Nonformal Education (PLS) Supporting Inclusive Education in
Education Framework for All
Trainin
g
Needs Assessmen
t
Helma Malini
Department of Non Formal Education,Universitas Pendidikan Indonesia, Jln. Dr. Setiabudhi No.229, Bandung, Indonesia
Keywords: Nonformal Education, Inclusive Education, Education for All, Teacher Education and Training, Special
Needs Education and Training of Children.
Abstract: It's been a long time since 'Education for All' is echoed from all over the world. The essence of "Education
for All" is essentially to ensure that every citizen can fulfill his / her right of education service. Education
for all is a form of learning that concerns all ages whether it is adults, parents and children who aim to be
more understanding about something. Currently Indonesia is trying to apply Inclusive Education in schools.
In government regulations contained in Permendiknas No. 70 TAHUN 2009 - about inclusive education,
schools are encouraged to provide the widest opportunity to all learners to obtain quality education in
accordance with the needs and capabilities / potential of learners. However, it is realized that in providing
optimal education services, educators often encounter obstacles. On the one hand educators have the duty
and responsibility to educate all the students, but on the other hand educators do not have enough skills in
assisting learners who vary their abilities and needs including Children with Special Needs. Given this
phenomenon, we should all support the application of inclusive education in schools. As 'Educational
Agents' especially on Nonformal education (PLS) citizens we can also support the application of inclusive
education. Not by going directly to school, but by arranging education and training programs for teachers
who are able to assist children with special needs in schools so that the implementation of inclusive
education is optimal by design a whole program of training to help teachers perform their duties properly.
While the suggestions for school organizers, every teacher whose school held an inclusive education model
needs to be given special training education in order to be able to run the learning optimally because it
confronts children with various abilities and potential and even children with special needs. All these efforts
will help move forward the inclusive movement across schools.
1 INTRODUCTION
Education for all has become a global commitment
to providing quality basic education for all young
people, children, and adults (Didi, 2007). Education
for all or is a global movement led by UNESCO,
which is mandatory to meet the learning needs of all
children, youth and adults by 2015. UNESCO has
been mandated to embrace the movement and
coordinate international efforts to achieve the
'Education for all. To be able to realize 'Education
for All', all components of the nation, whether
government, private, social institutions, or individual
citizens, jointly or individually, are committed to
participate actively in making it succeed in
accordance with the potential and capacity.
All countries in the world feel the needed to
guarantee the implementation of Education for All
for every citizen (Fauzi, 2013). Education is
essential to human life. The historical background of
the formation of 'EDUCATION FOR ALL' is:
 About 40 years ago the nations of the world
discussed the universal declaration of Human
Rights which affirms "everyone has the right
to education". But in ensuring it is still a lot of
obstacles.
 On 5-9 March 1990 in Jomtien, Thailand 115
countries and 150 organizations held a world
conference on Education for All.
 The International Community reaffirmed its
commitment to Education for All in Dakar,
Senegal on April 26-28 2000. At the last
meeting of 189 countries discussed the
Malini, H.
Nonformal Education (PLS) Supporting Inclusive Education in Education Framework for All - Training Needs Assessment.
In Proceedings of the 1st International Conference on Educational Sciences (ICES 2017) - Volume 1, pages 361-364
ISBN: 978-989-758-314-8
Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
361

educational goals known as the Millennium
Development Goals on universal basic
education (MDG2) And gender equality
(MDG3) in education 2015.
Indonesia has made progress in basic education
in the last 20 years. Proven ratios of children aged 7-
12 years of schooling reached 94 percent. But
Indonesia still has not managed to guarantee the
right to education for all children. Moreover, there
are still many problems that must be faced such as
the lack of access to development and learning of
children with special needs.
Inclusive education is a strategy to promote
effective universal education because it can create
schools that are responsive to the actual needs of
children and society. Thus, inclusive education
ensures access and quality. One key inclusive goal is
to educate children with special needs in regular
classes together with other children with support
appropriate to their needs`.
Learners are an asset of the nation at this time
and in the future that should be encouraged so that
later can become the nation's successor. In
Permendiknas No. 70 (2009) on Inclusive
Education, schools are encouraged to provide the
widest opportunity to all learners to obtain quality
education in accordance with the needs and skills /
potential of learners.
However, it is realized that in providing optimal
education services, educators often encounter
obstacles. On the one hand educators have the duty
and responsibility to educate all learners, but on the
other hand educators do not have enough skills in
assisting learners who vary their abilities and needs.
Whether educator / teacher, we need to
understand and know j\how a student learns. In other
words, we need to know and understand what
earning is all about (Kok, 2010). Poor learning often
results in poor academic self-concept. This can
happen to any student with or without learning
disabilities. However, student with special needs
face greater challenges if their teachers do not
understand their unique learning and socio-
emotional needs.
So this is where our role as ‘citizens of Non
Formal Education’ to be able to support education
for all by way of designing education and training
for teachers or mentors of children with special
needs in regular schools. Children with special needs
also need special education teachers to be able to
assist them to achieve optimal results.
2 LITERATURE REVIEW
 Indonesian Law, Undang-undang BAB XIII
(1945) tentang pendidikan dan kebudayaan
pasal 31 ayat 1 states, every citizen is entitled
to education. This shows that Indonesia also
supports education for all.
 Indonesian Law, Undang-undang Nomor 20
(2003) states that:
• Special education is an education for
learners who have difficulty level in
following the learning process because
of physical, emotional, mental, social,
and / or have potential of intelligence
and special talent.
• Specialized education services constitute
education for learners in remote or
backward areas, isolated indigenous
peoples, and / or natural disasters, social
calamities, and economic inadequacies.
 Indonesia Law, Permendiknas No. 70 (2009)
on Inclusive Education for Students Having
Disabilities and Potential of Intelligence and /
or Special Talent, said that inclusive education
is an education system that provides
opportunities for all learners who have
abnormalities and have potential of
intelligence and / or talent Special to follow
education or learning in one educational
environment together with learners in general.
 The goal of Inclusive education is contained in
pasal 2: Provide the widest opportunity to all
learners who have physical, emotional, mental
and social abnormalities or have the potential
of intelligence and / or special talents to obtain
quality education according to their needs and
abilities;
 Field of Nonformal Education (Pendidikan
Luar Sekolah - PLS). Non Formal Education
is an educational unit designed to teach
learners to have the kind of skills and / or
knowledge and experience that is conducted
outside the formal education path – school
(wikipedia:2016). The scope of the PLS
covers all non-formal education. Courses,
training, counseling, women's empowerment,
parent education. Non-formal education
organised any 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.
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 Education and Training. Hamalik (2003)
expressed in general education and training is
a series of activities aimed at increasing the
knowledge, skills and attitudes of an employee
in this case the teacher, to carry out their
duties. Training and development as a human
resources training area centered on
identifying, assessing and through learning
processes that plan to assist in the
development of key capabilities that enable a
person to carry out his work.
3 INCLUSIVE EDUCATION AND
NON FORMAL EDUCATION
Inclusive education is an educational and social
philosophy, in everyone's inclusive education is a
valuable part of being together, whatever the
difference. So that in inclusive education it means
that all children are inseparable from their ability or
disability, gender, socio-economic status, ethnicity,
cultural background or Language and religion
together in one same school community.
Currently inclusive education is being
intensively called for by the government, as
happened in Bandung. On Monday, October 26,
2015 the government of Bandung City declared
should open access to education for all children
without exception. It is to realize Bandung as City of
Inclusive Education. In the declaration attended by
Mayor of Bandung Ridwan Kamil and Head of
Bandung City Department. Elih Sudiapermana,
M.Pd. Expect there is no education discrimination in
the Bandung city. Because basically people who are
born into this world are different and have
uniqueness, do not let uniqueness and differences
that are not standard discriminated by education that
is not possible, so that no more children who do not
go to school in the city of Bandung.
Important components for providing inclusive
education in schools include curriculum, educator
(teacher), students' input, environment and school
organizers and facilities and infrastructure. Of these
five important components, we as PLS citizens can
participate in the implementation of inclusive
education in regular schools by creating educational
and training programs for teachers in schools. By
organizing the program, teachers who are trained are
expected to understand, assist and identify the
diversity of each learner.
In this case, it is necessary for professional
teachers to have special knowledge, skills and
attitudes to be able to understand the diversity of
children. The experience in life as a teacher is not a
guarantee for learning as such. Therefore, room
must be allocated in the education for the personal
and shared reflecting on the earlier experiences and
conceptions that are connected to segregation and
inclusion. The theoretical starting points and the
tools from the teacher education that support
reflection, combined with the experiences that have
been acquired from the practice communities of the
school, seem to form a meaningful learning
environment which is awakening both at the levels
of emotions and knowledge (Leena and Marjaana,
2014).
A teacher is required to master a number of skills
related to the learning process, such as mastering
teaching materials, managing classes, using
methods, media, and learning resources, as well as
the ability to perform assessment, both process and
outcome.
For the current study, a survey to assess the
perceived training needs for promoting inclusion of
school teachers was developed. A sample of 200
teachers was utilized. The results showed several
perceived training needs in teachers related to issues
for participating in the processes of transforming
schools into inclusive settings and to inclusive
methodologies to be implemented in schools.
Programs that we can design we can adjust with
it. The first step we can do is start from the planning.
Training planning is an early stage in the training
program management mechanism. If the planning is
well-crafted and mature, then the actual
implementation of the training program is partly
considered to have been successful. Starting from
the mind-set, it can be introduced a concept of
training that involves, type of work, goals, materials,
methods and time and even cost.
The systematic and comprehensive training
planning process for the teacher can be undertaken
by assessing and analyzing the development of
inclusive education programs. We must know very
well and when necessary to make field observations
related to the needs analysis. Next is to analyze the
resources and capabilities that exist within the
organization in relation to the expected training
implementation.
The next step is to design an appropriate strategy
based on environmental conditions, aspiration
values, the role of information and available
resources. In this case is still done in the stages of
observation so that the needs of the analysis we do
on target and the material is more complete. Only
Nonformal Education (PLS) Supporting Inclusive Education in Education Framework for All - Training Needs Assessment
363

then can we develop more detailed of training plans
functionally linked to overall planning.
The last stage we can do to follow-up is to create
a communication system and information flow so
that every element of energy can participate in the
planning process of activity. This should be run on a
single package by designing a follow-up system and
monitoring to determine progress and problems in
the course of the training.
4 CONCLUSIONS
As ‘PLS citizens’ we can also support government
programs in the context of education for all by
contributing to the inclusive education currently
applied in schools. One of the things that we can
highlight is the competence teachers must have that
accompany the diversity of learners. In guiding
children with special needs in schools, it is necessary
that special teachers also have their competencies
adjusted so that learning can run optimally.
In order to produce teachers with the appropriate
capacity with children with special needs, a training
program that is designed to increase the knowledge,
skills and attitudes of a teacher, in order to carry out
their duties. Training and development as a human
resources training area centered on identifying,
assessing and through learning processes that plan to
assist in the development of key capabilities that
enable teachers to carry out their work.
Based on the above conclusions, the suggestions
from the authors are for the ‘PLS citizens’ is
expected to design a whole program of training to
help teachers perform their duties properly. While
the suggestions for school organizers, every teacher
whose school held an inclusive education model
needs to be given special training education in order
to be able to run the learning optimally because it
confronts children with various abilities and
potential and even children with special needs.
In sum, we can say that teachers perceive
training needs related to inclusive education, which
is an urgent challenge for any education system
worldwide (Fransisca and Elena, 2013). This
research is a step forward in this direction, by
allowing the assessment and designing of specific
teacher training programs to be integrated into their
in-service training programs. All these efforts will
help move forward the inclusive movement across
schools.
REFERENCES
Didi, T., 2007. Pendidikan inklusif sebagai satu inovasi
kependidikan untuk mewujudkan pendidikan untuk
semua, [Online] available at: http://d-
tarsidi.blogspot.co.id/2007/07/inovasiinklusi.html.
Fauzi, I., 2013. Education for All, [Online] available at:
http://weloveblitar.blogspot.co.id/2013/02/education-
for-all.html.
Francisca G., Elena M., 2013. Teaching, Learning and
inclusive education: the challenge of teachers’ training
for inclusion. Procedia - Social and Behavioral
Sciences. 93 pg. 783 – 788.
Hamalik, O., 2003. Manajemen Pendidikan dan
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Kok, N. H., 2010. Counselling Students with Special
Needs, Pearson. Singapore.
Leena, I., Marjaana L., 2014. Becoming an inclusive
teacher at the interface of school and teacher
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Dan Memiliki Potensi Kecerdasan Dan/Atau Bakat
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Undang-undang BAB XIII, 1945. Tentang pendidikan dan
kebudayaan.
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Wikipedia, 2016. Pendidikan Luar Sekolah, [Online]
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