Achieving Education for All: The Case for NonFormal Education

Report of a Symposium on the Implementation of Alternative Approaches in the Context of Quality Education for All

image of Achieving Education for All: The Case for NonFormal Education

One of the biggest challenges of the new millennium is to provide access to basic education for the approximately 840 million adults in the world who cannot read or write and to ensure that all the world’s children get some form of primary education. It is increasingly accepted that nonformal education has an important role to play in achieving this. At a Symposium held in Burkina Faso in 2003, the Association for the Development of Education in Africa's Working Group on NonFormal Education took the argument one step further. It showed how, because of its diversity and flexibility, NFE can make a special contribution to the quality of provision, by making education not only available, but accessible, acceptable and adaptable. It also made a case for the complementarity of nonformal and formal provision and showed the need to mainstream NFE into the education system as a whole. This book reproduces the papers presented at the Symposium, with an overview summarising its discussions and findings. The first part looks at theoretical issues and presents the findings of research carried out in Burkina Faso about the indicators which can be used to measure the effectiveness of the right to education. It places the discussion in a historical context and looks at current policies on the roles of nonformal and formal education in realising the vision of the seminal 1990 Jomtien Declaration on Education for All. The second part of the book contains case studies from seven African countries showing the diversity and potential of NFE initiatives.



Moving Beyond the Classroom: Expanding Learning Opportunities for Marginalised Populations in Tanzania and Ethiopia

I have pleasure in sharing with you the findings of two studies on non-formal education that were undertaken by the Forum for African Women Educationalists (FAWE)1 using national teams in Ethiopia and Tanzania. The studies mark another step forward in FAWE’s attempts to document the situation of girls in education and to develop and advocate for policy options to improve girls’ access to educa - tion and their educational achievement. They were undertaken with support from the International Development Research Centre (IDRC). This paper is made up of five sections. The first section sets out briefly the background to the FAWE-NFE research project and explains how it was conceptualised. This is followed by a situational analysis of the status of basic education in Ethiopia and Tanzania with emphasis on the education of girls and women. The third section covers the methodology used to carry out the research project and the potential benefits and limitations of using this methodology. The fourth section presents the main findings of the study, with particular focus on quality and management issues of the NFE system. This provides the foundation for the last section which draws conclusions and makes recommendations on how to improve policy and practice.


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