Schematic taxonomy of eight types of adult education in the Philippines (Table 2)¶

Element · All elements
Evidence · no claims cited

Description¶

The article constructs a schematic analysis (Table 2) dividing Philippine adult education into eight types across two streams: formal vocational/technical (items 1-2: vocational trade high schools and post-secondary vocational programs) and non-formal (items 3-8: DECS-BNFE literacy and livelihood programs, NMYC short-term training, private sector programs, industry apprenticeships, academic/religious sector programs, and NGO/PO counter-education with a political agenda). The author states "The table below (Table 2)is our construction of the present adult education system" and uses it to show that government funds concentrate on the voc-tech stream while the non-voc-tech adult education sector is neglected.

Design Implications¶

Context¶

Requirements¶

• Serves as an analytical map for identifying which sectors receive funding and which are neglected

Constraints¶

• The bulk of government funds goes to items 1, 2, and 4, while DECS-BNFE (item 3) gets the lowest funding of all bureaus under the Department of Education

Target Learners¶

• Adult learners across vocational, literacy, livelihood and political education sectors in the Philippines

Target Learning Goals¶

• Vocational-technical skills, basic and functional literacy, livelihood skills, and political/counter education

Claims¶

Related Elements¶

Examples¶

-

Key Sources¶

• Doronila, Maria Luisa C. (1997). A Research and Development Approach to the Delivery of Comprehensive Functional Education and Literacy in the Philippines. https://eric.ed.gov/?id=ED418217