Nonformal learning
[3] The debate over the relative value of formal and informal learning has existed for a number of years.
Moreover, anthropologists noted that complex learning still takes place within indigenous communities that had no formal educational institutions.
[10] Similarly, Hodkinson et al. (2003), conclude after a significant literature analysis on the topics of formal, informal, and non-formal learning, that "the terms informal and non-formal appeared interchangeable, each being primarily defined in opposition to the dominant formal education system, and the largely individualist and acquisitional conceptualisations of learning developed in relation to such educational contexts."
This new mode, 'informal education' is when teachers or mentors guide learners without reference to structured learning outcomes.
(Ined 2002)[13] The council of Europe puts the distinction in terms of willingness and the systems on which its taking place.
[17] The emphasis has also led to an increasing number of policies and programmes in many Member States, and a gradual shift from pilots to large-scale systems such as those in Portugal, France, Australia, Mauritius and South Africa.
[18] Cedefop has created European guidelines to provide validation to a broad range of learning experiences, thereby aiding transparency and comparability across its national borders.
The goal of their framework is to better understand the various public governance challenges and structures that very different types of non-formal education have.
Community work, which is particularly widespread in Scotland, fosters people's commitment to their neighbours and encourages participation in and development of local democratic forms of organisation.
Social work which helps young people in homes to develop ways to deal with complex situations like fostering fruitful relationships between parents and children, bringing different groups of career together, etc...
It uses theatre and acting as means of self-expression with different community groups for children and people with special needs.
This type of non-formal education helps in ensuring active participation and teaches people to manage the community in which they live.
They run work camps and meetings, recruit volunteers, administer bank accounts, give counselling etc.
Out of school programmes are important to provide adaptable learning opportunities and new skills and knowledge to a large percentage of people who are beyond the reach of formal education.
Non-formal education is popular among the adults specially the women as it increases women's participation in both private and public activities, i.e. in house hold decision making and as active citizens in the community affairs and national development.
These literacy programmes have a dramatic impact on women's self-esteem because they unleash their potential in economic, social, cultural and political spheres.
The effectiveness of such literacy and non-formal education programmes are bolstered by family, community and parental involvement.
There are activities that encourage young people to choose their own programme and projects that are important because they offer the youth the flexibility and freedom to explore their emerging interests.
It helps in developing interpersonal skills among the young people as they learn to interact with peers outside the class and with adults in the community.
The need to offer more and better education at all levels, to a growing number of people, particularly in developing countries, the scant success of current formal education systems to meet all such demands, has shown the need to develop alternatives to learning.
The rigid structure of formal schools, mainly because of rules and regulations than concentrating on the real need of the students, offering curriculum that leans away from the individual and from society, far more concerned with performing programmes than reaching useful objectives.
This called for non-formal education which starting from the basic need of the students, is concerned with the establishment of strategies that are compatible with reality.
