The NFE Conceptual Framework

The vision and mission of the NFE at the threshold of the twenty first century is:
Empowerment of the Filipino with desirable knowledge, skills and attitudes/
values that will enable him to think critically and innovatively and humanely in
improving the quality of his life that of his family, community and country.

The outermost circle of the conceptual framework are the two very important concepts
of NFE namely:
a) Human resource development
b) Sustainable development
Human Resource Development
 The new NFE is firmly anchored on the principle that the actualization of the
human potential is the linchpin of development.
 Human beings are the center of the development thus HRD is crucial to
poverty alleviation, socio cultural growth and progress
Sustainable Development
 defined as a development that meet the needs of the present without
compromising the ability of the future generations ..
 the concerns is not only what happens now but the implications of present
actions on the future generations
 Environmental damage cause by pollution, indiscriminate logging, improper
technologies and ignorance on the need for sustainable utilization resources has
risen to critical proportions.

 The problems that caused by illiteracy and poverty are multidimensional

therefore must be approached through multisectoral, holistic, integrated and
comprehensive programs
This underscores the need involvement of all concerned; thus the new NFE
programs is a commitment undertaken by government agencies, non-
governmental organizations, socio civic organizations and the members of the
private sector

Key Players in the NFE

Factors Affecting NFE Programs
a. Economic- The economic conditions of the community (e.g., its local resources)
and the economic structure prevailing thereat must be taken into consideration
b. Political- Under the 1991 Government Code the province, municipal and
barangay units are provided with funds which, among others, could be tapped for
NFE.
c. Socio Cultural- The prevailing socio cultural values of the community are taken
into account when programs and strategies of NFE are implemented
d. Spiritual- By and large, our people are deeply religious.This is an important factor
in NFE
e. Technological-The use of appropriate technologies rather than sophisticated and
foreign ones and the enhancement and refinement of local existing technologies are
necessary in the development of poor communities.

The two main problems addressed by NFE are illiteracy and poverty- are
inseparable twins likened to two sides of a coin.
 one is illiterate because he is poor; he is poor because he is illiterate and the
vicious cycle goes on

The poor sectors are yet to experience a kind of life in terms of the
following:

1. Health and Nutrition- a loner life expectancy with 2350 caloric intake per day.
Many where die of starvation, many also die in obesity.
 2. Basic Education- One must meet essential learning needs knowledge, skills,
values and attitudes in order to survive to live in dignity, to continue learning and
to improves one life community and nation
3. Income and Employment- Wage income is sufficient to enable a worker to
maintain a decent life for himself and family
4. Clothing and Shelter- the poor live under the miserable conditions in cages,
pushcart drainpipes or in room so small and crowded that one can use them and
sleep only eight hours.
5. Happy Family Life- Members have the opportunity to be together and enjoy
themselves either at home or out of it.
6. Community Life- One can actively participate in decisions and processes that
affect his welfare and that of his family and the community as a whole
7. Cultural Life- People are able to appreciate and nurture their own cultural and
spiritual values beliefs and traditions.

A. The Phases of Adult Education in the Philippines

First Phase
 dated back to the Spanish regime. The comedia or moro moro of those days or
duplo “balagtasan” and the passion chanting provided occasions for popular
gathering which resembled the “open air schools” for the masses
Second Phase
 The movement took the form of the popular civico educational lectures w/c
is started about seven years after the implantation of the American civil
regime in the Philippines. The majority of Filipino farmers had but little
knowledge of advance farming and that the masses in general had no
adequate conception of the value of keeping their surroundings in sanitary
conditions.
Third Phase
 Was undertaken by the National Council. Founded in 1962 by different political
parties for the purpose of presenting a solid stand against the reactionary
administration of the Gov. Gen. Leonard Wood.
Fourth Phase
 Was commonly known as the period of the community assemblies. Theodore
Roosevelt Jr. Was sympathized with the cause of the poor and advocated the
improvement of the welfare of the masses
. Fifth Phase
 in the promotion of adult education consisted of what were popularly known as
the UP Rural Adult Education Projects. IN 1935 UP created committee on
Literacy and Civic Education whose main task was to organize thousands of
universities alumni into a corp of volunteer’s workers who during vacation could
undertake several phases of adult education work.
Sixth Phase
 Belong to the Office of adult education which began functioning n Jan. 25 1937.
Commonwealth Act no. 80 provided that the objectives of adult education in the
Philippines should be to eliminate the illiteracy and to give vocational and
citizenship training to adults.
 Seventh Phase
 The movement came not along after the liberation. Closed during the war the
Office of Adult Education was reopend in August 15, 1945. In October 1947 by
the virtue in EO No. 94 reorganizing the National Government the functions of
the office were transferred to the Bureau of Public Schools

B. Legal Basis and Policies on Literacy

1. In 1987 Phil. Constitutions Art. 12 Sec. 2 provides that the states shall encourage
nonformal, informal and indigenous learning systems as well as self-learning,
independent and out of school youth study programs particularly those that respond
to community needs.
2. Education for All (EFA) under proc. No 480 addresses four goals.
1. Eradication of Illiteracy (EOI)
2. Universalization of Quality Primary Education (UQPE)
3. Early Childhood Education and Development (ECED)
4. Continuing Education (CE)
3. Mem. Circular No. 71 mandates the strengthening of the NFE to eradicate
illiteracy by the year 2000.
4. RA 7165 an acts that establish the Literacy Coordinating Council (LCC)
recommends the adoption of measures for the total eradication of illiteracy
5. Proclamation No. 239 mandated the DECS through BNFE with support of
agencies involved in the Eradication of Illiteracy (EOI) from the private and
government sectors to provide direction for literary programs and activities that will
highlight accomplishment towards EOI
7. Education Act of 1982 provides for the inclusion of non-formal education as one of
the three types of specialized educational services intended to benefit special
categories of clientele within the context of the formal education system, the two
other services being special education and early childhood education.
8. The 1995 Mid Decade Goals for Filipino Children-discusses the goals, problems
and strategies and needs, and provide special provisions for increasing the literacy
rate of the population to 96.5percent of the year 2000

C. The community School Movement

 Started with the practice called “bayanihan” by our forefathers. Before the coming
of the Spaniards there was already the spirit of self-help and neighborhood
cooperation among the Filipinos. This was manifested as a beautiful social trait in
our rural communities
 The Philippine Community School Magazine published by the Bureau of Public
Schools in 1954 enumerated the characteristics of a school community
1. It must help solve the socio cultural, health, economic and other problems of
the country
It must listen to what their parents of that community wish their children in school to
do or learn.
3. It must discuss with the children problems of the community and solutions are
recommended to the parents.
 4. It must find ways and means to solve existing community problems, thus making
living in the community more desirable and happier

D. Non Formal Education and Specialized Education Services as Provided for in

Sec. 24 of Education Act of 1982
 Defined as any organized school based educational activities undertaken by the
Ministry of Education, Culture and Sports and other agencies aimed at attaining
specific learning objectives for a particular clientele, especially the illiterates and
the out of school youth and adults, distinct from and outside the regular offering
of the formal school system. Its aims are:
Its aims are:
1. To eradicate illiteracy and raise the level of functional literacy of the population.
2. To provide unemployed and underemployed youth and adults with appropriate
vocational technical skills to enable them to become more productive and
efficient citizens.
3. To develop among clientele the nonformal education, proper values and attitudes
necessary for personal community and national development

Areas of Concern
A. Nonformal Education Program
 It aims to provide access of the disadvantaged groups to basic and livelihood
related education and training trough functional literacy classes, early childhood
education and livelihood skills training
 Classes include homemaking, and agriculture related courses, food processing,
handicraft, recreational (ballroom dancing, combat aikido)citizenship education
and the like
B. Technology Transfer and Continuing Education Program
 Focuses on the utilization of appropriate technologies generated from
researches and development studies conducted by the various units of the
university coordinated by the Office of the Research.
 This program includes non-degree training courses for NFE Coordinators for
DECS, this institutions and community leaders, training program for extension
workers framer leaders, young farmer; and extension staff of the university
and advanced education for professionals in selected fields.
C. Communication Media Services and Information Dissemination Program
 Aims to develop print and non-print media and other means of
communication material like modules, primers, leaflets and fliers for
communicating technologies and reaching out to target clientele and the
community.
 Assistance to the reading centers of the adopted barangays in the form of
daily newspaper, books magazines and other reading materials is
important function of this program
D. Alumni Affairs and Community Relations Program
 This program believes that the center of alumni affairs of institution of higher
learning is the process which brings faculty and alumni together.
  Provides continuing education involvement with the institution identifying and
making possible the cultivation of prospective donors and bringing alumni in
other parts of the world into contact with colleges in the university

Operating Procedure in Extension

1. Developing Proposals- are developed by the respective unit extension

coordinators in accordance with the general extension guidelines and established
priorities.
2. Program/Project Implementation-The approved program is now ready for the
implementations. Head concerned make periodic reports on the progress of the
program /project to the Director of Extensions
3. Evaluations- to measure the progress of implementations of programs and
project a monitoring and reporting system is very necessary. During the annual
program planning workshop conducted by the CURE, successful projects are
identified, problems encounters are discussed and possible solutions are then
recommended.

Submitted by:
Santa Jackylene P. Driz
Non Formal Education-Prof. ED