NONFORMAL EDUCATION PROGRAM FOR THE RURAL

INTRODUCTION
Between formal education and nonformal education have complementary. Out put of formal education (schools) of all levels who lack the skills, some can be equipped with the skills to be able to work on public and private agencies, or develop an independent business (entrepreneurship). In addition, they are out of school and had no formal education are given the opportunity to attend non-formal education (life skills education program) so as to improve their living standards.
Along with advances in the field of education, especially non-formal education, there are problems or deficiencies that need to be addressed or addressed in subsequent development. One problem that is quite prominent is the issue of education equity. In this case recognized that rural communities, especially remote and isolated communities are still not affordable education including non-formal education. These communities need attention, so the quality and standard of living can be improved. Of course be aware of their existence can be designed so that non-formal education programs relevant to their learning needs

PROBLEM
Most of the villagers living in remote / isolated. It is a matter to be reached with non-formal education program
Learning needs of diverse rural community, but has not been known clearly that it is difficult to design a non-formal education programs relevant to their learning needs
Potential of rural nature and varied enough, however limited the ability / skill to make the most productive citizens.

Non-formal education PROGRAMS FOR RURAL improve people's lives
Research Program
Rural development has an important and strategic role in regional development and national development. This is because most people live in rural areas with an environment that has the potential for an abundance of natural, rural development besides reaching out to the interests of rural communities. Therefore the government should provide greater and more serious attention to rural development.
Even if progress in rural development has many perceived benefits, but still there are many issues that need to be resolved to further strengthen rural development. Particularly in terms of increase in non-formal education and equity necessary discovered identify the fundamental aspects of rural life as the subject (people learn). For this purpose each institution is responsible for the development of nonformal education in rural communities need to carry out research activities in depth and breadth.
Aware of the lameness, lameness in rural areas, the research program in the context of non-formal education for rural people is a necessity.
One type of research is accurate and quick results can be utilized to improve the living standard of rural people is action research. To catch-up faced by rural communities need to develop this kind of research.
Using non-formal education programs with the Mother Tongue
Rural communities made up of various tribes who have their local language, remember it is still used orally in daily social life.
Nonformal education messages will be easier and faster internalized and understood by the public when delivered in the local language or their mother tongue. In addition, by using the native language in conveying messages of non-formal education, as well as to preserve the mother tongue in order to enrich the national culture.
The results Cummis Jim (2005) explained that children would be able to build strong literacy skills in the language they used in temapat education. . If parents and other caregivers (eg grandparents) can spend time with their children, as well as telling stories or discussing certain issues so as to develop the concept of literacy in their native language, then children can be better prepared to learn the language in place education, and succeed in their education. Their knowledge and skills transferred from the mother tongue they have learned at home into the language used in education. From the point of view of developing concepts and thinking skills of children, the second languages ​​are interdependent on each other. The transfer across languages ​​occur in two directions, if the mother tongue is promoted in schools (eg in a bilingual education program) dining concept language and literacy skills are learned by children in their mother tongue. In short both languages ​​can be mutually maintained if the environment supports children's education to use two languages.
With this approach the mother tongue in the learning process, the opportunity for success is quite high because the study is saying, the words that appear at any time in the good life in the process of social, economic and cultural processes. Understanding of what is learned will be easier to understand because the words have become part of what has been done or done in his life.
Benefits gained from learning to use the mother tongue (language of the jungle) is:

Can be made more quickly familiar with the residents to learn
Can learn and understand the structure of language learning citizen
Residents learn to preserve their customs
Motivate the citizens to learn to pass the reading, writing, and counting to the next generation.
Non-formal Education Program Radio Broadcast
Learning activities and events, especially non-formal education through a variety altrenatif necessary to arrange a varied program of strategic and innovative, so as to provide maximum service to all citizens according to need, ability, speed and accuracy of learning every member of society. It is intended to accelerate the expansion and equitable learning for all levels of society.
One alternative non-formal education learning a strategic and innovative media is the channel. Through media or message can be communicated ecara learning materials effectively to stimulate the mind, so motivated to learn optimally.
Radio as a medium to hear, is quite effective, especially for people in rural areas that are difficult to reach (remote / isolated). It can be understood because it is difficult to reach remote communities directly through print and visual media (television), which can be cultivated and remote communities diimiliki / isolated is the radio.
To communicate messages non-formal education widely to the public, especially those living in remote / isolated, very necessary radio broadcasts non-formal education.
Lab-site Program Non-formal Education
When associated with the learning needs of rural communities, it is necessary to test the models designed learning non-formal education is relevant to the needs of the community. Trial activity is more intensive when implemented on an area / location which is designed specifically as PNF-site lab. Besides training for tutors and teaching staff members of the community will be more successful if held on-site lab PNF. Thus urgently needed a PNF-site lab that will serve as an office or place PNF pilot programs and the training ground for tutor-resident tutor in membelajarkan learning.

CLOSING
Understand the conditions of rural residents in the various dimensions of life is a must for the observers, thinkers and practitioners of non-formal education. Residents of rural communities as part of community residents who require non-formal education services, should receive attention, by providing the appropriate education service learning requirement. It required a real effort for them, including through programs of research, non-formal education program that uses the mother tongue. Radio programs and program PNF PNF-site lab, the program served only a small part of programs that can touch the urgent need for rural residents, so the development of learning models need to be done.

REFERENCES
Robert Chambers, 1987, Rural Development From Rear, New York: LP3ES
Soedomo, HM, 1989, Special Education Schools Towards Community Development Learning Systems, New York: P2LPTK
Wiryanto Giinter Yomo and Wehner, 1973, Building Societies, London: Space

(By: Nasri, SS: observers of non-formal Education)