"Non-formal learning includes various structured learning situations which do not either have the level of curriculum, syllabus, accreditation and certification associated with 'formal learning', but have more structure than that associated with 'informal learning'."
Explanation of the tools, techniques, and criteria used for evaluating and assessing Non-formal Education, such as learner outcomes, impact, quality assurance, etc.
Definition and characteristics of Non-formal Education: Definition and characteristics of Non-formal Education involves understanding the distinct features and scope of educational activities that take place outside of formal systems, such as flexibility, learner-centeredness, and the inclusion of practical skills.
Purposes and objectives of Evaluation and Assessment in Non-formal Education: The topic of Purposes and objectives of Evaluation and Assessment in Non-formal Education is focused on understanding and measuring the impact and effectiveness of non-formal education programs and activities, in order to inform improvements and support decision-making processes.
Types of Evaluation and Assessment in Non-formal Education: Types of Evaluation and Assessment in Non-formal Education refer to the various methods and approaches used to measure and assess the outcomes, impact, and effectiveness of non-formal educational programs and activities.
Designing and Implementing Evaluation and Assessment in Non-formal Education: Designing and implementing evaluation and assessment in non-formal education involves developing effective methods and tools to measure learning outcomes and ensure quality in informal educational settings.
Management and Analysis of Educational Data: Management and Analysis of Educational Data refers to the systematic organization and examination of data collected in non-formal education settings to inform decision-making, program improvement, and evaluation.
Evaluation and Assessment of Learning Outcomes: Evaluation and Assessment of Learning Outcomes in the context of Education and Non-formal Education is the process of measuring and analyzing the knowledge, skills, and abilities acquired by individuals through their learning experiences.
Using Evaluation and Assessment in Program Improvement: Using evaluation and assessment in program improvement refers to the systematic use of feedback and data analysis to make informed decisions, enhance the quality, and refine the effectiveness of non-formal education programs.
Ethical and Cultural Considerations in Evaluation and Assessment: Ethical and Cultural Considerations in Evaluation and Assessment in Education focus on exploring the ethical and cultural implications that arise when evaluating and assessing non-formal educational programs and initiatives.
Accountability and Quality Assurance in Non-formal Education: Accountability and Quality Assurance in Non-formal Education refers to the systems and measures put in place to ensure the effectiveness, reliability, and transparency of non-formal educational programs and activities.
Emerging Trends and Future Directions of Evaluation and Assessment in Non-formal Education: The topic of Emerging Trends and Future Directions of Evaluation and Assessment in Non-formal Education explores the evolving methods and approaches used to evaluate and assess the effectiveness and impact of non-formal educational programs and activities.
Formative Evaluation: Formative evaluation refers to the ongoing assessment and feedback process that focuses on improving learning and instructional systems in non-formal educational settings.
Summative Evaluation: Summative Evaluation in the context of Education and Evaluation and Assessment of Non-formal Education refers to the assessment conducted at the end of a learning experience to determine the extent of learning and the achievement of desired outcomes.
Norm-Referenced Evaluation: Norm-Referenced Evaluation in education and assessment of non-formal education is a method of comparing an individual's performance to that of a norm or reference group to determine relative standing or rank in a particular skill or domain.
Criterion-Referenced Evaluation: Criterion-Referenced Evaluation in the context of Education and Non-formal Education is a form of assessment that measures an individual's performance against predetermined criteria or standards.
Self-Assessment: Self-assessment refers to the process in which individuals evaluate their own learning, skills, and progress in a non-formal educational setting.
Peer Assessment: Peer assessment is a method of evaluation and assessment in non-formal education where learners assess and provide feedback to their peers' work.
360-Degree Assessment: 360-Degree Assessment in the context of Education and Evaluation and Assessment of Non-formal Education refers to a comprehensive evaluation method that collects feedback from multiple sources such as peers, supervisors, and self-reflection to provide a holistic view of an individual's skills and competencies.
Authentic Assessment: Authentic Assessment refers to the evaluation and assessment methods that measure real-world skills and knowledge of learners within non-formal education settings.
Portfolio Assessment: Portfolio assessment is a method of evaluating and documenting learning progress and achievement by collecting and organizing examples of student work over a period of time.
Performance Assessment: Performance assessment is a form of evaluation in non-formal education that measures learners' abilities and skills through practical demonstrations and real-world applications.
Objective Assessment: Objective assessment in non-formal education refers to the process of measuring learning outcomes using standardized criteria and quantitative measures.
Subjective Assessment: Subjective Assessment refers to the evaluation and measurement of learning outcomes in non-formal education using personal judgments and opinions rather than standardized measures.
Diagnostic Assessment: Diagnostic assessment is a form of evaluation in education that aims to identify students' specific strengths and weaknesses before instruction begins.
Placement Assessment: Placement assessment is the process of determining the appropriate level or program for learners in non-formal education based on their skills and knowledge.
Aptitude Assessment: Aptitude assessment refers to evaluating an individual's inherent potential and natural abilities to excel in specific areas or tasks.
Achievement Assessment: Achievement assessment in non-formal education refers to the process of measuring and evaluating the learning outcomes and knowledge/skills acquired by participants.
Attitudinal Assessment: Attitudinal assessment in non-formal education refers to evaluating individuals' attitudes, beliefs, and values related to the learning experience and the subject matter being taught.
Psychomotor Assessment: Psychomotor assessment involves evaluating physical skills or abilities, such as coordination, agility, and dexterity, in the context of non-formal education.
Cognitive Assessment: Cognitive Assessment refers to the systematic evaluation of an individual's cognitive abilities, including memory, attention, problem-solving skills, and language proficiency, to measure their cognitive development and learning potential in non-formal educational settings.
Behavioral Assessment: Behavioral Assessment in the context of Education and Evaluation of Non-formal Education involves systematic observation and measurement of behavior to determine its frequency, intensity, and possible influence on learning outcomes.
Interim Assessment: Interim assessment refers to the evaluation and measurement of student progress at specific intervals during a course or program of non-formal education.
End of Unit/Module Assessment: End of Unit/Module Assessment refers to the evaluation process conducted at the conclusion of a specific educational unit or module to assess students' understanding, knowledge, and skills acquired during that period.
Final Assessment: Final Assessment refers to the evaluation and measurement of knowledge, skills, and competencies acquired through non-formal education programs or courses at the end of the learning process.
Monitoring and Evaluation (M&E): Monitoring and Evaluation (M&E) in the context of Education and Evaluation and Assessment of Non-formal Education involves systematically collecting and analyzing data to assess the progress, effectiveness, and impact of educational programs and interventions.
Impact Assessment: Impact Assessment in the context of Education and Evaluation and Assessment of Non-formal Education refers to the process of measuring and analyzing the long-term effects and outcomes of educational programs on participants and wider communities.
Outcome Assessment: Outcome assessment in non-formal education refers to the evaluation and measurement of the observable or measurable results, achievements, or changes that occur as a result of participating in a particular educational program or activity.
Value Assessment: Value assessment in the evaluation of non-formal education refers to the process of determining the worth, significance, and impact of the educational activities and outcomes.
Risk Assessment: Risk assessment in the context of education and evaluation of non-formal education involves identifying and evaluating potential risks or hazards associated with a particular educational program or activity.
Needs Assessment: Needs Assessment in education and evaluation refers to the process of systematically identifying the specific needs and requirements of learners in order to design effective non-formal educational programs.
Process Evaluation: Process evaluation in the context of education and assessment of non-formal education focuses on assessing the implementation and delivery of educational activities and events to ensure they are carried out effectively and efficiently.
Product Evaluation.: Product evaluation in the context of education and non-formal education refers to the assessment of educational materials, resources, or interventions to determine their effectiveness and suitability for achieving desired learning outcomes.
"Examples of non-formal learning include swimming sessions for toddlers, community-based sports programs, and programs developed by organizations such as the Boy Scouts, the Girl Guides, community or non-credit adult education courses, sports or fitness programs, professional conference style seminars, and continuing professional development."
"Non-formal learning does not have the level of curriculum, syllabus, accreditation, and certification associated with 'formal learning' but has more structure than 'informal learning' which typically take place naturally and spontaneously as part of other activities."
"These form the three styles of learning recognized and supported by the OECD."
"The learner's objectives may be to increase skills and knowledge, as well as to experience the emotional rewards associated with increased love for a subject or increased passion for learning."