"Non-formal learning includes various structured learning situations which do not either have the level of curriculum, syllabus, accreditation and certification associated with 'formal learning', but have more structure than that associated with 'informal learning'."
Overview of the origins and evolution of Non-formal Education, its emergence, and its spread worldwide.
Definitions and concepts of non-formal education: This topic explores the meaning and scope of non-formal education, how it differs from formal education, and its importance in addressing social and economic challenges.
Historical overview of non-formal education: This topic examines the evolution of non-formal education from its earliest beginnings to the present day, including the pioneers, approaches, and key trends.
The role of non-formal education in development: This topic explores the contribution of non-formal education to social and economic development, poverty reduction, and sustainable development.
Non-formal education and human rights: This topic explores the relationship between non-formal education and human rights, including the right to education, empowerment, and social justice.
Non-formal education and gender: This topic examines the role of non-formal education in promoting gender equality and women's empowerment, including examples of successful interventions.
Non-formal education and informal learning: This topic explores the overlap between non-formal education and informal learning, their similarities, and differences, and how they can complement each other.
Conceptual models of non-formal education: This topic explores different models and frameworks used to understand non-formal education, including the experiential learning cycle, and transformative learning.
Methodologies for non-formal education: This topic explores the different teaching and learning methods used in non-formal education, including participatory approaches, community-based learning, and experiential learning.
Non-formal education and youth: This topic examines the role of non-formal education in supporting the personal and social development of young people, including life skills, leadership, and entrepreneurship.
Alternative forms of non-formal education: This topic explores unconventional forms of non-formal education, including popular education, participatory action research, and social movements.
Non-formal education and the environment: This topic examines the role of non-formal education in promoting environmental awareness, conservation, and sustainability.
Challenges and opportunities for non-formal education: This topic explores the challenges, including funding, recognition, and quality assurance, facing non-formal education, and the opportunities, including innovation, collaboration, and partnerships.
Historical development of Non-formal Education: This type of history of Non-formal Education concentrates on the evolution of Non-formal Education over a certain period of time- from the beginning to the present day. It explicates the rationale and processes of Non-formal Education.
Comparative History of Non-formal Education: This type of history of Non-formal Education relies on the comparison of the history of Non-formal Education in different nations, communities or societies.
Biographical History of Non-formal Education: This type of history of Non-formal Education concentrates on the biographies of prominent individuals- who played a dominant role in the development of Non-formal Education.
Policy History of Non-formal Education: This type of history of Non-formal Education focuses on the policies and regulations that have influenced the development and progress of Non-formal Education over time.
Thematic History of Non-formal Education: This type of history of Non-formal Education is based on specific themes- such as gender, social issues, environment, politics, and governance- to investigate the development and implementation of Non-formal Education.
Institutional history of Non-formal Education: This type of history of Non-formal Education investigates Non-formal Education within an institutional setting- like schools, universities or NGOs.
Oral History of Non-formal Education: This type of history of Non-formal Education is based on oral interviews, conversations, and discussions about Non-formal Education with individuals who have experienced it.
Virtual History of Non-formal Education: This type of history of Non-formal Education investigates the use of over a number of virtual media platforms- like the internet or social media- for Non-formal Education.
"These form the three styles of learning recognised and supported by the OECD."
"Swimming sessions for toddlers, community-based sports programs, and programs developed by organisations such as the Boy Scouts, the Girl Guides, community or non-credit adult education courses, sports or fitness programs, professional conference style seminars, and continuing professional development."
"The learner's objectives may be to increase skills and knowledge, as well as to experience the emotional rewards associated with increased love for a subject or increased passion for learning."
"Structured learning situations which do not either have the level of curriculum, syllabus, accreditation and certification associated with 'formal learning'."
"Yes, non-formal learning has more structure than that associated with 'informal learning'."
"These form the three styles of learning recognised and supported by the OECD."
"Community or non-credit adult education courses, sports or fitness programs, professional conference style seminars, and continuing professional development."
"To increase skills and knowledge, as well as to experience the emotional rewards associated with increased love for a subject or increased passion for learning."
"Yes, examples include swimming sessions for toddlers."
"Yes, community-based sports programs are examples of non-formal learning."
"Boy Scouts, Girl Guides, and other similar organizations develop non-formal learning programs."
"No, they do not have the level of accreditation and certification associated with 'formal learning'."
"Experience the emotional rewards associated with increased love for a subject or increased passion for learning."
"Yes, non-credit adult education courses are examples of non-formal learning."
"Yes, continuing professional development programs can be considered as non-formal learning."
"Structured learning situations with more structure than informal learning yet without the level of curriculum, syllabus, accreditation, and certification associated with formal learning."
"Non-formal learning situations are structured and more planned than informal learning."
"Yes, one of the objectives of non-formal learning is to increase skills and knowledge."
"The learner's objectives may be to increase skills and knowledge, as well as to experience the emotional rewards associated with increased love for a subject or increased passion for learning."