#Non formal education lebanon professional

Political interest in the variety of learner-centred and practice-based educational processes that are subsumed under non-formal learning has increasingly been focused on quality standards, validation and strategies for recognition. In recent years, academic inquiry has gradually shifted to a repositioning of non-formal learning-defined in 1974 by Coombs and Ahmed as 'any organized, systematic educational activity, carried on outside the framework of the formal system'-as one of multiple learning situations positioned on a learning continuum and structured across multiple dimensions between formality, nonformality and informality of learning (Chisholm 2007, Colley et al. They usually address specific target groups, but rarely document or assess learning outcomes or achievements in conventionally visible ways.' The activities and courses are planned, but are seldom structured by conventional rhythms or curriculum subjects.

#Non formal education lebanon professional

These environments and situations may be intermittent or transitory, and the activities or courses that take place may be staffed by professional learning facilitators (such as youth trainers) or by volunteers (such as youth leaders). 'Non-formal learning is purposive but voluntary learning that takes place in a diverse range of environments and situations for which teaching/training and learning is not necessarily their sole or main activity. The glossary of the European Knowledge Centre for Youth Policy describes non-formal learning as follows: It is widely acknowledged and recognised that non-formal learning provides unique learning opportunities to millions of young Europeans on a daily basis. It stands for a range of core learning principles, methodologies and approaches in the youth sector, commonly emphasising the learner's intrinsic motivation, voluntary participation, critical thinking and democratic agency. Since 2016, the project has succeeded in providing non-formal education to almost 64,000 refugee boys and girls and supported over 116,000 disadvantaged boys, girls and women in Lebanon who are vulnerable to abuse with a package of services to help them deal with trauma and prevent abuse in the future.Р В РІР‚СњР вЂ™Р’В®very child has the right to an education, that is why the UKР В Р вЂ Р В РІР‚С™Р Р†РІР‚С›РЎС›s strong partnership with Lebanese and international partners will continue to help ensure that all children in Lebanon receive an education.Non-formal learning is an extensively used and intensely debated notion in the youth field.

Over 14,000 girls and boys aged between 3-5 years, 8-18 years will receive community-based early childhood education and attend Basic Literacy and Numeracy classes, and over 10,600 will receive child protection and other related services. The additional funding will continue to support girls and boys with non-formal education and provide child protection and Gender Based Violence services to the most vulnerable, bringing the UKР В Р вЂ Р В РІР‚С™Р Р†РІР‚С›РЎС›s support in this area to Р В РІР‚в„ўР В РІвЂљВ¬65m over four years. I am pleased to announce that the UK Secretary of State for International Development Penny Mordaunt has today announced an additional Р В РІР‚в„ўР В РІвЂљВ¬5 million to our support to UNICEFР В Р вЂ Р В РІР‚С™Р Р†РІР‚С›РЎС›s non-formal education programme working with the most vulnerable children across all of Lebanon. As the world celebrates World ChildrenР В Р вЂ Р В РІР‚С™Р Р†РІР‚С›РЎС›s Day, the UK is proud to be a committed partner to education in Lebanon. On the eve of LebanonР В Р вЂ Р В РІР‚С™Р Р†РІР‚С›РЎС›s 75th Independence Day and the week of World ChildrenР В Р вЂ Р В РІР‚С™Р Р†РІР‚С›РЎС›s Day, British Ambassador Chris Rampling said:Р В РІР‚СњР вЂ™Р’В®ducation is the future, it offers children a ladder out of poverty to transform their communities and countries.