Monitoring and Evaluation of NonFormal Education Background NonFormal

Monitoring and Evaluation of Non-Formal Education

Background • Non-Formal Education is recognized as an important sub-sector of the education system, providing learning opportunities to those who are not reached by the formal sector.

Rationale 1. The EFA 2000 Assessment focused on formal education. There is very little information available on the non-formal sector. 2. However, a comprehensive picture is needed as regards • efforts undertaken • performance • action required to meet the EFA Goals

Problems • Absence of a clear conceptual framework of NFE • Lack of data on NFE: providers, programmes, learners, teachers, input, output, efficiency, impact • Lack of methodologies to collect such data • Lack of a sound information base • Duplication of activities between government and NGOs and between NGOs • Parallel reporting structures • Different information needs at community, district and national level • One-way information flow

What are we proposing to do? • “Monitoring and Evaluation of Non-Formal Education Programme”, launched by ED/BAS/LIT in collaboration with UIS in 2000. • Aim: Building of a sound information base on NFE through the development of an international methodology for monitoring NFE, including indicators, practical tools and guidelines, a corresponding software and capacity building.

Development of the methodology First step in developing a monitoring system for NFE: • developing a prototype methodology for setting-up of a Non-Formal Education Management Information System (NFEMIS) which will provide information on providers, programme courses, educators and learners.

Development of the methodology continued • Development of a prototype methodological package: 1. ) a Manual which defines the general conceptual framework for Statistics on NFE; 2. ) a Handbook for developing district-level NFE-MIS including prototype questionnaires and guidelines on their use and 3. ) a corresponding software.

Importance of a conceptual framework • Concepts, definition and understanding of NFE vary among actors because of complex and cross-sectoral nature of NFE • For building a monitoring framework for NFE, a conceptual foundation and operational definition of NFE is required • The need for conceptual clarity was confirmed in diagnostic studies

The Learning System RANDOM LEARNING INFORMAL LEARNING FORMAL EDUCATION NON-FORMAL EDUCATION (Intentional self-directed, family-directed and socially-directed learning) (Unintentional learning in daily life and through the media and communications)

Definition All intentional and organized learning activities (with clearly defined location, target population, teachinglearning contents and methods, schedule and duration) that take place outside the regular formal educational programmes in schools, universities and other educational institutions.

Nature of NFE • • • Organized programmes at various levels and with variable durations Diversity/Flexibility in programme approaches Regular/ad hoc in frequency Various actors and target groups Concepts, definition and understanding vary among actors and countries

NFE Categories 1. 2. 3. 4. 5. 6. 7. 8. 9. Literacy programmes Non-formal basic education for out-ofschool children/ youth Life-skill training (health, nutrition, family planning etc. . ) Income generation programmes Rural development Industrial/service trade/ work skill training Non-formal higher education Religious education Cultural and leisure education

NFE-MIS objectives • To provide policy-makers and planners with reliable, relevant and timely data to allow for informed decision taking, better planning and delivery • To provide information to programme managers to improve the co-ordination and management of existing NFE programmes • To monitor and evaluate the performance of NFE programmes • To provide baseline information to undertake impact assessment studies • To provide information to the learners and communities on the availability and quality of programmes

Information on what • Demand, availability, access and participation, equity/disparities, resource inputs, efficiency, quality, outputs, learning achievement • How well these alternative channels satisfy learning needs and what is their impact on living conditions, social integration, life skills, employment opportunities, income generation • How effective are their complementary roles to formal education

Information provided • • • Who? (agencies and sponsors) Does what? (programmes – programme courses) For whom? (learners, target groups) By whom? (educators) How? (objectives, content, methods, materials, duration, schedule) • Costs? (resource inputs and expenditure) Availability, scope, reach, participation, input, output (completion)

Steps to set-up a NFE-MIS • • Identify stakeholders Get the necessary political back-up Set up a local executing Committee Set up a research team • Undertake a Diagnostic Study • Identify information needs • Develop indicators • Design data collection instruments • Collect, process, analyze and store data • Produce outputs and dissemination • Data management • Monitoring and evaluation • Capacity building in all of the above areas is an ongoing process

Outcomes of the Diagnostic Study • Validated conceptual framework of NFE for the pilot project • Review of existing NFE opportunities at sub -national level • Review of NFE monitoring systems, their operating mechanisms, challenges and proposals for linkage • Identification of NFE information needs and main information users (information needs may be different to the information user)

Next steps • Identification of core indicators • Adaptation of NFE-MIS data collection tools and software • Identification of information channels and sources (primary and secondary) • Testing of data collection tools • Data collection • Data processing, output production • Data analysis and dissemination of results

Indicator development Indicators are developed at different levels, e. g. – National/sub-national level (examples): • Literacy rate by gender and age group • % of population participating in NFE programmes, by age group and gender – • • • Programme level (examples): Participation rate in each type of NFE programme. Completion rates by type of programme/activity. Transition rate from NFE to formal education.

What are we proposing to do • To establish an operational NFE-MIS in a pilot site at district level, and build local capacity, while adapting it to national/subnational needs and testing the methodology. • The pilot experience will also provide inputs to the international methodology for monitoring and evaluating NFE which is being developed.