Assessment and Non Formal Education: The Philippine Experience.

Autor/in	Valisno, Mona D.
Titel	Assessment and Non Formal Education: The Philippine Experience.
Quelle	(1982), (30 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Adult Basic Education; Adult Education; Credentials; Dropout Programs; Dropout Research; Dropouts; Educational Testing; Elementary Secondary Education; Equivalency Tests; Evaluation; Informal Assessment; Lifelong Learning; Literacy Education; Nonformal Education; Out of School Youth; Reentry Students; Student Attrition; Student Evaluation; Philippines + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Adult basic education; Adult training; Studienbuch; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Evaluierung; Life-long learning; Lebenslanges Lernen; Non-formal education; Non formal education; Nichtformale Bildung; Zweiter Bildungsweg; Schülerbeurlaubung; Schulnote; Studentische Bewertung; Philippinen
Abstract	Education should not be thought of as being confined within traditional, formal education, but as embracing all learning processes and activities. Formal and informal systems of learning have specific roles to play within the educational process, while maintaining close cooperative linkages with each other. In other words, education is a lifelong process. Cognizant of the fact that there are many students who have dropped out of school but whose acquisition of learning has not ceased, the Filipinos pioneered a project on assessment that recognizes skills acquired through informal dimensions. The reintegration of these students into the educational system is made possible through the Accreditation and Equivalency Program (AEP), carried out through a series of proficiency tests. School dropouts have various educational backgrounds, and the AEP provides avenues for them to re-enter the education system on their levels. Findings from the project showed that Grade III appears to be the threshold educational level where permanency of literacy and numeracy is at its optimum; and that, after general mental ability, the grade level last completed before dropping out is the most important explanatory factor influencing later educational success of the reintegrated students. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC