1. Monitoring and Evaluation of Non-Formal Education Margarete Sachs-Israel, ED/BAS/LIT, UNESCO

2. 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.

3. 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

4. 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

5. What have we done in response?
“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.

6. 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 (NFE-MIS) which will provide information on providers, programmes, programme courses, educators and learners.

7. Development of the methodology continued
Development of a prototype methodological package: 1.) a draft Manual which defines the general conceptual framework for Statistics on NFE (UIS) 2.) a Handbook for developing NFE-MIS at sub-national level including prototype questionnaires and guidelines on their use and 3.) a corresponding software.

8. 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

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

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

11. 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

12. NFE Categories Literacy programmes
Non-formal basic education for out-of-school children/ youth
Life-skill training (health, nutrition, family planning etc..)
Income generation programmes
Rural development
Non-formal higher education
Religious education
Cultural and leisure education

13. 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 studies
To provide information to the learners and communities on the availability and quality of programmes

14. Information on what
Availability, participation, equity/disparities, resource inputs, efficiency, quality, outputs
How well these alternative channels satisfy learning needs
How effective are their complementary roles to formal education

15. 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)

16. Steps to set-up a NFE-MIS
Identify stakeholders
Get the necessary political back-up
Set up a local executing Committee
Undertake a Diagnostic Study

17. 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 as per user)

18. Steps to set of a NFE-MIS cont.
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
Capacity building in all of the above areas is an on-going process

19. Indicator development
Indicators are developed at different levels, e.g.
National/sub-national level (examples):
% 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

20. Where are we now?
Establishment of operational NFE-MIS in three pilot countries at sub-national level (Cambodia, India, Tanzania), while adapting it to national/sub-national needs and building of local capacity.
Through these pilot experiences, the methodology is being tested and the result will also provide inputs to the international methodology for monitoring and evaluating NFE which is being developed.