SOLUTION: open systems non-formal education | My Assignment Tutor

16/10/20181FORMAL, NON-FORMAL AND INFORMAL EDUCATIONby mgr Ekaterini Papas-Rotko1WHEN WE SPEAK ABOUT „ALTERNATIVE EDUCATION „ WE MEAN :open systemsnon-formal educationdistance learningnon-conventional studies216/10/20182FORMAL EDUCATIONa systemic,organizededucation modelstructured and administeredaccording to a given set oflaws and normspresenting a rigid curriculumcontiguous education„presential education”objectives content methodologyteacher student institutionadministrativelyphysicallycurriclarlyorganized3Dialectics of formalisation and informalisation‘One of the benefits a youth worker bringsto school is increasing voluntarism insideschools. It means that action involves morepossibilities for participating, different ways ofdoing things. And the teacher brings about apedagogical thinking, a content of learning. Ayouth worker could offer more pleasurablechoices for the young to actually carry out thewhole thing’. (a Finnish youth worker)416/10/20183WHAT ARE THE PERSPECTIVES?Developing newmethods ofengaging within thechangingeducationallandscapeTaking into accountthe full scope oflearningDeveloping metaskillsDeveloping formalmodes ofrecognising priorlearning that takesplace outsideschools5ETHOS6Being constantly oriented to learning —not only in schools and universities, butin every situationCommitment to combining differentlearning environments, and taking intoaccount the full scope of humanpossibilities16/10/20184Educative processescorrespondence learningdistance learningopen systems7 8It is a planned and systematisedactivity, based on the preparation ofprinted educational materials whichare forwarded to students who arephysically separated from theteachers who can give but a limitedassistance to them.An individualised learning systemthat allows students to proceed attheir own pace, according to theirinterests.The institutional materials are forthe most part printed and aregenerally prepared by a teacher whohas not enough didactic andtechnical knowledge to prepare topquality educational materialCorrespondence courses generallyestablish a bi-directionalcommunication by mail, supportedby the teacher who corrects thepaperwork, offers guidance and therequested explanationsCorrespondence LearningA degree may or may not be obtained and there is no pressure – the student’smotivation is the basic factor for the program’s success.16/10/20185INFORMAL EDUCATIONNON-SYSTEMIC VIEW OF LEARNING910does not necessarilyinclude the objectivesand subjects usuallyencompassed by thetraditional curricula.aimed at students asmuch as at the publicat large and imposesno obligationswhatever their naturegenerally beingno control overthe performedactivitiesnot of necessityof degrees ordiplomasmerelysupplementsboth formal andnon-formaleducation.16/10/20186EXAMPLES OF INFORMAL ACTIVITIES11visits to museums or to scientific and other fairs and exhibits,etc.listening to radio broadcasting or watching TV programmeson educational or scientific themes;reading texts on sciences, education, technology, etc. injournals and magazines;participating in scientific contests, etc.;attending lectures and conferencesTHETRANSITIONFROMFORMAL TONON-FORMAL12An openeducationsystemcan beadoptedwithin thetraditionalstructuresof schoolStudentsdetermine thepace oflearning andare totally freeto movearound inclassrooms,searching forthe best placeto stay andlearn, even if itis outside theschoolpremises and,to make use ofavailablemeans todominate thesubjects thatcatch theirinterest.”16/10/20187THETRANSITIONFROM NONFORMAL TOINFORMAL13Likewise, itis possibleto departfrom a nonformalsystem toarrive at aninformalone, bygraduallysuppressing a fewof the former’sbasic features,granting studentstotal freedom asto the choice ofobjectives,content andactivities that willbe carried out, aswell as to whenand how muchtime will begranted to each.WHY IS NON-FORMAL EDUCATION NECESSARY?The need to offer more and better education at all levels, to agrowing number of people, particularly in developingcountriesthe urgent need to provide alternatives that escape from theformal standards, in order to solve global problems•the improvement of the schoolingestablishment itself. While not at all a new oruntried idea, its past record of relatively lowsuccess does not inspire confidence.•the development of resources for learningoutside the school.1416/10/2018815How to solve a conflict betweenFORMAL vs NON-FORMAL EDUCATION?allow them to continue and develop as competitive,alternative systems ?repress them?adopt the formal educational institutions for the non-formalmodel?integrate the whole into a broader concept and plan foreducational development?NON-FORMAL AND INFORMALELEMENTS WOULD BEGRADUALLY INCORPORATEDBY FORMAL EDUCATION, SOAS CONTINUEDLY TO MEETTHE NEEDS OF INDIVIDUALSAND OF THE SOCIETY.1616/10/2018917examples118Instructionalmaterials, of the selfinstruction type,previously prepared bya multidisciplinaryteam – subject teacher,redactors, educationpsychologists andtechnologists – will begiven to the studentsfor individualutilisation (in smallgroups) whether in theclassroom, or not – forinstance somewhereelse especially, athomeThe studentswill join theclass afterhavingacquired thenecessaryknowledge, asproved byassessmentproceduresThe developmentof the originalprogram must bere-structured asregards time, so asto consider thealterations arisingfrom theintroduction ofnon-formalelements into theoverallframework.16/10/201810192 or her work at home perform part of his and only go to the Enable student tocampus when his orher presence shouldbe required to carryout supplementarywork – such asexperimental tasks,teamwork, meetingswith the faculty forclarifications andrequiredexplanations, andson on.Some of theserestructurisationsrelating withtechnicaladministrativeissues, as forinstance controlplans,assessments,etc.,must also beimplemented203 A more radical transformation of thesystem to a distancelearning model whichwould be mostlydeveloped at students’homes by means ofself-instructionalmaterials and studyguides, as well aspreviouslyprepared distancecontrol systems.Phone callcommunicationswould be used foradditional guidanceand clarifications, aswould visits to theinstitution for personalcontact between studentsand professors and toperform somesupplementary work,either on week-ends orvacation periods16/10/20181121in short… Training &DevelopmentTraining as a management skill / Training and developing your sta16/10/20181223Training NeedsThe reasons for notmaking the 1,000cars:Not enoughresourcesPoor machinesPoor staff skillsAs training experts wemust analyze thesituation to determineif:Expected result too highTarget achievableIs training the only way tomake it happenAre there other factors.243 Reasons to Consider Conductingan Internal Needs Analysis1. Employeeobsolescence/out-dated–Technical advancements,cultural changes,new systems,computerization2. Career plateausNeed for education andtraining programs3. Employee TurnoverDevelopment plan fornew employees16/10/20181325Importance ofTrainingMaintains qualified products / servicesAchieves high service standardsProvides information for new comersRefreshes memory of old employeesAchieves learning about new things; technology,products / service deliveryReduces mistakes – minimizing costsOpportunity for staff to feedback / suggestimprovementsImproves communication & relationships – betterteamwork26Benefits of TrainingMost training is targeted toensure trainees “learn”something they apply totheir job.16/10/20181427What is Training?Training is a systematic process through which anorganization’s human resources gain knowledge anddevelop skills by instruction and practical activities thatresult in improved corporate performance.28Differences between Training, Education &DevelopmentTraining is short term, task oriented and targeted onachieving a change of attitude, skills and knowledge in aspecific area. It is usually job related.Education is a lifetime investment. It tends to be initiated bya person in the area of his/her interestDevelopment is a long term investment in humanresources.16/10/20181529A Systematic Approachto TrainingKey Concepts in Preparing a Training PlanBefore you train and develop people identify what:They must know – before they can perform jobThey should know – to improve performanceWould be nice for them to know – but not necessary toperform duties.30Model of the Training Process* Assessment StageTraining StageEvaluation StageOrganizational NeedsAssessmentTask Need AssessmentDevelopment of TrainingObjectivesDesign & SelectProceduresMeasure TrainingResultsDevelopment ofCriteria for TrainingEvaluationTrainCompare Results toCriteriaFeedback 16/10/20181631Nine Steps in the Training Process1. Assessing training needs2. Preparing training plan3. Specifying training objectives4. Designing the training program(s)5. Selecting the instructional methods6. Completing the training plan7. Implementing the training program8. Evaluating the training9. Planning future training32Assessing Training NeedsConduct a training needs analysis by either one, or both, ofthe followingExternal approach (company, guests, society)Internal approach – using a staff opinion survey.16/10/20181733Preparing Training PlanConsider whether to design along (5-10 years), medium (3-5 years) or short (1 year)term plan.Ask your self “What are wegoing to achieve in the timeperiod?”Use a holistic approach byusing a calendar for inputtingyour training activities.34Specifying Training ObjectivesTraining Objectives must be specific & measurable. Why? Very difficultto measure effectiveness after course is finished.What should trainees be able to accomplish after participating in thetraining program?What is the desired level of such accomplishment, according toindustry or organizational standards?Do you want to develop attitudes, skills, knowledge or somecombination of these three?16/10/20181835Designing theTraining Program(s)1. Program duration2. Program structure3. Instruction methods4. Trainers qualification5. Nature of trainees6. Support resources –materials, OHP,classroom7. Training location &environment8. Criteria & methods forassessing participantlearning andachievement9. Criteria & methods forevaluating the program36Selecting Instructional MethodsNote: This is the most important stepOn-the job-training (OJT)learn while you’re workingOff -the job-trainingIn house, training or classroomExternal, consultancies or attending external classesIndependent bodies, such as government talksDistance learning, from books or notesComputer-assisted learningInteractive-video trainingVideo conferencing, same as classroom except teachers and studentsare in different locations.16/10/20181937Completing the Training PlanTarget group – assess your audienceTopic – task, skill or attitude ingredientMethod – direct (one way communication) or indirect(discussion, games, experimental exercises…).Important as evaluation of trainees usually lies on theperception on what they did in the training sessionTime – length, period, breaks important to considerLocation – away from the office?38Implementing the TrainingProgramBesides trainersqualifications and experience:Participant selectionGroup comfort – physical &psychologicalTrainer enthusiasm & skillsEffective communicationFeedback mechanismThe need to learn newtraining skillsPreparation by trainers16/10/20182039Evaluating the TrainingThree Levels of Evaluation1. Immediate Feedback Survey or interview directly after training2. Post-Training Test Trainee applying learned tasks in workplace?3. Post-Training Appraisals Conducted by immediate supervisors of trainees40Implementing the TrainingProgramBesides trainersqualifications and experience:Participant selectionGroup comfort – physical &psychologicalTrainer enthusiasm & skillsEffective communicationFeedback mechanismThe need to learn newtraining skillsPreparation by trainers16/10/20182141Planning Future TrainingLast step in the trainingprocessAfter taking all evaluatedcomments, trainers shouldmodify the programs to keepgood things and makesuggested improvementsRemember, even with thesame topic for differenttrainees, trainers shouldaddress many parts of thetraining process again andconsider new approaches.42A Training Lesson PlanTopicSummary of Key PointsTraining ObjectivesDuration of Each Activity in Each SessionTraining ContentsTraining Methods / ActivitiesBreak(s)Exercise to Warm UpQuestions to test UnderstandingConclusion