Many countries were finding it difficult (politically or economically) to pay for the expansion of formal education. There was concern about unsuitable curricula a realization that educational growth and economic growth were not necessarily in step, and that jobs did not emerge directly as a result of educational inputs.
The idea of non-formal educationĪs Fordham (1993) relates, in 1967 at an international conference in Williamsburg USA, ideas were set out for what was to become a widely read analysis of the growing ‘world educational crisis’ (Coombs 1968). In many northern countries the notion of non-formal education is not common in internal policy debates – preferred alternatives being community education and community learning, informal education and social pedagogy.
Flexibility in organization and methods.Concern with specific categories of person.Relevance to the needs of disadvantaged groups.Fordham (1993) suggests that in the 1970s, four characteristics came be associated with non-formal education: Tight (1996: 68) suggests that whereas the latter concepts have to do with the extension of education and learning throughout life, non-formal education is about ‘acknowledging the importance of education, learning and training which takes place outside recognized educational institutions’. It can be seen as related to the concepts of recurrent and lifelong learning. Non-formal education became part of the international discourse on education policy in the late 1960s and early 1970s. pointers to evaluating non-formal education.Here we explore this categorization and some of the forms of work that exist under the non-formal label in southern countries. Informal, non-formal, and formal programmes have been viewed as very different. It is intended for teachers and students in comparative education courses in higher education institutions, and for researchers and others with an interest in the field.What is non-formal education? Within policy debates a common differentiation has been made between different forms of provision. The book grew out of the teaching of non-formal education in which Professor Rogers has been engaged for the last 20 years. The author's call for a reformulation of the concept will find echoes not only in developing societies, but also in Western circles, where the language of non-formal education is being used increasingly within the context of lifelong learning. It contains an important new analysis of the development paradigms in which the controversies surrounding non-formal education grew up, and which shaped its purpose and impacts. It deals with complex issues, but is written in a clear style.
This is an important new book by a well-established author. Rogers asks whether we should drop the term altogether or try to reconceptualise it in terms of flexible schooling or participatory education. It then describes a number of programmes in different parts of the world which call themselves 'non-formal', pointing out the wide range of different views about what is and what is not non-formal. It traces the debate about non-formal education from its origins in 1968 to the mid 1980s, and looks at the issues that this debate raised. The book describes the emergence of the concept in the context of development and educational reform.
#WHAT DOES DAVID LIVERMORE SAYS ABOUT NON FORMAL EDUCATION FULL#
This is the first full study of non-formal education on an international scale since the 1980s.
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