needs of leather industry and footwear industry aims to produce SKKNI accordance recommendation to the concept of industry standard 4.0. The method used is point-to-point correlation between predictors and criteria initiated by (Bartram, 2005) and further developed by (Prifti, Knigge, Kienegger, & Krcmar, 2017). In the end SKKNI which is embraced through the application of this recommendation will be use as reference for the formal and non-formal curriculum education improvement to prepare industry workforce towards industry 4.0 era.

NON – FORMAL PHYSICAL EDUCATION INFLUENCE ON HEALTH RELATED PHYSICAL FITNESS OF CHILDREN

The aim of this study was to develop and implement curriculum of non-formal physical education in school and assess its effectiveness for health related physical fitness of 11-13 year old children. The research was conducted in two stages. In the first stage 51 11-13 year old children participated in a quasi-experiment for two years. Pupils were organized into E (experimental) and C (control) groups. Both groups shared the duration (1 hour) and frequency (twice a week) but were different in their education curriculum. In the second stage 72 pupils (groups A and B) attended in the research from the same schools. The curriculum of the group A was modified and differed from group E, group B - the same as group C. In both stages the focus groups performed four physical fitness tests and BMI was calculated. Group E girls’ indices of three tests and boys’ indices of all four tests were significantly (p<0.05) higher than young adolescents’ from group C. Group A girls’ flexibility and aerobic endurance as well as boys aerobic endurance were higher (p < 0.05) than pupils from group B. Results suggest that the individualized, diverse, 11‒13 years old children hobbies, needs, abilities, physical and functional powers answering non-formal curriculum, which expands knowledge and develops new skills and when various child-activating teaching methods and forms are used, positively influence their health related physical fitness.

Spiritual Formation by Training Leaders in their Indigenous Cultures: The Importance of Cultural Humility and Virtue Theory

In this article, we contribute to a conversation in global Christianity. Majority World pastors want access to training so they can more effectively care for their communities. But how? In this article, we create a context for spiritual formation rooted in virtue theory. We offer a humility-based, cross-cultural, relationally oriented model for training indigenous leaders while they are rooted within their locales, communities, and ministry contexts. We highlight a method that we believe to be culturally, educationally, and psychologically hearty. We explore the non-formal training model and curriculum of Training Leaders International (TLI) as a test case. TLI provides a structured program of training in spiritual growth and hermeneutical and communication skills to Christian leaders in the Majority World within their indigenous contexts. But it develops and delivers this training in a manner that causes two key factors to rise to prominence that are widely applicable in the cross-cultural development of Christian leaders: cultural humility and Christian-adapted virtue development, both relationally oriented. This article is meant to inspire and enable other ministries.

The role of pedagogy in peace building: A case from Sri Lanka’s non-formal secondary education sector

Sri Lanka is a country in transition. The civil war between the Sri Lankan government and the Liberation Tigers of Tamil Eelam (LTTE) ended in 2009, with total defeat of the LTTE and many thousands of civilian casualties. The country is now engaged in a peace-building process through education. Key elements of the secondary school non-formal curriculum–truth-seeking, social cohesion and active citizenship–may contribute to this. Six state secondary schools serving different ethnic and religious groups were selected for qualitative research into how far this is the case. Data was collected on the application of knowledge, skills and values in lessons, extra-curricular programmers and whole school culture. The analysis suggests that truth-seeking is weak, with no teaching about the historical roots of the conflict or contemporary issues. There are efforts to build leadership skills and impart democratic values, but the critical thinking and discussion skills necessary for social cohesion and active citizenship are largely absent. However, there was encouraging evidence of non-formal pedagogical programs such as the school exchange and student parliament along with sport and arts programs providing a foundation to help foster peace.

Kurs pozaformalny w edukacji moralnej studentów medycyny i młodych lekarzy

In the article I discuss three types of non-formal curriculum: the hidden, informal and null curriculum. Their negative impact on the moral education of medical students and physicians is documented through the choice of examples from Polish medical schools and the statements of Polish physicians.I also justify the thesis that the teaching of medical ethics as ethics-as-tools is deeply rooted within the Polish moral cultural tradition. The polemic with Wladyslaw Bieganski serves as a means of showing the relation between the medical moral tradition and the belief that medical ethic is of little importance in the moral education of medical students and doctors.I also indicate that the lack of references to medical schools as moral entities within moral education condemns physicians to the solitude of their personal conscience when confronted with moral decisions. This, in turn, promotes the idea of defining this conscience in opposition to the law.

Development of Curriculum Management Model Based on Multicultural Character in Pesantren Khalafiyah

This article is a result of research on the development of multicultural character-based curriculum management model in the Islamic Boarding School (henceforth: Pesantren) Khalafiyah. The education pattern in Pesantren Khalafiyah is a boarding school pattern. Pesantren khalafiyah is unique compared to other school types. The school's curriculum is an integrative one that combines the formal school curriculum and the pesantren curriculum. In addition, because learning patterns incorporate habituation to form multicultural characters, the curriculum development model is typically relevant to the typology of Pesantren Khalafiyah. This research was conducted at Pesantren Khalafiyah Assalam Kudus and Pesantren Muhammadiyah Kudus. The data were analyzed using the Research and Development approach. This study aimed to develop multicultural character-based curriculum management models and procedures. The results show that the boarding school-based Pesantren Khalafiyah has special features seen from the school governance, specialty outputs, curriculum loads, and evaluative models of learning. In addition to applying the formal school curriculum, Pesantren Khalafiyah also applies non-formal charges and hidden curriculum. The cost incurred in this type of school is the overlapping between subjects - the number of subjects is more than that in regular schools - and the evaluation model of learning. The provided solution to the problems of the boarding school requires the development of integrative curriculum, which combines the madrasah, pesantren, and habituation curriculum. The integrative curriculum development design contains curriculum formulation procedures by integrating the formal school curricula with the non-formal curricula (pesantren), including the preliminary evaluation procedures.

Southern Filipino school leaders and religious diversity: a typology

PurposeThe purpose of this paper is to explore how school principals in Southern Philippines approached issues related to religious diversity because of its long history of ethno-religious conflict. Religion has particular importance in the field of education, since how and in what ways religion is included in formal and non-formal curricula can have large bearing on student learning and engagement.Design/methodology/approachData for this exploratory qualitative case study were collected over five months in Cagayan de Oro, located in Northern Mindanao, Philippines. The interview sample included 42 principals. School site observations took place in 23 public schools. Data were analyzed and sorted using an inductive and iterative process that thematically coded the data that focused broadly on leadership and religiosity.FindingsThe presentation of findings is organized by leadership typologies that emerged through the analysis of the data. Findings suggested that school leaders approached religious diversity in one of five ways, namely, as evangelical leaders, devotional leaders, separational leaders, respectful leaders, or uninformed leaders.Originality/valueThis study is a unique contribution to understanding how principal spirituality informs leadership, especially in the non-western cultural contexts where there is need for a localized leadership inquiry.