COMMUNITY PARTICIPATION IN THE DEVELOPMENT OF NONFORMAL EDUCATION PROGRAMMES IN COMMUNITY LEARNING CENTRES
Juma Abdu Wamaungo
AbstrakKata kunci :
Nonformal education being any educational activity organized outside the established formal system, whether operating separately or as an important feature of some broader activity that is intended to serve identifiable learning clienteles and learning objectives, its programmes should respond to the needs and perceptions of community members, not those of experts or government targets. Based on this, the study intended to explore the role of community participation in the development of nonformal education programmes through community learning canters. It was carried out in two selected CLC’s of Cimahi city council, West Java, Indonesia. Data collection was done through: observation, interview, documentation study, and audiovisual analyses with the intent of establishing the kinds of nonformal education programmes, forms of community participation, categories of community members that participate most, and to ascertain the role of community participation in the sustainability of nonformal education programmes in community learning centres. In general, the study found that (1) the staff members at the two CLCs are aware of the kinds of nonformal education programmes, (2) the CLC programmes are basically government programmes, (3) the forms of participation are of three categories, that is; passive participation, information giving participation and consultative participation, (4) CLCs do not directly involve communities in programmes’ development but work in collaboration with ‘Rukun Warga’ and ‘Rukun Tentangga’, (5) the CLC staff conduct field analysis only during the socialization process of CLC programmes to the grassroot community, and (6) the participants from CLCs are mostly from poor families with low economic background, but there were also those from well-off to do families, The recommendations made based on the findings of this research are: (1) we should learn to mobilize communities for active participation, socialize community learning centers as potential places for handling community needs, and ensure that all community members are the real stakeholders, (2) Nonformal education Professionals should be ready to face the needed desire for change in the development, planning and implementation of nonformal education programmes, (3) Governments should allow educational and development programmes to come from the grassroot with the active participation of the would be beneficiaries, (4) people should be encouraged to; improve their knowledge, Skills and attitudes with the aim of systemic change, and (5) Government should set standards to be followed by community learning centres such that quality is maintained. This implies that the government should do much on the supervision, monitoring, and evaluation, and it should also provide stimulant funds for the grassroot communities to develop sustaining CLCs.
Abstrak DOC Abstrak PDF Fulltext PDF Send to email Print Share on Facebook