The MoEYS has the responsibility to manage and lead research and surveys and implement projects in accordance with the goals of NFE. Factory managers, businesses and companies must find the means to open literacy classes or vocational skill training courses for their workers. The Ministry of Education, Youth And Sports (MoEYS) shall provide opportunities for communities to participate in establishing complementary classes, vocational skill training classes and CLCs The Ministry of Cult and Religion shall co-operate with the two sects of Buddhist leaders to organise libraries, reading rooms, classrooms and Community Learning Centres (CLCs) in each pagoda. The Ministry of Interior shall guide and remind local authorities at all levels to increase their spiritual concentration and sustain Non-Formal Education (NFE) classes, especially literacy classes. The document provides implementation details and timeframe of the policy as follows: If you have more than one document, please upload them as a zipfile. You may also upload other revelant documents. If you have any additional comments about the document, please put them below. Was there a consultative process leading to the formulation of the policy/law?ĭoes the policy/law include a monitoring and evaluation plan? (More details will be captured later) Who were the actors in formulating the policy or law? Select all that applies. * Youth aged 12 to 18 for Primary and Secondary equivalency education * Ethnic minority children and youths (15 to 24 year age range) * Working children and youths and the out-of school * Poor people and those living in difficult circumstances For example, the age range, type of ethnic/national origin, etc. Please provide any additional information on the target group, if relevant. (p.26)Īre there main target groups that the policy or law aims to reach? (If "Yes", you will be asked to check the appropriate target groups below) * By 2010, to ensure that the employment needs of 300,000 unemployed and underemployed youths and adults are met as a medium-term objective. * By 2015, to ensure that the employment needs of 800,000 unemployed and underemployed youths and adults are met as a long-term objective. (p.7)ĭoes the policy/law include an overall quantitative employment target? For example, employing 20,000 people. To create the human resource base necessary for achieving national goals of peace, sustainable poverty reduction, economic growth and social equality. To provide an ongoing framework for defining and adapting non-formal education policies, structures and programs. To provide a coherent framework for governmental, non-governmental, international, community and funding agencies, to plan, organize, monitor and evaluate non-formal education programs in Cambodia andĢ. * The basic purpose of the action is twofold:ġ. Please provide the overall goal/purpose/objective of the policy or law document(cut and paste if there is a section specifically on this). Relevance and quality of general education Relevance and quality of technical and/or vocational skills What is/are the main employment challenge(s) related to youth that the policy or law addresses? (Select all areas that apply) Yes, youth are mentioned in some of the policy areas, sections, or sub-goals Is youth employment covered within the document? National education/skills development policy/strategy
If you have more than one document, please upload them as a zip file. The concept of these schools is based on the philosophy to involve parents, community and the non-governmental organizations in the promotion of education through non-formal means.The document you are reviewing is in the following format(s) Non-Formal Basic Education Schools (NFBES) were first established in 1996 under the Prime Minister Literacy Commission Islamabad. What is non-formal education in Pakistan? Concern with specific categories of person.
Fordham (1993) suggests that in the 1970s, four characteristics came be associated with non-formal education: Relevance to the needs of disadvantaged groups. Non-formal education became part of the international discourse on education policy in the late 1960s and early 1970s. What is the history of non-formal education?