Dr. Md. Shairul Mashreque and Dr. Md. Shakhawat Ullah Chowdhury :
As a strategy of poverty alleviation with donor’s financial and technical supports NFEP intends to develop capacity building of the under-privileged children by imparting life oriented meaningful education and vocational training in a strictly non-formal environmental.
NGO’s policy advocacy programme by way of development intervention is a part of GO-NGO collaboration. NGOs in Bangladesh come to the assistance of Government with supportive role to give a concrete expression to projected policy goals. NFEP receives proper articulation rough NGO involvement with consistent cooperation, seminar, workshop, campaign, rallies and other dimension of advocacy role.
Non-Formal Education Program (NFEP) organizes education outside the formal system of education. It is simple and flexible and can be delivered at any place convenient to the learners. It is generally designed to meet the basic learning needs of advantaged groups and can be availed of at any age. NFEP is provided to those sections of the community who have no access to or are dropped out from the formal education. It was formally launched in this country in 1918 when an attempt was made to start adult education in night schools. By 1926, over a thousand night schools were functioning. Several attempts had been initiated from 1953 on wards at central, community and individual levels for adult literacy and universal primary education. In 1939, Frank Luebac’s campaign of ‘Each One Teach One’ gained popularity among the masses. Adult education program was brought under the newly formed rural development department of the provincial government. But the program approached a closure due to the Second World War. After 1947, it was revived through individual initiatives. In 1965, HGS Beaver, a bureaucrat of government established a ‘Literacy Center’ at Dhaka and his associates developed a primer and some charts as learning materials. Inspired and encouraged by Beaver, the East Pakistan Adult Education Cooperative Society came into existence. It produced 24 books for adult learning including 12 for neo-literate. After the death of Beaver in 1962, the program, program stagnated. In 1963, an adult education section was opened at comilla BARD campus under a pilot project of the directorate of public instruction. This project continued even after independence of Bangladesh. (file: A:/ ADB/BANGLAESH Non-formal Education. htm: 2004)
The country has a very high level of illiteracy al though its constitution recognizes basic education as a functional right and the universal primary
Non-governmental organization (NGO) are a global phenomenon. The size and are of coverage and spending capacity of NGOs have registered a significant increase. Successful models of some NGOs in Bangladesh in the areas of micro credit, non-formal education and primary health care are being replicated in other developing countries. NGOs play dominant role in the polity also. NGOs policy advocacy role established pioneer innovative programs in Bangladesh on underprivileged children’s education sector. NGO focuses ‘earn and learn’ strategy trying to build on the strengths that the underprivileged children already possess. That is to say, there are a lot of things children can learn through working that are not taught within the confines of a classroom. To disregard the knowledge that a child gains from work and assume that she knows nothing for not being in school is to further undermine that Child self esteem and self-confidence. It aims to ensure access equity and quality education to these underprivileged children. Quality non-formal education can help prepare underprivileged children for broaderoptions available to them so that they can make their choices regarding their future – to access further education, to gain access to appropriate skill training and work or to negotiate for better conditions in their present work. It is also trying to provide a child friendly environment where interactive leaning takes place. By coming to these learning centers. Children get an opportunity to mix with their peers and get peer support, and meet teachers who are not punitive in their ways.
These interactions help children to gain self-confidence. Policy advocacy role of NGO has its impacts on government economy and society. This is linked to the concept of governance and the process of operationalzing the key precepts of good governance to help the underprivileged children and their poor guardian to fight for their rights
NGO is an acronyms for Non-Governmental Organizations. In the ordinary sense of the term it refers to all agencies bodies, and even limited companies that operate in the socioeconomic process as a private sectors. It longside with governmental organizations in the vast bureaucratic establishment the private agriculture tend to render public services. They do it of course with dynamic action and efficient management. The advert of the concept of new public management attributes significance of private sector management enhancing co-operations between the government and the private sector.
NGO is an acronym for Non-Governmental Organizations. In the ordinary sense of the term it refers to all agencies bodies, and even limited companies that operate in the socioeconomic process as a private sector. It alongside with governmental organizations in the vast bureaucratic establishment the private agriculture tends to render public services. They do it of course with dynamic action and efficient management. The advert of the concept of new public management attributes significance of private sector management enhancing co-operations between the government and the private sector.
Education is human rights with immense power to transform. Conversely, illiteracy is one of the major problems that are stumbling black to all development activities. Basic education for literacy and numeracy is the precondition for accelerated national development literacy contributes to productivity, better health and nutrition, awareness and responsiveness to public and social service, cultural, normal and spiritual development of the individual.
Eradication of illiteracy and provisions for basic education for its entire people are, therefore, essential for the socio-economic development of a country. Basic education is a two-way traffic: formal and non-formal education. The coverage of formal primary level education has a tendency to leave demotivate the poor children. Most of them drop-out at the early stage. Non-formal education (NFEP) organizes education for the non-privileged children outside the formal system of education. It is simple and flexible and can be delivered at any place convenient to the learners. It is generally designed to meet circumstantial education needs of the poor children and those moving around the street as street children.
Basic education at the non-formal level is provided to those sections of the community who have no access to or are dropped out from the formal education. Non-governmental organization (NGO) is a global phenomenon. The size and are of coverage and spending capacity of NGOs have registered a significant increase. Successful models of some NGOs in Bangladesh in the areas of micro credit, non-formal education and primary health care are being replicated in other developing countries. NGOs play dominant role in the polity also. NGOs policy advocacy role established pioneer innovative programs in Bangladesh on underprivileged children’s education sector. NGO focuses ‘earn and learn’ strategy trying to build on the strengths that the underprivileged children already possess. That is to say, there are a lot of things children can learn through working that are not taught within the confines of a classroom. To disregard the knowledge that a child gains from work and assume that she knows nothing for not being in school is to further undermine that Child self esteem and self-confidence. It aims to ensure access equity and quality education to these underprivileged children. Quality non-formal education can help prepare underprivileged children for broader.
Basic education with well articulated non-formal approach is designed to attain literacy and Numeric of the under privileged children. This is an important component of the theme of basic education putting the poor first.
The idea of NFEP stems from the realization that formal education policy does not suit the interests of the poor children. Most of them cannot afford to continue learning in formal school and thus drop out at an early stage of schooling. The dropouts are mostly poor children.
As a strategy of poverty alleviation with donor’s financial and technical supports NFEP intends to develop capacity building of the under-privileged children by imparting life oriented meaningful education and vocational training in a strictly non-formal environmental.
NGO’s policy advocacy programme by way of development intervention is a part of GO-NGO collaboration. NGOs in Bangladesh come to the assistance of Government with supportive role to give a concrete expression to projected policy goals. NFEP receives proper articulation rough NGO involvement with consistent cooperation, seminar, workshop, campaign, rallies and other dimension of advocacy role.
Non-Formal Education Program (NFEP) organizes education outside the formal system of education. It is simple and flexible and can be delivered at any place convenient to the learners. It is generally designed to meet the basic learning needs of advantaged groups and can be availed of at any age. NFEP is provided to those sections of the community who have no access to or are dropped out from the formal education. It was formally launched in this country in 1918 when an attempt was made to start adult education in night schools. By 1926, over a thousand night schools were functioning. Several attempts had been initiated from 1953 on wards at central, community and individual levels for adult literacy and universal primary education. In 1939, Frank Luebac’s campaign of ‘Each One Teach One’ gained popularity among the masses. Adult education program was brought under the newly formed rural development department of the provincial government. But the program approached a closure due to the Second World War. After 1947, it was revived through individual initiatives. In 1965, HGS Beaver, a bureaucrat of government established a ‘Literacy Center’ at Dhaka and his associates developed a primer and some charts as learning materials. Inspired and encouraged by Beaver, the East Pakistan Adult Education Cooperative Society came into existence. It produced 24 books for adult learning including 12 for neo-literate. After the death of Beaver in 1962, the program, program stagnated. In 1963, an adult education section was opened at comilla BARD campus under a pilot project of the directorate of public instruction. This project continued even after independence of Bangladesh. (file: A:/ ADB/BANGLAESH Non-formal Education. htm: 2004)
The country has a very high level of illiteracy al though its constitution recognizes basic education as a functional right and the universal primary
Non-governmental organization (NGO) are a global phenomenon. The size and are of coverage and spending capacity of NGOs have registered a significant increase. Successful models of some NGOs in Bangladesh in the areas of micro credit, non-formal education and primary health care are being replicated in other developing countries. NGOs play dominant role in the polity also. NGOs policy advocacy role established pioneer innovative programs in Bangladesh on underprivileged children’s education sector. NGO focuses ‘earn and learn’ strategy trying to build on the strengths that the underprivileged children already possess. That is to say, there are a lot of things children can learn through working that are not taught within the confines of a classroom. To disregard the knowledge that a child gains from work and assume that she knows nothing for not being in school is to further undermine that Child self esteem and self-confidence. It aims to ensure access equity and quality education to these underprivileged children. Quality non-formal education can help prepare underprivileged children for broaderoptions available to them so that they can make their choices regarding their future – to access further education, to gain access to appropriate skill training and work or to negotiate for better conditions in their present work. It is also trying to provide a child friendly environment where interactive leaning takes place. By coming to these learning centers. Children get an opportunity to mix with their peers and get peer support, and meet teachers who are not punitive in their ways.
These interactions help children to gain self-confidence. Policy advocacy role of NGO has its impacts on government economy and society. This is linked to the concept of governance and the process of operationalzing the key precepts of good governance to help the underprivileged children and their poor guardian to fight for their rights
NGO is an acronyms for Non-Governmental Organizations. In the ordinary sense of the term it refers to all agencies bodies, and even limited companies that operate in the socioeconomic process as a private sectors. It longside with governmental organizations in the vast bureaucratic establishment the private agriculture tend to render public services. They do it of course with dynamic action and efficient management. The advert of the concept of new public management attributes significance of private sector management enhancing co-operations between the government and the private sector.
NGO is an acronym for Non-Governmental Organizations. In the ordinary sense of the term it refers to all agencies bodies, and even limited companies that operate in the socioeconomic process as a private sector. It alongside with governmental organizations in the vast bureaucratic establishment the private agriculture tends to render public services. They do it of course with dynamic action and efficient management. The advert of the concept of new public management attributes significance of private sector management enhancing co-operations between the government and the private sector.
Education is human rights with immense power to transform. Conversely, illiteracy is one of the major problems that are stumbling black to all development activities. Basic education for literacy and numeracy is the precondition for accelerated national development literacy contributes to productivity, better health and nutrition, awareness and responsiveness to public and social service, cultural, normal and spiritual development of the individual.
Eradication of illiteracy and provisions for basic education for its entire people are, therefore, essential for the socio-economic development of a country. Basic education is a two-way traffic: formal and non-formal education. The coverage of formal primary level education has a tendency to leave demotivate the poor children. Most of them drop-out at the early stage. Non-formal education (NFEP) organizes education for the non-privileged children outside the formal system of education. It is simple and flexible and can be delivered at any place convenient to the learners. It is generally designed to meet circumstantial education needs of the poor children and those moving around the street as street children.
Basic education at the non-formal level is provided to those sections of the community who have no access to or are dropped out from the formal education. Non-governmental organization (NGO) is a global phenomenon. The size and are of coverage and spending capacity of NGOs have registered a significant increase. Successful models of some NGOs in Bangladesh in the areas of micro credit, non-formal education and primary health care are being replicated in other developing countries. NGOs play dominant role in the polity also. NGOs policy advocacy role established pioneer innovative programs in Bangladesh on underprivileged children’s education sector. NGO focuses ‘earn and learn’ strategy trying to build on the strengths that the underprivileged children already possess. That is to say, there are a lot of things children can learn through working that are not taught within the confines of a classroom. To disregard the knowledge that a child gains from work and assume that she knows nothing for not being in school is to further undermine that Child self esteem and self-confidence. It aims to ensure access equity and quality education to these underprivileged children. Quality non-formal education can help prepare underprivileged children for broader.
Basic education with well articulated non-formal approach is designed to attain literacy and Numeric of the under privileged children. This is an important component of the theme of basic education putting the poor first.
The idea of NFEP stems from the realization that formal education policy does not suit the interests of the poor children. Most of them cannot afford to continue learning in formal school and thus drop out at an early stage of schooling. The dropouts are mostly poor children.
(Dr. Md. Shairul Mashreque, Professor of Public Administration, University of Chittagong and Dr. Md. Shakhawat Ullah Chowdhury, Assistant Professor, and head of the department, souther University, Chittagong)
