This is the first full study of non-formal education on an international scale since the 1980s. The book describes the emergence of the concept in the context of development and educational reform. 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. 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. Rogers asks whether we should drop the term altogether or try to reconceptualise it in terms of flexible schooling or participatory education. This is an important new book by a well-established author. It deals with complex issues, but is written in a clear style. 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. 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. The book grew out of the teaching of non-formal education in which Professor Rogers has been engaged for the last 20 years. 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.
Volume numbers determined from Scope of the guidelines, p. 12-13.
In this collection of work, the contributing authors tackle the topic of non-formal education from a variety of disciplines, such as computer science, psychology, education, science education, literacy, music, art, and social studies by ...
Adult and Non Formal Education
Most people immediately think of schools and colleges, of classes and exams. This volume aims to highlight non-formal education (NFE) in its various forms across different historical and cultural contexts.
The two parts of this book consider two main facets of nonformal curriculum development: theory and practice. Part I on nonformal curriculum theory has four chapters. Chapter 1 addresses the...
The monograph From Formal to Non-Formal: Education, Learning and Knowledge presents a review of selected aspects of non-formal education and learning, and is written by António Fragoso, Petra Javrh, Polona Kelava, Taja Kramberger, Nives ...
This book is the first comprehensive account of developments in open and distance non-formal education in developing countries for over more than 20 years.
This book deals with the relevance of recognition and validation of non-formal and informal learning education and training, the workplace and society.
Pacific Perspectives on Non-formal Education
Non-formal Education for All