This conviction took a hold in Europe, Britain and in the United States during the 19th century, and. It is only through the implementation of a formal system of learning that any country can hope to develop a knowledgeable society and progress towards the achievement of societal goals. Characteristics of Non Formal Education It is well planned and no need of any school system. Much of the book is therefore about paradigms in the domain of development studies, and about the ways that fashions may gloss over substance. Formal education is central to the development of a nation. Non-formal education is what happens in places such as youth organizations, sports clubs and drama and community groups. Confronting a major question at the outset, Rogers ask why the terminology of non-formal education, which was so much in vogue in the 1970s and 1980s, practically disappeared from the mainstream discourse in the 1990s and initial years of the present century. Non-formal education refers to planned, structured programmes and processes of personal and social education for young people designed to improve a range of skills and competences, outside the formal educational curriculum.
#READINGS ABOUT NON FORMAL EDUCATION SERIES#
It is a truly comparative work, which fits admirably into the series Much of the thrust of Rogers' work is an analysis not only of the significance of non-formal education but also of the reasons for changing fashions in the development community. It is based on the one hand on an exhaustive review of the literature, and on the other hand on extensive practical experience in all parts of the world. Informal learning comes in many forms, including viewing videos, self-study, reading articles, participating in forums and chat rooms, performance support, coaching sessions, and games Informal learning is a style of learning in which the.
The book is a masterly account, which will be seen as a milestone in the literature. Informal learning refers to learning that occurs away from a structured, formal classroom environment. Alan Rogers is a distinguished figure in the field of non-formal education, and brings to this volume more than three decades of experience. The Comparative Education Research Centre (CERC) at the University of Hong Kong is proud and privileged to present this book in its series CERC Studies in Comparative Education.
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