Adult and Non-formal Education

Non-formal education includes organized school-based educational activities aimed at attaining specific learning objectives for a particular clientele, especially the illiterate adults and out-of-school youths. It is one of the intervention strategies for human development, especially for the economically, socially and educationally disadvantaged population groups, ethnic minorities and other cultural communities. Non-formal education objectives cater directly to the immediate and current needs of people, rather than preparing them for some future gains. The Bureau of Non-formal Education (BNFE) conducts consultative conferences on the School On the Air Programme and educational television on Maghanap Buhay Tayo. It continues to pursue the development of a manual on literacy evaluation and a literacy project for the hill tribes.

In recent years, non-formal education and training has focused on three programme areas: functional literacy, living skills development, and values development. The Literacy Co-ordination Council, an interagency body administratively attached to the DepEd, has been created to carry out the policy of the State to give priority to the eradication of illiteracy. Non-formal education and training accomplishments for 1993 included various training workshops and meetings, along with assessment, pilot testing and printing of literacy materials. To strengthen the implementation of the NFE programmes and projects, the BNFE maintains its links and co-ordination with both local and foreign governmental and non-governmental organizations. For better implementation of the functional literacy programme, the BNFE, in its aim to reduce illiteracy and contribute to poverty alleviation in the country, has provided leadership and technical assistance in the implementation of literacy programmes, projects, training workshops and other activities, including:

Female functional literacy and parent education: this non-formal education component of the Area-Based Child Survival and Development Programme provides parents, particularly mothers, with essential competencies and skills to better perform their roles in child survival, protection and development.

Literacy project for cultural communities: this project aims to provide more accessible educational services to cultural communities (such as hill tribes) who are unable to attend formal schooling.

Development of literacy measures: in view of the need for a more useful tool for identifying illiterates, the BNFE undertook a project on the development of literacy measures through seminar-workshops. The literacy measures currently consist of seven items that measure the functional literacy of the target clientele. This is accompanied by the Manual of Instructions indicating the way to administrate of the measure and its scoring.

Development and production of instructional materials for the eradication of illiteracy and functional literacy: a primer for Level I of literacy and a facilitator’s guide were developed. Another set of materials, consisting of booklets, posters, folder poster, comics and facilitator’s guides were also developed and finalized for printing. In addition to these, a continuum of basic life skills for three literacy levels was finalized and produced.

Development of an alternative learning system: the development of the alternative learning system in the Philippines is essentially a research and development project with the following components: (a) development of a non school-based essential learning continuum; (b) development of alternative delivery modes; (c) development of learning materials; and (d) development of an expanded accreditation and equivalency system. For instance, the BNFE has been involved in the development of the essential learning continuum, of the School on the Air Programmes, and of an expanded accreditation and equivalency system with the National Educational Testing and Research Centre.

Field implementation of literacy projects and activities: functional literacy classes have been organized in the fourteen regions. A total of 6,320 classes have been organized, with a 14% increase over the last years. The total enrolment of 119,162 learners has a breakdown of 53,085 or 45% out-of-school youth and 66,078 or 55% adults. Although the number of classes, enrolment and graduates in functional literacy has increased in recent years, it is still short of the target clientele. Living skills development projects and activities have also been implemented in the regions.

Among the problems and issues which are internal to the education sector, about 15% of 10.2 million children continue to be out of school. The low survival rate in the elementary and secondary education largely contributes to the increase of out-of-school youth and illiterates. Studies further reveal that pupils who drop out of school before Grade IV revert to illiteracy if no continuing education is provided. Of the entire population, 2.6 million are basically illiterate and 11.7 million are functionally illiterate. The literacy rate rose from 82.8% in 1980 to 93.5% in 1994.