The Roles Of Non-Formal Education

The Roles Of Non-Formal Education Gandhi once said that Live as if you were to die tomorrow. Learn as if you were to live forever. The saying shows that education is undeniably important in our daily life. Without education, we probably still wasting time washing clothes by using hands. Education is not only important for the purpose to get a good job but it is also to make our life easier. The definitions exist of education are numerous. Education to me means learning new things or knowledge, including attitudes and skills. I also believe that all of us are lifelong learners because we actually learn something new every day with or without our realisation. Learning process is not only happening in the classroom but also happen accidently outside the classroom. There are few concepts of education that we can analyze especially the formal education and non formal education. Generally, people know about formal education but unaware of non formal education. Formal and non formal education is two different terms. Formal education is an organized education model, which is systematic, well structured and also administered according to the laws and regulations that are set by the ministry of education (Dib, 1988). As an obvious example is, the education in schools, colleges, and universities are considered as formal education. Formal education institutions are organized curricularly, administratively, and physically and also require the minimum number of students that will attend the class (Dib, 1988). In formal education, the interaction between teachers and students are usually direct with each other. In general, formal education is restricted to a certain credit hours according to each institution and a full time learning process, but still based on the curricular provided by the education department of the country. Other than that, students need to comple te the assessments given by the teachers that lead to some form of qualification and accreditation which will be required to continue to the next learning stage. The assessments are regularly made on a general basis, where it is used for administrative purpose and also to improve the learning process. The method used in formal education normally does not really show the progression of the students. This is because the students are only receiving any information from their teachers and most probably they do not really paying attention since it is a one way interaction. On the contrary, non formal education includes skills and knowledge that are unusual in part throughout formal education whether in primary schools or secondary schools even in higher education institutions (Non-formal Education, 1979). Non formal education can be divided into three broad categories which the first one is oriented activities particularly for development of skills and knowledge of labour force who is employed, secondly, activities that are planned mainly to provide people, predominantly the youth, to get into the job and lastly, activities designed to develop skills, knowledge and understanding beyond the work world (Harbison, 1971). Unlike formal education, non formal education does not require a specific time such as timetable or school hours. It can happen anywhere and anytime as long as the knowledge is passed on. Non formal education does not need the studentà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s attendance and also decreasing the interaction between teachers and st udents because most of the activities happen outside of the institutions, for example, girlà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s scouts or any outdoor activities. Besides, the techniques and materials used in non formal education often do not require a high standard as the typical schooling methods (Non-formal Education, 1979). The process can be conducted by semi-professionals such as activities in religious centres, youth groups, or any voluntary organizations (Non-formal Education, 1979). In view of the fact that non formal education occurs outside the curricular provided by schools, thus the learning process may only use simple and low-cost technologies like story books, radio and others (Non-formal Education, 1979). In addition, non formal education is flexible because it is adaptable according to the condition or situation and also the needs of the society at a time (Non-formal Education, 1979). Non formal education has started at early years of the formation of Malaysia as a country especially during the expansion of Islam in Peninsular Malaya and the Malay islands in the 14th century (Abd. Hamid et al., 2003). Arabian and Indian traders who are Muslims came to the Southeast Asia and spread the knowledge about their religion to the local people (Abd. Hamid et al., 2003). At that time the existence of education institutions called hut school that is developed together by mutual cooperation among the communities and it is not considered as formal education yet. This is the starting point of the non formal education in Malaysia. During the British colonisation, the British administration formed five types of schooling which are Malay Vernacular School, Chinese Vernacular School, School Vernacular India, English Vernacular School and Religious School (Madrasa) (Abd. Hamid et al., 2003). These types of schools are formed as taking into consideration the political, economic, soci o-cultural and religious. After few decades, the non formal education system has been changed along with the modernisation. Nowadays, non formal education has emphasis more on Skill Training Programmes such as Vocational Education, Engineering and Trading. The Malaysian government has built few vocational schools for the children that have more interest in skills related education rather than going to the school and learn things they do not like. At the tertiary level of education, Polytechnics are provided for those who want to complete Advanced Diploma, Diploma and Special Skills Certificate in skills-based programmes. The newest programme, the National Service Training Programme is established for youth community in Malaysia to develop patriotic, loyal and full with positive attitudes young generation for the future. It is also become a practice for the potential employees to do internship before starting the real job. There are still some religious talks, or campaigns about info rmation that the society may need to know happening in Malaysia. For example, the campaigns about health care, recycle and many others are conducted to educate the society. All of these programmes are specially formed to teach values and knowledge that are not being taught in schools. One of the roles of non formal education is to make a difference in the community by raising the awareness of the changes in environment. Other than that, non formal education also help in providing youth for production activities by way of giving them relevant courses so that can improve themselves to be a better person for the country. Furthermore, non formal education will help to produce generation with good values and attitudes in order to form a developed country. Besides, formal education mostly applies only the theories of the lesson but non formal education let the students explore things by themselves especially in the skills knowledge that will make the students has higher capability in using skills and techniques to perform job. This will result in many potential employees have the skills that can increase the efficiency and productivity of workers in this country and it is also will help the national development especially in producing the best quality of employees that are properly trained to obtain the skills. This means that it can reduce the number of unemployed because they have larger opportunities to get a job which requires skills (Yassin Muhamad, 1990). Non formal education also assists in conveying information that may be regarded not significant to the community that will lead the society into a well-informed society and not be left behind by the modernization of the world. To sum up, non formal education should not be considered as less important because it is in fact as important as formal education. In some situation, non-formal education is the only useful way in the development of skills and knowledge. It also acts as an alternative and normally more effective education and training for formal education. Non formal education may not be fully organized and well structured, but it is still provides important information for the generation. Somehow, non formal education is undoubtedly helps in formal education to make it more proficient for the students to acquire knowledge.

Learning management system Essay

Department of Applied Finance and Actuarial Studies Faculty of Business and Economics Unit Guide S1 External Session 1, External 2013 Table of Content Table of Content General Information 2 3 Convenor and teaching staff Credit Points Prerequisites Corequisites Co-badged status Unit Description 3 3 3 3 3 3 Learning Outcomes Assessment Tasks 4 5 Assignments Case Study Quizzes 5 5 6 Unit Schedule Delivery and Resources 7 8 Classes Prizes Required and Recommended Texts and/or Materials Technology Used and Required Unit Web Page Teaching and Learning Strategy Policies and Procedures 8 8. 8 8 8 8 9 Academic Honesty Grades Grading Appeals and Final Examination Script Viewing Special Consideration Policy Student Support UniWISE provides: 9 9 9 9 10 10 Student Enquiry Service Equity Support IT Help 10 10 10 Graduate Capabilities 11 Capable of Professional and Personal Judgement and Initiative Learning Outcome Assessment Task 11 11 11 Problem Solving and Research Capability Learning Outcome Assessment Task 11 11 11 Socially and Environmentally Active and Responsible Learning Outcome 11 11 Discipline Specific Knowledge and Skills 11 Learning Outcome Assessment Task 12 12. Critical, Analytical and Integrative Thinking Assessment Task 12 12 Research and Practice 13 Page 2 of 13 General Information Convenor and teaching staff Unit Convenor: Peter Mordaunt Email: peter. mordaunt@mq. edu. au Consultation Hours: As this course is an online course students can consult with staff through iLearn or through the e-mail addresses above. Students experiencing significant difficulties with any topic in the unit must seek assistance immediately. Other Staff: Sue Wright Email: sue. wright@mq. edu. au Credit Points 2 Prerequisites 45cp Corequisites N/A Co-badged status This unit is not co-badged. Unit Description For details of this unit contact the Faculty of Business and Economics. Page 3 of 13 Learning Outcomes 1. Develop personal financial goals as appropriate to anticipated life stages 2. Construct and maintain a working budget using appropriate financial tools 3. Select appropriate investment instruments to support budget results and achieve financial goals 4. Recognize the features and implications of common financial contracts 5. Compare and contrast different â€Å"employment† structures Page 4 of 13 Assessment Tasks Task Weight Due Date. Linked Learning Outcomes Linked Graduate Capabilities Brief Description Assignments 10% See timetable in iLearn 1, 2, 3 1, 2, 3, 8 Tasks set for students Case Study 50% See timetable in iLearn 2 1, 2, 8 A case study covering material in Modules 1,2 & 3 Quizzes 40% See course timetable in iLearn 3, 4 3 A series of online multiple choice quizzes Assignments Due Date: See timetable in iLearn Weight: 10% Warning This is an online course and therefore it is the student’s responsibility to have available and access to the technology to access the material and to complete the tasks. No exceptions or extensions will be granted because of issues with the student’s technology,the student’s internet provider or the student’s internet connectivity. S ubmission Submission is on-line. Module 1 assignment due by mid-night 11th March 2013. Module 2 assignment due by mid-night 25th March 2013. Extension No extension will be granted. Students who have not submitted their assignment prior to the due date will be awarded a mark of 0 for the assignment, except for cases in which an application for special consideration is made and approved. Penalties See extension. What is required to complete the unit satisfactorily. In order to pass this subject, students m ust pass the case study, which enables them to dem onstrate their accum ulated and integrated understanding of the unit m aterial. If perform ance in the case study does not dem onstrate this level of achievem ent, a passing grade overall can be achieved by higher perform ance in the quizzes and the assignm ents. Case Study Due Date: See timetable in iLearn Weight: 50% Warning This is an online course and therefore it is the student’s responsibility to have available and access to the technology to access the material and to complete the tasks. No exceptions or extensions will be granted because of issues with the student’s technology, the student’s internet provider or the student’s internet connectivity. Submission Subm ission is on-line. C ase Study answer due by m id-night 20th May 2013. Page 5 of 13 Extension No extension will be granted. Students who have not submitted the case study prior to the deadline will be awarded a mark of 0, except for cases in which an application for special consideration is m ade and approved. Penalties See extension What is required to com plete the unit satisfactorily. In order to pass this subject, students m ust pass the case study, which enables them to dem onstrate their accum ulated and integrated understanding of the unit m aterial. If perform ance in the case study does not dem onstrate this level of achievem ent, a passing grade overall can be achieved by higher perform ance in the quizzes and the assignm ents. Quizzes Due Date: See course timetable in iLearn Weight: 40% Warning This is an online course and therefore it is the student’s responsibility to have available and access to the technology to access the material and to complete the tasks. No exceptions or extensions will be granted because of issues with the student’s technology, the student’s internet provider or the student’s internet connectivity. Submission Subm ission is on line. Module 1:Q uiz 1 on the 8th April 2013 Q uiz 2 on the 29th April 2013 Q uiz 3 on the 6th May 2013 Q uiz 4 on the 20th May 2013 Module 4:Q uiz on the 3rd June 2013 Module 5:Q uiz on the 7th June 2013 Extension No extensions will be granted. Students who have not attempted a quiz prior to the deadline will be awarded a mark of 0, except for cases in which an application for specila consideration is m adenand approved. Penalties See extension. What is required to complete the unit satisfactorily? In order to pass this subject, students m ust pass the case study, which enables them to dem onstrate their accum ulated and integrated understanding of the unit m aterial. If perform ance in the case study does not dem onstrate this level of achievem ent, a passing grade overall can be achieved by higher perform ance in the quizzes and the assignm ents. Page 6 of 13 Unit Schedule Modules 1. Goals (anticipated student workload 4 hours) Online presentation of content Online discussion Reading/website reference. Set your own goals Individually written discussion 2. Budgets (anticipated student workload 5 hours) Online presentation of content Your Money – ASIC resource and associated activities Online discussion Complete, explain & submit your own budget 3. Investments (anticipated student workload 50 hours) Basic Principles Interest calculations Tax Overview of Financial Scams Overview of investment options Overview of debt management Overview of Superannuation Asset protection issues Case Study Complete online tests 4. Common Contracts (anticipated student workload 20 hours) Introduction. Overview of common contracts Online Test 5. â€Å"Employment† Structures (anticipated student workload 12 hours) Introduction Overview of common employment structures Online Test Again, please note: it is the student’s responsibility to have available or access to the technology to access the material and to complete the assigned tasks. No exceptions or extensions will be granted because of issues with the students’ technology. Page 7 of 13 Delivery and Resources Classes 5 x online modules delivered via iLearn Prizes There are no prizes for this unit. Required and Recommended Texts and/or Materials. Students will be referred to online resources via iLearn as required for each module. Technology Used and Required Technology used iLearn Microsoft Office Internet Voice boards Technology requirements Access to a computer Access to Microsoft Office Access to the Internet Unit Web Page Course material is available on the learning management system (iLearn). The web page for this unit can be found at www. iLearn. mq. edu. au Teaching and Learning Strategy Students are expected to listen to online lectures and read the material supplied via the Learning Management System. Students are expected to apply the knowledge in answering the various quizzes and assignments. Page 8 of 13 Policies and Procedures Macquarie University policies and procedures are accessible from P olicy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching: Academic Honesty Policy http://www. mq. edu. au/policy/docs/academic_honesty/policy. html Assessment Policy http://www. mq. edu. au/policy/docs/assessment/policy. html Grade Appeal Policy http://www. mq. edu. au/policy/docs/gradeappeal/policy. html Special Consideration Policy http://www. mq. edu. au/policy/docs/special_consideration/policy. html In addition, a number of other policies can be found in the L earning and Teaching Category of Policy Central. Academic Honesty The nature of scholarly endeavour, dependent as it is on the work of others, binds all members of the University community to abide by the principles of academic honesty. Its fundamental principle is that all staff and students act with integrity in the creation, development, application and use of ideas and information. This means that: all academic work claimed as original is the work of the author making the claim all academic collaborations are acknowledged academic work is not falsified in any way when the ideas of others are used, these ideas are acknowledged appropriately. Further information on the academic honesty can be found in the Macquarie University Academic Honesty Policy at http://www. mq. edu. au/policy/docs/academic_honesty/policy. html Grades Macquarie University uses the following grades in coursework units of study: HD – High Distinction D – Distinction. CR – Credit P – Pass F – Fail Grade descriptors and other information concerning grading are contained in the Macquarie University Grading Policy which is available at: http://www. mq. edu. au/policy/docs/grading/policy. html Grading Appeals and Final Examination Script Viewing If, at the conclusion of the unit, you have performed below expectations, and are considering lodging an appeal of grade and/or viewing your final exam script please refer to the following website which provides information about these processes and the cut off dates in the first instance. Please read the instructions provided concerning what constitutes a valid grounds for appeal before appealing your grade. http://www. businessandeconomics. mq. edu. au/new_and_current_students/undergraduate_current_students/how_do_i/grade_appeals/ Special Consideration Policy The University is committed to equity and fairness in all aspects of its learning and teaching. In stating this commitment, the University recognises that there may be circumstances where a student is prevented by unavoidable disruption from performing in accordance with their ability. A special consideration policy exists to support students who experience serious and unavoidable disruption such that they do not reach their usual demonstrated performance level. The policy is available at: http://www. mq. edu. au/policy/docs/special_consideration/policy. html Page 9 of 13 Student Support Macquarie University provides a range of Academic Student Support Services. Details of these services can be accessed at: http://students. mq. edu. au/support/ UniWISE provides: Online learning resources and academic skills workshops http://www. mq. edu. au/learning_skills/ Personal assistance with your learning & study related questions. The Learning Help Desk is located in the Library foyer (level 2). Online and on-campus orientation events run by Mentors@Macquarie. Student Enquiry Service Details of these services can be accessed at http://www. student. mq. edu. au/ses/. Equity Support Students with a disability are encouraged to contact the Disability Support Unit who can provide appropriate help with any issues that arise during their studies. IT Help If you wish to receive IT help, we would be glad to assist you at http://informatics. mq. edu. au/help/. W hen using the university’s IT, you must adhere to the Acceptable Use Policy . The policy applies to all who connect to the MQ network including students and it outlines what can be done. Page 10 of 13 Graduate Capabilities Capable of Professional and Personal Judgement and Initiative We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments. This graduate capability is supported by: Learning Outcome 1. Develop personal financial goals as appropriate to anticipated life stages 2. Construct and maintain a working budget using appropriate financial tools 3. Recognize the features and implications of common financial contracts Assessment Task 1. Tasks set for students 2. A case study covering material in Modules 1,2 & 3 Problem Solving and Research Capability. Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations. This graduate capability is supported by: Learning Outcome 1. Develop personal financial goals as appropriate to anticipated life stages 2. Construct and maintain a working budget using appropriate financial tools 3. Select appropriate investment instruments to support budget results and achieve financial goals Assessment Task 1. Tasks set for students 2. A series of online multiple choice quizzes Socially and Environmentally Active and Responsible We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability. This graduate capability is supported by: Learning Outcome 1. Select appropriate investment instruments to support budget results and achieve financial goals 2. Recognize the features and implications of common financial contracts Discipline Specific Knowledge and Skills Page 11 of 13 Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems. This graduate capability is supported by: Learning Outcome 1. Develop personal financial goals as appropriate to anticipated life stages 2. Construct and maintain a working budget using appropriate financial tools 3. Select appropriate investment instruments to support budget results and achieve financial goals 4. Recognize the features and implications of common financial contracts Assessment Task 1. Tasks set for students 2. A case study covering material in Modules 1,2 & 3 Critical, Analytical and Integrative Thinking We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy. This graduate capability is supported by: Assessment Task 1. Tasks set for students 2. A case study covering material in Modules 1,2 & 3 Page 12 of 13 Research and Practice This unit uses research from external sources. This unit gives you practice in applying research findings in your assignments.

Relationship Between Co Workers And Workplace - 1104 Words

Do you believe at love at first sight? Well, love or attractions you have for someone is not something that can be controlled, and can happen at any time at any place. It is often considered as a taboo issue, but workplace romance and relatives relationship at work is a reality. Workplace can be considered a second home for most people, as they spend nearly half of a day or even more there. Thus, it can become a dating environment; affinities with co-workers can develop and can lead to workplace romance, friendship and sexual relationship. Workplace relationships can create major issues to companies, and the interesting aspect of this topic is the fact that companies to not know how to deal with this problem unlike other common issues. In this paper we will talk about different types of relationships that can grow at work, we will start by the relationship between co-workers, then relation with a subordinates, and we will also talk about family, and friends relationships at work. We will raise questions such as, how people should deal with a relationship at work? What can be the consequences of it? And the policies the companies have and in addition we will provide new rules that can be implemented. Being stuck in an office all day with the same people help creating strong connections. A recent study, found that 38% of people have dated a co-worker in their career (Brandon), this number is not negligible. Work environment promotes interpersonal relationships because ofShow MoreRelatedHardships Faced By The Lgbt Community1496 Words   |  6 PagesCommunity in the Workplace Taelor Faulkner, Brianne Hamilton, Brianna Johnson, and Laci Jones Who decides what is normal in this world? What gives us the right to discriminate against an individual, specifically individuals of the LGBT community? Can a lesbian, gay, bisexual, or transgender person have a normal career? If they do have a career, will they be able to advance? 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What Is the Role of an Entrepreneur in Economy and Society

What is the role of an entrepreneur in economy and society Introduction Entrepreneur is a hot topic for both academic scholars and people ambitious for business success. They are a group of persons who can significantly influence many aspects of economy and society. This paper will critically discuss the role of entrepreneurs by examining their contributions to the economy and society, using examples from various articles on the topic. Starting by defining the entrepreneurs to be discussed, this paper examines the contributions to economy from the aspects of employment, innovation, productivity and growth, utility; certain costs or drawbacks are also considered. Though the business activities of entrepreneurs produce social†¦show more content†¦Based on recent academic studies and research, there are four main indicators commonly used to analyze how entrepreneurs make contributions to the economy, employment, innovation, productivity/growth and utility. To Employment Firstly, companies contribute to the amount of employment generated, in which not only the quantity, but also the quality is to be seriously considered. By quality, it refers to aspects of employees remuneration, in forms of salaries and other benefits; and also their job satisfaction levels. According to many studies, entrepreneurial companies have been making a significant contribution to the creation of jobs, which is disproportionately high compared to larger, established companies. According to Fritsch (1997), a region characterized by a higher start-up rate is associated with higher employment increase (cited by Praag and Versloot, 2008). Fà ¶lster (2000) also claims a similar positive correlation for Sweden. However, recent studies have begun to examine both the direct and indirect effects of entrepreneurial companies on employment. 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Entrepreneurship – the entrepreneurial function, can be conceptualized as the discovery of opportunities and the subsequent creation of newRead MoreThe Theory Of Economic Development984 Words   |  4 Pages With this inquiry I seek to establish the role of finance in economic development as presented by Joseph Schumpeter in his book, The Theory of Economic Development, [1911] The book analyzes elements that make up for economic development in a capitalistic society as viewed by Schumpeter. The elements mentioned include and revolve around the subject of finance. Finance is simply defined by investopedia.com as, â€Å"Finance is the science that describes the management, creation and study of money, bankingRead More What do you understand to be the concept of entrepreneurship and why1626 Words   |  7 PagesWhat do you understand to be the concept of entrepreneurship and why has it become such an important area of focus? Q2) What do you understand to be the concept of entrepreneurship and why has it become such an important area of focus? The concept of entrepreneurship is often viewed as a function, which involves the exploitation of opportunities, which exist within a market. Such exploitation is most commonly associated with the direction and/or combination of productive inputs. Entrepreneurs Read MoreThe Fight Against Poverty Around The World1394 Words   |  6 Pageslocal level. Today, entrepreneurs and enterprises with social responsibility around the world receive support from the non-profit organizations, foundations, governments, and individuals. However, despite the fact that the benefits of social entrepreneurship are clear to many, there are many difficulties with its development. There is still not reached a consensus on what â€Å"social enterprise† is and who can be called a social entrepreneur. Some believe that the term â€Å"social entrepreneur† must refer only