Evaluation of the

Non-formal and
other Community
Outreach Extension
Programs
 Evaluationis a fundamental part of the
non-formal education program.
 Everyevaluation is a fundamental part of
the extension/NFE program. Every extension
activity involves a conscious or
unconscious appraisal of progress and
effectiveness.
 Evaluationof program progress reveals
strengths and weaknesses and accordingly
helps improve the program. To the NFE or
extension personnel, evaluation can provide
ratification by knowing extent of
achievement.
Topic 1 – Scope of Evaluation
 Medinaand Ancheta suggest that degrees
of evaluation range from casual
everyday observations and informal
inquiries to systematic and formal
investigations. The NFE worker is more
concerned with simple evaluation
processes which give him an insight
into his work and leave the more
complicated studies to evaluation
specialists.
 The authorities add that every
observation involves planned
observation of the daily activities
which give an impression that can
helpfully guide the work. Such
information is collected from casual
conversation and offhand remarks,
farm and home visits, meetings and
individual discussions.
 Information studies, on the other
hand, may involve review and
analysis of information obtained
from records, annual reports,
checklists, questionnaires, census
data and the like, according to
Medina and Ancheta. The NFE worker
should trained for this type of
evaluation which should form a
fairly objective basis for judging a
program.
 Formal studies are more scientifically
planned and carried out to provide
objective information as a basis of
assessment of the achievement of
objective or effectiveness of methods
used. They may include interviews,
questionnaires, compilation of data by
different devices and from collaboration
with rural sociologists and statistical
institutions.
 Medina and Ancheta
outlined some basic
principles – useful in
effective evaluation.
These are:
 
1. Evaluation of NFE work should be well-planned and clearly
defined in scope as to what phase of program is to be
evaluated.
2. NFE teachers themselves should take part in evaluation.
Self-appraisal helps those who carry out a program. It can
be usefully combined with appraisal by an outside person.
3. Everyday evaluation should be continuous and integrates
with the program development process from its planning
stage to the end.
4. Reliable and effective devices should be used.
5. Evaluation should be more concerned with the achievement
of behavioral changes than with the number of participants,
meetings, hours, items prepared, etc.
6. Careful analysis and interpretation of findings should be
considered when an evaluation study is being planned.
TOPIC 2 – Area in
Non-Formal Education
Considered for
Evaluation
One or more of the following aspects may
be considered for evaluation:
 SituationAnalysis – Evaluation starts with an
investigation of the situation before a program is
initiated. Consider the persons involved, general
situation and related programs. Analysis of the
situation provides a realistic assessment of
current problems and a bench mark (baseline) with
which to judge accomplishments at the end of the
program.
 ProgramPlanning – Evaluation helps to
relate a program to actual conditions,
and to adjust it to changing needs during
its progress.
 ProgramAction – what is being
accomplished during the course of the
program, and what adjustments need to be
made?
Teaching Methods – Evaluation
service as a check on teaching
method used. which methods is/
are most effective in a certain
situation? Are the methods
appropriate and suitable?
 Results – evaluation determines the
extent to which the objectives have been
reached. How much of the planned program
has been accomplished and how long has
the program accomplished its objectives?
Was the information collected in the
beginning sufficient? Did it provide a
useful benchmark from which to judge the
result? Have the desired changes in
people that were set out in the program
attained?