Achieving EFA Through Equivalency Programmes...

A regional overview with highlights from India, Indonesia, Thailand and the Philippines

Achieving EFA Through Equivalency

Programmes in Asia-Pacific

Achieving EFA Through Equivalency

Programmes in Asia-Pacific

A regional overview with highlights from

India, Indonesia, Thailand and the Philippines

Published by UNESCO Bangkok

UNESCO Asia and Pacific Regional Bureau for Education

Mom Luang Pin Malakul Centenary Building,920 Sukhumvit Rd., Prakanong,Bangkok 10110, Thailand,

©UNESCO 2010

All rights reserved

ISBN 978-92-9223-343-3 (Print Version)

ISBN 978-92-9223-344-0 (Electronic Version)

The designations employed and the presentation of material throughout the publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area or of its authorities, or concerning its frontiers or boundaries.

The authors are responsible for the choice and the presentation of the facts contained in this book and for the opinions expressed therein, which are not necessarily those of UNESCO and do not commit the Organization.

Front cover photo: ©UNESCO/ Myanmar

Back cover photo: ©UNESCO/ East Timor

Copy Editor: Daniel CalderbankDesign/Layout: Salapol Ansusinha

Printed in Thailand

APL/09/OP/042-500

CONTENT

Foreword ........................................................................................i

Acronyms and Abbreviations ...................................................iii

Part 1: Equivalency Programmes An Asia-Pacific Regional Synthesis ......... 1

Section 1:

Introduction to Equivalency Programmes in the

Asia-Pacific Region ....................................................................................... 2

1.1. Definition ........................................................................................... 2

1.2. Learning Philosophy........................................................................ 3

1.3. Learning Mode ................................................................................. 4

1.4. Learning Materials ........................................................................... 4

1.5. Participants ....................................................................................... 5

1.6. Human Resources ............................................................................ 6

1.7. Benefits .............................................................................................. 7

Section 2:

Implementation of Equivalency Programmes in the Region .............. 9

2.1. Adoption of EPs ................................................................................ 9

2.2. Education Policy and Legislation ................................................ 10

2.3. Synergy between Formal Education and EPs ........................... 10

2.4. Funding ............................................................................................ 11

2.5. Partnerships .................................................................................... 12

2.6. Management ................................................................................... 13

2.7. Efficacy ............................................................................................. 14

2.8. Quality .............................................................................................. 15

2.9. Issues ................................................................................................ 16

Section 3:

The Impact of Equivalency Programmes in the Region ...................... 17

3.1. The Impact of EPs on the achievement of the EFA goals ........ 17

3.2. The impact of EPs on achieving Lifelong Learning goals ....... 19

Section 4:

Conclusions and Recommendations ...................................................... 21

4.1. Conclusions ..................................................................................... 21

4.2. Recommendations ......................................................................... 22

Part 2:

Asia-Pacific Country Case Study Highlights ........................................ 23

Section 1:

EPs in India: The Open Basic Education Programme ........................... 24

1.1. Introduction .................................................................................... 24

1.2. The Open Basic Education Programme ..................................... 24

1.3. Study and Findings ........................................................................ 26

1.4. Conclusions ..................................................................................... 30

Section 2:

EPs in Indonesia: Equivalency Programme Packages ......................... 30

2.1. Introduction .................................................................................... 30

2.2. Equivalency Programme Packages............................................. 31

2.3. Conclusions and Recommendations .......................................... 34

Section 3:

EPs in Thailand: Equivalency Programme Study .................................. 34

3.1. Introduction .................................................................................... 34

3.2. The Equivalency Programmes ..................................................... 35

3.3. Study of EPs in Thailand ................................................................ 35


Section 4:

EPs in the Philippines: The Alternative Learning System .................... 43

4.1. Introduction .................................................................................... 43

4.2. The Alternative Learning System ................................................ 43

4.3. Case Study: Implementation of the ALS .................................... 45

4.4. Study of the ALS ............................................................................. 50


© UNESCO/ R. Manowalailao

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Foreword

Provision of equivalent basic education through all modes and channels are essential for achieving Education for All (EFA) goals by 2015. Countries in the Asia-Pacific region are at various stages of development in providing access to formal and non-formal channels of learning. Equivalency Programmes (EPs) in countries exist under many names. They are embryonic in some countries but are mature in others. In countries where it is embryonic EPs are often under-supported by governments for whom these programmes operate as an option for taking up some of the slack in the provision of education services. Even when supported by the government, the qualifications gained through EPs are often not recognized by employers and communities and EPs have still to gain full recognition as an equivalent education to that offered formally (by governments or government supported agencies). In countries where EPs are mature EPs are widely recognized by governments, communities, families and learners.

EPs generally focus on deprived populations but are becoming the alternative route to education for those who lack access to conventional education systems, and are developing many faces to meet various scenarios. In general, EPs are still the poorer cousin to formal education in terms of funding, facilities, materials and the like, but these programmes have achieved success in term of partnerships, community ownership and support and client service. Clear example are emerging where coordination between formal schools and non-formal learning centres has taken place to share buildings, teachers and other resources, although such cooperation often depends on local initiatives rather than systematic mechanisms.

There is evidence that EPs are assisting countries in the Asia-Pacific region to progress more quickly towards their 2015 EFA goals and that such programmes are providing opportunities for disadvantaged populations to start down the path to Lifelong Learning (LLL). Both EFA and LLL need advancement – quantitatively and qualitatively. UNESCO, through the programmes in the Asia-Pacific Programme of Education for All (APPEAL), is committed to this task. Thus, APPEAL promotes EPs with the aim of tapping their potential to enable countries to reach EFA and LLL goals.

This publication has two parts. The first part is a synthesis of country impact studies on EPs and of information compiled about EPs in countries of the Asia-Pacific region. This synthesis will be informative of EP policy and practice, provide a further impetus to the already dynamic developments in EPs and broaden horizons for achieving EFA and developing LLL.

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The second part of the publication provides more in-depth detail about the operational highlights of EPs in four selected countries of the region, thus providing a profound insight into the practical task of implementing EPs. This will also provide readers with ideas regarding what works and what does not.

We hope this publication will contribute to the development and advancement of EPs in the Asia-Pacific region and thereby help to accelerate the pace towards achieving EFA Goals and make LLL a reality.

Gwang-Jo Kim

Director

UNESCO Bangkok

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Acronyms and Abbreviations

ALS Alternative Learning System

APPEAL Asia-Pacific Programme of Education for All

A-P Asia-Pacific (region)

CLC Community Learning Centres

EFA Education for All

EPs Equivalency Programmes

EP1 School-aged out-of-school populations

EP2 Post-school-age populations seeking remedial “schooling”

EP3 Post-school-age populations seeking education for living

EP4 Post-school-age populations who are pursuing LLL

FE Formal Education

ICT Information and Communication Technology

IM Instructional Manager

LLL Lifelong Learning

MDGs Millennium Development Goals

OBE Open Basic Education

NFE Non-Formal Education

NGO Non-Government Organization

TVET Technical and Vocational Education and Training UNESCO United Nations Educational, Scientific and Cultural Organization

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Part 1:

Equivalency Programmes:

An Asia-Pacific Regional Synthesis

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This publication, produced by the Asia-Pacific Programme of Education for All (APPEAL) at UNESCO’s Regional Office in Bangkok, provides a synthesis of Equivalency Programmes (EPs) in education in the Asia-

Pacific region.

The publication draws on information from a range of sources, including research reports, regional workshop materials and individual experiences from Non-Formal Education (NFE) personnel. This collection of information comes from eleven countries in the Asia-Pacific region, including three of the world’s most populous, namely, China, India and Indonesia. Four of these eleven countries (India, Indonesia, Philippines and Thailand) provided APPEAL with detailed impact studies of EPs in their respective countries. The remaining seven (Bangladesh, Cambodia, China, Lao PDR, Mongolia, Myanmar and Viet Nam) contributed country experiences on their existing or developing EPs.

Part 1 of this publication is divided into four sections:

Section 1: Introduction to Equivalency Programmes in the Asia-Pacific region.

Section 2: Implementation of Equivalency Programmes in the Asia-Pacific region.

Section 3: The impact of Equivalency Programmes in the Asia-Pacific region.

Section 4: Conclusions and Recommendations.

Section 1: Introduction to Equivalency Programmes in the

Asia-Pacific region

1.1. Definition

In 1993 UNESCO-APPEAL defined Equivalency Programmes as “alternative education programmes equivalent to existing formal or vocational education”. 1

In most countries of the Asia-Pacific region, EPs encompass NFE, correspondence or distance education, adult education, and recreational and retirement education.

The rationale for the development of Equivalency Programmes in the Asia-Pacific region is that many regional countries have large populations and low literacy rates and lack the resources required to expand the formal education system sufficiently to meet the demand for education. In such a situation, an alternate system has to be found.

It is necessary that any alternative education system must be on par with the formal system, i.e., the same quality of education must be provided under both systems.

A synthesis is the putting together of parts or elements to make up a complex whole.

Oxford Dictionary

1 UNESCO-APPEAL, 1993, Training Manual

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Equivalency Programmes (EPs) provide an equivalent quality alternative to formal education in many regional countries.

According to the UNESCO Manual, Equivalency Programmes ideally have the following characteristics:

EP courses may be different but the qualifications gained through EPs are considered equivalent to those gained through formal education programmes.

75 per cent of the content of EPs is equivalent to formal education but 25 per cent may be replaced by work experience.

EPs allow the possibility of further study and work.

EPs are “open” in terms of admission, age, place and pace.

EP delivery may be through face-to-face learning or distance education.

EP teachers are facilitators rather than managers of learning.

Since 1993, EP participants, systemic frameworks, and activities have been broadened to be consistent with national aspirations for education, such as the Millennium Development Goals (MDGs) and Education for All (EFA) goals.

1.2. Learning Philosophy

In the Asia-Pacific region, the learning philosophy behind the EPs that are implemented depends very much on the prevailing national educational philosophy, so the learning philosophy varies from country to country.

Ideally, effective EP learning philosophy includes several key elements. These are:

Participant-centred learning, matched to local skills and the environment.

Participant-centred management of learning, possibly with learning contracts made between teachers and learners.

A competency-based framework for learning, complete with objectives, the learning outcomes expected,

Acknowledgement of formal prior learning and learning experiences.

Cultural sensitivity.

Flexible curriculum and timetable to meet the diverse learning needs of children as well as adult learners.

Assessment and evaluation which is transparent in administration, informative in diagnosis and non-ranking in publication.

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2 While this publication utilizes the words “teacher” and “teaching” ,the understanding should be that the

teaching-learning process is not a one-way stream and that the emphasis is on the learner’s needs.

Teachers2 which are trained to provide services in accordance with the EP learning philosophy.

Administrators cognizant of and sympathetic to the EP learning philosophy.

Mutual respect for academic competence and attainment.

1.3. Learning Mode

Learning modes offered in EPs in the Asia-Pacific region vary considerably, depending on the national education system. An “ideal” EP learning mode might include:

Small numbers in classes.

Modular learning, progressively, with entry, exit and re-entry points available.

Learner-based (customized) lesson planning, which is self-paced and portfolio structured.

Interaction between teacher and learner, and learners with each other (peer teaching).

Learners interacting with other knowledge bases (e.g. the Internet).

Relating new information with skills required or held.

Relevant continuous assessment, primarily diagnostic for remediation.

1.4. Learning Materials

In the Asia-Pacific region, EP learning materials are provided either by governments, NGOs and donors, or teachers and communities.

Learning materials for school-level equivalency programmes are usually provided by the government and address the prescribed national curriculum. In many cases, proactive EP teachers adapt these materials to local needs and requirements.

For post-school education, materials are sometimes provided by governments but often come from NGOs, donors and creative individuals: teachers or local EP support groups.

There is widespread acceptance of the need for EP learning materials to fit the EP style of teaching and learning. This generally means a difference with materials provided for formal education, although these are increasingly no longer the impersonal outputs of the past. From the information provided in the country impact studies, it can be said that EP learning materials are specifically EP oriented and are generally culturally sensitive.

Countries in the region vary in terms of whether EP participants pay for learning

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materials or not. In some cases the cost is borne in whole or in part by the participants, in others, the cost is borne by the EP provider. The cost incurred and the responsibility for the cost depends on the extent of government and NGO or donor support. Given that the findings of the four country studies indicate that education costs influence participation rates in education, there is a need to address the issue of cost, whether of materials or any other aspect of EP.

1.5. Participants

EPs can be beneficial to a broad range of people. For the purpose of this synthesis, participants in EPs have been divided into four categories, as listed below:

School-aged out-of-school populations (EP1)

Post-school-age populations seeking remedial “schooling” (EP2)

Post-school-age populations seeking education for a living (EP3)

Post-school-age populations who are pursuing LLL (EP4).

1.5.1. School-aged out-of-school populations (EP1)

School-aged populations not attending school are core participants in EPs in all countries in the Asia-Pacific region, particularly since the advent of compulsory schooling and the increase in the age range for compulsory school attendance.

The main reasons for school-aged children being out-of-school, and therefore in need of a EP education, include lack of physical access to schooling, poverty, and negative views of formal education or lack of advocacy for education. Each of these three factors is discussed below.

A lack of physical access to schooling may result from the lack of provision by the i) authorities of reasonably accessible schooling (teachers, equipment infrastructure or transport), or it may be the result of remoteness of populations from school facilities or educators, which is often the case with island, mountainous and desert countries. The legal limit on the distance to be travelled to school may be a factor in limiting physical access to schooling, or cultural factors may prevent access to schooling, such as when girls are not permitted by their families to travel alone through “foreign” villages.Poverty limits access to schooling because education has a cost in most countries. If ii) school fees must be paid, children in families which cannot afford the fees drop out of school or, at best, only some children attend school or only for a limited period of time, for example boys rather than girls, or the eldest before the youngest children. Even when there are no school fees, education can have a cost in terms of loss of income (if children are earners contributing to the family income) unless education systems vary school attendance requirements to allow children to both attend school and also earn an income.

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A child’s previous experience in the formal education system can be a barrier to iii) school attendance if they have had a negative school experience or a child becomes labelled as a “drop-out”. Likewise, a parent’s negative experiences with schooling may lead them to prevent their children from attending school. Similarly, lack of advocacy for education has been a factor noted by EP practitioners to explain low participation rates in school, such as in the Philippines, for example.

1.5.2. Post-school-age population seeking remedial “schooling” (EP2)

This category includes those people who are over the age for attending school but have not completed their school education. The reasons why this population may not have completed school are often the same as the reasons why school-aged children do not attend school.

EPs offer to this population a viable, usually non-threatening, environment for achieving school-level education. For the four countries which submitted EP impact studies, the findings indicate that students in the EP2 group have had a success rate for education completion under EPs at least equal to, if not superior to, students in formal schooling.

1.5.3. Post-school-age population seeking education for living (EP3)

This is a group for whom EPs are an important option. All of the countries consulted for this report noted that the high entrance qualifications and stringent assessment procedures related to formal education may prevent people in the EP3 group from taking it up. Therefore EPs, sometimes in conjunction with formal post-school education, offer a viable alternative way to gain necessary employment qualifications.

In the Asia-Pacific region there is a range of education providers available for this population, including Technical and Further Education and Training (TVET) providers, non-formal higher education institutions and private training facilities.

1.5.4. Post-school-age populations who are pursuing LLL (EP4)

EPs are an important means for the provision of Lifelong Learning experiences, especially for older people, as it generally offers them a non-threatening means of learning and permits older people to become familiar with innovative learning media, as has been the case in Indonesia and the Philippines.

1.6. Human Resources

An education system is only as good as its teachers3. This truism applies equally to EPs as it does to formal education programmes.

In the Asia-Pacific region, as elsewhere, finding adequate numbers of qualified teachers is difficult. The desired prerequisite in terms of quality is recognized teacher training.

3 A “teacher” can be a “facilitator”, “tutor”, “learning manager”, “learning organizer”, etc.

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Although assessments of EPs indicate general satisfaction with teachers by learners, the use of “untrained” teachers in EPs has been a common criticism.

The use of trained teachers gives EPs more credibility (especially when teachers are government officials). Given that EPs have their own learning philosophy, however, traditionally trained teachers may not be suitable for the EP learning mode. Under the EP approach, the teacher should have an interactive teaching style, especially when teaching youth and adults. Furthermore, the content knowledge required by EP teachers is specific, and classically trained teachers do not necessarily have the required knowledge and expertise.

1.7. Benefits

Because of the special learning philosophy and mode, EPs, when implemented effectively, are believed to bring additional benefits, beyond educational learning, to learners, their families and their communities. According to the country impact study reports, EPs bring benefits in the areas of self-development, improved social life and improved economic prospects. The benefits for learners and their communities are summarized below.

Benefits for learnersi)

Learners participating in EPs often benefit from EPs in the three areas listed here.

Self-development

Increased self knowledge;

Increased capacity to learn and continue to participate in learning opportunities;

Increased self- esteem and self-confidence.

Improved social life

A changed world view, particularly in terms of values;

Enhanced social skills and social interaction;

A more developed sense of responsibility.

Improved economic prospects

Better articulation between the learner’s interests and talents and employment opportunities;

Greater opportunities to gain employment;

If in employment, enhanced promotion opportunities;

Greater opportunities for self-employment.

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Benefits for the learners’ communitiesii)

Learners’ communities and society in general often see benefits from EPs in the two areas listed here.

Improved social life

More harmonious community relationships. Less anti-social behaviour, resulting in improved quality of life for all.

Improved economic prospects

Greater opportunities for economic development through higher levels of employment and less social disruption, and the multiplier effects attached to such factors.

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Section 2: Implementation of Equivalency Programmes in

the region

2.1. Adoption of EPs

EPs are increasingly being adopted in all countries in the Asia-Pacific region, gaining recognition from governments, formal education institutions, communities and donors. While there is considerable variation within the region, the data collected from countries in the region indicate that several trends can be seen:

EPs are increasingly utilized as an acceptable first source of education as well as an alternative source of education, especially for EP1 and EP2 population groups.

EPs are utilized considerably as an acceptable means of re-entry into education, enabling EP2 and EP3 groups to gain access to post-school education.

EPs are helping those in poverty to gain access to education.

EPs are enabling countries to bridge the gap between the demand for education and the state provision of education.

Demand for EPs has increased in recent years as governments in the Asia-Pacific region attempt to meet their MDG and EFA goals. EPs have been supported by agencies such as UNESCO, as well as NGOs and the private sector, which provide the impetus for the implementation of programmes to achieve the MDG and EFA goals.

At the same time, countries are recognizing that “more of the same” is not sufficient, educationally speaking. Pressure on state education systems, from rising populations and changing educational requirements, have made it necessary for governments to turn more and more to EPs. Furthermore, with ageing populations, a shift has begun from the present emphasis on children’s education to educating youth and the adult population and, hence, a shift from formal to non-formal education. Thus, EPs are becoming more widely adopted and are reaching a broader range of groups of people than before.

A Thai Perspective

While social problems are complicated, and education cannot address all issues, EPs can help to improve community life through producing more educated people. This can lead to:

Increased participation in community affairs by individuals.Fewer social problems, particularly those related to drugs, unruly behaviour, and

crime. Environmental concerns being increasingly addressed as awareness and capacity

to solve problems rises.Source: Thailand Country Case Study on Equivalency Programmes

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2.2. Education policy and legislation

There is considerable variation within the Asia-Pacific region regarding policies and legislation relating to EPs. While some countries have both general constitutional provisions, which recognize rights to education, and specific legislation for the provision of EPs, others have only the latter; and while some countries provide EPs under the umbrella of their general education law; others have yet to place EPs within a constitutional or legislative framework.

With the increased adoption in the region of laws for compulsory education, legislation tends to focus on the age group affected by these laws, most commonly age six to early or mid-teens. Compulsory attendance laws generally put the obligation for obtaining education on the children, their parents or legal guardians, but in some countries, such as Indonesia for example, the onus is on the government. Instead of requiring that “the child seek out the school” it is necessary that “the school seeks out the child”.

In general, whatever the legislative provision for compulsory education, the policy for EPs in the Asia-Pacific region acknowledges the need for providing every person of school age with a basic education, and therefore recognizes the need to move beyond the limits of the formal education system.

2.3. Synergy between Formal Education and EPs

Within the Asia-Pacific region there is much variation in terms of the way EPs are implemented and the level of synergy between formal education and EPs. In Indonesia, for example, EPs are tied very closely to the formal education system, especially for EP1 and EP2 groups. Under this model of EP, there is a set curriculum for both formal and non-formal education providers. In Thailand, the model is similar but there is some flexibility in terms of timetabling, learning methods and evaluation. Conversely, in the Philippines EPs are more decentralized.

In countries where the formal education system is closely linked with EPs, those people seeking re-entry into the school system or seeking school-leaving certificates or equivalents, can undertake the examination requirements through EPs.

In cases where there is close synergy between EPs and formal education, such as Thailand, EPs are fully aligned with state education systems. In such cases non-government contributors also comply with government requirements for education. In other countries, such as the Philippines, EPs are not linked so closely with state education and there is greater flexibility in the content and style of education provided by EPs.

An advantage of close synergy between EPs and formal education systems is that in such cases education is uniform in its provision, inputs and outputs, albeit allowing for individual differences in the latter. A further advantage is that qualifications gained through EPs are widely recognized by communities and employers. This makes it possible for graduates of EPs to re-enter formal basic or upper secondary education,

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or proceed to higher education institutions, as if graduating from the formal system. Another advantage of close synergy between formal to non-formal education systems is that in such cases governments provide greater support to EPs. Such support includes the provision of infrastructure, such as school facilities, materials, teachers, assessment personnel, grants and subsidies.

A disadvantage of such close synergy is that there is no variety within the education system so that the system lacks the flexibility required to meet the requirements of a diverse population and their differing educational needs. When EPs are linked too closely with formal education, many of the benefits of EPs can be lost. Such benefits include:

New teaching and learning approaches and methods

Flexible management and timetabling

Acknowledgement of prior learning and experience

2.4. Funding

2.4.1. Government support

Government support for EPs varies considerably across the region. The most supportive governments provide grants to local institutions or recognized EP providers, allow use of government buildings for EPs, supply materials, support accreditation of programmes and teachers, and give recognition to qualifications gained through EPs.

According to the findings of the country impact studies, governments tend to give greater support for the provision of EPs to EP1 groups, so as to meet national objectives for extending education to all children. But there is also evidence of government support for the provision of EPs to other EP groups, with the aim of reaching national employment and development goals.

While governments do tend to support EPs, there is significantly greater support given to formal education, in terms of funding, provision of infrastructure, and teacher-training.

Generally speaking, governments accept support from a range of external sources in the provision of EPs. While this is often a matter of necessity, because governments either do not have, or are unwilling to commit, the required resources to EPs, obtaining funding and other support from external sources is consistent with the philosophy underlying EPs, which seeks to have independence from the government in order to provide the best possible EPs.

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2.4.2. Parental and community support

The importance of family and community ownership of EPs to the success of such programmes is widely recognized among the countries contributing to this synthesis. The degree of ownership varies depending on the level of participation permitted by government authorities and the expectations by families and local communities.

A critical entry point of family and community involvement in the provision of EPs is that, apart from being educators from time immemorial, they possess locally-relevant and indigenous knowledge. This source of knowledge is often untapped in formal education, partly because the family or community member concerned is viewed as “untrained” and partly because formal education rules are too rigid to allow for such outside contributions to learning. Through EPs, however, these educational reserves can be exploited, often at low to no cost.

EPs tap families and communities for financial and other support, ranging from assistance in providing physical meeting places, to preparation of materials, clerical support, child care and more.

Given the traditional role in many countries of religious bodies as education providers, this avenue of community support is also important in the provision of EPs.

2.4.3. Support from NGOs and donors

EPs in many countries of the Asia-Pacific region have benefited from NGO and donor support. NGO and donors not only provide funding and a variety of resources but also support the implementation of new teaching and learning approaches. Such support has permitted the introduction of approaches such as “Child Friendly Learning” and “Joyful Learning”.

A disadvantage of NGO and donor interventions in education is that in some cases the expectations of the NGO or donor are at variance with the EP philosophy. Another disadvantage is that many donors cannot continue funding an EP indefinitely, which affects the sustainability of such programmes.

2.5. Partnerships

In most Asia-Pacific countries partnership is recognized as an essential component in successful EP implementation.

Various types of partnerships have been implemented, including:

Agreements and exchanges between government departments or agencies. For example, various government departments are involved as partners in the provision of TVET.

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Partnerships between government education providers and religious institutions. For example, in the provision of basic and secondary education. In many countries this has required the religious education partner to accept the state conditions in matters such as attendance requirements, curriculum, qualifications of teachers, and assessment procedures.

Partnerships between government providers and private education providers. For example, private non-religious schools are also partners with government in providing EPs. The conditions applying to religious schools also apply in this situation.

Agreements between governments and NGOs. For example, the Open Basic Education (OBE) system in India. Most countries now require the accreditation of NGO education providers to ensure the maintenance of basic standards.

2.6. Management

In the Asia-Pacific region, management systems for EPs vary depending on the provider of the EPs and the type of EPs (school-level, post-school, lifelong learning, etc).

For example, school-level NFE courses, provided for out-of-school youth, are often managed along the lines of formal school programmes, by a government department or agency. When EPs are government-managed, problems can arise when countries have federal systems, especially if there are three tiers of government, as in India for example. In such cases, local EPs often become entangled in the politics of the local and national situations and face issues relating to efficient communication and effective disbursement of funds.

EPs which utilize government support but are largely independent of government in terms of management, such as the Alternate Learning System in the Philippines, have ad hoc management provisions, in line with the parameters of the EP and in accordance with donor requirements. EP projects of this type are often supported by NGOs, donors or communities, or a combination of these. In such cases, management may reside in local groups, boards or committees, whether already existing or established for the purpose of managing a particular project. Providers of EP projects in the region are careful to demonstrate transparency in management and are vigilant in avoid the possibility of corruption. One mechanism for achieving this is the development of codes of conduct for education and administrative managers of a particular EP project. Another mechanism is the use of the reporting process as a means of ensuring transparency, as project progress is reported to the donors and such reports are made public to the EP participants and the community.

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2.7. Efficacy

The efficacy of EPs can be measured through examining students’ test scores, continuation (participation in other learning activities or employment), and social skills.

2.7.1. Test scores

Given the many types of EPs and the variation among them, standardized equivalent credits are very difficult to establish, whether across same system institutions, between systems, or across countries. In many countries, therefore, the efficacy of EPs is measured in terms of the scores of individual students, particularly for school-level EPs. This is often because test scores are a key determinant in terms of whether a student will continue to participate in EPs, re-enter the formal education system, or drop out of both.

India, Indonesia, Philippines and Thailand all report relatively favourable results for EPs in terms of student achievement, albeit not uniformly across all subjects. According to the reports from these four countries, participants in EPs perform well in comparison with their formal schooling colleagues. Based simply on scores, therefore, findings support the efficacy of EPs.

The findings of the country studies suggest that participants in EPs perform differently from students in formal education systems. Findings of the Indonesia report, for example, indicate that EP students tend to perform well in tests of knowledge which are “functional, applied, actual and contextual”. This tendency is attributed to the EP philosophy and learning modes.

2.7.2. Continuation

Another means of measuring the efficacy of EPs is to examine where EPs lead students. Students may engage in formal schooling, continue participating in EPs, or progress to post-school institutions such as open access institutions, TVET and community colleges. When “learning breeds learning”, EPs can be said to be very effective.

Likewise, participants in EPs may be transformed from unemployed citizens to income earners. In this regard, there has been much success in Asia-Pacific countries, though more tracer studies on EP graduates are required in most countries of the region.

2.7.3. Social skills

Information collected about assessments of EPs by students, parents, communities and teachers suggest that EPs are effective in improving self esteem, confidence, innovativeness, community mindedness (greater respect for the community, its people and development), relationship skills, and values such as personal honesty and industriousness.

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2.8. Quality

In the Asia-Pacific region, many countries appoint boards, or similar mechanisms, to review the quality of EPs. Such Boards generally assess the quality of EPs through examining three types of indicators:

EPs are addressing the learning needs of the intended clientele;

EPs are meeting the expectations of the clientele;

EPs are cost effective.

2.8.1. EPs are addressing the learning needs of the intended clientele

This indicator measures whether EPs are providing the types of courses required by the students (clientele) participating in such programmes. The country reports from India, Indonesia, Philippines and Thailand indicate that EPs are addressing the needs of the clientele intended for it (EP1 to EP4) but cannot keep up with the demand for EPs as the available resources are often insufficient.

2.8.2. EPs are meeting the expectations of the clientele

This indicator measures whether students participating in EPs are satisfied with the programmes and whether students are continuing on to further education or employment after participating in EPs. The country studies from India, Indonesia, Philippines and Thailand indicate that the expectations of EP clientele are usually being met.

2.8.3. EPs are cost effective

Assessing the cost effectiveness of EPs is a complex process because of the various sources and forms of funding of EPs and the various types of costs involved. When governments are the main providers of EPs, as in Thailand, for example, where the government covers half the cost of programmes, EPs can be very cost effective as such programmes are relatively cheap compared to the formal education system. In general, countries covered under this synthesis have found that EPs are cost-effective.

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2.9. Issues

While the findings about EPs are generally positive, the results of the impact studies indicate that EPs need some improvements. In order to improve the provision of EPs across the Asia-Pacific region, a number of issues must be addressed.

Recognition. Although there is now considerable government and community recognition of EP qualifications in regional countries, EPs have yet to achieve the same recognition accorded to formal education. In some countries, however, the necessity of relying on EPs for meeting the demand for education is bringing EPs into the mainstream of education provision and is thereby hastening its acceptance and recognition.

Administration. Given the nature of EPs, which involve partnerships with education providers, often with limited professional management resources, the administration of EPs remains problematic for many countries in the Asia-Pacific region.

Excess Demand. EPs are reaching more and more people throughout the region, particularly in India, but the demand for education continues to exceed the capacity to supply education.

Quality. Countries in the Asia-Pacific region face the challenge of ensuring that EPs meet quality standards.

Advocacy. A common concern expressed by EP protagonists is the management of advocacy for EPs. Communication about EPs seems to be mainly by word of mouth or through efforts by programme providers. A common problem is unfair denigration of EPs by educators, potential destination institutions and public figures. EP managers in the region have a difficult task in promoting EPs under such circumstances.

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advocacy for EPs. Communication about EPs seems to be mainly by word of mouth or through efforts by programme providers. A common problem is unfair denigration of EPs by educators, potential destination institutions and public figures. EP managers inin t thehe r regegioion hahaveve a a d dififfificucultlt t tasaskk inin p proromomotinggg EPs under such circumstananceces.s.

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Section 3: The Impact of Equivalency Programmes in the

region

The findings of the country impact studies indicate that EPs have had a positive impact in terms of enabling countries to move faster towards the achievement of the EFA goals and their LLL goals. This section describes those impacts for each of the four countries (India, Indonesia, Philippines and Thailand).

3.1. The Impact of EPs on the achievement of the EFA goals

The findings of the impact studies conducted in India, Indonesia, Philippines and Thailand indicate the positive role of EPs in accelerating the achievement of the EFA goals in these countries.

EPs have had several benefits in terms of improving access to education. As EPs are often free or provided at low cost, and because EPs are often flexible in terms of timetabling (enabling participants to continue to work or undertake domestic duties), poverty is no longer such a large a barrier to education in places where EPs are available.

Furthermore, using local facilities as Community Learning Centres (CLCs), in which EPs can be implemented, enables people in remote areas and those with cultural constraints on travelling long distances to participate in learning experiences, including school education. This has been the case in the Philippines.

In addition, the use of terms such as “facilitator”, “tutor”, “learning manager” and “learning organizer” in EPs, rather than “teacher” has made the teaching-learning process less threatening to those who have had bad experiences with formal education, and puts the emphasis on the learner and the learning process.

The following figures are indicators of the contribution of EPs to EFA. The

numbers cited are of people who would not otherwise have access to

education.

Indonesia: 140,438 persons graduated from EP-type courses in a one year period: 227,151 over three years.

Thailand: 642,701 persons were enrolled in EP-type courses in a one year and one term period.

Source: Country impact study reports: Indonesia, and Thailand

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INDIA

In India, one of the key Equivalency Programmes being implemented is the Open Basic Programme (OBE). The OBE is an EP for children and adults who are seeking complementary avenues to the formal school system to enable them to complete their basic education.

The OBE is seen as being able to do the following:

Meet the educational needs of thus far unreached children.

Provide a wider choice of educational programmes to learners.

Provide an alternative source of education for school “drop-outs”.

Provide education to those who cannot attend conventional schools for socio-economic reasons.

Enable those who could not complete schooling to re-enter the education system.

The OBE programme was designed to reach those sections of society that often cannot access education though the formal school system, particularly low-income earning groups and girls and adolescents who would otherwise be forced to drop out of formal school due to socio-economic and cultural reasons.

According to the India impact report, 49.68 per cent of the OBE programme’s students were formal school “drop-outs”. The study’s findings also indicate that some students are opting for open schooling as their first choice of schooling. While 59.39 per cent of learners had attended school before joining the OBE programme, 35.06 per cent had not had any previous education. The report notes that around half (50.65 per cent) of learners’ families are employed as daily wage labourers and 63 per cent of learners enrolled in OBE are girls. These figures indicate that the OBE programme is reaching the targeted groups.

The findings therefore indicate that the OBE has an important role to play in universalizing education in India. The Government of India plans to expand the programme in the coming years so that it will reach different states within the country and larger numbers of people.

INDONESIA

EPs in Indonesia aim to provide educational services to members of the public who are not able to attend formal schools because of social, cultural, psychological, economic and geographical factors.

According to the impact report, there have been a large number of transfers from formal education to non-formal education (equivalency education) in Indonesia. This increase came about mainly as a result of a government decision in 2006 which enabled formal school students who failed in the state examinations to repeat

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their examinations through equivalency programmes. Thus in 2006 the number of participants in the equivalency national examination increased by up to 85 percent over the previous year, depending on the students’ stream of study. In this way and others, EPs are enabling greater access to education in Indonesia.

PHILIPPINES

In the Philippines one of the key Equivalency Programmes being implemented is the Alternative Learning System (ALS). This EP targets out-of-school youth and individuals aged 12 and over who have, for various reasons, been unable to complete formal school education, or were unable to access formal schooling. The programme prepares learners for the Accreditation and Equivalency examinations. Successful candidates gain the necessary qualifications to join formal school and post-school education programmes. Overall, the ALS aims to improve access to education for disadvantaged groups and to serve as an entry point to the formal school for individuals who were unable to complete their education. Aside from addressing the needs of school “drop-outs” the ALS also assists adults to gain functional literacy, and provides opportunities for adults to access continuing education programmes.

THAILAND

The main target groups of EPs in Thailand are women, prison inmates, labourers, the disabled, elderly, farmers, ethnic minorities, slum dwellers, and students who are unable to continue studying in the formal education system. These people can register to join EPs, no matter where they are. The EPs therefore offer an alternative means of accessing education for those who would not otherwise have opportunities to participate in the education system.

3.2. The impact of EPs on achieving Lifelong Learning goals

While the main focus of EPs is to meet the education needs of disadvantaged groups, and thereby bring “education to all”, EPs also aim to bring about lifelong learning. Examples from the four country studies are provided below.

INDIA

EPs in India go beyond providing education opportunities to those who cannot access formal education and also provide lifelong learning programmes. Such programmes emphasise the importance of gaining the skills of learning and not merely the content.

INDONESIA

In Indonesia there are three “packages” (A, B and C) of EPs available to learners. Packages A and B focus mainly on learners wishing to complete an education equivalent to

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lower school levels. Package C provides alternative education for “drop-outs” from formal school secondary education. A graduate of the Package C programme obtains a certificate which is equivalent to the senior secondary school certificate. Participants in Package C programmes are those who want to enter university, get qualifications that will enable them to apply for better jobs, or gain skills that will improve their quality of life or career. Such programmes are thus gateways to lifelong learning.

THAILAND

The statistical evidence from Thailand indicates that participation in EPs is leading graduates to continue their learning, thus leading them towards lifelong learning. In 2005-2006, for example, over one third (40.12 per cent) of NFE graduates went on to study in open education institutes and almost one third (28.56 per cent) went on to study at vocational education institutes.

PHILIPPINES

The ALS programme in the Philippines not only enables people to obtain an education outside of the formal education system but also empowers individuals to continue to learn on their own and function more effectively in society so they may improve their quality of life and that of their family, community, and country. The programme’s mission is to provide individuals with learning opportunities by which they may gain the knowledge, skills, attitudes, and values that will enable them to think critically and creatively, act inventively and humanely, and achieve their learning goals in order to become productive members of society. Thus the ALS programme is an effective vehicle in promoting lifelong learning.

An Indonesian Perspective

Equivalency education that accommodates underachievers and reaches the unreached, and that targets populations that are older than school age, will contribute to the national “length of learning average”, increase the productivity of populations and automatically give positive impact to the human development index.

Source: Indonesia Impact Report

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Section 4: Conclusions and recommendations

4.1. Conclusions

The main conclusions drawn from this synthesis are as listed below.

The EP philosophy is effective and should be maintained

EPs have a particular learning ethos and learning modes which has been seen to have benefits for learners and for society in general. It will require considerable dedication and perseverance to maintain this philosophy and modes of learning, but this is important for learners and society.

EPs are reaching a variety of groups

In some countries, EPs are focused on deprived populations but in other countries such programmes are providing an alternative route to education for anyone who cannot participate in the formal education system.

Acknowledgement of EPs varies within the region

EPs have a status varying from being the poor cousin of formal education to receiving acknowledgement that it is a quality partner to formal education, albeit somewhat grudgingly by some sections of the educational and general community.

EPs are contributing to efforts to reach EFA goals

EPs have been seen to be effective in enabling greater access to education, thus assisting in efforts to reach the EFA goals.

EPs are facilitating lifelong learning

The educational philosophy and process of EPs is facilitating the path to LLL. Furthermore, given the tendency for participants in EPs to engage in further learning and self-development, EPs are contributing towards greater rates of lifelong learning in Asia-Pacific countries.

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4.2. Recommendations

The following recommendations regarding EPs are advised for Member States in the Asia-Pacific region in the interests of assisting in meeting the EFA and LLL goals.

Promote EP learning philosophy and attendant processes.

Many of the aspects of EP learning philosophy are recognized as having benefits for learners and for society in general. It is therefore recommended that this learning philosophy is promoted and supported. There is therefore need for advocacy, regarding the philosophy underlying EPs, particularly in teacher training programmes.

At the same time, EPs should be examined to ensure they are in fact based on a sound philosophy and the learning processes being implemented are effective.

Formally recognize EPs as a valid form of education.

Recognition may be either through utilizing EPs to provide education services to those who cannot be reached by the formal system, or may be through providing financial or advocacy support for EPs. In addition, EPs should be included in education plans, laws or policies to ensure such programmes are given due recognition by communities and employers.

Support the expansion and improvement of EPs

There is no question that demand for EPs is greater than the current supply, particularly for those deprived of formal education opportunities. Expansion of EPs would not only meet demand for education but would assist countries to produce more educated citizens, a positive step towards reaching national development goals. Whatever form this expansion takes, the sustainability of such programmes should be a major consideration. Expansion should not be at the cost of the authenticity of EPs, so should therefore not sacrifice the philosophy and learning modes of EPs. At the same time, improvements should be made in the quality of the content, processes, administration and resources of EPs, where necessary.

Promote research into EPs

In order to gain greater information about the benefits of EPs and how they can be expanded and improved, it is recommended that there is greater research into EPs. Present research in the Asia-Pacific region focuses mainly on EP1 groups and, to some extent, on EP2 groups, and studies mainly examine achievements in terms of test scores. While this is important research, it is suggested that more attention be given to why EPs are successful and how they can be improved.

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Part 2:

Asia-Pacific

Country Case

Study Highlights

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This second part of this publication summarizes the highlights of EPs in the four countries covered by the impact studies (India, Indonesia, Philippines and Thailand).

In the reports from each of these countries, EP development is described in general terms, but each country has also provided details about a specific programme or approach. For India, it was the Open Basic Education project, which has been adopted and developed in that country. The focus of interest in Indonesia was EP in relation to ongoing and life-long learning. The Philippines introduced an alternative learning system for EP, while Thailand provides an example of an in-depth study of EP learners.

The objective of the EP studies was to identify key findings so that good practices could be recognized and, where useful, be replicated.

Section 1: EPs in India: The Open Basic Education

programme

1.1. Introduction

India is a country which has witnessed phenomenal educational developments over the past fifty years. India provides educational opportunities for the majority of its population, with 82 per cent of the population having a primary school within a radius of one kilometre of their homes and 75 per cent having an upper primary school within three kilometres of their homes. At least 50 per cent of children who sit for school leaving examinations succeed in passing the examinations and therefore in completing secondary school. On the other hand, 37 per cent of the population lack literacy skills and about 53 per cent of children drop out at the elementary stage of school.

Education of out-of-school children is currently being addressed mainly through the expansion of formal school education. Even if substantial infrastructure facilities are provided for large scale expansion of formal schools, however, it would not be possible to bring all the school children into the fold of formal education. There is therefore, a clear need in India for alternative forms of education to the formal schooling system.

1.2. The Open Basic Education programme

The Open Basic Education (OBE) programme is an Equivalency Programme for both children and adults who are seeking avenues complementary to the formal school system so as to complete their basic education. The programme is intended to supplement the formal school system, so as to achieve universal education in India.

There are close links between the OBE and the formal education system in the areas of academic planning, the teaching process and the examination system. These close linkages ensure that children who study through the open schooling system can later join the formal education system if they wish.

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The main target groups for the OBE programme are neo-literates (as part of the Continuing Education Scheme’s National Literacy Mission Equivalency Programme), school dropouts, dropouts of NFE programmes, girls and women, marginalized groups, scheduled castes and tribes, persons below the poverty line (BPL), and out-of-school children and adults.

The OBE programme has three levels: A, B and C. Level A is equivalent to Standard III, Level B is equivalent to standard V and Level C is equivalent to Standard VIII of the formal schooling system. This EP programme is a multi-level programme that enables learners to move upwards in a step by step manner.

The OBE programme has inbuilt flexibilities in the choice of courses of study and provides more freedom than the formal education system in terms of place, pace and timing of study. Due to the flexibility of the OBE programme, many students who have access to formal schools opt for the OBE “Open Schooling” instead.

Under the programme, learners are divided into two categories: children six to 14 years of age; and adults 15 years and older. The curriculum framework for those in the six to 14 age group is designed in view of the competencies required in the formal system, to ensure equivalence with the formal system, so that learners from the OBE programme can move to the formal school system and vice-versa. The certificate given under the OBE programme is recognized by the government as being equivalent to the formal school system for classes three, five and eight.

The programme is implemented jointly through various agencies, including non-governmental organizations, government bodies, and government-aided institutions. These agencies are accredited with the National Institute of Open Schooling (NIOS) and aim to provide primary level education through open schooling to those who are not able to go to a formal school or have dropped out of school. These agencies are responsible for registration of learners, conducting personal contact classes, examinations and maintaining records of the learners. Most agencies receive support under various government schemes, from welfare organizations, international donors and corporate bodies.

Agencies can either use the national or state level educational board curriculum and textbooks, which are the same as those used in formal schools, or they can instead develop their own materials, which are based on the national or state level curriculum but are written in a learner-friendly manner and can be used without the support of a teacher. The study materials developed by agencies generally focus on the specific local needs of the learners. In order to reach learners in remote areas, a number of NGOs and other agencies have been accredited as study centres for OBE. These agencies sometimes use the classrooms in formal schools after school hours, or on weekends for providing OBE classes.

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These agencies have freedom with respect to their teaching styles. Some agencies implement classroom-based learning, particularly for learners under the age of 15, as they need greater support than adult learners, while other agencies implement tutorials and group discussions as as teaching-learning methods. The programmes developed for NFE learners are often broadcast over radio and television and these programmes often benefit both NFE and formal education learners.

The examination system used for children studying under the OBE programme is the same as for formal schools. In the formal school system, the examinations for classes three and five are usually an internal school examination. But agencies implementing the OBE programme have the flexibility to hold examinations at a time that is convenient for both the learners and educators. The examination papers are generally set by teachers from the formal school system. The evaluators are also from the formal school system. Inspection teams for examination monitoring include retired and serving school teachers as well as other responsible citizens from the local area.

The OBE as an Equivalency Programme has an important role to play in universalizing education. An expansion of the programme is planned in order to reach larger numbers of learners.

OBE is seen as a viable means for improving access to education because it is able to do the following:

Meet the educational needs of disadvantaged children;

Provide wider choice of educational programmes to learners;

Provide a “safely net” to school “drop-outs”;

Provide education to those who cannot attend conventional schools for a variety of socio-economic reasons;

Reach out to those who missed opportunities to complete their schooling.

1.3. Study and findings

1.3.1 Study overview

A study of six to 14 year olds examined the need and causes for non-enrolment in formal schools, linkages for ensuring cross movement between the formal and Open Learning systems, standards of equivalency that ensure quality, as well as attitudes towards Open Learning. The participatory role of NGOs, government, community and other groups was also studied.

The survey was conducted among 308 learners enrolled in Open Learning classes and aged between 6 and 14. The findings of the survey are summarized below.

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1.3.2. Educational Background

Almost half (49.68 per cent) of learners were formal school “drop-outs”. But the remainder were students who opted for open schooling as their first choice of schooling. Over half (59.39 per cent) of surveyed learners had attended classes before joining the OBE programme, while over one third (35.06 percent) of learners had not had any previous education.

In pursuing their studies, around a quarter (24.68 per cent) of learners were encouraged by their father, around one third (29.22 per cent) by their mother, and around one third (32.14 per cent) by brothers and sisters.

1.3.3. Gender

Female participants comprised 62.66 per cent of the learners and males 37.34 per cent. These figures indicate that girls are using the Open Learning system more than boys.

1.3.4. Religion

The majority of the population of India is Hindu. But among the surveyed learners, there was almost equal representation of both Hindus and Muslims, with 47.73 per cent of learners being Hindu and 48.33 per cent being Muslim. These figures indicate that the Open Learning system is attracting minority groups (e.g. Muslims).

1.3.5. Family Occupation

For about half of the learners (50.65 per cent), their families’ occupation was daily wage labour. The other main occupations of the families of learners enrolled in Open Learning courses included agriculture (14.94 per cent) and self-employed (12.34 per cent). The percentage of learners whose families had no occupation (i.e. were unemployed) was 4.87 per cent. The above figures indicate that learners enrolled in Open Learning programmes are generally from poor families.

1.3.6. Employment

Although child labour is prohibited in India, around one third (34 per cent) of surveyed learners reported being engaged in economic activity (employed).

1.3.7. Reasons for not going to formal school

According to the surveyed learners, the major reason for not attending formal school was the “high fees” (22.40 per cent of learners), followed by parents’ unwillingness (14.61 per cent) and long distances between their homes and the school. When comparing the reasons for boys and girls not going to school, differences were found in the responses. While boys said that they dropped out because they did not like to go to school, many girls dropped out to help their parents and to take care of their siblings.

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1.3.8. Distance of the school from home

For over half (54.87 per cent) of the surveyed learners, the distance of the study centre from their home was 10 minutes. For around one third (34.42 per cent) of the learners, the study centre was 20 minutes from their homes.

1.3.9. Language of Study

Hindi was found to be most preferred language of study with 87.34 per cent of learners opting for their mother tongue. The remainder chose English, as many learners felt that English would help them to access better opportunities in life.

1.3.10. Course Level

The majority of the surveyed learners (61.04 per cent) were enrolled in level A of the Open Learning programme, while around a third (28.57 per cent) was enrolled in level C.

1.3.11. Subject Rating

The study reveals that Hindi is the most liked subject, with over half of the surveyed learners (55.19 per cent) liking this subject, followed by mathematics (18.83 per cent) and science (14.29 per cent). Only a small percentage (5.52 per cent) reported liking social science. The liking for Maths and Science is an encouraging aspect of this programme, but the low rating given to social science suggests the need for review of the content, method of teaching and assessment of this subject.

1.3.12. Course Materials

Half (50 per cent) of surveyed learners found the course books made learning easy and almost half (42.53 per cent) of the learners found their study materials made reading interesting.

1.3.13. Method of Learning

According to the survey findings, books were the most favoured method of learning (85.39 per cent of learners), while only a small proportion (7.14 per cent) favoured television.

1.3.14. Method of Teaching

Over half (51.95 per cent) of learners were taught through the use of the blackboard and around one third (29.55 per cent) through the lecture method. According to the survey findings, there is little use of any kind of experimentation in teaching. This aspect needs to be improved as most scholars now believe that learning should be an

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interactive process and that children need to be given the opportunity to experiment and learn by making their own discoveries and constructing their own knowledge.

1.3.15. Provision of Homework

Most learners (89.61 per cent) reported doing homework for revision and memorization of lessons.

1.3.16. Evaluation System

Over half (60 per cent) of the surveyed learners felt comfortable while sitting examinations, while over one third (37.34 per cent) reported feeling pressure and fear while sitting examinations.

1.3.17. Opinions about the Study Centres

The vast majority of surveyed learners (95.45 per cent) reported liking their study centre. Almost two thirds (60.71 per cent) noted that the study centre was favourable because of the “Opportunity for Education” while almost a fifth of the respondents (17.21 per cent) found the study centre favourable because of the ”Opportunity for Play”. A significant proportion of students (8.44 per cent) valued the study centre for the “good teachers”.

1.3.18. Opinions about Teachers

The majority (91.56 per cent) of learners liked their teachers at the study centre.

This liking of teachers was attributed by the surveyed learners to their “good teaching” (62.66 per cent) and their “friendly behaviour” (30.84 per cent).

1.3.19. Opinions about Vocational Programmes

Vocational courses are highly appreciated at the study centres, with over half (52.92 per cent) of surveyed learners finding the vocational courses useful for learning and over a quarter (25.97 per cent) finding the courses useful for knowledge. Over one third (36.36 per cent) of learners were interested in taking courses related to Arts and Crafts, almost one third (32.14 per cent) were interested in taking technical courses, while around one fifth (18.61 per cent) were interested in taking computer related courses.

1.3.20. Lessons Learned

The OBE programme was designed to meet the needs of disadvantaged groups and of those who cannot access education though the formal school system. The survey findings indicate that the programme is achieving its objectives, as almost half of the

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enrolled learners are school drop-outs, 63 per cent are girls, almost half are from a minority group (Muslim), the majority are from families with low-income occupations, around one third of learners must contribute to the family income through working, and around one fifth cannot afford the “high fees” of formal education.

The findings of the survey indicate that the course materials being used under the OBE programme are appropriate and make it “easy to learn”. Work experience and pre-vocational education are regarded by learners as purposive and meaningful.

Although learners from deprived communities are entering this EP, the number needs to be enhanced. It is proposed that more advocacy is undertaken about the OBE so that the usefulness of this programme is realized and more out-of-school children attend classes offered through the OBE programme. Pre-vocational programmes provided at the lower secondary stage would facilitate the choice of the vocational courses at the secondary stage.

1.4. Conclusions

The Open Basic Education Programme has a solid philosophical foundation and the capacity to reach children and adults from disadvantaged backgrounds and in remote areas. There is a need, however, for a strong advocacy programme that can create greater awareness about the OBE programme. Moreover, there is a need to ensure that learning remains interesting and informative to the extent that learners continue their education and engage in lifelong learning. In the present world, where new knowledge is being created at a fast pace, the learners need to be taught the skills of learning rather than merely the content. The OBE programme should also aim to develop the overall character of learners so that they become good citizens and are able to contribute to the development of the nation.

Section 2: EPs in Indonesia: Equivalency Programme

Packages

2.1. Introduction

In Indonesia there is almost universal education at the primary school level, with the rate of participation of children aged seven to 12 years being 96.4 per cent. The rate of school participation of teenagers aged between 13 and 15 is lower, however, at 81 per cent, and the participation rate of those aged 16 to 18 is only about 51 per cent. The population aged over 15 has studied at school for 7.1 years, on average, and the literacy rate among this population group is 90 per cent.

The challenge of universal education is becoming harder to meet, with the growing population and high disparity between rich and poor. Although a large percentage of the school-age population attends school, the quality of education is low. In addition,

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there is a lack of learning facilities and many learners do not have the required course books.

Educational autonomy has not yet been fully achieved, because the delegation of the role and responsibilities of government at each level, including the contribution to the budget for education, is not yet stable. Furthermore, minimum standards have not yet been established. In addition, the effectiveness of education boards and school committees is not yet optimal.

2.2. Equivalency Programme Packages

In Indonesia, equivalency programmes are a part of the non-formal education system and consist of three packages: Package A, Package B, and Package C. EPs are designed for members of the public who are not able to attend formal school (primary and secondary school) because of social, cultural, psychological, economic or geographical factors.

Package A targets those aged over 13 years who have not completed primary school. Graduates of the Package A programme receive a certificate which is equivalent to the primary school certificate. According to a recent study, 7.7 per cent of Package A graduates continue on to formal junior secondary schooling.

Package B targets those who have dropped out of junior secondary school. Graduates of the Package B programme receive a certificate which is equivalent to the junior secondary school certificate. According to a recent study, 15.3 per cent of Package B graduates continue on to formal senior secondary schooling.

Package C provides alternative education for “drop-outs” from secondary education. Graduates of the Package C programme receive a certificate which is equivalent to the senior secondary school certificate. Package C is taken by those who want to get the qualifications needed for better jobs or wish to enter university. The majority (70 per cent) of Package C graduates are employed and completion of Package C provides an avenue to employment for those without work.

Indonesia has extensive constitutional and legislative support for both formal and non-formal education. Within that legal framework, EPs provide educational services as a substitute for, in addition to, or to supplement formal education for children of school age and adults who cannot get access to education because of economic, personal, social, cultural, psychological, legal, geographical and other factors. EPs develop social and cognitive skills, enabling learners to use the resources and potential within their environment effectively, in order to improve their standard of living.

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2.2.1. Expanding and improving access to EPs

In order to ensure sufficient EPs are available to reach the increasing number of school “drop-outs”, the Indonesian Government plans to expand Packages A, B and C as follows:

Package A: extend EP services to reach up to an additional 25 per cent of the total number of primary school drop-outs.

Package B: expand EP services to reach up to an additional 50 per cent of the total number of primary school graduates and junior secondary school drop-outs.

Package C: expand EP services to reach up to an additional 200,000 participants.

To improve access to EPs, the Directorate of Equivalency Education within the Ministry of National Education has initiated “special services” such as EPs for remote or isolated islands, border areas, underdeveloped areas, and EPs for Indonesians who work overseas. In addition, the directorate has introduced innovative services such as e-learning, mobile learning and home schooling.

E-learning, a form of distance learning, utilizes information and communication technologies (ICT) to deliver education. It is often used to address issues such as long distances between homes and schools, and shortages of teachers. It is also a means of reducing the costs of delivering education to large numbers of people.

Mobile classrooms are another option used to bridge large distances and thereby provide those in remote areas with education services.

Home schooling provides an alternative to formal school and can be used if schools are inaccessible, or if parents do not wish their children to attend schools for cultural or other reasons.

2.2.2. Improving Quality, Relevancy and Competitiveness

The Board of National Education Standardization establishes national education standards in terms of content, graduate competencies, education processes and education facilities.

The Board has established competency equivalence standards for Packages A, B and C. These standards clarify the competency levels that should be attained; introduce clear targets for every level; and increase the relevance of equivalency education for learners.

2.2.3. Multiple-Entries System

The multiple-entries system was developed to give greater flexibility for transfers between the three channels of education: informal, non-formal and formal education.

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The multiple-entries system enables learners to leave an EP and to later re-enter the EP by presenting their portfolios and the achievement they reached during their absence. Through this system, formal school learners can join EPs and informal learners can join the formal school programme. This system provides opportunities for those who do not have any academic achievements to join EPs by taking the Prior Learning Assessment and Recognition (PLAR) test. This assesses the previous knowledge and skills of the candidates. Based on their scores in this test, learners can join the relevant level of the equivalency education programme.

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2.3. Conclusions and Recommendations

The Indonesian system of EP packages is providing equivalency programmes to a large number of learners across the country and is therefore an effective tool in the effort to achieve the EFA goals. Improving access to EPs and the quality of these programmes must continue so that the education gained under these programmes will enable learners to improve their employment prospects and quality of life. In order to improve the quality and accessibility of EPs it is recommended that the government take the steps outlined below.

Recommendations:

Utilize the available EP budget professionally and efficiently.

Mobilize other possible resources outside the national education budget.

Implement better monitoring and evaluation of EPs.

Support the development of EP content and improve learning approaches. The content of EPs should be more contextual and theme-based, and should be more life-skills oriented.

Improve advocacy about EPs so as to raise awareness among more people about the benefits of EPs in terms of poverty reduction and increase acceptance of EP graduates.

Establish a system for the continuous training of EP tutors.

Establish a recognition system for innovative and effective implementation of EPs in order to motivate EP providers to improve their services.

Provide block grants to EP providers as a means of enabling them to improve access to EPs and to increase the quality of EPs.

Support the use of the Prior Learning Assessment and Recognition (PLAR) as it provides opportunities for those who have no formal academic achievements to join an EP.

Section 3: EPs in Thailand: Equivalency Programme Study

3.1. Introduction

Equivalency programmes in Thailand are an alternative form of education which aim to reach individuals who cannot access the formal education system. EPs are particularly aimed at disadvantaged groups and such programmes give learners a foundation in education to enable them to improve their quality of life. Such programmes are also intended to provide learners with more choices to further their education,

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equip them with skills to develop their careers, and provide opportunities for people to establish their own occupations. The latter is in line with the government policy which emphasizes the development of community enterprises, so as to support self-employment.

The main target groups of the equivalency programme in Thailand are economically disadvantaged groups (labourers, farmers, slum dwellers, etc), the disabled, conscripts, the elderly, ethnic minorities, women, and those who discontinued their formal schooling. These people can register to join the EPs, no matter where they are.

3.2. The Equivalency Programmes

In 2001 Thailand introduced a new basic education curriculum and the 2001 Basic Education law. An EP curriculum was developed two years later, which adhered to the essence and standards set down in the 2001 Basic Education Law. The only adjustments made to the Basic Law were in timetabling, teaching-learning methods, and evaluation, so as to make them more suitable for the needs of learners engaged in EPs.

The equivalency programmes, as presently offered in Thailand, operate at three levels: primary education, lower secondary education and upper secondary education. There are three groups of subject areas. The first group comprises foundation subject areas namely, languages, mathematics, and sciences. The second group comprises experience-based subject areas namely social and community development and life-skills development. The third group comprises vocational development and quality of life development subject areas.

Activities cover a period of four terms. Each term comprises 20 weeks. The learners have four methods or modes of studying: studying within the group, self-studying, tutorials, and practicum.

3.3. Study of EPs in Thailand

In order to evaluate whether the EPs offered in Thailand are effective, a national study was conducted among EP learners and other stakeholders. The study covered the period between 2003 and 2006.

3.3.1. Purpose of the study

The purposes of this study were to:

Assess the non-formal education learners’ rates of achievement.

Assess the rate of continuation of the learners in higher-level education institutions.

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Identify what factors are crucial to the improvement of the quality of the organization and management of equivalency education.

Examine the impacts of equivalency education on social and economic development.

3.3.2. Study method

The study involved conducting interviews, small group discussions and observations. Questionnaires were used to collect quantitative data, while interviews gathered qualitative information. The populations covered by the study were representatives of all the stakeholders and included present and former NFE learners; administrators and staff of NFE institutes; community leaders in or near the NFE institutes and employers of former NFE learners. The populations were selected by a multi-stage random sampling method. Survey forms and questionnaires were developed for each group of respondents and group-discussion recording forms were used, one for each of the three main surveyed groups: the learners, facilitators and employers.

3.3.3. Main findings

Graduation, drop-out and continuation rates.

According to the findings of the study, the graduation rate of NFE learners across all levels of study was 35.22 per cent. For the elementary level, 23.20 per cent of learners graduated, for the lower-secondary level 30.76 per cent of learners graduated, and for the upper-secondary level, 40.24 per cent of learners graduated. The drop-out rate across all levels was 36.94 per cent. At the elementary level the drop-out rate was 52.29 per cent, while at the lower-secondary level it was 30.93 per cent, and at the uppersecondary level is was 30.59 per cent. The overall rate for learners continuing on to further education was 27.84 per cent. At the elementary level 24.51 per cent of learners continued on to further education, while at the lower-secondary level the rate was 27.24 per cent, and at the upper-secondary level the rate was 28.84 per cent.

Across all levels, the drop-out rate was higher than the graduation rate, and the graduation rate was higher than the ongoing rate. Comparing the different levels, the drop-out rate at the elementary level was the highest, followed by the drop-out rate at lower secondary level, with the drop-out rate in upper secondary level being the lowest. The graduation and ongoing rates of upper secondary level are the highest while those at the elementary level are the lowest.

The graduation rate for four terms of study was 29.81 per cent and the drop-out rate 14.17 per cent. The learners who graduated in five terms accounted for 4.47 per cent of the population and the drop-out rate was 21.16 per cent. The learners who graduated in six terms accounted for 0.93 per cent of the population and the drop-out rate was 1.61 per cent of the population. Totally, within six terms, the graduation rate was 35.22 per cent, the drop-out rate was 36.94 per cent, and the ongoing rate was 27.84 per cent.

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Table 1: Graduation and drop-out rates of NFE learners who enrolled in Term 1 of 2003 and graduated in Term 2 of 2005

LevelYear/

Term

% Graduated % Drop-Outs Ongoing

RatesTotal

4 Terms 5 Terms 6 Terms Total 4 Terms 5 Terms 6 Terms Total

Elementary 19.77 2.75 0.68 23.20 31.37 19.89 1.03 52.29 24.51 100.00

Lower sec. 26.01 3.96 0.80 30.76 20.99 19.12 1.89 42.00 27.24 100.00

Upper Sec. 34.07 5.12 1.06 40.24 6.69 22.69 1.54 30.92 28.84 100.00

Total 29.81 4.47 0.93 35.22 14.17 21.16 1.61 36.94 27.84 100.00

Graduation and drop-out rates for each level

Elementary level:

For four terms, the graduation rate was 19.77 per cent and the drop-out rate was 31.37 per cent.

For five terms, the graduation rate was 2.75 per cent and the drop-out rate was 19.89 per cent.

For six terms, the graduation rate was 0.68 per cent and the drop-out rate was 1.03 per cent.

Thus, within six terms, the graduation rate was 23.70 per cent, the drop-out rate was 52.29 per cent and the continuing rate was 24.51 per cent.

Lower secondary level:

For four terms, the graduation rate was 26.01 per cent and the drop-out was 20.99 per cent.



Thus, within six terms, the graduation rate was 30.76 per cent the drop-out rate was 42 per cent and the ongoing rate was 27.24 per cent.

Upper secondary level:

For four terms, the graduation rate was 34.07 per cent and the drop-out rate was 6.69 per cent.



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Thus, within 6 terms, the graduation rate was 40.24 per cent the drop-out rate was 30.92 percent and the ongoing rate was 28.84 per cent.

The graduation rates in four terms were the highest of all three levels of education. The graduation rate of the upper-secondary level was the highest of all, while the lower-secondary level was ranked second, and the elementary education level was the lowest. Drop-outs in the elementary and lower secondary education levels were at their peak after four terms of study, while the upper secondary level was at its peak in fifth term. The highest drop-out rate was in the elementary level and the lowest drop-out rate was in the upper secondary level.

Continuation rates:

In the period from 2005 to 2006, 12.49 per cent of graduating NFE learners continued their education in formal education at the secondary and higher education levels. Of these, 7.73 per cent entered upper secondary schools and 14.83 per cent entered universities or other tertiary education institutes.

Types of education in which NFE learners continued :

In the period from 2005 to 2006, over one third of former NFE learners (40.12 per cent) went on to study in open education institutes, almost one third (28.56 per cent) went on to vocational education institutes, around one quarter (25.46 per cent) went on to study in community education programmes, and the remainder (5.86 per cent) went on to other institutes. Of those who went to vocational education institutes, 54.50 per cent went to private vocational institutes and 45.50 per cent to state vocational institutes.

In 2005, former NFE learners enrolled in open education institutes (37.73 per cent); vocational education (32.92 per cent); community education (24.02 per cent); and other education institutes (5.33 per cent).

In 2006, former NFE learners enrolled in open institutes (45.32 per cent); community education (28.59 per cent); vocational education (19.09 per cent); and other educational institutes (7.01 per cent).

Over these two years, the trend was that more NFE graduates entered open institutes, community education and other education institutes. Fewer went on to study at vocational institutions, and there was a slight preference for private vocational institutes rather than state ones.

Types of Education Institutes:

During the period from 2005 to 2006, at tertiary education level, NFE graduates enrolled in community-based institutes (24.89 per cent); open universities (15.50 per cent); private vocational schools (13.91 per cent); state vocational schools (8.64 per cent); private universities (4.37 per cent); state vocational colleges (4.36 per cent); community colleges (3.15 per cent); private vocational colleges (1.65 per cent); and others.

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Subject areas chosen by NFE graduates :

Subject areas for bachelor’s degree

The subject area which was most popular with NFE graduates who enrolled in Bachelor’s degrees was business administration, with 28.29 per cent of NFE graduates choosing this subject area. The second most popular subject area was engineering (27.99 per cent), followed by arts, humanities and social science (10.54 per cent), agriculture (7.93 per cent), physical science (7.53 per cent), inter-disciplinary studies (5.35 per cent), education (1.56 per cent), health science (0.18 per cent) and architecture (0.05 per cent).

Subject Areas for Certificates and Diplomas

At the certificate level, the subject area most popular with NFE graduates was engineering (41.61 per cent of graduates), followed by business administration (31.01 per cent of graduates), agriculture (11.79 per cent of graduates), inter-disciplinary studies (6.49 per cent) and physical science (5.81 per cent). At the diploma level, NFE graduates chose to study the humanities and social science (1.26 per cent), arts (0.72 per cent), architecture (0.21 per cent) and physical science (0.03 per cent).

Profile of NFE graduates enrolling in formal education institutes:

NFE graduates who continued on to formal education institutes were mostly aged between 20 and 30 years. Most had some sort of employment. Their first year’s grade point averages were mostly between 2.00 and 2.50.

The Impact of Equivalency Programmes:

A review was undertaken of the impact of EPs from the perspective of NFE learners and graduates and from the perspective of NFE providers and community leaders. The review analyzed the impact on the learners and families, and the impact at the community level, under the headings of “much impact” and “fair impact”. The findings are summarized below.

Impact on the learners and families

According to the findings of the study, EPs have “much” impact on learners and families in the areas of self-development and development of learning readiness and ability. The findings indicate that EPs have a “fair” impact in terms of using computers.

The areas in which EP had an impact on self-development were moral behaviour, work punctuality, generosity to others, adjusting to a changing world, and social interaction.

The survey findings indicated that EPs had an impact on the “quality of life” of learners and their families, particularly in terms of personal and household cleanliness, and confidence-building, especially confidence about the ability to engage in further education in future.

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In terms of the impact of EP on learners and their families work possibilities, EPs were believed to lead to:

Better ability to create self-employment.

Better work opportunities.

Better preparation for the unexpected.

Better ability to adapt to work practices.

The findings of the study indicate that the respondents felt that EPs also had a positive impact in terms of managing one’s own finances and organizing household finances in terms of budgeting, revenue and expense planning and accounting.

Impact on communities:

According to the study findings, respondents believe that EPs have a positive impact in terms of:

Participation in community affairs.

Reducing social problems, particularly those related to drugs, unruly behaviour, and crime.

Concern for the environment.

Generating employment and increased income.

Respondents noted, however, that social problems were complicated and that more is needed to solve social problems than education alone.

The cost of EPs:

According to the study findings, 63 per cent of learners shouldered the costs of participating in EPs themselves. The remainder relied on parents, spouses and family for support. The findings of the study indicate that participation in EPs was not a great cost burden to learners or their families. For those learners who were employed during their studies, most kept their jobs and retained the same working hours and salaries.

Employer satisfaction:

The responses of employers (of NFE graduates) to the survey questions indicate that they were highly satisfied with regard to the working ability, ethics and social relationships of the NFE graduates.

Employers were less satisfied with the graduates’ capacities in using work materialsand computers. The areas in which employers suggest that NFE graduates most need improvement in are:

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Skills such as English language and accounting.

Practical skills and technology, such as computer usage.

Creative thinking.

The surveyed community leaders gave similar suggestions.

Comparison of costs of EPs and formal education:

The study results indicate that EPs are less costly to the government than formal education. There was a saving in terms of recurrent costs per student with the cost of an EP learner being about half that of a formal school student. In addition, infrastructure costs and material costs were low when EPs utilize existing buildings.

Curriculum and materials:

Survey respondents found that, on the whole, the curriculum of their EPs was sound. It was regarded as fairly having good subject content, but some NFE learners found that the content is not relevant to local needs, the time allocation for study was too short and the material for self-studying requires improvement. The learning resources and the information technology equipment were judged by learners and facilitators as being “fair” in terms of quality.

Facilitators and learners:

According to the surveyed learners, the quality of facilitators (teachers) required improvement. Many learners felt that some facilitators lacked skills in transferring knowledge and in teaching science.

According to the surveyed facilitators, learners often lack learning readiness, are frequently absent, have little foundation knowledge, and have problems in reading and writing.

Administration and management of EPs:

In general, the respondents found that administration and management efficiency was unsatisfactory (below the “fair” level).

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3.4. Conclusions and recommendations

The findings of the study of EPs indicate that while the EPs currently offered in Thailand are benefiting many learners, there is room for improvement in several areas.

The recommendations to improve the quality of the EPs are as follows:

Develop a curriculum which is applicable to local livelihoods and life patterns.

Develop learning materials for learners who cannot always attend classes (due to other commitments) and further develop the self-directed learning materials.

Put greater emphasis on teaching of skills such as computer usage, languages, leadership skills, and responsibility, and assist learners to develop and apply their Ensure facilitators are well-trained.

Emphasize the use of learner-centred teaching methods by facilitators.

Study the organizations providing EP services, by analyzing their weaknesses and strengths.

Ensure EP providers have the required philosophy and methods.

Identify efficient systems and administrative tools and effective quality-control systems mechanisms.

Identify clear and practical strategies for improving EP providers and prepare clear and practical operational plans. The plans should be set so that improvements can be measured easily and plans should clearly identify the responsibilities of all parties concerned.

Make the required changes to the organizations’ positions, remuneration, and advocacy structures so they can support the implementation of EPs and operate effectively.

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Section 4: EPs in the Philippines: The Alternative Learning

System

4.1. Introduction

In the Philippines, as elsewhere in the Asia-Pacific region, improving access and affordability of education, especially for out-of-school persons, is perceived to be a crucial step in the socio-economic development of the country. Accordingly, the Government of the Philippines has established Equivalency Programmes which enable children, out-of-school youth, and adults to access basic education.

4.2. The Alternative Learning System

The Alternative Learning System (ALS) is an alternative to formal schooling. It provides an alternative certification for people 12 years old and above who are unable to access the formal school system, or who have dropped out of formal schools. Overall, the ALS aims to improve access to education for the poor and to serve as an entry point to the formal school for individuals who were unable to complete their education.

The programme’s mission is to provide individuals with learning opportunities by which they may gain the knowledge, skills, attitudes, and values that will enable them to think critically and creatively; act inventively and humanely; and achieve their learning goals in order to become productive members of society. It provides training opportunities that empower children, out-of-school youth and adult learners to gain basic education and improve their quality of life and seeks to promote entrepreneurship among poor and disadvantaged groups.

The ALS is based upon a constitutional mandate that every citizen has a right to free basic education. The basis of the ALS is the Governance Act for Basic Education, otherwise known as RA 9155. This Act established the ALS as a means of providing basic education to those who cannot access the formal school system or have dropped out.

The Bureau of Alternative Learning System (BALS) in the Department of Education is responsible for implementing the ALS, which is composed of two major programmes: the Basic Literacy Programme, and the Accreditation and Equivalency programme. Thus, the ALS seeks to improve functional literacy and enable adults to enter into continuing education and also addresses the needs for elementary or secondary level certification through the accreditation and equivalency system. The programme addresses the particular issues facing out-of-school youth in conflict-affected areas, and, through education, aims to achieve overall social, economic, and political empowerment among members of disadvantaged neglected communities.

The Accreditation and Equivalency (A&E) programme prepares learners for the A&E examinations. Learners who pass the examinations earn education certificates and are

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qualified to join the formal education system.

Specifically, the programme aims to:

offer an alternative pathway by which out-of-school children, youth and adults earn a) an educational qualification comparable to that gained through the formal school system. provide a national accreditation and equivalency system for assessing levels of b) literacy and non-formal learning achievement system. enable out-of-school children, youth and adults to improve their education, meet c) their learning goals as they define them, and gain the skills they need to improve their economic status and function more effectively in society.

The ALS curriculum uses teaching and learning processes and educational materials that are comparable to the formal school curriculum and reflect the set of skills and competencies that learners should develop to meet the minimum requirements of basic education. The curriculum is the product of collaborative efforts of non-formal education practitioners, formal and non-formal education curriculum experts and consultants, and other stakeholders.

The ALS curriculum covers five interrelated learning strands – equivalent to “subjects” in the formal school system – that learners are expected to follow to meet the minimum requirements of basic education. These five strands are:

Problem-solving and critical thinking (numeracy and scientific thinking);

Sustainable use of resources and productivity (ability to learn, entrepreneurship, sustainable use of resources and use of appropriate technology and productivity);

Development of self and sense of community;

Expanding one’s world vision (knowledge, respect and appreciation for diversity, peace and non-violent resolution of conflict, and global awareness and solidarity).

Learning sessions are conducted primarily in English and Filipino. Four volumes of the accreditation and equivalency learning materials, each consisting of 10 to 15 modules, are provided to all learners. The modules contain the objectives and description of the particular module as well as learning activities and tests. Aside from the modules, use of supplementary learning materials such as multimedia, audio and video-based learning sources are encouraged, whenever these are available.

The key ALS personnel are the Instructional Managers (IMs) and ALS coordinators. Instructional Managers (teachers) are at the frontline in the delivery of the programme, interacting directly with learners and their families in facilitating learning sessions. ALS coordinators harmonize ALS initiatives in the respective areas.

The ALS utilizes a range of innovative strategies designed to overcome learning barriers of time, accessibility, and lack of resources. As opposed to the formal school

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system, the ALS is flexible and includes various sources of knowledge and skills. The system uses interactive modules and learning sessions which are usually conducted at community learning centres (CLCs) or through one-on-one instruction following an agreed schedule between learners and the instructional manager.

The ALS is implemented both by the education department ALS coordinators and through contracted service providers such as NGOs and other agencies.

4.3. Case Study: Implementation of the ALS

This section describes the activities of a group of NGOs which implemented a project to deliver the ALS in an area of the Philippines. Five NGO partners co-implemented the first phase of the project and eight the second phase. Funding came from an international donor with additional support in phase two from UNESCO Bangkok.

4.3.1. Partnership Building and Networking

Recognizing the importance and long-term advantages of building close and meaningful partnerships, the NGOs conducted advocacy and social mobilization activities to solicit support from local government units, the Department of Education, and other education stakeholders. Advocacy and social mobilization efforts are necessary, since without support it can be difficult to attract learners or encourage them to remain in the programme.

Advocacy activities included visits to local officials, consultations, orientations, and networking. These activities were done to give recognition to elected and traditional leaders as well as to explain the project design and framework; to clarify issues and concerns; to give emphasis to the community’s vital role in the implementation of the project; and to solicit assistance and support. It was emphasized that to ensure greater reach and success in the delivery of the education services, the effort to educate out-of-school children and youth required the involvement of not only NGOs, but local government units and other organizations as well.

4.3.2. Hiring Instructional Managers

Instructional Managers (IMs) were hired to manage the learning sessions. During the community-based advocacy and social mobilization process in the identified project sites, the local government units and department of education officials were informed about the policy on recruitment, selection, and hiring of the IMs.

The qualifications required of IMs are listed below:

A graduate from a degree course in education, or other related courses.

A resident of a target region and, preferably recommended by the chairperson of the region.

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Possess effective communication skills and aptitude.

Have a strong commitment to undertake the task of being an IM.

Belief in the goals and objectives of ALS accreditation and the equivalency programme.

Have the capacity and willingness to be trained in the fundamental elements of ALS accreditation and the equivalency programme.

Speak the primary language(s) of the learners.

4.3.3. Training of Instructional Managers

Prior to deployment to the ALS target areas, IMs were required to attend a five-day Basic Instructional Managers Training session. The purpose of the training was to prepare the IMs with the knowledge and competencies necessary to effectively facilitate learning sessions, based on the set curriculum.

Consistent with the ALS philosophy of continuous capability building, enhancement training workshops were also conducted as part of the project’s effort to improve the teaching and programme competencies of IMs who were currently managing ALS learners.

The ALS Instructional Managers Capacity and Enhancement Training sessions aimed to improve and strengthen IM expertise in the following areas:

The ALS curriculum;

Teaching methodologies;

Learning progress assessments and visual aid preparations;

Gender and peace integration;

Monitoring and evaluation;

The integration of life skills in out-of-school children and youth learning modules.

These training workshops were conducted in coordination with department ALS training officers.

4.3.4. Preparation of Community Learning Centres

Teaching and learning activities were initially conducted in identified Community Learning Centres (CLCs). In areas without established CLC structures, vacant rooms in public schools, religious centres, municipal halls, day care centres, health clinics, and even private backyards of local officials were transformed into CLCs.

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The CLCs were community based and supported, managed and controlled by the community of learners, their families, and local constituents. Thus, communities developed a strong sense of ownership in the CLCs and a strong identification with the goals of the ALS.

Other than serving as venues for conducting learning sessions, counselling sessions, and tutorial groups, the CLCs also evolved as multipurpose centres for community activities. The CLCs sometimes served as places for meeting and reconciliation between local conflicting parties. The CLCs therefore provided a venue for promoting empowerment, social transformation, resource mobilization, and social action through the active participation of community-based stakeholders.

A CLC Management Council was formed in each municipality. The Management Councils were responsible for ensuring the effective operation and sustainability of the centres beyond the project life. The councils were composed of the various government, community and ALS stakeholders.

4.3.5. Formation of Action Teams

Action Teams were organized in every accreditation and equivalency class. Each class elected 10 officers to compose the Action Team. The elected officers were then sent to undergo a two-day Leadership and Team Building workshop conducted by the NGOs. The training was geared towards developing the learners’ potential as leaders, making them recognize the value of teamwork and teaching them planning techniques so as to enable them to effectively carry out activities relating to the ALS programme.

4.3.6. Implementation of ALS classes

Instructional Managers implemented learning sessions in line with the non-formal education philosophy of Flexible Learning, a learner-centred educational process. Under this philosophy, learners are given as much control and choice as possible regarding the content, sequence, time, place, and method of learning, within the boundaries of available resources. Thus, in conducting the learning sessions, IMs employed a wide range of alternative and innovative learning strategies. This included focusing on self expression and articulation of learners’ ideas through speaking, listening, and writing, encouraging the formulation of self-paced individual learning plans and goals that suited learners’ respective learning styles, and recognizing learners’ prior experiences as sources of learning.

While most learning sessions were conducted in the CLCs, special sessions or home visitations were also conducted by IMs with learners who could not attend regular sessions at CLCs.

To sustain the interest of learners, IMs employed various presentation strategies and methods. Among these were small group discussions, brainstorming, writing and reading exercises, role-play, games and fieldwork. Individualized instruction,

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coaching, and peer teaching were also provided for slower learners. For the more advanced learners, self-learning at home was practised, as they had been taught how to follow lessons independently. Speakers from local government units and NGOs who were considered experts in their respective fields were often invited by the IMs to supplement lessons. Topics such as reproductive health, teenage pregnancy, local governance, and the environment were presented and discussed.

Each learner was provided with a Learner’s Portfolio in which their quizzes, assignments, and other important learning documents were kept. IM’s used the portfolios to:

Ensure a systematic and organized way of collecting and presenting evidence of learning.

Present clearly the learner’s accomplishment in meeting his or her learning goals.

Monitor the progress of the learners.

Documents compiled in the portfolio were regularly reviewed by the IM in order to determine the strengths and weaknesses of each learner, to identify problems and possible applicable intervention, and to plan for the most effective future teaching and learning strategies.

Learners were also provided materials such as bags, notebooks, ball pens and envelopes.

To prepare learners for re-entry to formal schools, subjects such as mathematics, science, geography, and English were given prime importance. The concepts of culture of peace, gender, and values were integrated into all learning topics. Skills for Life lessons were likewise integrated to increase motivation, improve self-confidence, and build unity and cooperation among the learners. Real-life situations of the learners were employed to make the lessons meaningful to them.

4.3.7. Monitoring and Evaluation

To assess the progress and status of the project, the NGOs formed a team of monitors to undertake periodic monitoring and evaluation and to generate reports. Ensuring quality monitoring and evaluation activities established and developed the credibility, acceptability, and academic integrity of the project.

The monitoring and evaluation activities examined the following areas:

learning activities, strategies, and materials employed.

The monitoring and evaluation process helped to identify problem areas that were in need of immediate action.

A Performance Evaluation Form was used in the monitoring and evaluation of all accreditation and equivalency classes and support activities. It served as a guide in the assessment of essential performance areas.

© Directorate of Equivalency Education, Directorate General of Out-of-School Education, Ministry of National Education,Indonesia

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4.4. Study of the ALS

A survey was conducted among 120 ALS learners and focus group discussions were held with stakeholders of the ALS programme to find out the attitudes and opinions of learners and other stakeholders about the programme. In addition, ALS learners were tested regarding their knowledge levels in the subjects of English, mathematics, science and health, history and culture, and environment.

4.4.1. Survey Findings

The results of this survey indicate that the learners had favourable attitudes toward teachers, learning, community participation, the practice of sanitation and environmental care, and toward helping others.

Learners were asked about their attitudes towards the ALS programme and were asked to rank certain statements. The statement “appreciating the work of IM in helping learners with lessons” was given the highest ranking (Mean=3.66) and “handling stressful activities such as assignments” was rated least favourably (M=2.77). Learners had a favourable attitude towards attending school, giving a high ranking to the statement: “I love going to school now” (M=3.60). On average, respondents gave low rankings to phrases such as: “I copy my classmates work” (M=1.46), and “I throw garbage into my neighbour’s backyard”, (M=1.32), indicating low agreement with such behaviour. The results of the survey appear to indicate that learners have developed favourable attitudes toward particular practices (e.g. co-operating with the community) and could indicate the increased likelihood that such positive behaviour will be carried out by the learners.

4.4.2. Focus Group Findings

The results of the focus group discussions supported the findings of the attitudinal survey. Respondents generally had a positive attitude to the programme, seeing it as a valuable project which provides out-of-school youth with an opportunity to return to school, and which assists poor people to gain access to education.

Learners revealed that their knowledge of the ALS programme generally came from parents, neighbours, community officials, and from IMs who conducted door-to-door awareness-raising campaigns. These people encouraged the learners to attend the ALS programme and to continue their education.

Learners believed the ALS programme enabled them to increase their knowledge and develop various skills as well as providing them with opportunities to meet and learn from others. Also, the ALS was seen as being useful in improving their self–esteem, increasing their self-confidence and improving their personalities.

The findings of the focus group discussions indicate that parents viewed the ALS as a programme that emphasized the value of obtaining an education and the importance

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of being goal-oriented. They believed that the programme diverted young people’s attention from unhealthy habits and illegal activities. They also thought that the programme was valuable for the personalized learning, i.e. one-on-one instruction and home-visits provided by IMs when necessary. IMs were seen as understanding, informative and effective teachers.

The Instructional Managers’ general opinion of the programme was that it was difficult to implement in the beginning but that support of the members of the communities, particularly from learners and their parents, was a positive aspect. They also saw the ALS programme as one that respected the rights of children and one that allowed employed people to participate in learning activities.

According to the findings of discussions with public officials, the ALS is generally regarded as a well funded and well-supported programme and one that complements the formal education system and is beneficial to the poor, particularly the out-of-school youth. The programme was recognized as necessary, especially in the areas where many receive little or no education under the formal education system. IMs were viewed as being well–trained and having a good knowledge of the ALS and its implementation.

Project officers from various NGOs saw the ALS programme as a means of giving out-of-school individuals hope for the future – allowing them to have some sense of control over their futures. They believed that the programme improved the learners’ capacities and their awareness of the community in which they are living. In addition, respondents from the NGO sector believed that the programme inculcated the importance of education and helped people, especially out-of-school youth, to reconstruct their perspectives on life and to bring out the best in themselves.

When asked about the benefits of the ALS programme, learners, parents, and IMs identified increased knowledge on a wide range of subjects as a major benefit of participating in the programme. Learners and parents reported significant improvement in reading speed and comprehension, sentence construction, vocabulary expansion, and spelling. Learners also improved in public speaking and essay writing. While many learners still found mathematics difficult, it was acknowledged that they were more efficient at mathematical operations after their participation in the ALS programme. In the area of science, learners also reported understanding procedures such as the proper use of the microscope, the basics of experimentation, the underlying facts about global warming, the importance of recycling, and basic human anatomy. Aside from this, they also expressed greater knowledge about basic health and hygiene. Learners also reported a better understanding and appreciation of the history and the various cultures that exist in their country. Coupled with classroom instruction, seminars and workshops exposed learners to information that helped them increase their knowledge of the various religions practised by members of their communities, and therfore, they gained understanding and respect for other belief systems.

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Learners acknowledged that the ALS was instrumental in their preparation for the examinations required for entry into formal schooling. In particular, the learners appreciated that ALS made the preparation for these exams available to them for free. Learners who sat and passed the tests agreed that the ALS-sponsored test reviews were crucial to their success in the examinations.

ALS learners reported developing practical skills that could help them increase the income of their respective families. The capabilities that the learners developed through the ALS programme included t-shirt printing, cooking, food processing, handicraft making, recycling, automotive repair, and meter reading. Learners also reported learning about basic concepts in marketing and how to effectively run small businesses.

For some learners, participating in the programme helped enhance their abilities in artistic skills such as drawing, singing, dancing, and role play. Also, learners believed that the ALS programme, through making sports equipment available, facilitated the development and enhancement of physical and athletic skills.

Learners also reported that the skills training seminars and workshops, through the ALS programme, enabled them to develop leadership, community development, and conflict resolution skills. As a result, learners reported greater participation and cooperation in community related initiatives.

Aside from obtaining academic knowledge, ALS students were also taught rules of popular organized sports, as well as knowledge and techniques related to home economics and livelihood education (e.g. weaving, cooking, store management, etc).

The majority of the learners indicated that participation in the programme improved their confidence and self-perception, provided them with opportunities to broaden their relationships, and promoted positive changes in their overall character.

Parents and IMs observed that learners showed more awareness of personal hygiene, conducted themselves more properly in public and began to view themselves more positively after participating in the ALS programme.

Both learners and parents agreed that involvement in the ALS programme helped them form new perspectives about what they consider important in life. Respondents reported that, through the ALS, they had developed greater appreciation for education, realized the importance of cooperation and participation in the community, and affirmed the importance of values such as honesty, industry, and respect for elders.

IMs reported that improvements in terms of order in their communities could be indirectly attributed to the implementation of the ALS programme. They believed that by encouraging out-of-school youth to enter the programme, former (or potential) delinquents were now involved in productive activities, such as learning, sports, and community service. Learners themselves admitted that participating in the ALS has diverted their attention from activities such as drug-use, alcohol consumption, gambling and violence.

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Another benefit reported by the learners was that the programme enabled them free access to education, eliminating the need for their families to pay for tuition and school fees. In addition, ALS learners reported that it was beneficial to receive learning materials, school supplies, and uniforms for free. For many ALS participants and their parents, this meant their limited finances could be allocated to the more immediate needs of the family, such as food and medicine. Many ALS participants indicated that the need to budget for school fees was one of the reasons that had prevented them from continuing in formal school. Many learners also noted that the education they obtained through the programme increased their chances for future employment and, consequently, could lead to greater income for their families.

IMs also experienced economic gains as a result of taking part in the programme, because of gaining employment and new skills through the ALS. Economic benefits were also felt in communities where the ALS programme was implemented. Respondents reported that the infrastructure built through the ALS programme was beneficial to the communities. For example, in one community a kiosk was built while in another community, a stairway was constructed to make it safer for students to access the CLC.

According to the learners, people from the community were very supportive. Encouragement and advice from community members motivated them to continue and finish their studies. They appreciated that the community, through the CLC Management Councils, helped in cleaning the CLCs, in overseeing the learning materials, and in providing suggestions to improve the centres. Adult-learners who had children also appreciated the assistance from some members of the community who cared for their children while they were attending ALS classes.

Whereas the majority of the learners reported to have received assistance from the community, not all communities were supportive. In such cases, the learners and IMs attribute this to the community’s lack of information and awareness regarding the ALS programme being implemented in their area.

4.4.3. Test results

The test results indicated that, in general, learners demonstrated sufficient knowledge of the fundamental topics. At both the elementary and secondary levels, the test results indicate that the ALS participants had improved their knowledge in the various subject areas. Both levels registered a majority of correct responses on eight of the 15 items in the test.

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4.4.4. Issues and Concerns

The information gathered through the survey and focus group discussions revealed several issues and concerns among stakeholders regarding the ALS programme. These issues and concerns are summarized below. Efforts have already been undertaken by the various stakeholders to address many of the issues discussed below.

Lack of permanent CLCs

In communities in which there was no permanent structure for the CLC, ALS sessions were conducted in places which were also utilized for other purposes. While the ALS sessions could be held, it was not an ideal situation and ALS classes were often disrupted. For example, in places where the municipal hall also served as the CLC, classes were often disturbed by meetings or sessions inside the municipal hall.

Lack of adequate equipment and facilities

Some of the materials provided under the programme such as DVDs and audio cassettes could not be used because there was no corresponding equipment such as DVD and cassette players available in the CLC, or there was no electricity connection inside the CLC. Some of the IMs took the initiative to purchase batteries from their own resources to power cassette players and make use of the materials, or conducted film viewing sessions in their own residences, where the required facilities were available.

Lack of security for safekeeping of materials

Some CLCs could not be locked and therefore could not provide safe storage of learning materials. In such cases, the learning materials were often kept inside the municipal hall. If the municipal hall was located far away from the CLCs, the materials were not readily accessible for use by the learners.

Inappropriate or incorrect instructional materials

According to some IMs, some lessons in the learning modules were not culturally sensitive, particularly in terms of religious material. Some IMs also reported that some answers in the answer-sheets for the tests were incorrect. Learners also expressed having problems in completing the examinations as English was the language used in the examinations, although the lessons contained in the modules used a combination of both English and Filipino.

Difficulty in enrolment of Learners

Some IMs expressed difficulty in the process of encouraging learners to enrol for the ALS classes. It was often difficult to convince the parents or guardians to allow the learners to participate in the ALS. This may be due to the lack of awareness among

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the community about the programme itself, or because of a community’s bad experiences with previous education projects implemented in their area.

Misconceptions about the programme

Some teachers from the formal school mistakenly perceived the ALS programme as a competitor. Therefore some public school principals refused to admit ALS students into their schools for examination purposes.

Lack of sustained coordination

Some stakeholders felt that the strong coordination established during the early stage of the programme between the project implementers and other stakeholders was not sufficiently sustained throughout the implementation of the programme. A sustained coordination process would have supported advocacy efforts and efforts to address the misconceptions about the programme.

Incomplete information about school credentials of the learners

The IMs expressed difficulty in obtaining records about the school credentials of the learners from the schools the learners had attended in the past. The difficulty may have been due to the large distance of the schools from the communities or because school fees had not been paid by the learners. Because of these issues, some learners were not able to take the exams.

Difficulties in attending classes

Many of the learners were also working while enrolled in the programme, and some faced a conflict between the schedules of their classes with their work schedules. Some learners could not always attend their ALS classes because they had to go to work, while others always arrived at class late because they either just came from work or were not able to have enough sleep because of work.

Others reported not having sufficient funds for transport to take them from their homes to their classes. Some learners therefore walked to their ALS classes, but this was difficult on rainy days.

Learners who were parents sometimes faced issues regarding child-care during their ALS classes. In cases where appropriate child care could not be obtained, learners had to miss their classes. As a result of these issues, absenteeism among the learners was a prominent concern. To lessen the effects of absenteeism on the learners, some IMs took initiatives in implemnting follow-up activities through home visits.

Difficulties with the lessons

Some learners expressed difficulties with their lessons and the activities contained

in the ALS modules. In particular, learners experienced difficulties in the subjects of mathematics, English, and science.

Lack of support from municipal local government units

Some IMs expressed difficulties, especially during the early stages of programme implementation, in gaining support from the municipal chairmen. This situation may be attributed to insufficient advocacy and information provided to municipal leaders, in order to generate their support for the programme. In some cases, however, municipal government members were only supportive during the initial phase of the project.

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4.5. Conclusions and Recommendations

All stakeholders involved in the ALS programme were in favour of the continuation of the programme, given the tremendous benefits it offered to both the direct beneficiaries (out-of-school children and youth) and their families and communities.

Specific recommendations regarding the ALS programmes are listed below.

Expansion of the programme to other areas:

The programme should be expanded to other areas, particularly remote municipalities.

Modification of module content:

Technical skills training, livelihoods training and computer literacy should be integrated into the learning modules. The integration of these components would assist learners in gaining employment skills.

Improvement of programme coordination:

Coordination between implementing organizations and the various stakeholders should be improved and sustained, particularly coordination with the local government agencies. Coordination should also be improved with formal schools so that the records of the learners in the ALS programme are more easily accessible.

Better advocacy:

Intensification of advocacy activities would generate greater appreciation and commitment to the programme by all stakeholders. This process would also address misconceptions about the programme.

Improvement of the system for attracting learners to the programme.

It is recommended that a more systematic process be established for attracting learners to the programme.

CLC construction and improvement:

In areas without permanent centres it is recommended that CLC buildings be constructed. In some areas, repairs or extensions may be necessary to existing CLC buildings. In addition, CLCs should be modified so that they can securely store learning materials. CLCs should also be provided with the necessary equipment and facilities to operate effectively.

Support the empowerment of the CLC Management Councils:

To sustain the programme after its cycle of implementation, it is recommended that the CLC Management Councils be supported to raise their capacity to plan and formulate policies regarding the implementation of the ALS programme in their communities.

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Training of IMs:

It is recommended that IMs be given additional training on appropriate teaching methods and on community mobilization.

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UNESCO Bangkok

Mom Luang Pin Malakul Centenary Building920 Sukhumvit Road, Prakanong, KlongtoeyBangkok 10110, ThailandE-mail: [email protected]: www.unesco.org/bangkokTel: +66-2-3910577 Fax: +66-2-3910866

mailto:[email protected]

http://www.unesco.org/bangkok

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