Concepts, definition and understanding of NFE vary among actors because of complex and cross-sectoral nature of NFE.
Objective at each pilot project level: To adapt and test the prototype methodology, and to establish a working NFE-MIS in the pilot site at district level, with a view to its expansion.
Overall objective: to develop an international methodology for monitoring and evaluating NFE, adaptable and complementary to national contexts.
Pilot projects in various countries, initially at district level, to adapt and test the methodological package.
#ROLES OF NON FORMAL EDUCATION SOFTWARE#
Development of a prototype methodological package for monitoring NFE and a corresponding software (Handbook for developing a district-level NFE-MIS).
Development of an adaptable international methodology for monitoring NFE, including indicators, and practical tools and guidelines, as well as the compilation of a methodological package that can be used in building operational non-formal education monitoring systems.
“Monitoring and Evaluation of Non-Formal Education Programme”, launched by ED/BAS/LIT in collaboration with UIS.
How effective are their complementary roles to formal education.
How well these alternative channels satisfy learning needs and what is their impact on living conditions, social integration, life skills, employment opportunities, income generation.
Public information channel for potential learners.
Two-way information flow between providers and learners : accountability at programme level.
Impact assessment of learning achievement and improvement of quality of life.
Monitoring and evaluation frameworks for managers of NFE activities, at programme level.
Mechanisms for coordinating existing NFE interventions in a range of sector, undertaken by governmental and nongovernmental actors.
Informed decisions in policy-making, planning, monitoring and evaluation of the development of NFE.
Different info needs at community, district and national level.
At all levels: Duplication of activities between government and NGOs and between NGOs.
At national levels: Lack of a sound info base.
Lack of methodologies to collect such data.
Lack of data on NFE: providers, programmes, learners, teachers, input, output, efficiency, impact.
Absence of a clear conceptual framework of NFE.
However, a comprehensive picture of efforts undertaken, their performance as well as on action required to meet the EFA goals is needed.
The report of the EFA 2000 Assessment noted that the global picture of provision, progress, shortfalls and learning achievement in basic education tended to focus on formal education.There is very little information available on the non-formal sector.
Article 5 of the World Declaration on EFA calls upon countries to diversify their educational delivery system in order to meet the learning needs of all.
Non-Formal Education is recognized as an important sub-sector of the education system, providing learning opportunities to those who are not reached by the formal sector.
Monitoring and Evaluation of NonFormal Education Programmeīackground of the NFE Monitoring Programme