The process of transformation of society is often called globalization does not just change people's lives, but also to change the trend in terms of education and learning (Tilaar, 1997). Will recognize fundamental changes in education and learning. Education should serve a twofold purpose, namely to foster humanity (human being) through the development of the whole person, and pengembanagn human resources (human resources) to enter a new life. The longer work and study to become a unitary frame of lifelong education. because of advanced knowledge and grow exponentially, then so can do the job properly, one must meningaktkan knowledge through continuing education.
The urge to constantly learn more and more powerful, educational and learning in essence is life itself. Therefore, learning outside school and outside the university increasingly important role. In the past, schools and universities became a major center or even the only center of learning. At this time, the workplace has gradually become a new activity center learning, workplace learning has become an important place.
Non-Formal Education UNESCO defines as "any organized and sustained educational activities do not correspond That exactly to the definition of formal education. Non-formal education may 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 children out of school, 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 achieved "(UNESCO, 1997).
In many countries that are affected or are facing the task of initial 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 of school, strengthen self-esteem and help them to find their way in providing contribute to society. In some cases, this activity may also as a bridge to help children and youth in improving academic skills, directly where they can reenter 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 related to child rights or other specific learning. Depending on the provider and its context, non-formal education also includes accelerated learning program that aims to make children and teens 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 situations, often the formal school curriculum has included core subjects only, or only a few important topics to be able to survive in the new environment. When schools are short in most of the beginning of an 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 education activity may be necessary to focus more on specific subjects, like environmental education, nature awareness, peace education and conflict resolution, reproductive health, hygiene, prevention of disease or epidemics, HIV awareness and prevention / AIDS, psychological care, and human rights.
Existence of PNF in Developed Countries
a. Factors underlying the development of PNF in developed countries
One characteristic of today's society is, technology is increasingly being used in society, routine work is increasingly scarce, while non-routine work that requires high qualification. Formal education is becoming increasingly easier unattainable by all people, so that social mobility increases. The greater the equality of learning opportunities, available to anyone who wants to go forward and more and more government attention given to the role of talent, more and matanglah talent that will be generated to meet the demands of work in sehala 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 mass media, so that he touched and the international languages that causes people to travel more than parents and his ancestors used. Given all that, do not be surprised if people become very complex, something that is caused by the presence 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 a 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, most of which again is influenced by the development in technology.
The 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.
Demographic changes in the countries due to the massive migration of labor from outside the country, there is a highly skilled workforce but also many who do not have the necessary skills and handling. In fact there are skilled but often these skills but below standard or is not recognized and can not be used in the job market.
Besides demographic changes also occur in relation to population in developed countries, where population numbers USI 24-55 years less or only reached 15%, while for ages 60-80 the ratio is 10 people so 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 longer in his work, and enabling them to live and active in their lives after retirement.
Basic skills and key competencies is currently recognized as a very important need in developed countries. In Japan as one of the developed countries in Asia, non-formal education implemented in nearly all the existing departments in the government, ranging from youth clubs, training centers, sports centers, and so on.
b. Forms of PNF in developed countries
Non-formal education in developed countries is very different from education in developing countries, in developed countries non-formal education is directed at democracy and active citizens, media and information and communication technology.
The new form of illiteracy in these countries have differences with illiteracy in developing nations where people are called illiterate if he is marginalized or have access to much of the information technology (ICT) in daily life or in his professional work. So someone who is not computer literate will be spared or lack of access to important information which is mostly available only in digital form.
The forms of non-formal education in developed countries is directed at a variety of 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 dean's house (Bringing Learning Closer to home ).
c. Government support for PNF
In Finland, community capacity to meet the needs of today has seen life through policies and programs 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 so much so that non-formal education programs can be implemented, in addition to misappropriation of funds due to corruption in government agencies and institutions of non-formal education providers is very little or nothing can be said.
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 the industry by providing internship opportunities to students.
d. The challenge faced by developed countries in the implementation of the PNF
In some countries in Europe and North America, where basic education is not a problem for most of the population, there is a wholeness KEB statement to test and examine the needs that can not be found, especially for special groups such as gypsy, migrants, and asylum seekers. This occurs when there is an attempt resolution through a policy for the development of capacity-building structure, support mechanisms, and financial cooperation to improve the quantity and quality of adult learning in lifelong education, education, broad-minded and in touch 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 residents of adult learning in education is still very limited, if compared to 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 non-formal education is learning through improved teaching methodologies, staff quality improvement, quality improvement and improved quality of care organizing and implementation.
Recognition and validation of learning output is a non-formal education program which is currently and has been implemented in developed countries. The program begins with the quality improvement program of non-formal education with improved quality of learning, educators and peningakatan quality advice and infrastructure.
source:http://blog.uny.ac.id/iisprasetyo/
Tidak ada komentar:
Posting Komentar