The conclusion was that formal educational systems had adapted too slowly to the socio-economic changes around them and that they were held back not only by their own conservatism, but also by the inertia of societies themselves. 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.
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