Course Title: Theory and Practices of Non Formal Education

Course No.: Ed. PM 529 Nature of course: Theoretical

Level: M.Ed. Credit hours: 3
Semester: Second Teaching hours: 48
1. Course Description
Theory and practices of Non Formal Education (NFE) aims at orienting about conceptual
basis and modes of education that do not necessarily subscribe to the traditional mainstream
education to the Master degree (M.Ed.) students. It intends to provide knowledge about the way
NFE is approached in different settings. While doing so students will be oriented about
theoretical bases of different learning approaches. Another significant feature of the course is
introduction to lifelong learning. Therefore this course encourages students to gain a broader
knowledge about NFE to ensure equitable quality education for all, particularly for adults.
2. General Objectives

The general objectives of this course are as follows:

a) To enable students to explore indigenous practices of education

b) To enable students to explain different learning contexts and their significance in people's life.
c) To make students knowledgeable about concepts and practices of NFE
d) To help students understand and explain the link between different modes of education
e) To enable students to gain knowledge about NFE and lifelong learning and their contribution
to country's education development.
f) To familiarize students with NFE as practiced in Nepal and other countries.
3. Course Outlines
Specific Objectives Contents Teaching hrs (48)

• Explore the Unit: I Human Learning Contexts 8

indigenous
education practices 1.1 Genealogy of NFE education
• Explain how (apprenticeship/situated, cultural/indigenous
education is teaching learning as practiced in different socio
fragmented into religious contexts where practical as well
different streams theoretical knowledge and skills were imparted,
and how they etc. E.g. Vedic education and Hindu's different
converse with and Kuls' education; Buddhist's monastery education;
complement each Islamic education including Madarasa education;
other. and practices in ethnic groups, e.g. Kirat,
• Explore and education).
understand different 1.2 Streaming of learning situations (Formal
streams of learning education, NFE, informal/ incidental education).
as embedded in 1.2.1 Significance of different learning situations in
indigenous life.
education practices. 1.2.2 Interaction among different streams of
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Specific Objectives Contents Teaching hrs (48)

• Understand and education

explain significance
of different streams
of learning.

• Explain the Unit II: Conceptual premises of NFE1 5

application of 2.1 NFE informed by different perspectives (Critical,
different
perspectives in NFE Structural functional, Dualism, Modernism, Post-
modernism)
• Explain different Unit III: NFE modalities, and Social Change 8
modalities of NFE 3.1 NFE modalities
linking them with i. Conscientization
corresponding ii. Sarvodaya
conceptual premises iii. Rural and human resource development
and the iv. Folk Schools
philosophers who v. Community development
advocated those 3.2. Expectations and changes brought by
modalities. different modalities
• Explain the ways 3.3. Linking Nepali genealogical practices of NFE
that different with conceptual premises and NFE modalities.
modalities of NFE
contribute to social
change keeping in
view the relevant
conceptual
foundations.
• Explain how the Unit IV: NFE: Approaches and Experiences 12
boundary of NFE 4.1 Expansion of NFE (adult literacy, alternative
has expanded over education programs, Open and Distance Learning,
the years. community education, Open Education Resource,
• Explain the etc.) with special reference to Nepal.
development of 4.2 Historical Development of the practices of NFE in
concept and practice Nepal
of NFE in Nepal. 4.2.1 Content, pedagogy,
• Map out the link management/organization, delivery mode, etc.
between formal, 4.2.2 Oral learning and its institutionalization
NFE and informal process
education through 4.2.3 Skill training and its cultural
equivalency institutionalization

55
 Specific Objectives Contents Teaching hrs (48)

certificate; 4.3 Bridges and ladders: Equivalency program

standardized test; 4.4 NFE in some Asian countries: Afghanistan,
flexible formal Bangladesh, China, India, Sri Lanka, Pakistan.
education institutes 4.5 Issues and challenges in NFE
and bridge courses
• Compare NFE
programme of
Nepal with that of
selected Asian
countries.
• Explain the issues
and challenges often
faced by NFE.
• Explain different Unit V: Literacy and Lifelong Learning (LLL) 15
conceptual
modalities of 5.1 Understanding literacy (integrated, isolated,
literacy autonomous, ideological, etc.)
• Identify benefits of 5.2 Benefits of literacy (human, political, cultural,
literacy social and economic)
• Explain the concept, 5.3 Family literacy: What and why
practices and 5.4 Evolution of LLL: Concept and practices
importance of life- 5.5 Literacy as a foundation for LLL
long learning (LLL) 5.6 LLL practices around the world- developing
• Explain the role of countries and developed countries.
literacy in LLL 5.7 Potential of literacy and life- long learning through
ICT
• Explain the role of
5.8 Ways to create lifelong learning for Nepal
LLL in a country’s
comprehensive
education system
• Explore the
potential of literacy
and LLL through
ICT.
4. Instructional Techniques: Two types of instructional techniques- general and specific will be
used to deliver the course. Specific techniques include lecture, and classroom discussion.
General techniques are briefly described below.
4.1 Lecture and tutorial support on the difficult content, and assignment can be used as specific
instructional techniques by the teacher. Types of learning activities that the teacher is expected to
facilitate will range from ensuring attendance to lectures, performing specific assignments,
writing papers, initiating independent private study, reading and reviewing books, journals and
papers, learning how to give constructive criticism, and peer group study.

56
 5. Evaluation: Evaluation of students’ performance is done on two-way system of internal and
external evaluation. Internal evaluation will take the form of formative assessment of students’
performance, grades on which will be added to the grades of external evaluation.
5.1 Internal Evaluation - 40%
Internal evaluation will be based on the following criteria:
Oral examination, seminar/workshop/conference presentation, written essay and examination
(unit tests), quizzes, paper-pencil/ test will take the form of continuous assessment. Internal
evaluation will be conducted by the course teacher based on the following activities:
Attendance 5 points
Participation in learning activities 5 points
First assignment/midterm exam 10 points
Second assignment/assessment (1 or two) 10 points
Assignment 10 points
_________________________________________________________________________
Total 40 points
a. External Evaluation (Final Examination) - 60%
External evaluation will be conducted by Examination Division of the Dean’s office, Faculty of
Education as final or end of semester examination with a focus on the following types of
questions:
1. Objective type questions (Multiple choice items 10x1) - 10 points
2. Short answer questions (6questions x 5points) - 30 points
3. Long answer questions (2 questions x 10 points) - 20 points
_______________________________________________________________
Total 60 points
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