NORTHEASTERN COLLEGE

GRADUATE SCHOOL
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TERM PAPER
IN
NON-FORMAL EDUCATION

Submitted by:
VIRONIA M. DELA CRUZ
EdD Student

Submitted to:
RODRIGO V. PASCUA, EdD
Professor

NON-FORMAL EDUCATION
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ABSTRACT

The individuals, belonging to deprived, marginalized and economically

weaker sections of the society, elderly individuals, or the individuals who have not

obtained the opportunities to get enrolled in educational institutions and training

centers to acquire education previously, are able to acquire information and

augment their competencies and

aptitude through Non-Formal Education (NFE).

NFE is a systematic educational enterprise that is regularly outside the

system of traditional schooling in which the curriculum and the instructional systems

are organized in such a manner that they get easily adjusted to the exceptional

requirements and needs of the students or may be beneficial in case of unique

situations and occurrences with the main motive of maximizing learning and

minimizing other aspects which often engage formal school teachers such as taking

the roll, implementing discipline, writing reports, supervising the study and the

examination rooms (Kapur, September 16, 2019).

NFE is the kind of education that an individual acquires through different

kinds of organizations, associations and community groups. The needs and the

requirements of the individuals are extremely broad and comprehensive; it was

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realized that the global development of people is an extremely intricate matter and

greater diversity of strategies were used to address the needs of the people.

Concerns emerged among the people and they began to realize the significance of

education and knowledge; policy makers and development experts expressed their

concerns regarding the advancement and progress of education within the world;

areas such as food production, health needs and political participation became

important and in order to fulfill these requirements a person could not wait till he has

completed his formal education, therefore, the development of short term

educational programs came into existence that made an endeavor to lead to

transformations and achievements in the lives of the individuals (Hoppers, 2006 &

Kapur, 2019 ).

AIMS AND OBJECTIVES OF NFE

The aims and objectives of NFE have been stated as follows:

1. to augment an understanding among individuals that it is only through

education, it is possible for an individual and state to progress.

2. to make provision of equal opportunities for all citizens in the matter of

acquisition of education, employment and other fields.

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3. to promote up-gradation of human resources for leading to development of

nation.

4. to develop among individuals, self-confidence and to make them partners in the

preparation of national plans.

5. to augment the benefit of modern, scientific and innovative methods to promote

well-being of society.

6. to help identify the available resources and make use of them in an effective

manner.

7. to bring about transformations in the system of education to meet the needs of

the individuals and communities.

8. to develop non-formal educational programs to enhance productivity and

profitability.

9. to provide opportunities to the individuals, who have not been enrolled in

schools before or dropped out prematurely to enhance their academic skills.

10. to generate awareness among individuals in terms of various aspects that are

necessary to promote better livelihoods.

USES OF NFE

The uses of NFE have been stated as follows:

Providing Education to the Ones, who have Dropped-out Pre-maturely

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In the world, there are large number of individuals, belonging to deprived,

marginalized and socio-economically backward sections of the society. These

individuals, have the main objective of promoting better livelihoods opportunities.

There has been prevalence of the viewpoint among them that they can bring about

progressions in their status and livelihoods opportunities, provided, they have

acquired good education and have honed their literacy skills. There have been

individuals, who drop out of schools, prematurely. Later on they realize that it is

indispensable for them to acquire education and make use of it satisfactorily. Hence,

non-formal education aims to provide education to the ones, who have dropped out

prematurely.

Economizing of Resources

Through the acquisition of NFE, the individuals generate awareness in terms

of economizing of resources. The main resources are financial, physical and

academic. When the resources are limited or in abundance, it is vital for the

individuals to ensure that they are used only to the required extent. On the other

hand, excessive or lesser use of resources would not lead to desired outcomes and

even lead to wastage. Hence, to achieve the desired outcomes, it is essential for the

individuals to make use of resources appropriately. In addition, they should possess

the knowledge and information in terms of economizing of resources.

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Democratizing Education

Democratizing education means, it should be provided to individuals,

belonging to all categories and backgrounds. In educational institutions, when

students are to obtain admission, their merit, grades and academic background are

primarily taken into consideration. On the other hand, there should not be any kind

of discrimination on the basis of factors, such as; caste, creed, race, religion,

gender, age, ethnicity, and socio-economic background. There have been

formulation of measures and schemes that promote democratizing of education.

Research has indicated that individuals, belonging to

economically weaker sections of the society also are acquiring higher educational

qualifications and enhancing their lives.

Teaching-Learning Methods

The teaching-learning methods are regarded as vital aspects that render a

significant contribution in facilitating learning among students, enhancing the system

of education and achieve educational objectives. The teaching-learning methods

used vary. The difference is based on number of factors. These include, grade

levels of students, subjects and academic goals and objectives. The curriculum

framework, teaching methods, learning, media and materials are some of the
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advanced teaching-learning methods that are implemented in making provision of

NFE to the individuals. The adults and individuals belonging to deprived,

marginalized and socio-economically backward sections of the society usually

benefit and develop motivation when advanced teaching-learning methods are

made use of. In the implementation of teaching-learning methods, one of the

aspects that needs to be identified is, learners are encouraged to participate and

ask questions.

NFE CLIENTELES

The NFE clientele are the individuals and communities, who benefit from

NFE. These have been stated as follows:

Unemployed Youth

Unemployment is regarded as a major problem in the world. The rate of

unemployment is the same in both urban and rural areas. In urban areas, the

individuals, who are unemployed are more as compared to those in rural areas. It is

unfortunate that even after acquisition of education in higher educational institutions

and attaining degrees in professional fields, such as, medical, law, engineering,

management, administration and so forth, individuals, experience problems in

attaining employment opportunities. When they are unable to acquire employment

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opportunities, they either work on an honorary basis or set up their own businesses.

In rural communities, agriculture and farming practices are the major occupations of

the individuals. But, it has been researched that farmers and agricultural laborers

are also unemployed for six months. Lack of employment opportunities, deprived

communication skills, less knowledge and awareness and lack of entrepreneurship

quality are some of the causes of unemployment. Therefore, non-formal education

provides help to such individuals to improve their employability skills.

Out of School Children

Out of school children are the children, who have dropped out of school,

before their skills are honed. There are number of factors that compel them to drop-

out. These are, financial problems, distance of schools from homes, lack of interest

in studies, learning disabilities, inadequate teaching-learning methods, strictness on

the part of teachers, experiencing discriminatory treatment, unsatisfactory provision

of extra-curricular and creative activities, shortage of facilities and amenities and

inadequate infrastructural facilities in schools. When the students experience one or

more of these problems, they usually feel vulnerable within the school environment

and drop out, before their educational skills are honed. Hence, through NFE, they

are provided with the opportunities to overcome the barriers and augment their

educational skills and abilities.

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Disabled Individuals

A recent study by the World Bank has shown that individuals with disabilities

are likely to be five times out of school, as compared to those, belonging to

Scheduled Castes and Scheduled Tribes. Disabilities are of various kinds. These

include; hearing problems, visual impairments, learning impairments, speech

disabilities, autism and etc. But when the individuals possess the keen desire for

learning, they do not let their disabilities to become barriers within the course of

achievement of academic goals and objectives. Research has indicated that

individuals with disabilities have much lower educational attainment rates as

compared to other individuals. The rate of illiteracy is 52% among them as

compared to the general population, which has the illiteracy rate of 35%. NFE has

proven to be beneficial to such individuals in overcoming the barriers that may arise

within the course of acquisition of education and achievement of academic goals

and objectives (Pandya, & Maniar, 2014).

Women and Girls

Women and girls in world have experienced discriminatory treatment to a

major extent. The individuals mainly in rural communities have possessed the
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viewpoint that women and girls are required to get trained in the implementation of

household responsibilities and school education is not meant for them. In their

marital homes,they would not be allowed to make use of their educational skills and

abilities. Hence, particularly when the individuals possess limited financial

resources, they believe in making provision of education to the male members. They

believe, when males would be educated, they would render a significant contribution

in promoting well-being of their families and communities. Through NFE, there have

been changes in the viewpoints of individuals. The individuals and communities

even encourage their girls towards acquisition of education. In addition, they are

encouraged towards participation in employment opportunities. Hence, they attain

the opportunities to acquire education, hone their skills and get engaged in tasks

and activities that may render a significant contribution towards up-gradation of their

living conditions.

CONCLUSION

Non-formal education is the education that is imparted to the individuals,

outside the system of formal education. Non-formal education can render an

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effective contribution to primarily benefit the women and children, individuals,

belonging to economically weaker sections of the society, individuals, who have

dropped out of schools prematurely, unemployed youth and disabled children.

Furthermore, it helps in generating awareness in terms of various aspects. When

the individuals will be educated and aware, they will be able to acquire good

employment opportunities and sustain their living conditions in an appropriate

manner. NFE generates awareness among the individuals that learning continues

throughout the lives of the individuals and it is a lifelong process. The individuals

need to learn and develop skills and abilities throughout their lives. Individuals are

able to make use of educational skills and abilities in enriching their overall quality of

lives. Through NFE, individuals are able to understand their own needs, personal

and professional goals and maintenance of good terms and relationships with others

within as well as outside the home. When learning takes place, the educators are

required to put into operation, suitable methods and strategies in accordance to the

needs and requirements of the learners. It is motivated by individual growth, self-

renewal and maximization of human potential. It has diversified flexible curriculum

that is responsive to learner and environmental needs. It works on the principle of

universal success. The processes of sharing, exploring, analyzing and judging are

implemented and learners are encouraged to participate. The major benefit of NFE
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is recognized, as it helps the individuals, belonging to deprived, poverty stricken and

underprivileged sections of the society in overcoming the impediments that may

arise within the course of attainment of education. There have been establishment

of agencies at the central and state level that are rendering a significant contribution

in promoting non-formal education. Finally, it can be stated that NFE is regarded as

education that takes place on a continuous basis and renders a significant

contribution in helping individuals and communities to promote better livelihoods

opportunities.

Presently in the Philippines, NFE is viewed as one of two components of the

Alternative Learning System (ALS), the other is Informal Education. ALS is a parallel

learning system that provides a viable alternative to the existing formal education

instruction. It aims to empower out-of-school youth and adult (OSYA) learners to

continue learning in a manner, time and place suitable to their preference and

circumstances, and for them to achieve their goals of improving their quality of life

and becoming productive contributors to society.

The Philippines adopts the World Health Organization’s (WHO) lifeskills as

an approach in ALS. The lifeskills approach to teaching-learning is the principal

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methodology used in ALS curriculum where active-learning and cooperative-learning

strategies are applied (Guerrero, 2017).

Functional literacy is vital in ALS. It is a range of skills and competencies–

cognitive, affective and behavioral which enables individuals to; live and work as

human persons, develop their potential, make critical and informed decisions,

function effectively in society within the context of their environment and that of the

wider community (local, regional, national, global) in order to improve the quality of

their life and that of society.

In 2016, the ALS program began undergoing reforms as part of

strengthening, intensifying, and expanding its implementation. Three years of

consultation, review and development of policies, training, and evaluation with

partners in the government, local and international non-government agencies, and

civil society organizations led to the finalization of the enhanced ALS K to 12 Basic

Education Curriculum, the development of the ALS Program 2.0, and the rollout of

the five-year ALS 2.0 Strategic Roadmap.

TERM PAPER
IN
ALS K TO 12 BASIC EDUCATION CURICULLUM
 NORTHEASTERN COLLEGE

GRADUATE SCHOOL
Santiago City, Philippines
Tel.: (078) 682-8256 Telefax: (078) 682-8454
Website: www.northeasterncollege.edu.ph

Submitted by:
VIRONIA M. DELA CRUZ
EdD Student

Submitted to:
RODRIGO V. PASCUA, EdD
Professor

ALS K TO 12 BASIC EDUCATION CURICULLUM

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The ALS program uses a contextualized non-formal curriculum which is

substantially aligned with the K to 12 Curriculum for Basic Education of the formal

school system, but it is not the mirror image of the formal school curriculum. It is

aligned but not identical. This takes into account the prior learning of its learners and

reflects the indicators of functional literacy into six interrelated learning strands.

The table below shows the six learning strands and corresponding topics or

skills.

Table 1

ALS K to 12 Basic Education Curriculum Learning Strands

Learning Strands Skills

Learning Strand 1 Communication Skills (English)
Communication Skills (Filipino)
Learning Strand 2 Scientific Literacy and Critical Thinking
Learning Strand 3 Mathematical and Problem Solving Skills
Learning Strand 4 Life and Career Skills
Learning Strand 5 Understanding the Self and Society
Learning Strand 6 Digital Citizenship

ALS PROGRAM

The NFE programs in ALS are:

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Basic Literacy Program

The Basic Literacy Program (BLP) is a program component of ALS aimed

at eradicating illiteracy among OSYA, and in extreme cases, school-aged children,

by developing the basic literacy skills of reading, writing, and numeracy.

Accreditation and Equivalency Program

Life Skills for Work Readiness and Civic Engagement Program

ALS CLIENTELES

Table 2

Children

Elementary School Kindergarten 5 to 6 years old

Grade 1 to Grade 6 6 to 12 years old
Junior High School Grade 7 to Grade 10 12 to 16 years old
Senior High School Grade 11 to Grade 12 16 to 18 years old

Youths 15 to 24 years old

Adults 25 years old and beyond

Out-Of-School Youth and adults (OSYA) who lack the 10 years of basic schooling

provided by government

LEARNING MATERIALS
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With the extension of the Enhanced Community Quarantine (ECQ) due to

COVID-19, the need for more online learning opportunities is more apparent. In

response to this, UNICEF Philippines created the ICT4ALS website to provide online

resources and apps that ALS learners, teachers, and implementers can explore and

use.

The ICT4ALS complements the DepEd Commons' pool of learning

resources. It also includes links to online webinars, courses, and tutorials that ALS

teachers can partake to learn more about ICT-based distance teaching and learning.

The ICT4ALS is co-developed and regularly updated by the UNICEF

Philippines Education team, the ALS Task Force, and various partners and

volunteers.

CONCLUSION

Even before the COVID-19 pandemic, there were 258 million school-age

children and adolescents not attending school across the world, and 781 million

adults were unable to read or write in any language. These numbers may rise

significantly as the impact of extended school closures around the world is felt.

Countries’ second-chance education systems were already under pressure – and

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often seen as second-class. Now the pandemic is creating a large new demand for

them, increasing the urgency for reforms (Igarashi, 2020).  

The Philippines has one of the world’s largest second-chance education

programs Known as the ALS. It had 5.5 million young and adult learners 15 years

old and older in the last 10 years (Tenazas, 2020). The World Bank has been

advising the DepEd on how to improve its performance and move to a new level.

ALS is a viable second-chance program that benefits its learners but also one that

needs to continuously improve to help learners achieve their maximum potential.

The Philippines’ experience with ALS can be relevant to countries around the world

facing the same crisis.

Completing basic education is a gateway for all to further education and

vocational training as well as to formal employment. Without basic education, people

are vulnerable to extreme poverty. ALS is an education system supporting people

who, for various reasons, have not received a minimum-desired level of formal

education. A core component of it is the A&E program, which allows learners to earn

official certificates equivalent to regular school diplomas through a national exam. 

In the last three years, the DepEd reported that, on average, 130,000

learners passed this exam annually, a big jump from 58,000 passing per year

between 2005 and 2015. Our previous study found that those who passed earned
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approximately ₱7,400 (US$148) – or roughly 50%  more monthly, compared with

the average among high school dropouts. They were twice as likely to have full-time

formal employment compared to those who did not pass the A&E, and 60% of ALS

learners who passed the A&E secondary-level exam enrolled later in further

education and training (Acosta, 2020). 

To achieve thses results, ALS flexibility is a critical feature. Adult learners

have high opportunity costs for learning, especially if they have to give up work to

study. Learners have diverse academic backgrounds, skills, and motivations for

learning. ALS is designed as a blended learning program, a combination of self-

paced, modular-based learning with instruction by mobile teachers that is tailored to

developing countries like the Philippines.

ALS also plays a big role in geographic areas where education faces

significant risks due to conflicts, natural calamities, or remoteness. A most recent

study found similar benefits of the ALS program in the Bangsamoro Autonomous

Region in Muslim Mindanao, one of the Philippines’ least developed region, which

has been formed recently after several decades of armed conflict and civil unrest.

ALS is providing basic education to many people in the region, who did had

opportunities to learn for a long time, while waiting for the fruits of a new and better

school education system.  

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Despite its successes, there is significant room for improvement to help

learners achieve their potential. One key challenge is the shortage of fundamental

inputs. There were not enough ALS learning materials in the field to enable effective

modular-based learning both at home and in face-to-face sessions. Operational

funds provided to mobile teachers were not enough to cover the full costs for

teaching aids, additional learning materials, and transportation to visit learners. On

average, these funds only covered 60% of the costs, and teachers often had to meet

the gap by paying out of their own pockets (Igarashi, 2020). 

Typical learning environments for ALS, such as open-air space under a tree

or simple structures made by light materials such as palm tree leaves and bamboos,

do not adequately keep adult learners focused on learning. And the teaching force

for ALS has come up short both in quantity and quality. As the backbone of the

program, teachers need better, continuous professional development.

Most importantly, ALS’ system components, designed a few decades ago,

need a comprehensive upgrade.  The use of ICT technology could be expanded and

made more systematic, to support learning delivery and learning management, as

well as assessment and certification in ALS. 

The DepEd has recognized these challenges. In 2019, with assistance from

the World Bank, it developed a new strategic roadmap for the reform program.
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Known as “ALS 2.0,”  it’s an opportunity to fix long-standing issues, as well as a

chance to ensure that these reforms receive adequate resources and support. Other

key partners, such as SEAMEO-INNOTECH, USAID, ADB, DFAT, and UNICEF,

have come together to provide support.

And this agenda is more important than ever, as COVID-19 disrupts the

Philippines’ basic education system. The first priority must be to provide continuing

learning opportunities for students and prevent them from dropping out of school.

However, a stronger ALS can give those who leave the formal school system an

extremely important second chance.

BIBLIOGRAPHY

Hoppers, W. (2006). Non-Formal Education and Basic Education Reform: A

Conceptual Review. Retrieved September 2016 from
http://www.unesco.org/iiep/PDF/pubs/K16.pdf

Igarashi, T. & Acosta, P. (2020) Second-chance education should not be second-

class: the Philippines’ Alternative Learning System.
https://morningside.libguides.com/APA7/references
Kapur, R. (2019) Understanding the Meaning and Significance of Non-Formal
Education.
https://www.researchgate.net/publication/335856433_Understanding_the_
Meaning_and_Significance_of_Non-Formal_Education
(n.d.). The Nature of Non-Formal Education. Retrieved September 16, 2019 from
http://www.unesco.org/education/pdf/26_39.pdf
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Webpage
https://www.deped.gov.ph/als-learning-materials/#

TERM PAPER
IN
RECORD MANAGEMENT

Submitted by:
JONICA JANE J. CACAL
EdD Student
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Submitted to:
RODRIGO V. PASCUA, EdD
Professor

RECORD MANAGEMENT

ABSTRACT

The school regulatory have placed a very high importance on school record

keeping. School records are official documents, books and files containing

essential and crucial information of actions and events, that take place in schools.

These records are kept and preserved in the school office for utilization and

retrieval of information when needed. Such records are kept by heads of school,

principals, teachers, counsellors or administrative staff. The purpose of record

keeping and management is to ensure that accurate and proper records of

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students’ achievement and growth, information on school activities and matters

that promote efficiency and effectiveness of the school system are kept and

maintained (Philip, 2007). Record keeping is a germane factor in determining the

effectiveness and efficiency of the school system. In fact, it is central in the

administration of institution of learning because it documents the planning and

implementation of appropriate course of service allowing proper monitoring. In

conventional paper-based organizations, paper continues to be viewed as the

material for records in administrative documentations (Igwoku, 2008). Whichever

method is adopted whether paper based or electronic based, the centerpiece is to

ensure that efficiency is achieved in the areas of time, cost and resources

management. This is evident in the fact that record keeping ensures information

can be accessed easily, destroyed routinely when no longer needed, and it enables

organizations not only to function on a day to day basis, but also to fulfil legal and

financial requirements.

School records occupy strategic position in the effective and efficient

organization and administration of the school. This is particularly explained in the

assertion of Durosaro (2008) who stated that records are important tools for

effective planning and administration of a school. Records are important because

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they serve as major information tools that sustain the school and aid achievement

of educational goals and objectives. Records restore teaching competence and

maintain the trend in the history of teaching and learning processes. Also, not all

information can be considered as records until they satisfy such characteristics,

genuineness and authenticity; that is the information that records give must be

true, correct and original (Egwunyenga 2005). Records must be comprehensive,

available, accessible and secured. This implies that records must contain adequate

information which is needed for the smooth running of school’s activities. School

records are grouped into statutory and non-statutory. Statutory records include

admission/withdrawal register, attendance register, scheme of work, time-table,

logbook, visitors’ book (educational policy book), time/movement books, school

diary, lesson plan/note for teachers, examination record book, etc. Non-statutory

records are cash book, stock book, punishment book, school calendar, inventory

book, staff minutes book, school magazine, inspection/supervision report file,

confidential report forms and requisition book. Record management is the

application of systematic and scientific control of recorded information that is

required for the operation of the school. Such control is exercised over the

distribution, utilization, retention, storage, retrieval, protection, preservation and

final disposition of all types of records within the school. The aim of record
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management is to achieve the best retrieval and management of school records in

the school system and also to improve the efficiency of record making and keeping

processes. Record management helps to control the quality and quantity of

information that is created in a manner that effectively serves the need of the

school (Fasasi, 2004).

Without records there can be no accountability this is in tune with the view of

Ibara (2010). He further maintains that quality performance, task

accomplishment, and measurable outcomes are increasingly important

responsibilities, all of which depend on the accessibility of usable records.

Without access to records, it is virtually impossible to determine responsibility for

actions and to hold individuals accountable for their actions.

Iwhiwhu (2005) stressed the insufficient quality and quantity of manpower in

record management in the school system. He emphasized that manpower is

employed without prejudice to qualitative records management. Though this

business of record keeping and effective management in the secondary school

system has not attained good success due to insufficient provision of facilities,

fund and management components however, adequate security, storage facilities

and funds are generally recommended for good record keeping and management.
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The overwhelming importance of school records has been observed that they are

poorly kept and managed this is in tandem with the view of Asogwa (2004) which

states that records and data generated in the course of execution of legitimate

function of an organization or school should be kept and managed properly. School

records whether statutory or non-statutory, physical or electronic should be

properly kept and managed for utilization and future retrieval. The effective

management of school records by principals depends on certain management

procedures and functions such as effective supervision, effective leadership,

monitoring, provision and training of adequate personnel, records storage and

retrieval, discipline and effective communication, delegation of duty, developing

record keeping skills and motivation. Babalola, (2007) noted that information and

data generated from an effective and efficient records management program aids

the school to plan and make useful decisions, preserve facts and figures for future

reference, thereby enhancing the efficiency and effectiveness of the organization

and administration of the school. The adequate provision of quality manpower,

funds and equipment would ensure optimum management of school records.

However, inadequate or non-availability of these resources bring about problems

and challenges in the efficient and effective management of records. Since all

schools are expected to keep records for effective and efficient achievement of
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educational goals and objectives, it is pertinent to examine whether records are

managed properly or not.

Hence massive credence should be placed on data preservation because, it is

from this that the school can work with its own educational objectives of

producing students for higher education and producing students with skills and

attributes to be useful in the society (FRN 2004). Oftentimes, schools with poor

data bank suffer a great loss because it creates an impression that lasts for quite a

while. Data preservation is a pressing concern for schools in all parts of the world.

They realize the need to preserve the world's memories. However, preservation

has yet to take its actual place in most academic system. The reason for this is

lack of funding.

Importance of Record Keeping

Record keeping generally concerns the administrative activities that are

concerned with achieving cost-effectiveness and efficiency in the creation,

maintenance, use and disposal of the records of educational institutions

throughout their entire life cycle and in making the information they contain

accessible in support of the school business administration (UNESCO, 2005). Thus,

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it is essential that records are kept in school for effective administration, because

proper record keeping facilitates retrieval of valuable information that might be

helpful in day-to-day operations and decision making in school systems globally

(Durosaro, 2002). According to Ololube (2013, p. 103), “the importance of good

record keeping transcends into short and long term benefits and affects the

overall achievement of educational objectives”. Ololube (2013, pp. 103-104)

identified some additional and important reasons for records keeping in schools:

1. Accountability: Record keeping is vital to an education system’s information

cycle as a whole, because of its fundamental role in the process of efficient

information production and collection. School records are an important

means of accountability because they provide proof. Records such as cash

books and stock books help to ensure accountability as they show income,

expenditures and stock levels in a school. These cash and the stock books

can then be made available to auditors on demand for the auditing of

school funds and facilities.

2. Decision Making: School records help school administrators to make

decisions. Records provide raw data that enable coherent, balanced and
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objective decisions on issues such as promotion, student and staff

discipline, and teaching and learning performances

3. Employment: Properly kept records on the human resources serve useful

employment and planning related purposes. The number of staff, their

areas of specialization, qualifications, age, gender, and so on will help the

principle to determine the human resource needs and assets of his or her

school. Consistent information kept about employees can also be used in

employee performance appraisals.

4. Guidance Counselors: School records are of great importance to school

guidance counselors as these records can provide counselors with a holistic

picture of the students they counsel (academic grades and achievements,

disciplinary measures taken and/or extracurricular activities) and can help

counselors to track student progress.

5. Information Bank: Records kept in schools serve as an information bank

from which school administrators can recall information as needed.

6. Information for Parents: Parents often want to know how their children or

wards perform academically. Records of school report cards and/or end of

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term results should be kept by schools should parents wish to review or

discuss past student performance.

7. Planning: Accurate data assists educational planners to identify areas of

need that should be addressed or accorded priority attention.

8. Student Academic Achievement and Behavior: Certificates and testimonials

are issued to graduating students to show how they performed during their

studies. Properly kept records can help considerably in the accurate

production of thorough certificates/testimonials.

9. Subject Time Table: School time tables help in the coordination of staff and

student activities and work. Keeping track of time tables from year to year

can help a school and school administrators determine which combination

of classes and teaching assignments work best to optimize teaching and

learning. Supervisors/Inspectors: The availability of records enables

supervisors or inspectors to objectively assess student and staff

performance and offer advice or proposals for improvement.

Types of School Records

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Educational management involves planning, controlling, implementing and

monitoring of policies, as well as teachers and students activities. It embraces

daily management as well as the formulation of short, medium and long-term

objectives, policies and strategies in support of the educational goals (Bock,

2011). Good record keeping is critical to the success of any school system, no

matter the size and whether or not it is in the public or private (UNESCO, 2005). In

the public sector, the rendering of accounts for public scrutiny is key to

accountability in governance (Ololube, 2009). As such, records keeping play a

significant role in effective school management, and if records are not well

managed, the school management function suffers (Gama, 2010). To this end,

school records can be classified into two types: statutory and non-statutory

records. Statutory records are records prescribed by education edicts and laws of

a state which must be maintained by school administrators. Non-statutory records,

while not prescribed by law, are equally as important to the smooth functioning of

a school. Ololube (2013, pp. 104-107) has identified a number of examples of the

records found in schools and school systems:

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1. Admission and withdrawals register: The admission and withdrawals register

shows the names of students that are enrolled each year in various classes in a

school and the names of those who withdrew from various classes in the school.

2. Attendance register: Attendance register shows the daily record of student

attendance in each class in the school. At the end of every term, the class teacher

closes the register and submits it to the school head to crosscheck and sign.

3. Class timetable: Class timetables are a record of how, when and where classes

are held. These keep students organized and informed about upcoming classes and

help students to manage their time and schedule.

4. Education edicts and laws: Education edicts are announcements of a law

governing an educational system. They are decrees or proclamations issued by an

authority that have the force of law.

5. Health records: Are records of the names of students who were ill and sent to

local health centers, school sick bays or the hospital for treatment. These records

indicate the nature of the sickness and the treatment administered.

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6. Individual cumulative record card: This is a continuous record or a combination

of records that contain comprehensive information about a student. It provides a

summary of a student’s academic progress in school and also includes the

student’s name, age, date of birth, date of admission, family background, social

or extracurricular activities, etc.

7. Lesson plan: Lesson plans are records kept to guide teachers during their

teaching activities. These are written on a weekly basis to determine what and

how the teacher will teach. A lesson plan is developed based on the school’s

scheme of work, unit plan or curriculum. It is presented to the head teacher for

assessment, signature, date and name before it can be used for teaching.

8. Log book: A log book is an important official record kept to track significant

happenings that take place in the school such as the death of students and staff,

dates of resumption and closing of the school term, staff and student

misbehaviour, etc. The head teacher keeps this book safely secured and must be

presented to the Ministry of Education or School Board upon request.

9. National Policy on Education: The National Policy on Education (NPE) is a policy

formulated by a government to promote education across the country. The policy

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covers early childhood, primary (elementary), secondary, and higher education. It

also includes adult and non-formal education, technical and vocational education,

distance education, educational services, planning, administration and

supervision, and financing education.

10. Disciplinary records: Disciplinary records are kept to protect students from

arbitrary punishment from teachers and to exonerate teachers from unwarranted

criticisms by parents or students. In most cases, the head teacher approve of any

disciplinary action before it is administered to a student or students. Records

concerning the disciplinary action and its approval are documented for future

reference.

11. School cash book: A school cash book is a system that helps organise school

finances. It is a simple record that details all payments made and income

received. It shows receipt of items and all expenditures. This book is kept with the

accountant or clerk in the absence of a school treasurer.

12. School stock book 12. School stock book: The school stock book shows the

current supply of equipment and other materials in the school. It is usually divided

into two parts. The first part Human Resource Management Research 2015, 5(1):
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12-17 15 showing the consumables items (chalk, dusters, diary, registers, etc.)

and the other are showing non-consumable items (furniture, television, tape

recorders, sporting and athletic equipment, etc.). It contains name, date of

supply, and expiring dates of goods supplied, if applicable.

13. School timetable: A school timetable is a table used for coordinating four basic

elements (students, teachers, subjects, and time slots, otherwise called periods)

in a school system.

14. School diary: The school diary, also known as a teacher’s record of work,

shows the things that are to be done and have been done each term for each

class/subject in a school. This record helps to keep teachers motivated and on

task (to complete the syllabus by the end of the term) and ensures continuity.

15. Staff and student movement book: The staff and student movement book

details the entry and exit of staff and students in a school.

16. Transfer and leaving certificates: Transfer and leaving certificates are the

forms approved by the Zonal Inspector of Education and signed by the haed

teacher at the request of parents to permit their children to leave one school to

attend another as a result of a parent’s work transfer, etc.

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17. Visitor’s book: The purpose of a visitor’s book is to keep records of the names

and addresses of visitors, date and time of visits, purpose of visits and who the

visitor requested to visit. This book is kept by the head teacher or his or her

assistant.

18. Syllabus: A syllabus is an outline and a summary of topics to be covered in a

school. A syllabus for a certain subject is often set out by an examination body

such as the West African Examination Council (WEAC) who conducts, supervises

and controls the quality of examinations for uniformity.

19. Scheme of work: A scheme of work is a guideline that defines the structure

and content of a subject. It shows how resources such as books and equipment are

to be used and how class time, class activities and class assessments are to be

carried out to ensure that the learning aims and objectives of the subject are

met. A scheme of work can be shared with students so that they have an overview

of their subjects

20. Curriculum: A curriculum is the set of subjects and their content offered at a

school. A curriculum is prescriptive and is based on a more general document that

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which specifies what topics must be understood and to what level to achieve a

particular grade or standard in an educational system.

Characteristics of Good Record

Management Managing school records according to Fasasi in Osakwe (2011) is

meant to enhance the performance of school administrators. An adequate records

management programme co-ordinates and protects an institutions records,

sharpens the effectiveness of records as management memory, and helps to

simplify intra-organisational and communication problems. The management of

records in schools, like in any other organization, is a cyclic process involving

principals, teachers, students, messengers and cleaners. Most records are handled

by school heads and are kept manually, hence the processing, retrieval and

ultilisation of records is not always easy. According to Ibara (2010) the following

are characteristics or attributes of good record management (although

modifications can be made):

1. Completeness: Complete and comprehensive records should be kept to give

users all the information needed to plan and make effective decisions.
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2. Cost: Records should not be too expensive to keep. This means that the

financial cost of collecting, analyzing, synthesizing, storing and retrieving

records should be low.

3. Flexibility: Data is flexible if it can be used by more than one user at

different times for different purposes.

4. Quality: The quality of any information contained in any record must be

accurate and reliable. The greater the accuracy and reliability, the higher

the quality of information, and the more likely the information system is to

work well.

5. Relevance: A relevant record is one that is useful to the needs of the

system. A good deal of irrelevant information is kept, particularly in

schools. Data that is no longer relevant and not required by law should be

securely disposed of.

6. Retention and Disposition of Records: The disposition of records does not

entirely mean destruction. Disposition can also include transfer of records

to a historical achieve, to a museum, etc. In the case of schools, however,

most records are disposed of when no longer needed. The public officials
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concerned may destroy these records upon expiration of the retention

period. Timeliness: Information contained in a record should be retrievable

as it is needed rather than after important decisions have been made.

7. Variability: This refers to the degree of consensus arrived at among various

users examining the record. The greater the consensus among users, the

more accepted the record.

8. Maintenance: The maintenance of records involves all activities that ensure

that they are in good condition, and kept in an orderly state. This is a

central function of records management.

Safely Managing and Preserving School Records

School records management involves the storage, retrieval and use of

information. It is the application of systematic and scientific control to all

the recorded information that schools need for school administration. Poor

records management results in difficulties in administering, planning and

monitoring of educational systems globally (Ololube, 2013). In fact, poor

records management and the lack of staff development with regards to the

entire information cycle are responsible for a number of management and

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policy implementation problems in schools and Ministries of Education

(Chifwepa, [n.d]). While different methods or systems can be used to bring

about efficient records management, there are some basic rules that must

be respected. The management of school records involves all activities that

ensure that they are in good condition, and kept in an orderly state

(Ololube, 2013). Some of the ways records can be safely managed and

preserved according to are:

Classification: This is the methods of arranging records and files perfectly

into groups according to subject. It ensures that school records are

arranged in a logical order. The logical arrangement of files is central

because it guarantees that files have their specific places and can be

retrieved without snag and significant loss.

File Storage: After a classification system has been determined and files

have been labeled, files should then be arranged accordingly and kept in a

filing cabinet drawer. A filing cabinet or cabinets should be used for this

purpose. The cabinet drawers in which the files are housed must also be

labeled clearly and the files appropriately organized so as to maintain the

relationship of the files to one another.

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File maintenance: It is important to check the files periodically to ensure

that they are in good condition, since they are prone to wear and tear.

Some records in files may be loose and could fall out easily. These should

be securely attached and reattached.

Check Out: When records or files are lent to users, a system must be

worked out that tracks where and when certain files or records were lent to

a user. Small cards may be designed to enable efficient control over the

flow of files.

Natural factors: School records should be properly arranged and secured

from natural hazards such as flooding, insects, rain, sun, termites and wind.

Record management is the systematic control of organizations’ records.

Record keeping constitutes the arteries that supply life-sustaining blood through

the system and sub-systems of organizations and institutions (Nwagwu, 2005). It

will definitely be an impossible task to plan and administer any known

organization in which records are not kept, or are carelessly or fraudulently kept.

The education system as a social organization has numerous sub-systems or levels

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that are managed to ensure some coherence and continuity. To successfully

achieve this, records must be safely kept and managed.

According to the ISO 15489-1:2001, records management involves tasks like setting

policies and standards, assigning responsibilities and authorities, establishing

procedures and guidelines, providing access to management and use of records,

and integrating records management into business systems and processes. Because

it includes so many things, records management can be a bit daunting, but the

benefits outweigh the risks.

CONCLUSION

Record keeping is a great responsibility. This requires patience and perseverance.

One has to put records in its proper place for easy access. A document has to be

placed in a folder properly labelled based on the content. In most cases folders or

record books are alphabetically arranged in shelves.  This manner of records

keeping has been practiced for decades.

Nowadays, bookshelves are still indispensable tools in record keeping. It is still

found in offices as old records are kept in it. Though with the advent of
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technological approaches, recent records are kept in software’s in systematic

methods.

There are a lot of things to consider for our records to be safe in places where

they are. These may be safe in software’s or in record books arranged in shelves

but the safest way of having it all times is for the record clerk or keeper to always

bear in mind the risk of losing such things because if this happens, problems will

occur and such is so difficult to solve. Therefore, it is a big responsibility to keep

it and think of it at all times. Record keeping is not an easy task; it is one of our

greatest responsibilities (Anavella Villarin Rivera).

There are a lot of benefits attached to record keeping as it could engender

efficiency and effectiveness in schools. However, lack of proper record

management can be attributed to paucity of funds, lack of record keeping

materials, lack of motivation on the part of teachers and a host of others.

Therefore, accurate records keeping in the school is very important as it influence

the management and administrative performance of the principals and teachers.

Effective school records management is very vital in general school management.

In other words, principals and teachers must ensure accurate school records in the

pursuit and accomplishment of school goals and objectives.

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BIBLIOGRAPHY

Webpage

https://www.openjournalsnigeria.org.ng/pub/ojed20200104.pdf

https://www.softwaresuggest.com/blog/best-student-record-management-

system/#

https://www.depedmalaybalay.net/articles/record-keeping-a-great-

responsibility.html

https://study.com/academy/lesson/records-management-process-in-

organizations.html
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