20.12.2013 - UNESCO Office in Kathmandu

Equivalency programme framework for non-formal education in Nepal

© UNESCO -Suwithida Charungkaittikul presenting the Equivalency Programme Framework

Nepal has now a solid basis for a framework to ensure that alternative educational programmes have the same value as formal general or vocational education.

The UNESCO Office in Kathmandu, in collaboration with the Non-Formal Education Centre invited an international consultant from Thailand to develop a framework for an equivalency of non-formal education learning in Nepal in early December 2013.

The framework, so called equivalency programmes (EPs), was prepared by Suwithida Charungkaittikul, Chulalongkorn University, Thailand, analyzing existing material and conducting  in-depth interviews with representatives of NGOs, INGOs, UN agencies and government institutes.

At present, Nepal lacks appropriate development model for EPs, research regarding EPs model, proper national equivalency policies, policy support mechanisms, implementation processes and  monitoring.

This demands consolidated implementation, and institutional linkage with the formal education system through equivalent certification.

The EPs framework has two main components:

 1. Key components of EPs development - EP concepts; vision, goal and objectives; target groups; curriculum and learning materials; capacity building; delivery mechanisms; resource mobilization and financial management; accreditation, certification, learning assessment and evaluation; community participation, networking and Partnership; and Monitoring and Evaluation; and

 2. EPs implementation processes

The framework is a commitment from all organizations to assure quality of non-formal education in a transparent and cooperative way. It is a process that will take time, research and resources from government, private organization and communities to assure and recognize the quality of non-formal education in Nepal.

An EP is an alternative educational programme equivalent to existing formal general or vocational education, not only in terms of curriculum and certification, but also in regard to policy support mechanisms, mode of delivery, staff training, and support activities such as monitoring, evaluation and the assessment of learning.

The framework was prepared within the framework of the project “Building capacities for strengthening literacy and lifelong learning in Nepal” that the UNESCO Office as part of the global imitative “Capacity building for Education for All “(CapEFA). The project contributes to address the capacity gap of the non-formal education  sub-sector in Nepal by enhancing the capacity of government officials in policy and planning, monitoring and evaluation, effective non-formal education service management and delivery at the central, district and Community Learning Centres levels.

 




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