Non-Formal Education: Flexible Schooling Or Participatory Education?

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Springer Science & Business Media, Apr 4, 2005 - Education - 316 pages
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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.

 

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An excellent, detailed analysis of the field of non-formal education. Beautifully written in a straightforward and knowledgeable manner interlinking development, discourse and various schools of thought on the concept of non-formal education. A must have for anyone researching or working in the field, it is one which you can return to time and again. Read it and enjoy. 

Contents

Introduction
1
The Context
11
The Development Context The Call for Reorientation
13
The Educational Context The Call for Reform
37
The Great Debate
69
The Advocates Constructing NonFormal Education
71
Ideologues
93
Empiricists
105
Some Issues Arising from the Literature
149
Case Studies
169
NFE Today The Trajectory of Meanings
171
Towards A New Logic Frame
231
ReConceptualising NonFormal Education
233
Conclusion
265
Bibliography
267
Index
307

Pragmatists
123
The End of the Debate
131

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About the author (2005)

Alan Rogers is an international expert in adult education and learning, with wide experience in Asia and Africa. He is the author of Teaching Adults, of Adults Learning for Development, and of What is the Difference? A new critique of adult learning and teaching. He was formerly Executive Director of Education for Development at the University of Reading, UK. He is currently Visiting Professor at the Universities of Nottingham and East Anglia, and Convener of Uppingham Seminars in Development.

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