Nonformal Education: Myths, Realities, and Opportunities

Coombs, Philip H.

doi:10.1086/445902

Cited by 26 publications

(14 citation statements)

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“…An existing strategic network should be improved and strengthened. Besides that, a systematic mechanism should be created to coordinate the implementation and supervision of informal and non-formal science education effectiveness, in order to ensure that its role as a complement of formal education could be realized, and this changed climate will bring a new opportunity for formal and non-formal education to get closer together than ever before (Coombs, 1976) specifically in Malaysian context. www.ccsenet.org/ass Asian Social Science Vol.…”

Section: Discussionmentioning

confidence: 99%

Outdoor Education: An Alternative Approach in Teaching and Learning Science

Soh¹,

Meerah²

2013

ASS

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To understand fully and aware of children's science learning, one should look not only at learning that takes place in the kindergarten and primary school but also in learning that takes place outside the classroom. This paper aims to discuss outdoor education: an alternative approach in teaching and learning science in the Malaysian context. In this 21 st century, the exposure and experience in the field of science and technology are needed in nurturing interest among students who are involved in this field. The advantages of experience-based learning which includes hands-on activities and on-site learning should be empowered. Thus, informal and non-formal science learning plays an important role in assisting all levels of society, regardless of age in exploring science and technology. Informal and non-formal learning of science is a complement to formal learning and occur in a variety of different places through various channels, such as the entertainment media, television and film; science centres and museums; zoos and aquariums, botanical gardens, and etc. This paper discusses the concept of science learning outside the classroom; the non-formal and informal science learning which covers the institutions/organizations involved in the non-formal science learning in Malaysia; and the potential of non-formal science centre setting in complement with the formal science education setting. It is hoped that this paper will provide an insight towards science learning out of school in Malaysian context.

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Section: Discussionmentioning

confidence: 99%

Outdoor Education: An Alternative Approach in Teaching and Learning Science

Soh¹,

Meerah²

2013

ASS

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“…The term "non-formal education" (NFE) has been used broadly to describe education that is typically offered outside of the formal compulsory education sector (Coombs, 1976;Hoppers, 2006;Romi & Schmida, 2009;United Nations Educational Scientific Cultural Organization, 1997). NFE is also used to describe vocational and/or technical education focusing on skill development, adult literacy (Hoppers, 2006) as well as education that occurs throughout the life course (Rogers, 2005; UNESCO, 1997); however, in this paper I use the term non-formal education NFE as it applies to the primary schooling level in developing country contexts.…”

Section: Non-formal Education (Nfe)mentioning

confidence: 99%

“…Despite the longstanding presence of non-formal schools across the developing world dating back to the 1970's (Coombs, 1976), the evidence examining how girls academically achieve in such settings is relatively limited. In fact, there are only handful studies that have examined gender explicitly in the context of NFE programs; and among those studies, it is inconclusive whether or not females achieve at levels comparable to that of their male counterparts (Chowdhury, Nath, & Choudhury, 2003;Nath, Sylva, & Grimes, 1999;Sukontamarn, 2003).…”

Section: Introductionmentioning

confidence: 99%

Achieving gender equality in learning outcomes: Evidence from a non-formal education program in Bangladesh

Gee

2015

International Journal of Educational Development

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“…Non-formal education is education that is organized outside the school whether institutionalized or non-open educational activities are more open, unbound, and noncentralized, the out-of-school education program can be the development of a school program, and can be an education equivalent to the school's education (Oong Komar, 2006). Coombs (1976) in defining non-formal education stated that "Non-formal education is distinguished form formal and informal education and is defined broadly as any organized educational activity outside the established formal system -whether cooperating, separately or as an important feature for some broader activity that is intended to serve identifiable learning clienteles and learning objectives. "…”

Section: B Literature Review 1 the Concept Of Non-formal Educationmentioning

confidence: 99%

WORKSHOP PROGRAM EFFORT OF COMMUNITY LEARNING CENTER (PKBM) IN PREVENTING TEENAGER PROMISCUITY (Case Study in PKBM Bina Mandiri Cipageran Cimahi)

Firdaus

2018

empowerment

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PKBM is an institution engaged in education and is formed by the community for people. PKBM is still under the supervision and guidance of the National Education Office. PKBM can be either in village or sub-district level. However, the establishment of this institution has not been so many yet, because the community assumption related to the need of PKBM is still low. Through this study, the researcher wants to reveal the important role of PLS as in this case is PKBM to become the vehicle of education for the community. In the current era of globalization free social relations increasingly widespread and certainly harm the dignity and dignity of the nation. So the function of the PLS as a substitute, the complement of formal education needs to be strengthened so that the education department is really able to form a complete Indonesian man. Challenges in the globalization era are very large towards the world of education, the development of science and technology changes the social life of Indonesian people, especially foreign cultures threaten the civilization of Indonesia nation. In forming complete Indonesian people, education determine direction of the next generation, through formal education, but it is not entirely successful without the supports of non-formal school or. As the negative result, promiscuity among people or even students is inevitable. In related to this problem, the researcher wants to prove that non-formal education gives effects to the development of Indonesian people generation. The researcher does comparison to the regions which have PKBM institutions in order to provide a clear picture. This study uses qualitative method to see the clear picture of PKBM effort in assessing the outcome of training program on the distribution of talents and interest of adolescents in preventing promiscuity, with the population being sampled as many as 6 people taken from studying citizens. From the results of this research, the role of PKBM training program makes teenagers social relationship become better and more beneficial. PKBM provides a lot of educational support to the community and also becomes a forum for youth and young women. It can be concluded that PKBM can prevent the teenagers from promiscuity, therefore, it is expected that PKBM is established in every village, so that formal education is equipped by non-formal Education because it gives a positive impact on the behavior of the younger generation.

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Nonformal Education: Myths, Realities, and Opportunities

Cited by 26 publications

References 0 publications

Outdoor Education: An Alternative Approach in Teaching and Learning Science

Outdoor Education: An Alternative Approach in Teaching and Learning Science

Achieving gender equality in learning outcomes: Evidence from a non-formal education program in Bangladesh

WORKSHOP PROGRAM EFFORT OF COMMUNITY LEARNING CENTER (PKBM) IN PREVENTING TEENAGER PROMISCUITY (Case Study in PKBM Bina Mandiri Cipageran Cimahi)

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