|APPEAL - Training Materials for Continuing Education Personnel (ATLP-CE) - Volume 3: Equivalency Programmes (APEID - UNESCO, 1993, 69 p.)|
Asia-Pacific Programme of Education for All (APPEAL) has the following Action Areas:
1. Universalization of Primary Education (UPE)
2. Eradication of Illiteracy (EOI)
3. Continuing Education for Development (CED)
UNESCO Principal Regional Office for Asia and the Pacific (PROAP) has been working very closely with the Member States to expand and improve Primary Education and Literacy Programmes. Specifically APPEAL Training Materials for Literacy Personnel (ATLP) has helped improve the quality of curriculum, learning materials and training for literacy programmes in Asia and the Pacific. Based on the experiences of ATLP, UNESCO/PROAP is developing APPEAL Training Materials for Continuing Education Personnel (ATLP-CE). It organized a Planning Meeting on 16-20 April 1990 in Hua Hin, Thailand, and developed the First Volume of ATLP-CE entitled: «Continuing Education: New Policies and Directions.» The Planning Meeting prepared guidelines for the preparation of training manuals for the following six types of Continuing Education Programmes:
1. Post-Literacy Programmes
2. Equivalency Programmes
3. Quality of Life Improvement Programmes
4. Income-Generating Programmes
5. Individual Interest Promotion Programmes
6. Future-Oriented Programmes
UNESCO/PROAP has convened a series of Technical Working Group Meetings of Experts and developed eight volumes of ATLP-CE. This book is the third volume in the series and it deals with equivalency CE programmes. The first volume, Continuing Education, New Policies and Guidelines establishes basic principles and should be read in association with this present volume.
Equivalency programmes are defined as alternative educational programmes equivalent to existing formal general or vocational education. As many Member States of the Region are aiming to achieve universal primary education as early as possible, this volume considers equivalency programmes at only the secondary level.
Various models for structuring general and vocational equivalency programmes are described and discussed and specific examples of equivalency curricula are reviewed. Comparisons are made between formal secondary schooling and non-formal equivalency programmes. The particular role of equivalency programmes in increasing access to secondary education is reviewed and strengths and weaknesses of the approach are identified.
Guidelines are provided for the production of learning materials, for establishing an infrastructure for implementation and delivery, for training personnel and for monitoring and evaluating equivalency programmes.
The volume includes a discussion of the special problems associated with equivalency accreditation and certification. Links with the formal system of schooling are discussed and the complementary relationship between formal education and non-formal equivalency programmes is emphasised. Clientele for equivalency programmes are identified and described.
The volume reviews the relationship between equivalency programmes and other types of continuing education and discusses the contribution of equivalency programmes in promoting life-long learning and the evolution of a learning society.