Towards Democratic, Transformative, and Responsive Education for All:

International Actors in Non-formal Education in the Philippines

Justine Yuki Ocate

edited by Christian Arvie G. Doria

Enrollment figures for School Year 2021–2022 in the Alternative Learning System [ALS] saw a 38% decrease from its previous measure taken for SY 2020–2021 (Philippine News Agency, 2022); 472,869 learners, accounting for 2% of the total national enrollment, were enrolled in these non-formal education [NFE] programs catered towards out-of-school youth and adults [OSYA]. In the pursuit of our common fundamental right to education, nations and international organizations have recognized the need to complement traditional, formal educational institutions with NFE projects and programs to guarantee the accessibility of education for all, as well as to equitably uplift and advance social conditions through lifelong learning (UNESCO, 2012, 11–12).

This paper shall aim to discuss the various NFE initiatives in place in the Philippines, the stakeholders — local and international — involved in the implementation of these initiatives, and the impact that international participation in NFE has towards Philippine national development. As development manifests in various ways throughout our diverse social landscape, it is imperative that considerations are made to ensure that equal progress is made for the welfare of all regardless of our backgrounds, especially for those from vulnerable, marginalized, and oppressed sectors of society.

Globalizing Accessibility: The Education for All Movement

Recognizing the crucial role of education in development, the Education for All (EFA) global movement brought representatives from more than 150 countries to discuss the state of education and to identify strategies for improving its accessibility for all people. This resulted in the creation of the World Declaration on Education for All (Ruff, 2021). Non-formal education came about in the actualization of two of the declaration’s specific goals: (1) to improve all aspects of the quality of education so that learning outcomes are achieved by all, and (2) to expand and improve secondary education, especially for the most vulnerable and disadvantaged.

Since the inception of the EFA initiative, countries such as the Philippines have made strides in improving access to education and to achieve the goals of the declaration. Notable EFA initiatives in the Philippine context include the establishment of the Alternative Learning System and its component programs: the Basic Literacy Program, teaching numeracy and literacy to OSYA to eradicate illiteracy; the Accreditation and Equivalency (A&E) Program, an intervention program for basic education non-completers; and the Life Skills for Work Readiness and Civic Engagement Program (World Bank Group, 2018).

International Actors in Aid of the Movement

UNESCO

UNESCO supports the development of informal education initiatives by providing financial and technical assistance to member states. Assistance takes form in funding projects that aim to increase access to informal education and offering guidance and expertise on the development of informal education programs (Ríos & Urbano-Canal, 2021). UNESCO also works to raise awareness about the importance, recognition, and validation of informal education. Additionally, the organization supports research on informal education and works to develop policies and practices aimed to improve the quality and effectiveness of informal education initiatives.

UNICEF

As part of its mandate of promoting the rights and well-being of children around the world, UNICEF provides financial and technical assistance to member states to help them improve access to education for children, especially those who are marginalized or disadvantaged. The organization works to raise awareness about the importance of education and to promote policies and practices that can help to improve the quality and effectiveness of education programs (Hendel, 2022). Additionally, UNICEF supports research on education to develop evidence-based approaches in improving education outcomes for children.

USAID

In view of their specific goals for Philippine education, the United States Agency for International Development (USAID) works to reach vulnerable out-of-school youth and ensure that they have access to quality education. This is primarily accomplished through awareness campaigns and capacity-building initiatives done for the ALS program which focus on empowering its implementers from administrators, coordinators, and teachers from the head office to the community learning center (Wui & Lopez, 2022). USAID collaborates with the Bureau of Alternative Education under DepEd’s central office to engage with officials, personnel, and external partners from the field, with the goal of making the ALS law more understandable, relatable, and practicable towards its full realization.

SEAMEO

Southeast Asian Ministers of Education Organization (SEAMEO) supports NFE through various programs such as the Center for Educational Innovation and Technology (CEIT) and Center for Lifelong Learning (CLL). The CEIT promotes the use of technology in education to enhance teaching and learning, and provides training and resources for educators to use technology to support informal and non-formal education through online and distance learning (Cao, 2019). The CLL provides resources and support for the development of non-formal education programs, such as community learning centers and lifelong learning centers providing education and training for out-of-school youth and adults. SEAMEO also provides the resources necessary for member nations to further their own NFE initiatives by conducting research and providing training and resources on education topics.

Other Actors

Asian Development Bank (ADB) supports NFE-specific initiatives focused on vocational training or skills development programs. Its development programs for other vital sectors may also include informal and NFE programs, such as training and capacity-building programs and community-based programs that provide education to marginalized and disadvantaged communities. For ASEAN, its ASEAN Economic Community (AEC) promotes member countries’ NFE programs through regional initiatives and policies promoting cooperation and collaboration in the education sector (Symaco & Tee, 2019).

International cooperation in the Philippine context

International participation in non-formal education greatly impacts Philippine national development. Specific programs supporting NFE of note are:

• UNESCO’s UN Literacy Decade, promoting literacy in developing countries, and the overall EFA initiative;
• UNICEF’s Basic Education Assistance for Muslim Mindanao (BEAM-ARMM) program, reaching out to OSYA in the ARMM region;
• and ASEAN’s AEC, railroading the development of education towards economic growth

Participation in NFE programs positively affects national development by increasing enrollment and retention, providing education and training to OSYA, and promoting local, regional, and global cooperation and collaboration in the education sector (Charungkaittikul, 2019). These can help increase literacy rates, improve the quality of education, and promote economic growth and development in the Philippines, especially by targeting marginalized and vulnerable sectors who otherwise find little success in the traditional, formal education system.

Conclusion

Non-formal education plays a crucial role in promoting accessibility and quality of education for all, particularly for marginalized and disadvantaged groups such as out-of-school youth and adults. International actors can have a significant impact on non-formal education in the Philippines through the provision of technical assistance, resources, and funding for initiatives and programs. These initiatives and programs, especially that of the Alternative Learning System in the Philippines, can contribute towards building more inclusive and tolerant societies by empowering individuals with the knowledge and skills they need to improve their economic activities and participate in social and political life.

It is important for all stakeholders, including local and international actors, to consider the diverse needs and backgrounds of individuals and communities in the development and implementation of non-formal education initiatives in order to ensure that progress is made for the welfare of all. As we strive towards democratic, transformative, and responsive education for all, it is essential to recognize the value of non-formal education in achieving this goal.

References

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Charungkaittikul, S. (2019). Building a learning society: Perspective from Thailand. New Directions for Adult and Continuing Education, 2019(162), 25–36. https://onlinelibrary.wiley.com/doi/abs/10.1002/ace.20323

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Symaco, L. P., & Tee, M. Y. (2019). Social responsibility and engagement in higher education: Case of the ASEAN. International Journal of Educational Development, (66), 184–192. https://doi.org/10.1016/j.ijedudev.2018.10.001

UNESCO. (2012). International Standard Classification of Education: ISCED 2011. UNESCO Institute for Statistics. http://uis.unesco.org/sites/default/files/documents/international-standard classification-of-education-isced-2011-en.pdf

World Bank Group. (2018). A Second Chance to Develop the Human Capital of Out of-School Youth and Adults: The Philippines Alternative Learning System. World Bank. https://openknowledge.worldbank.org/server/api/core/bitstreams/fdef9450- 7252–5775-aabb-44e21a082eec/content

Wui, M., & Lopez, G. (2022). Examining Philippine-US cooperation amid the Covid 19 pandemic: setting a broader agenda for educating Filipino children and youth. Asia Pacific Bulletin, (594). https://www.eastwestcenter.org/sites/default/files/private/594.1023-lm-pdf.pdf

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Justine Yuki Ocate is a third year Bachelor of Public Administration student at the UP National College of Public Administration and Governance. His research interests include education and other public services from a social reconstructionist perspective of public administrators towards realizing an equitable and mass-oriented society. He is also an active volunteer tutor and community organizer, having previously served as Chief Executive Officer of the UP Educators’ Circle.

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