Introduction
A quarter-century ago UNESCO
has declared the importance of education for all citizens, both children and
adults. It is intended for all citizens to enjoy life properly and could
participate in their life. As it is stated in the declaration that:
Every person - child, youth and adult - shall be able to benefit fro m e d u c
ational opportunities designed to meet their basic learning needs. These needs
comprise both essential learning tools ... and the basic learning content
...requied by human beings to be able to survive, to develop their full
capacities , to live and work in dignity, to participate fully in development ,
to improve the quality of their lives , to make info rmed decisions, and to
continue learning. The scope of basic learning needs and how they should be met
varies with individual countries and cultures , and inevitably, changes with
the passage of time (World Declaration on Education For All, 1990, articel 1)
In order to know the progress and
results of the agenda, annually UNESCO does monitoring to the implementation
and achievement of objective. In its report 2015 objectives has not yet been
achieved. In the report stated that there is still a lot of inequality between
rich and poor countries. In detail, the result is as follows.
There are still 58 million children
out of school globally and around 100 million children who do not complete
primary education. Inequality in education has increased, with the poorest and
most disadvantaged shoul dering the heaviest burden. The world’s poorest
children are four times more likely not to go to school than the world’s
richest children, and five times more likely not to complete primary
school (Education For ALL, 2000-2015: Achievement and Challange, 2015)
Formal education which has
been a priority of goverment could not able to overcome this problem. On the
one hand , the school system that are closed , inflexible , could not allow
people to return to school , and will not be able to reach groups
of people who are outside the school system, on the other hand . Therefore,
non-formal education has a central role in solving the problem.
This paper will discuss the role of
non-formal education, the problems of non formal education, and some
alternative ideas to solve the problems.
Dynamics of Non-Formal Education Role
The role of non-formal
education in community development is present much earlier than formal
education. Non-formal education has already been exis before school educational
institutions were born. At that time, non-formal education has a role in
developing community. The programs vary according to the conditions and needs
of the community, but in general it relates to the development of the ability
to read and write, basic knowledge, life skill and ability to
participate in community development. In Indonesia, for example, in the early
years after independence, non fromal education program plays a central role in
the improving the ability of citizens to develop their self and community.
The attention of
international community to non-formal education had began and strengthened
since Coombs and Ahmed (1973) published the results of their study on
non-formal education in his book entitled New Paths to Learning. He
saw that the community development in poor countries faced
problems, and education is an important part of the problem. In
order children and youth to participate fully in adult
life, they need to be equipped with a minimum knowledge and skill which
is valuable to develop their ability to participate fully in adult life.
The minimum learning needs are (a) positive attitudes toward cooperation
with and help to one’s family, fellow, work, community and national development,
(b) functional literacy and numeracy, (c) a scientific outlook and
elementary understanding of process of nature, (d) functional knowledge
and skill for raising a fgamily and operating household, (e) functional
knowledge and skill for earning living, (f) functional knowledge and skill for
civic participation.
Coombs and Ahmed (1973) put
non-formal education in the context of learning, reagrdless where, when,
how learning occurs. Therefore, learning can take place in a formal, non-formal
and informal setting which are the three of settings are interelated and
complementary. In the context of these relation, Rogers (2010) saw that
non-formal education could play three roles,
namely: (a) complementary to the system,. It give opportinity to people to obtain
education the same as or equvalent to formal education. (b) supplementary
to formal education,. It provides programs that were in addition to what was
provided in formal education. It does not necesary relate to program or content
of formal education. It can be something new. (c) alternative to
formal education. It provides programs which can not be provided by formal
education, and has specific purposes. Usually, it leads to alternative
qualifications.
The attention to non formal
education has significantly decreased since the late 1980s, when the
international community increased its focus on schooling as a dominant means of
learning (Yasunaga, 2014), even after the Jomtien Declaration in 1990
more attention given to formal education (Hoppers, 2006). Along with the
development of capitalism that put the school as the main supplier of labor,
the role of non-formal education has declined. At that time the government and
people gave trust so greatly to the school. This is due to people perceived the
school can assure the welfare as a result of the education process that has
been taken. But the dominance of the schools could not able to meet the needs
of the community, and even create new problems. Illih mention that it was a
cause new problem for the community, the school makes new dependencies, and
does not develop the creativity. More sharpened, Freire saw that the school has
done oppression in the education process, which result in the death of
creativity and cultural silence.. The school has made dehumanization
After the Dakar Declaration in
2000, international attention to non-formal education began to emerge (Hoppers,
2006), due mainly to the following recognition.
a.
Multiple types of non-formal education exist which can be adapted for specific
learning needs of individuals and populations in different conditions.
non-formal education’s elastic, and contextspecific approaches are
appropriate and useful in fulfilling the right to education of the marginalised
and those populations with special learning needs
b.
Along with formal and informal learning, non-formal education constitutes an
integral part of lifelong learning towards which many countries are shifting
their policy focuses.
c.
The innovative nature of non-formal education to develop human capabilities,
improve social cohesion and to create responsible future citizens has
increasingly been recognised
d.
There have emerged heightened individual and societal expectations of the
positive impact of non-formal education on economic productivity.
The presence of non-formal education is increasingly needed along with social
change towards a knowledge-based society. In the knowledge based society
knowledge is becoming the main source of the wealth of nations, economies and
people, but it can also become the main factor of inequality. It is the
human capacity to create and use knowledge effectively and intelligently, on a
continually changing basis, that counts most. To develop this capacity to the
full, people need to want and to be able to take their lives into their own
hands – to become, in short, active citizens. Education and training throughout
life is the best way for everyone to meet the challenge of change. (Mirčeva,
Jasmina)
a.
Misorientation.
During this time
the non-formal education more emphasis on developing skills that fit with work
world, in Habermas’s language. included in the category of instrumental
knowledge. This knowledge will not be able to develop the ability of
self-learning and self-transformation. It will trap people evolve toward a
rational analytical thinking which led to anti-ecological attitudes,
patriarchal, exploitative, and competitive.
b.
Crisis of trust
Even though
there is a tendency increasingly stronger attention to non-formal education,
but in fact there are still many people who have little or no trust in the
non-formal education. This is due to there is no recognition of the
output of non-formal education. People still look down on the quality of
non-formal education or less qualified. This has implications for the use of
the results of education into the world of work and further education
c.
The second class or subordinate in the national education system
In the context
of the national education system, yet all the government pay full attention to
the existence of non-formal education. This is reflected in the number of
government budget spent in the field of non-formal education. As an
illustration, can be presented the total budget of developed and developing
countries. In Austria he major part is borne by the public employment service
(38%) followed by the private sector enterprises (30%), and by the individuals
(20%). Public sources from governments are the smaller part of 12%
(Vogtenhuber, Stefan, dkk). Sementara itu di Mali, In 2004,
non-formal education received 0.7% of the current expenditure of the
educational sector, with levels no higher during previous years ( Frédérique
Weyera,2009). In Indonesia, While the Constitution requires that 20
percent of the National Budget Plan (Anggaran Pendapatan Belanja Negara, or
APBN) be allocated for education, the national education budget decreased from
7.39 percent in 1999 to 4.57 percent in 2005, for an average of five percent in
each of those years (DBE3,2006).
Alternative Solution
In order to optimize the role of
non-formal education to face the challenge and solve the problems encountered,
we should make changes as follows.
a.
Changes in orientation
Excessive
emphasis on mechanical skills has given risen a hedonistic, materialistic life.
People simply pursuing the satisfaction of the outward-biological (to have)
and set aside the humanitarian needs which are more essential (to be).
It has resulted in inequality of life of individuals and society. Alienation,
emptiness of the soul, the erosion of social life are some examples of these
problems. Therefore it needs a new orientation. Non-formal education should be
aimed at the development of individual and community life in accordance with
human dignity. Material aspect only serves as a means to realize the essence of
humanity. Jarvis (2007: 95) says that societies function by aplication of
knowledge must be learning societies,.... society that places learning at the
heart of its culture is a process-oriented society, and in sense, since it
involves human processes, it should be a humanistic society.
b.
Recognition of learning outcomes
This strategy
has been done by several countries, such as Australia, Indonesia, and
members of the OECD. There are two main reasons for the importance of the
recognition, namely: First, non formal education outcomes have value
in the formal lifelong learning system. If recognised, they may motivate people
to return to formal learning. Second, non-formal education outcomes
also have potential value on the labour market. If knowledge, skills and
competences, irrespective of how they have been acquired, are more visible,
market mechanisms may function more effectively (Werquin, 2010). But keep in
mind that this recognition should not put too much emphasis on the achievement
of learning outcomes. It should be balanced with an assessment of the learning
process.
c.
Political will
Countries that
signed the Declaration should have a political obligation to put the non-formal
education parallel to and as intgral part of the national education system. We
should encourage the government to realize this political will into various
regulations, policies and implementation.
Closing Remarks
We will always face new challenges
and problems. Formal education could not be able to overcome all the problems
and facing the challenges faced by society. Its characteristic limit the role
which can be played. Therefore, non-formal education has a role parallel to
formal education role in building the nation. This role continues to change and
evolve in accordance with the dynamics of the development of community.
References
Coombs, Philip H and Ahmed Manzoor
(1973). New Paths to Learning. USA: International Council for
Educational Development
DBE3 (2006) Analysis
of The Current Situation of Non Formal Education in Indonesia.
Hooper, Wim (2006). Non Formal
Education and Basic Education Reform: A Conceptual Review. Paris:
International Institute for Education Planing
Frédérique Weyera (2009).
Non-formal education, out-of-school learning needs and employment
opportunities: evidence from Mali. Compare: A Journal of Comparative and
International Education Vol. 39, No. 2, March 2009,
249–262
Jarvis, Peter (2007). Globalisation,
Lifelong Learning and Learning Society. London: Routledge
Rogers, Alan (2004). Non
Formal Education: Flexible Schooling or Participatory Education. Hongkong:
Kluwer Academic Publisher.
UNESCO (2015). Education For
ALL, 2000-20150: Achievement and Challange. France: Unesco Publshing
Vogtenhuber, Stefan; Lassnigg,
Lorenz; Wagner, Elfriede. ( ) (Financing, support and participation
in further learning in Austria - a comparative perspective;
Institute for Advanced Studies (IHS), Vienna, Austria , Available at:
vetnet.mixxt.org/networks), accessed on August 10th 2015.
Werquin, Patrick (2010). Recognising
Non-Formal and Informal Learning: Outcomes, Policies and Practice. OECD
Yasunaga, Mari (2014) Non-Formal
Education As A Means to Meet Learning Needs of Out of School Children and
Adolescent. UNESCO
Dr. Sugito, M.A.
Department of Nonformal Education, Faculty of Education,
Yogyakarta State University
Presented at 2nd ICCIE (International Conference on Current Issues
in Education), Ruang Sidang Rektorat UNY, 25 – 26 Agustus 2015
