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details as the organization’s channels of communication, policies and procedures, and norms and sanctions.
Wahab 2008 states that there are some characteristics of formal organization: 1 the activities’ structure is arranged clearly; 2 communication in
the formal organization is arranged in a good order based on the organizer; 3 formal organization is permanent relatively in order to get the widest objectives
and long range plan; 4 formal organization is able to develop rapidly because of the raising of the specialization inside; 5 there are the personnel’s substitution,
elevation and stopping; 6 formal organization has norms as the policies including how to appointment of a chairman and personnel; 7 it is established rationally; 8
there are formal ways to solve the problems; 9 there are a hierarchy services within formal organization.
Smith 2001 states that formal education is the 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. Faculty of Education 2008 states that formal learning refers to learning through a program of instruction in an educational institution, adult training centre
or in the workplace, which is generally recognized in a qualification or a certificate.
b. Non-Formal Education
According to Undang-Undang Nomor 20 tahun 2003 in Indonesia, non- formal education is held for the societies who need education services as
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replacement, addition and supplement of formal education in the form of supporting long life education. It is functioned to develop the students’ ability in
case of mastery the functional knowledge and skill, and develop the professionalism. Non-formal education consists of live skill training, early
childhood education, early child education, the equality degree and other education which is supposed to develop the students’ ability. The non-formal
education unit consists of course organization, training organization, study group, society learning centre, etc. The course and training is held for people who require
knowledge, skill and attitude to develop their carrier and advanced education. The non-formal graduated is accredited equal with the formal graduated after the
process of accreditation of value by institution of government based on the education national standard. The role of implementation non-formal education
intended in the verses above will be regulated by the government regulation. According to Smith 2001, non-formal education is 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. Stephen 1999 states non-formal education refers to education which takes place outside of the
formally organized school. Most typically, the term or phrase non-formal education is used to refer to adult literacy and continuing education for adults.
This education is called non-formal because: it is not compulsory, it does not lead to a formal certification, and it may or may not be state-supported.
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Fordham in Smith 2001 suggests that there are four characteristics came be associated with non-formal education: 1 Relevance to the needs of
disadvantaged groups, 2 Concern with specific categories of person, 3 A focus on clearly defined purposes, and 4 Flexibility in organization and methods.
Simkins in Smith 2001 analyses non-formal education programs in terms of purposes, timing, content delivery systems and control, and contrasted these
with formal educational programs. The resulting ideal-types provide a useful framework - and bring out the extent to which non-formal education initiatives,
while emphasizing flexibility, localness and responsiveness remain located within a
curricula form of education.
Table 1.2 Ideal-Type Models of Normal and Non-Formal Education
Formal Non-Formal
Purposes a. Long-term and general
b. Credential-based a. Short-term and specific
b. Non-credential-based
Timing
Long cycle preparatory full- time
Short cycle recurrent part-time
Content a. Standardized input
centered b. Academic
c. Entry requirements a. Individualized output
centered b. Practical
c. Clientele determine entry requirements
Delivery System
a. Institution-based, isolated from environment.
b. Rigidly structured, teacher- centered and resource
intensive a. Environment-based,
community related. b. Flexible, learner-centered and
resource saving
Control
External hierarchical Self-governing democratic
Picture 1. Ideal-Type Models of Normal and Non-Formal Education Adapted by Fordham 1993 from Simkins 1977: 12-15
According to International Labor organization 2008, Non-Formal Education is a world-wide phenomenon, systematic out- of-school activities
designed to meet specific learning needs which are to be found in developed and
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developing countries alike. The characteristics of non-formal education are:1 Attempt to fulfill immediate and practical needs, 2 Occur outside school, 3
Adopt to individual needs, 4 Change as learning needs change, 5 Serve voluntary students populations, 6 Involve part-time study, and 7 Cost less than
formal education and have flexible criteria for admission.
c. Informal Education
