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An Inventory of Non-Formal Education in Nepal
Abstract:
The pace of NFE expansion in Nepal started in the mid-seventies when CERID launched an innovative project ‘education for rural transformation’ in Lahachok VDC of Kaski District. Then in the late seventies after reflecting on the positive outcomes of the Lahachok project CERID launched the ‘integrated non-formal education project’ in five different districts in Nepal. This project was successful specifically in producing substantive learning materials based on contextual needs and in developing learner-centered methodology. These achievements proved to be landmarks paving the way for expeditious operation of NFE activities in Nepal. Consequently, government as well as non- governmental sectors strove to establish NFE delivery structures in such a rapid manner, at a gallop pace. Now we can see thousands of NGOs and several I-NGOs which are involved in NFE programs. Today, in Nepal, there are numerous NGOs and I-NGOs involved in runing non-formal education programs. Conceivably, the focus of these programs is on human development with emphasis on fostering human skills in areas such as health, education, social living, awareness building, income generation, civic awareness, human rights, etc. It seems that these organizations have used their own modus operandi to conduct NFE activities. In other words, they hardly tend to accredit the importance of mutual sharing and co-operation, no matter how emphatically they might have expressed the essentiality of mutual partnership -- in words. One of the major reasons in this regard may be that they there is very little room for them to know each other. Therefore, a profile stating their backgrounds, objectives, operation methods, worksites, funding sources, nature and composition of participants, achievements, etc. would certainly provide them opportunity to know each other. To get to know each other is certainly a start point paving the way for mutual exchange of support and co-operation in the future. To this end, the initiative taken by UNESCO Country Office Nepal to develop a NFE inventory is a pertinent endeavor. CERID, with the support of UNESCO Country Office Nepal, is conducting this project with focus on the following objective.
Publisher: UNESCO, NFEC, CERID Type / Script:
Annual Report  in  English
Keywords:
EDUCATION, NON-FORMAL EDUCATION, BASIC EDUCATION, CONSUMER EDUCATION, EDUCATIONAL SYSTEMS, HEALTH EDUCATION, INFORMAL EDUCATION, FORMAL EDUCATION, EDUCATIONAL SYSTEMS, MORAL EDUCATION, EDUCATIONAL ASSISTANCE, EDUCATIONAL DEVELOPMENT, EDUCATIONAL INFORMATION, EDUCATIONAL MANAGEMENT, ILLITERACY, LITERACY, CAPACITY BUILDING, PRIMARY EDUCATION, VOCATIONAL EDUCATION
Thematic Group:
UNESCO, (2006)
Thesaurus:
11.04.00 - Non-Formal Education
PDF | File Size: 518 KB   Download
Feeder: ANG1EE12, Editor: , Auditor:
...
An Inventory of Non-Formal Education in Nepal
Abstract:
The pace of NFE expansion in Nepal started in the mid-seventies when CERID launched an innovative project ‘education for rural transformation’ in Lahachok VDC of Kaski District. Then in the late seventies after reflecting on the positive outcomes of the Lahachok project CERID launched the ‘integrated non-formal education project’ in five different districts in Nepal. This project was successful specifically in producing substantive learning materials based on contextual needs and in developing learner-centered methodology. These achievements proved to be landmarks paving the way for expeditious operation of NFE activities in Nepal. Consequently, government as well as non- governmental sectors strove to establish NFE delivery structures in such a rapid manner, at a gallop pace. Now we can see thousands of NGOs and several I-NGOs which are involved in NFE programs. Today, in Nepal, there are numerous NGOs and I-NGOs involved in runing non-formal education programs. Conceivably, the focus of these programs is on human development with emphasis on fostering human skills in areas such as health, education, social living, awareness building, income generation, civic awareness, human rights, etc. It seems that these organizations have used their own modus operandi to conduct NFE activities. In other words, they hardly tend to accredit the importance of mutual sharing and co-operation, no matter how emphatically they might have expressed the essentiality of mutual partnership -- in words. One of the major reasons in this regard may be that they there is very little room for them to know each other. Therefore, a profile stating their backgrounds, objectives, operation methods, worksites, funding sources, nature and composition of participants, achievements, etc. would certainly provide them opportunity to know each other. To get to know each other is certainly a start point paving the way for mutual exchange of support and co-operation in the future. To this end, the initiative taken by UNESCO Country Office Nepal to develop a NFE inventory is a pertinent endeavor. CERID, with the support of UNESCO Country Office Nepal, is conducting this project with focus on the following objective.
Publisher: UNESCO, NFEC, CERID Type / Script:
Publication  in  English
Keywords:
EDUCATION, NON-FORMAL EDUCATION, BASIC EDUCATION, CONSUMER EDUCATION, EDUCATIONAL SYSTEMS, HEALTH EDUCATION, INFORMAL EDUCATION, FORMAL EDUCATION, EDUCATIONAL SYSTEMS, MORAL EDUCATION, EDUCATIONAL ASSISTANCE, EDUCATIONAL DEVELOPMENT, EDUCATIONAL INFORMATION, EDUCATIONAL MANAGEMENT, ILLITERACY, LITERACY, CAPACITY BUILDING, PRIMARY EDUCATION, VOCATIONAL EDUCATION
Thematic Group:
UNESCO, (2006)
Thesaurus:
11.04.00 - Non-Formal Education
PDF | File Size: 518 KB   Download
Feeder: ANG1EE12, Editor: , Auditor:
...
An Inventory of Non-Formal Education in Nepal
Abstract:
The pace of NFE expansion in Nepal started in the mid-seventies when CERID launched an innovative project ‘education for rural transformation’ in Lahachok VDC of Kaski District. Then in the late seventies after reflecting on the positive outcomes of the Lahachok project CERID launched the ‘integrated non-formal education project’ in five different districts in Nepal. This project was successful specifically in producing substantive learning materials based on contextual needs and in developing learner-centered methodology. These achievements proved to be landmarks paving the way for expeditious operation of NFE activities in Nepal. Consequently, government as well as non- governmental sectors strove to establish NFE delivery structures in such a rapid manner, at a gallop pace. Now we can see thousands of NGOs and several I-NGOs which are involved in NFE programs. Today, in Nepal, there are numerous NGOs and I-NGOs involved in runing non-formal education programs. Conceivably, the focus of these programs is on human development with emphasis on fostering human skills in areas such as health, education, social living, awareness building, income generation, civic awareness, human rights, etc. It seems that these organizations have used their own modus operandi to conduct NFE activities. In other words, they hardly tend to accredit the importance of mutual sharing and co-operation, no matter how emphatically they might have expressed the essentiality of mutual partnership -- in words. One of the major reasons in this regard may be that they there is very little room for them to know each other. Therefore, a profile stating their backgrounds, objectives, operation methods, worksites, funding sources, nature and composition of participants, achievements, etc. would certainly provide them opportunity to know each other. To get to know each other is certainly a start point paving the way for mutual exchange of support and co-operation in the future. To this end, the initiative taken by UNESCO Country Office Nepal to develop a NFE inventory is a pertinent endeavor. CERID, with the support of UNESCO Country Office Nepal, is conducting this project with focus on the following objective.
Publisher: UNESCO, NFEC, CERID Type / Script:
Annual Report  in  English
Keywords:
EDUCATION, NON-FORMAL EDUCATION, BASIC EDUCATION, CONSUMER EDUCATION, EDUCATIONAL SYSTEMS, HEALTH EDUCATION, INFORMAL EDUCATION, FORMAL EDUCATION, EDUCATIONAL SYSTEMS, MORAL EDUCATION, EDUCATIONAL ASSISTANCE, EDUCATIONAL DEVELOPMENT, EDUCATIONAL INFORMATION, EDUCATIONAL MANAGEMENT, ILLITERACY, LITERACY, CAPACITY BUILDING, PRIMARY EDUCATION, VOCATIONAL EDUCATION
Thematic Group:
UNESCO, (2006)
Thesaurus:
11.04.00 - Non-Formal Education
PDF | File Size: 518 KB   Download
Feeder: ANG1EE12, Editor: , Auditor:
...
An Inventory of Non-Formal Education in Nepal
Abstract:
The pace of NFE expansion in Nepal started in the mid-seventies when CERID launched an innovative project ‘education for rural transformation’ in Lahachok VDC of Kaski District. Then in the late seventies after reflecting on the positive outcomes of the Lahachok project CERID launched the ‘integrated non-formal education project’ in five different districts in Nepal. This project was successful specifically in producing substantive learning materials based on contextual needs and in developing learner-centered methodology. These achievements proved to be landmarks paving the way for expeditious operation of NFE activities in Nepal. Consequently, government as well as non- governmental sectors strove to establish NFE delivery structures in such a rapid manner, at a gallop pace. Now we can see thousands of NGOs and several I-NGOs which are involved in NFE programs. Today, in Nepal, there are numerous NGOs and I-NGOs involved in runing non-formal education programs. Conceivably, the focus of these programs is on human development with emphasis on fostering human skills in areas such as health, education, social living, awareness building, income generation, civic awareness, human rights, etc. It seems that these organizations have used their own modus operandi to conduct NFE activities. In other words, they hardly tend to accredit the importance of mutual sharing and co-operation, no matter how emphatically they might have expressed the essentiality of mutual partnership -- in words. One of the major reasons in this regard may be that they there is very little room for them to know each other. Therefore, a profile stating their backgrounds, objectives, operation methods, worksites, funding sources, nature and composition of participants, achievements, etc. would certainly provide them opportunity to know each other. To get to know each other is certainly a start point paving the way for mutual exchange of support and co-operation in the future. To this end, the initiative taken by UNESCO Country Office Nepal to develop a NFE inventory is a pertinent endeavor. CERID, with the support of UNESCO Country Office Nepal, is conducting this project with focus on the following objective.
Publisher: UNESCO, NFEC, CERID Type / Script:
Annual Report  in  English
Keywords:
EDUCATION, NON-FORMAL EDUCATION, BASIC EDUCATION, CONSUMER EDUCATION, EDUCATIONAL SYSTEMS, HEALTH EDUCATION, INFORMAL EDUCATION, FORMAL EDUCATION, EDUCATIONAL SYSTEMS, MORAL EDUCATION, EDUCATIONAL ASSISTANCE, EDUCATIONAL DEVELOPMENT, EDUCATIONAL INFORMATION, EDUCATIONAL MANAGEMENT, ILLITERACY, LITERACY, CAPACITY BUILDING, PRIMARY EDUCATION, VOCATIONAL EDUCATION
Thematic Group:
UNESCO, (2006)
Thesaurus:
11.04.00 - Non-Formal Education
PDF | File Size: 518 KB   Download
Feeder: ANG1EE12, Editor: , Auditor:
...