Non-formal education refers to education that occurs outside the formal school system. Non-formal education is often used interchangeably with terms such as community education, adult education, lifelong education and second-chance education. It refers to a wide range of educational initiatives in the community, ranging from home-based learning to government schemes and community initiatives. It includes accredited courses run by well-established institutions as well as locally based operations with little funding.
As non-formal education is diverse, this element has many aspects in common with other elements, particularly Lifelong learning. For the purposes of these guidelines, this element focuses on non-formal education for children and young people outside the regular school system. However, CBR personnel need to be aware that non-formal education reinforces marginalization and stigmatization, so if possible it should not be offered as the only educational option for children with disabilities. Inclusion in a regular school should be prioritized as every child's right.
While non-formal education is often considered a second-best option to formal education, it should be noted that it can provide higher-quality education than that available in formal schools. Non-formal education can be preparatory, supplementary or an excellent alternative (where necessary) to formal schooling for all children.
Goal
People with disabilities develop knowledge and skills, which help to improve their quality of life.
The role of CBR
The role of CBR is to work with non-formal education programmes to ensure that people with disabilities are able to access educational opportunities suited to their own needs and interests in inclusive settings.
Desirable outcomes
- People with disabilities participate in non-formal education programmes and learn literacy, numeracy and other skills which contribute to better living conditions.
- Non-formal education programmes include people with disabilities and consider their needs during programme planning.
- People with disabilities, family members, disabled people's organizations and parents' associations are involved in decision-making and implementing non-formal education programmes.
- Home-based learning is available either as a supplement to formal schooling, or in preparation for formal schooling, or as an alternative to formal schooling.
- Social cohesion is strengthened as students with disabilities and non-disabled students interact together and develop friendships.
