"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 various methods and techniques used in Non-formal Education, such as mentoring, coaching, peer-to-peer learning, problem-based learning, etc.
The concept of non-formal education: This topic covers the definition, characteristics and types of non-formal education. Understanding the concept of non-formal education is essential in order to get a good grasp of the subject matter.
The roles of the facilitator/educator: This topic covers the role of the facilitator in non-formal education. It addresses the qualities, skills and competencies that a facilitator must possess in order to deliver a successful non-formal education program.
Learning theories: This topic defines learning theories, their relevance to non-formal education, and their implications for teaching and learning processes in a non-formal education setting.
Needs assessment: This topic covers the process of identifying the needs of the learners/ participants in a non-formal education program. It provides an understanding of the importance of needs assessment, methods of conducting it, and the tools and techniques that can be used.
Program design: This topic covers the process of designing a non-formal education program that is appropriate to the needs and interests of the target group. It addresses the importance of program design, the key elements that make up a good program and the steps involved in designing a program.
Teaching methods and techniques: This topic covers the methods and techniques of teaching and learning in a non-formal education setting. It addresses the various teaching methods and techniques, their appropriateness in different contexts and how to choose the right method/ technique for a particular group of learners.
Evaluation: This topic covers the process of evaluating a non-formal education program. It addresses the importance of evaluation, the types of evaluation, and the steps involved in conducting an evaluation.
Program implementation and management: This topic covers the practical aspects of implementing and managing a non-formal education program. It addresses the various stages involved in implementation and management, the roles and responsibilities of stakeholders, and the challenges that may arise.
Ethics and professionalism: This topic covers the ethical and professional issues that arise in a non-formal education setting. It addresses the importance of professionalism, the ethical considerations that must be taken into account, and the codes of conduct and ethics that must be followed.
Emerging trends and innovations: This topic covers emerging trends and innovations in non-formal education. It addresses the new technologies, methodologies and approaches that are being used in non-formal education today.
Workshops: Conducted on a specific topic, workshops aim to provide hands-on learning experience and prioritize skill development.
Seminars: A lecture-based event where an expert explains a particular topic and answers questions from attendees.
Debates: Discussions over a particular topic to make opinions and ideas clear to the group.
Interactive lectures: Interactive lectures focus on stimulating critical thinking and encourage learners to ask questions about the subject matter.
Field trips: An off-campus learning experience with an extended duration aimed to provide an in-depth understanding of the topic.
Mentoring: Mentoring is a supportive relationship between mentor and mentee to emphasize personal and professional development.
Peer tutoring: Peer-to-peer support aims to encourage successful learning and fill knowledge gaps among students.
Action Learning: Action learning aims to suggest a positive solution to a real-life problem by field experimentation.
Community Service: Community service involves community engagement on a particular issue, where learners develop empathy and collaboration skills.
E-learning: Using technology to deliver eLearning, learning materials and courses are delivered through an online platform.
"These form the three styles of learning recognised and supported by the OECD."
"Swimming sessions for toddlers, community-based sports programs, and programs developed by organisations 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."
"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."
"Structured learning situations which do not either have the level of curriculum, syllabus, accreditation and certification associated with 'formal learning'."
"Yes, non-formal learning has more structure than that associated with 'informal learning'."
"These form the three styles of learning recognised and supported by the OECD."
"Community or non-credit adult education courses, sports or fitness programs, professional conference style seminars, and continuing professional development."
"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."
"Yes, examples include swimming sessions for toddlers."
"Yes, community-based sports programs are examples of non-formal learning."
"Boy Scouts, Girl Guides, and other similar organizations develop non-formal learning programs."
"No, they do not have the level of accreditation and certification associated with 'formal learning'."
"Experience the emotional rewards associated with increased love for a subject or increased passion for learning."
"Yes, non-credit adult education courses are examples of non-formal learning."
"Yes, continuing professional development programs can be considered as non-formal learning."
"Structured learning situations with more structure than informal learning yet without the level of curriculum, syllabus, accreditation, and certification associated with formal learning."
"Non-formal learning situations are structured and more planned than informal learning."
"Yes, one of the objectives of non-formal learning is to increase skills and knowledge."
"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."