Existence of Non-formal Education in Developed Countries, Comparative Study

"The process of transformation of society or what is called globalization does not just change people's lives, but also changing trends in education and learning (Tilaar, 1997). Will be recognized, fundamental changes in terms of education and learning. Education must serve a twofold purpose, namely fostering humanity (human being) through the development of the whole human person, and pengembanagn human resources to enter a new life. The longer work and study to become an integral frame of lifelong education. because of advanced knowledge and to increase exponentially, so in order to perform the job properly, one must meningaktkan knowledge through continuous education.

The urge to constantly learn more and more stronger, education and learning in essence is life itself. Therefore, learning outside the school and outside the university are increasingly important role. In the past, schools and universities became the primary center or even the only one learning centers. At this time, the workplace has gradually become a new learning centers, the workplace has become an important place of learning.

Non-Formal Education UNESCO defines as "any organized and sustained educational activities do not correspond That exactly to the definition of formal education. May non-formal education therefore take place both Within and outside educational institutions, and Cater to persons of all ages. Depending on country contexts, it May cover educational Programmes to impart adult literacy, basic education FPR out of school children, lifeskills, work skills, general culture. Programmes of Non-formal education do not necessarily follow the 'ladder' system, and May have differing durations, and May or May not confer certification of the learning is achieved "(UNESCO, 1997).

In many countries that have influenced or are facing the task of early development, the formal school system lacks the capacity to handle all children and adolescents, or children can not benefit from the system. Parents and children as well as teachers and education authorities tend to look for quick fixes of formal schooling to avoid missing school days. Therefore, non-formal education activities provide youth and children access to learning outside the school, strengthening self-esteem and help them to find their way in providing contribute to society. In some cases, these activities may also be a bridge to help children and youth in improving academic skills, directly where they can re-enter the formal school system.

Education activities outside of school can take forms such as literacy classes, cultural activities such as music, dance or drama, exercise and team sports, education relating to the rights of children or other specific learning. Depending on the provider and its context, non-formal education also includes the accelerated learning program that aims for children and adolescents who have lost school time to get back into the formal school system.

Non-formal education can also be used as an important supplement for students enrolled in formal schools. Dalah critical situation, the formal school curriculum often includes the core subjects only, or only a few important topics in order to survive in the new environment. School a short time in most of the beginning of the emergency situation makes it difficult to add more subjects in the curriculum. As an alternative that can be achieved by some students to get extra in non-formal learning activities. In conflict situations, or after natural disasters, non fomal educational activities may be needed to better focus on specific subjects, like environmental education, nature awareness, peace education and conflict resolution, reproductive health, hygiene, prevention of disease or epidemic, care and HIV prevention / AIDS, psychological care, and human rights.

Existence of Non-Formal Education in Developed Countries

a. Factor underlying the development of Non-Formal Education in developed countries

One characteristic of society today is that technology is increasingly used in society, routine jobs increasingly scarce, while non-routine work that requires high qualification. Formal education is becoming increasingly easier tergapai by everyone, so that social mobility increases. The greater the equality of learning opportunities, available to anyone who wants to go forward and more and more attention given to the role of the government's talent, the more and more matanglah talent that will be produced to meet the demands of work in sehala levels of society.

Modern society is also marked by changes and greater mobility, and the most prominent is the mobility of population as a result of economic rationalization and high technology. Horizons of individual experience also extends thanks to the mass media, so that he touched and the international languages ​​that causes people to travel more than parents and his ancestors first. Given all that, do not be surprised if people become very complex, something that is caused by the existence of different values ​​and the presence of so many alternative patterns of thinking and acting.

Currently developed countries are facing major challenges, namely the effect of globalization, the emergence of new industrialization and high competition between countries. Nagara has developed a new trend in terms of demographics, with age and increased need for immigrant labor. Finally, labor markets in developed countries to be changed, which again largely influenced by the development in technology.

Last challenge triggered the emergence of knowledge-based economy and society, which makes education and training is more important than ever. In Europe or even in other developed countries need not only to renew their skills, but also to acquire new knowledge. They do it to live and succeed in their modern society, as well as for personal fulfillment.

Changes in demographics in these countries caused a massive migration of labor from outside the country, there are high-skilled labor but also many who do not have the skills and necessary treatment. There's even a skilled yet, but often these skills below the standard or not recognized and can not be used in the job market.

In addition, demographic changes also occur associated with a population in developed countries, where population numbers USI 24-55 years less or only reached 15%, while for ages 60-80 from 10 people ratio is then one of them is age 60-80. What's worse is of three persons, one person is the population aged 55-64 years.

Cultural changes led to older people and the very old, so that non-formal education is needed to help them to be active much longer in his work, and enabling them to live and active in their lives after retirement.

Basic skills and key competencies currently recognized as a very important need in developed countries. In Japan as one of the developed countries in Asia, non-formal education conducted in nearly all the departments that exist in government, ranging from youth clubs, training centers, sports centers, and so forth.

b. Forms of Non-Formal Education in developed countries

Non-formal education in developed countries is very different from education in developing countries, in developed countries non-formal education focused on democracy and active citizen, media and information and communication technology.

New forms of illiteracy in the developed world have differences with illiteracy in developing countries where people called illiterate if he marginalized or have access to much of the information technology (ICT) in their daily life or in professional jobs. So someone who is not computer literate will be spared or lack access to important information which are mainly available only in digital form.

As for other forms of non-formal education in developed countries are directed at different things as follows: 1) basic skills for all (New basic skills for all), 2) investing more in human resources (More investment in human resources), 3) innovation in teaching and learning (Innovation in teaching and learning), 4) the learning value (valuing leraning), 5) rethinking guidance and counseling (Rethinking guidance and counseling), and 6) bring more learning into the home dean (Bringing Learning Closer to home .)

c. Government support to Non Formal Education

In Finland, the community capacity to meet the needs of life is now viewed through a policy program for citizen participation, as a result the role of lifelong education that supports the citizens to become active and democratic society will be strengthened in schools, adult education and political activity.

Financial support is very much that non-formal education programs can be implemented, in addition to diversion of funds because of corruption in government agencies and institutions of non-formal education providers is very little or nothing to say.

The existence of continuity between government departments in implementing non-formal education programs, so there is no overlap between these programs. Besides, the government is also working with industry to provide internship opportunities to students.

d. The challenge faced by developed countries in the implementation of Non Formal Education

In some countries in Europe and North America, where primary education is not a problem for most of the population, there is a statement of good does utuhan to test and examine the needs that can not be found, especially for special groups such as Gypsies, migrants, and asylum seekers. This occurs when there is an attempt settlement through policies for the development of capacity building structure, support mechanisms, and financial cooperation to improve the quantity and quality of adult learning in lifelong education, broad-minded education and deals with life, it is clear raihannya uneven.

There is a substantial relationship to the conceptual level, following the change in pressure of adult education for adult learners in the lifelong learning plan, which is the influence of international agencies such as UNESCO, OECD and EU. At the level of practice in the field, there are many differences in iterpretasinya.

Participation of adult learning in education is still very limited, if compared with the amount of hope in 2010 that reached 12.5%, currently only recorded average only reached 10.8%. The greatest challenge is to increase the volume of participation in adult learning through non-formal education. Next is to ensure the quality of learning non-formal education through improved teaching methodology, improving the quality of staff, improving the delivery of quality and service quality improvement and its implementation.

Recognition and validation of learning output is a non-formal education program which is currently and has been implemented in developed countries. This program begins with a program to improve the quality of non-formal education by improving the quality of learning, educators and peningakatan quality advice and infrastructure.