Without going into the question of definitions and concepts of education - formal, non-formal and informal, I would like to stress that the demarcation lines are by no means clear and rigid; there are large grey areas between programmes characterised as formal and those described as non-formal, and between non-formal programmes and informal learning. It is of no consequence how a programme is characterised as long as it serves its purpose. In fact in real life, in many instances, educational solutions that fall into the grey zone between formal and non-formal, combining elements of both, are likely to be the most pragmatic solutions.