Non-Formal Education

Introduction

      The purpose of this paper is to examine how as public access computer venues, can the public library, and telecentres adapt, innovate, and collaborate to provide inclusive technological tools and continuing non-formal education for the diverse populations they serve. The paper’s focus is the role of public libraries and telecentres as purveyors of technical and Internet access and its relationship to non-formal education. This paper will examine the strengths, challenges, and weaknesses of public access venues in addition to defining non-formal education and its association to technology. The paper will explore the similarities and differences between libraries and telecentres. Other areas of exploration include; the digital divide, sustaining public access venues, the effects of policies and planning, community partnerships and issues of providing and training staff.

What is non-formal education?

     To answer the question “what is non-formal education?” one must first examine the history of the concept of non-formal education. Smith,(2001; Fordham, 1993) recounts that during an education conference in the late 1960’s, it was determined that many countries did not have the resources to pay for the expansion and development of traditional education. Moreover, there were discussions about the disparity between educational growth and economic growth and the recognition that employment did not “emerge directly as a result of educational inputs.”  Smith (2001; Fordham 1993: 2) asserts that these realizations prompted economists at the World Bank to make distinctions between formal, informal and non-formal education.  At the same time, UNESCO was investigating alternatives to traditional education and subsequently issued the Faure Report in 1972, which categorized learning into three systems:

System	Characteristics
Formal Education	hierarchically structured, chronologically graded ‘education system’, running from primary school through the university and including, in addition to general academic studies, a variety of specialized programs and institutions for full-time technical and professional training.
Informal Education	lifelong process whereby every individual acquires attitudes, values, skills and knowledge from daily experience and the educative influences and resources in his or her environment – from family and neighbors, from work and play, from the market place, the library and the mass media.
Non-formal Education:	any organized educational activity 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.

      The significance of classifying non-formal education was the awareness that no matter the reason, millions did not have access to traditional education(Smith, 2001). Showier (2013)  asserts that non-formal education can include  learning activities such as  professional development interest groups or community education initiatives. Non-formal education offered an opportunity for those outside of formal education a chance to learn, grow, and ostensibly better themselves and their communities. Non-formal education options also alleviated the financial burden for societies already dealing with educational, financial, and/or political crises.

Technology and Non-formal education

     Non-formal education has always been disseminated via the available technology, television, radio and in the last decade or so the Internet ( Peters, 2004).  In developing areas of the world such as those in Asia, Africa and South America the use of radio and television persists as a way to educate.  The use of the Internet and computers not only requires training, more expensive equipment, upgrades, and software, but the infrastructure to convey it. The infrastructure includes physical transmission lines such as wired, fiber optic and microwave links in addition to software, servers and routing equipment (Wikipedia, 2013). In some regions in both developing and developed countries, access to the Internet is not easy, reliable or consistently available. The problem is that in the 21st century, access to the Internet is information and a growing method of non-formal education. UNESCO asserts that education is a fundamental human right and essential for the exercise of all other human rights. UNESCO has also asserted that access to the Internet is also a human right ( latimes.com, 2013).

Public libraries as public access venues

     Public libraries are important to a democratic society and help to create a nation of learners that fosters development and empowerment for the communities they serve, which in turn strengthens a nation (Goulding, 2006).  Public libraries have a long history of being the community‘s source of non-formal education and the arrival of the Internet and successive technologies has prompted libraries to become a major provider for public access to technology including computers, e-readers, computer classes (devices, hardware, software), and online databases with instructional and educational collections.

     According to the American Library Association (Community Access & Public Libraries, 2012)  there were 8,951 public libraries in the 50 States and the District of Columbia with 17,078 public library branches and bookmobiles in the United States. Globally there are 320, 000 libraries across the world and 230,000 are in what is considered developing countries (Hamilton, 2013).

     The Public Library Technology Landscape Report (2011) states, that according to library staffs, many library patrons are computer novices in need of the most rudimentary basic training. The report also asserts that public libraries in the United States are the sole source of Internet and computer access for 41percent of the urban population, 60 percent of suburban, and 70 percent of rural communities.

     Public libraries already provide citizens around the world with access to technology and vital and relevant information. Studies by the Gates Foundation, (Gates, 2013) show that  users of computers in public libraries in  the United States access more information about socially significant resources than any other venue; health, government, language, culture and personal finances.

     In other developing regions of the world, public libraries adapt to their communities specific needs. The government in Chile enacted a digital literacy campaign to help teach citizens basic computer skills, while in the Ukraine public libraries have trained farmers to use the Internet  to find resources on growing indigenous crops.  In Africa, libraries have used bookmobiles to reach and teach rural populations and in Mexico, public libraries are the only technological link for almost two-thirds of rural inhabitants(Gates, 2013).

     At a time of tight budgets, investing in existing trusted local institutions is efficient and smart. Public libraries already have the facilities, resources, staff and experience to bring people and education together in an informal an non threatening way(Goulding, 2006).

Challenges for Libraries

     Almost 65 percent of libraries claim that they do not have enough computers to meet patron demand(Gates Foundation, 2010). There are three main challenges for public libraries; funding, space and staffing. Many public libraries recognize the need for and plan to add and upgrade workstations along with making other improvements to their technical resources, the question of funding looms in the future. Thus, although a reported 35.5 percent of libraries have a computer replacement schedule, the majority of them do so only every five years.

    Many existing library facilities were not built to handle the expansion of IT services, which may include physical space and electric capabilities (outlets).   For example, the Grande Prairie Library in Illinois, built in 1982, is composed of thick concrete floors and walls, quite a challenge for laying fiber optic cables; also, additional outlets have been a necessary part of the IT expansion(L. Starks, personal communication, November 19,2013).

     Another issue  for libraries  is staffing, many public libraries now find themselves increasingly dependent on non- IT staff (reference librarians, administration etc.) to provide a large majority of technical  support. This in turn requires staff to be trained in an effort to meet the needs of the community, which again becomes a funding issue.

Telecentres

    The first telecentre was opened in  Harlem , New York in 1982 to provide access to technology for a needed community. In 1985, the first European telecentre opened in  Northern Sweden to provide technology to a very isolated region ((Molnar & Karvalics 2002).According to Telecentre.org (2013), a telecentre is a “public place where people can access computers, the Internet, and other information and communications technologies to find information, create, learn, and communicate with others while they develop essential digital skills.”  Another definition is telecentres are ““shared facility that provides public access to information and communication technologies (Molnar & Karvalics 2002, ;Colle, 1999) Telecentres go by many different names including, community training centers, community access points, telecottages, and common service centers. No matter what they are called, they all tend to offer a combination of the following services(Oestman & Dymond, 2002),

• telecommunication services such as telephony, fax, e-mail and Internet

• office equipment such as computers, CD-ROM, printers and photocopiers;

• multimedia hardware and software, including radio, TV and video; and

• meeting spaces for local business or community use, training and so on.

            Community telecentres are a potent tool for supporting community development with digital technologies and improved digital inclusion (Telecenter.org Foundation, 2013). In its most idealistic form, telecentres are a means of providing educational and technical access to the underserved populations throughout the world, especially in developing countries. Non-government organizations, local governments, businesses, schools, and institutes of higher learning run Telecentres. In the United States, telecentres are usually referred to as Community Tech Centers (CTC’s) ( Wikipedia, 2013).  There are approximately 1,000 CTC’s in the United States today. CTC's are found  in various community institutions, including; public libraries, schools, agencies, neighborhood centers, and religious centers.

     Like public libraries, telecentres have the potential to provide public access that in turn promotes educational, personal, social, and economic development (Yusop,Aji, Kasiran & Hassan, 2010) Much like public libraries, telecentres can be used for various activities such as social gathering activities, student learning activities, and interactions.  According to surveys people around the world use telecentres for ( Murray & Murray, 2001);

• formal secondary and tertiary education studies;

• literacy and numeracy skills development;

• language skills;

• instruction for farmers in new agricultural techniques;

• ongoing professional development for remote specialists such as doctors and

nurses;

• development of new information industry employment skills (e.g., in Web

design )

Challenges for telecentres

As with public libraries, telecentres require funding and  a well-trained staff. However, unlike libraries that already have an existing facility and presence in the community, a telecentre must acquire space and publicize their mission. A library’s purpose is a known quotient; community’s know that library’s are a place where information may be found. A telecentre must first know the demographic, the needs, and expectations prior to opening its doors to the targeted community.

SWOT analysis of public libraries and telecentres

		LIBRARY		TELECENTRE
Strengths	·         Established within the community as a non-formal education center Existing infrastructure ·         dedicated staff ·         Free access ·         Perceived as a safe space		·         Created for technology and non formal education high proportion of non-urban locations ·         Tend to offer the most locally relevant content in local languages. ·         Can be tailored to provide community based content(agricultural, fishing, farming, etc. ·         Attracts NGO engaged stakeholders, like UNESCO and other international aid based organizations.
Weaknesses	·         Primarily urban (Gomez,   ) ·         Space to expand is limited ·         Funding in question ·         Non-flexible hours ·         Untrained existing staff ·         In some countries  libraries have a negative perception		·         Government based telecentres are subject to lack of funding, ·         poor policies ·         political climate ·         compete with other industries for competent staff ·         safety may be a concern for staff, equipment and users
Opportunity	·         engage community members and other stakeholders in the design and delivery of library services ·         understand and communicate the benefits they provide to individuals and communities		·         To serve specific cultures, and languages ·         Can be located to reach both rural and urban communities. ·         engage community members and other stakeholders in the design and delivery of services ·         understand and communicate the benefits they provide to individuals and communities
Threats	·         Funding- for new equipment, upgrades, staffing ·         Perception of the community and lack of awareness for what a public library offers		·         Funding- for new equipment, upgrades ·         Political climate ·         Lack of infrastructure to keep up with emerging technologies

Staff and training

   Whether paid or volunteer, without quality, properly trained staff the public access venue cannot fulfill its mission or succeed. Given the nature of a public access venue and its desire for outreach, those who work there must not only be technically proficient but must possess interpersonal skills(CCNET, 2003).. In some instances, staff should be bilingual if the community requires it.

     Furthermore, staff must be resourceful and provide a welcoming atmosphere for the community they serve (CTCNET, 2003).According to CTCNET staffing falls into five categories, Administrative, Community Outreach and Development, Direct Services, Facilities and Equipment, and Clerical Support.

·         Administrative- takes care of program development, management, and assessment. Fiscal accountability, deals with fundraising, staffing and volunteers.

·         Community Outreach and Development- cultivates and sustains collaborative community partnerships, handles public relations and marketing, and research and grant writing.

·         Direct Services- supervises the educational services-instruction, staff training, special projects, job training.  Supervises reception, monitoring, information to the public and scheduling.

·         Facilities and Equipment Community- Is comprised of two main areas- Technical and Site management. Technical handles-computer trouble shooting, upgrades, computer registration, insurance and warranties. Site management handles building accessibility, security and housekeeping issues.

·         Clerical and Support- organizes mailings and information, bulletin boards and , reference resources,  and maintains records.

Public libraries and staffing

             Looking at the above criteria, public libraries already have a great deal of the staffing requirements in place.  Often in a library setting, it is the existing staff that must assist users and that means that there is a need for continuing education and training (Blowers, 2007). Some libraries have created core competencies for technology to guide and prepare staff to instruct and assist the public. Basic competencies include; basic hardware and software knowledge: and basic Internet, email, and word processing. Additionally knowledge of audiovisual setup; imaging computers; and public technology training skills are also a part of the training suggestions (Blowers, 2007).

Telecentres and staffing

     Staff and training is more problematic for telecentres, unlike libraries that employ staff, many telecentres around the world use volunteers because the largest portion of their monies is used for securing a facility and equipment. Thus, free training offered by organizations such as UNESCO is a vital part of providing well-trained staff. Telecentres around the world also use various methods of training such as seminars, workshops (Murray & Murray, 2001).

    Those who are managers of telecentres must be able to multitask and have an array of business, administrative and community support skills (CTCNET,2002).

Digital Divide

     The “digital divide” is the term used to describe those who use or have access to telecommunications and information technologies and those who do not (Congressional Digest, 2013).  A more comprehensive description of the digital divide comes from the Close the Gap Foundation, a nonprofit organization that gives pre-owned computers donated by European companies to educational, medical, and social projects in developing and emerging countries. (Close the gap, 2013)

 “The digital divide is between people who have access to technology and people who don’t. It’s also a divide between people who have knowledge of technology and those who don’t, between people who realize the opportunities presented by technology and those who don’t. “It consists of an infrastructure gap, a knowledge gap, and a psychological gap”

     However, bridging the digital divide is about more than providing access to technology for underserved population, it is about applying technology effectively to achieve meaningful outcomes (Clark, 2005; Goslee, 1998; Servon & Nelson, 2001;Morino, 2001).Computers and the Internet are transforming the ways in which people learn, communicate, and earn a living.  Thus, technology as well as the ability to use it effectively are becoming required competencies in our information-rich society (Clark, 2005 ; Goslee, 1998; Servon & Nelson, 2001) Some studies have concluded that both developed and developing nations face a considerable and disconcerting “digital divide" between those who have access to online information and opportunities and those who do not.  It is asserted that access to information has the potential to cultivate economic equality, social mobility, democracy, and economic growth (Internet World Stats, 2013,).

     Public access to computers and the Internet can play a vital role in social and economic development when it successfully helps to meet the needs of underserved populations (Clark, & Gomez, 2011).  The underserved are those portions of the population that are at risk and have barriers to achieving their potential (Chang  Brown, Gary L. Kreps, Kukafka,  Safran, and  Stavri, 2004). Underserved  may also be defined as those individuals are vulnerable to the digital divide for  one or more of these underlying reasons, including “financial circumstances, place of residence, health, age, functional status, developmental status, ability to communicate effectively, race, ethnicity, and gender”,(Chang,et. al,2004).

Underserved Populations

Disabled

     It is estimated that only 54 percent of American adults with disabilities use the Internet (Collins, 2012), compared with 81% of those without a disability. The National Telecommunications and Information Administration (NTIA), reports that the disparity is linked to the fact that people with disabilities tend to fall into several of the underserved categories; they tend to have less education and lower incomes. Additionally, the incidence of disability is highest in communities of color, underprivileged and rural communities where approximately 67% of all adults with disabilities are unemployed (CTCNET, 2003). Some attribute the lower income to workforce discrimination and without equal access to jobs; many disabled people face economic hardships, which in turn can limit access to technology.

Elderly

    According to a study by the Pew Internet and American Life Project (2013), only 56 percent of Americans over 65 use the Internet. Although it is the first time that that age group has reached over 50 percent for Internet use, the elderly are far behind other demographics.  For instance, 83 percent of people aged 50 to 64, 92 percent of people 30 to 49, and 98 percent of 18-to-29 year olds (Marks, 2013).

    Like the disabled, the elderly may find job discrimination because of age and lack of technical proficiency, which in turn thrusts the older population into lower incomes with little access to computers.

Women

     In some cultures throughout the world ,bias based on social-economic, religious and  other culture related reasons creates “enabling/disabling’ (Huyer & Sikoska, 2003) environments for women. For instance, women in Muslim countries cannot travel to venues with public access unless accompanied by a male relative.  It is also estimated that denial of education in some countries is a barrier to women who then suffer from lack of education and development of skills. The Arab Human Development Report (2002) stated that almost half of Arab women were illiterate.  Women also have less time to travel to venues because of domestic and community duties (Huyer & Sikoska, 2003). Rural women in developed countries such Canada have problem with access to technology as well, citing money, travel distance and time as crucial barriers.

Content divide

     Libraries and telecentres must seek to provide content that is relevant to their respective communities(Lazarus & Mora, 2000). The authors  assert that the lack of diversity by those who create content on the Internet is adding to the digital divide  Lazarus and Mora (2000) state that underserved populations are facing a “content divide” caused by the following deficits:

·         Lack of local information- The underserved populations in both developed and developing countries need information that directly affects their community.

·         Literacy barriers- Content on the Internet tends to be written at an advanced literacy level, disregarding the approximately 22 percent, of Americans who do not have the reading and writing skills necessary for functioning in everyday life.

·         Language barriers –It is estimated that 87 percent of all Internet documents are in English. This does not take into account Americans and every non-speaking English nation in world who cannot benefit from the resources on the Internet.

·         Lack of cultural diversity- Resources on the Internet tend to be homogenous because of the lack of diversity of those creating Internet documents. The ethnic and cultural backgrounds of people around the world are not represented or celebrated. Therefore, there is resistance and no appeal to use the Internet.

     To address the “content divide “public libraries and telecentres can seek to offer  the information and tools to combat the four barriers by  creating and promoting websites that concentrate on local social and government services; job ads, local housing information. They can provide translation tools and libraries can offer their websites and online materials in community appropriate non-English languages. Offer online literacy tools and promote the diverse cultures and customs within the library’s or telecentres’ community(Lazarus & Mora, 2000).

Sustainability

      Sustainability means being capable of enduring and being productive over an extended period.  Generally speaking, sustainability is thought of has a funding issue; however being able to sustain a public access venue is a multidimensional proposition (O’Malley, & Liebow, 2010,). A study of telecentres asserts that there are five pillars of sustainability:

•        Financial- consistent and ongoing funding is required to maintain a facilities, staff, equipment, etc

•        Social- you must understand the population that you are serving- its needs, culture, language, politics etc.

•        Operational- must provide the necessary equipment, staff, and other materials.

•        Policy- strategic plans, assessment, and commitment to the purpose determine long-term success

•        Organizational – how these facilities are structured and run can determine the sustainability.

     According to a report issued by the Gates Foundation (2010), public libraries’ challenges in sustaining access involve funds for new equipment, space for more computers, staff training to provide optimal assistance to the public. The current challenge for libraries is to sustain their ability to provide public access. This requires ongoing investment and support in five key areas:

·         Hardware and software upgrades-heavy use of equipment and providing new software and

·         Internet connectivity- Acquiring and sustaining broadband access and E-rate funding for telecommunications costs for required connectivity and broadband needs.

·         Keeping systems running- IT support is necessary to keep equipment running and updated.

·         Staff training- Poorly trained staff cannot provide support for users. Staff must be comfortable with technology to assist the public.

·         Keeping libraries open- Some libraries in response to shrinking funding, reduce staff, hours of operation, thereby cannot assist the communities.

      Additionally, sustainability requires foresight, flexibility, and being aware of the shifting and emerging needs of the community(Medina, Rivera, Rogers, Woodall, & Buller, 2006) The ongoing commitment to provide staff, facility, equipment are universal issues that go directly to the heart of maintain and sustaining, all of these pillars are interconnected, one without the other.

    

Community Support

     Community support is a main component in sustaining public access venues (Gomez, 2012). Libraries as public access centers and as educational institutions have a very important hurdle to overcome; librarians and the people of the community do not fully realize or recognize that the library is the center of learning (OCLC, 2010). Librarians take for granted the information and tools that surround them and thus do an inadequate job of marketing the assets that they have (Jaeger, Bertot, Kodama, Katz, & DeCoster, 2011).

     Libraries and telecentres must actively seek the support of community leaders, which in turn increases visibility, awareness, and funding. The perception of public libraries has a great deal to do with community level support (Houle & Columbia University, 1974). During the recent economic crisis library, use increased as people came to use computers, look for jobs and seek assistance in résumé building and technical skills  (Gates, 2013).

     Libraries must provide the services and materials that their community is asking for in order to gain and maintain their community’s support. Surveys about libraries often find patrons asking for more and updated technology, extended hours, knowledgeable staff, and more study space.

Engaging supporters and leadership within the community to help elevate library funding needs is required to sustain the mission of both libraries and telecentres.

Collaborative Partnerships

     New sources of funding, lack of expertise, lack of space, need for innovation, these are all reasons to pursue collaborative partnerships. Providing the community with technical and educational resources requires the combined effort of various community entities (Mayanja, 2001). Community partnerships afford public access venues an avenue to businesses, schools and other existing entities that already have developed relationships influence and reputations within a given area.

CTCNET (2003) suggests that partnerships in the community are not negotiable and must be forged to be successful and sustainable. CTCNET suggests that public access venues seek partnerships with the following,

·         Professionals- attorneys , publicists, and marketers- Professionals have connections and expertise that foment relationships between the venues and the community.

·         Educational representative- collaborating with school districts enable them to see that public access venues can be extensions of what they are already doing. Colleges may offer volunteers to assist the venues.

·         Fundraisers- Public access venues need to raise monies other than what may be allotted . Connecting with those who raise funds widens the circle of support.

·         Local Businesses - Local corporations contribute funds to many public access venues. Technical businesses may donate or offer reduced prices on equipment and maintenance.

·         Government agencies- block grants, information, and government resource to assist venues and users.

·         Religious institutions- some religious institution already have public access and literacy programs connecting with them will increase potential staff and venues.

·         Community based organizations- Daycare centers, senior citizen homes, half way houses and other community-based institutions  may be partnerships than can be beneficial to some underserved members of the community.

The following is a graphic showing the potential community partnerships that CTCNET  deems beneficial for telecentres ,but may be applied to public libraries as well.

Public Library and collaborative partnerships

  The public library is already a known asset, people expect to find computers, books, DVD’s, and staff to assist them. However, the library needs to form networks and partnerships with the existing business community, government agencies, schools, and other social community agencies to foment a wellspring of educational and technical opportunities (Walker, C., & Manjarrez, C. A., 2003).

     Public library systems collaborate with one another to share the costs of electronic resources like online card catalogs, and educational databases. We have interlibrary loans (ILL) systems that allow libraries to share materials locally, statewide and around the world.

Policy and planning

     A comprehensive policy framework is crucial as it provides a vision of desired outcomes. Policy leadership is important and holds the key to any successful endeavor to introduce and sustain technology and education (Strategic Plan for the Public Library of Charlotte & Mecklenburg County 2009 – 2012). This may be particularly true if the efforts are to contribute to economic and social progress.   Sound policies and planning save money in the end and may be helpful in attracting funding. In addition, the process of creating a business plan can encourage the participation of multiple stakeholders.

Policies must incorporate and consider staff, training, facility maintenance, upgrades, security, materials, partnerships, and more (Maine State Library).  

     An example of a public library strategic plan is the one crafted by Charlotte Mecklenburg County Library in North Carolina (Blowers, 2007). They created what they call the CORE plan

·         Community Engagement (partnerships, fundraising, volunteers, outreach

services, community events)

·         Organizational Resources (human resources, business services, facilities,

logistics, technical services, security)

·         Research, Innovation and Strategy (technology, communications,

innovation, measuring results, planning)

·         Library Experiences (public services, programming for all ages, collections,

literacy, lifelong learning).

    Strategic planning and a sound, inclusive policy is necessary for public access venues that want to sustain and offer optimal service for their communities.

Conclusion

     To begin, it is imperative to comprehend the power of technology to empower people within the global community and the right for equality of access. Then one may draw the conclusion that all the components needed to bridge the digital divide are intermingled, sound planning and policymaking comes from knowing the culture of the community to be served. Sound policy and planning foments community support and collaborative partnerships, which make use of existing businesses, institutions, and individuals already within the community.

     Public libraries can use their established place within communities to promulgate technical literacy and to continue along storied tradition of promoting and providing non-formal education. Challenges of funding, space, and training staff may be alleviated by establishing collaborative partners in the community.

     Telecentres, unlike public libraries are created with the needs of specific  local communities in mind, healthcare workers, farmers, children, fisherman, etc. The ability to tailor services to the culture, language, interests is a unique opportunity to cultivate technical literacy and non-formal education to regions in the world where access may otherwise be unknown and unavailable.

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