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NON FORMAL EDUCATION IN A MULTICULTURAL HOW TO
NON FORMAL EDUCATION IN A MULTICULTURAL PROFESSIONAL

More naturally learning process as you can learn at anywhere and at any time from your daily experience.

You can get from any source such as media, life experiences, friends, family etc.

The certificates/degrees are not involved and one has no stress for learning the new things.

It is a lifelong process in a natural way.

No fees are required as we get informal education through daily experience and by learning new things.

It is not pre-planned and has no timetable.

A spontaneous type of learning, “if a person standing in a bank learns about opening and maintaining the account at the bank from someone.”.

Teaching the child some basics such as numeric characters.

Informal education consists of experiences and actually living in the family or community. Unlike formal education, informal education is not imparted by an institution such as school or college. Informal education is not given according to any fixed timetable. It may be learned at some marketplace, hotel or at home. It is neither pre-planned nor deliberate. In this type of education, conscious efforts are not involved. Informal education is when you are not studying in a school and do not use any particular learning method. People can also get an informal education by reading many books from a library or educational websites.

NON FORMAL EDUCATION IN A MULTICULTURAL HOW TO

Informal education may be a parent teaching a child how to prepare a meal or ride a bicycle.

Costly and rigid education as compare to other forms of learning.

Some unprofessional and non-standard education system may cause the wastage of time and money of the students which leads to the disappointment from formal education and argue them to go for non-formal education.

NON FORMAL EDUCATION IN A MULTICULTURAL PROFESSIONAL

Wastage of time as some lazy students may fail to learn properly in spite of motivation by the professional trainers.Chance of bad habits’ adoption may be alarming due to the presence of both good and bad students in the classroom.Sometimes, brilliant students are bored due to the long wait for the expiry of the academic session to promote to the next stage.Leads to a formally recognized certificate.Institutions are managerially and physically organized.Intermediate and final assessments are ensured to advance students to the next learning phase.Structured and systematic learning process.

Students acquire knowledge from trained and professional teachers.An organized educational model and up to date course contents.The syllabus has to be covered within a specific time period. It has a syllabus and subject-oriented.Formal education is structured hierarchically.

Planned education of different subjects having a proper syllabus acquired by attending the institution.School grading/certification, college, and university degrees.The student and the teacher both are aware of the facts and engage themselves in the process of education. The results suggest a need for formal deliberation of this aspect of the curriculum by curriculum planners.The formal education is given by specially qualified teachers they are supposed to be efficient in the art of instruction. It also observes strict discipline. These messages are inconsistent with and may undermine the formal multicultural medical curriculum. Analysis of the 983 cases shows that the pattern of demographics and associations of particular groups with diseases or risk factors in cases conveys messages, as does the lack of mention of sexual orientation and race or ethnicity. For many of the ethnic descriptors, links to genetic, cultural, or socioeconomic factors were apparent no such link was apparent when the racial terms "white" or "Caucasian" were used. Most cases did not provide racial or ethnic descriptions. When sexual orientation and behavior were specified, these appeared in the context of a risk assessment for particular diseases (e.g., HIV infection). Sexual orientation was specified infrequently. The findings revealed that cases featuring males out-numbered those featuring females this ratio differed across courses, and appeared to differ from the actual epidemiology of the conditions. Cases were coded for demographic variables, potential risk factors, and diagnoses or presenting problems. Explicit cross-cultural learning experiences in medical education are provided within the context of implicit experiences provided by a greater "hidden curriculum." The authors conducted a content analysis of 983 cases presented in the 1996-1998 year one and year two curriculum at the University of Minnesota Medical School to determine in what ways they might embody elements of the hidden curriculum, i.e., how they either supported or undermined explicit messages about diverse patient populations.