Non-formal education and basic education reform: a ...

[Pages:141]Non-formal education and basic education reform: a conceptual review

Non-formal education and basic education reform:

a conceptual review

Wim Hoppers

International Institute for Educational Planning

The views and opinions expressed in this booklet are those of the author and do not necessarily represent the views of UNESCO or of the IIEP. The designations employed and the presentation of material throughout this review do not imply the expression of any opinion whatsoever on the part of UNESCO or IIEP concerning the legal status of any country, territory, city or area or its authorities, or concerning its frontiers or boundaries.

The publication costs of this study have been covered through a grant-in-aid offered by UNESCO and by voluntary contributions made by several Member States of UNESCO, the list of which will be found at the end of the volume.

Published by: International Institute for Educational Planning 7-9 rue Eug?ne Delacroix, 75116 Paris e-mail: info@iiep. IIEP web site: iiep Cover design: Typesetting: Lin?ale Production Printed in IIEP's printshop ISBN: 92-803-1287-1 ? UNESCO 2006

Foreword to the series

At the World Education Forum, held in Dakar in April 2000, the international community reaffirmed its commitment to ensuring universal access to basic education of high quality by the year 2015. Efforts have led to noteworthy increases in school enrolment. In spite of progress achieved, however, a high proportion of children still do not have access to education, while others drop out of school. It is clear that merely increasing resources and augmenting the capacity of school systems is inadequate to deal effectively with the problem.

In its research project on quality basic education for all, the IIEP looks at different innovations aiming to improve the provision and functioning of basic education so that it becomes more flexible and more open to the varying needs of children and adolescents who are out-of-school or in difficult circumstances. Such innovations include:

? all programmes that aim at increasing the `educability' of children before or while they are attending schools, through health and nutrition programmes;

? non-traditional teaching experiments carried out in every part of the world that use alternative forms of organizing education and training, different teaching/learning methods and assist children and adolescents to struggle against exclusion;

? different management methods that allow communities to have a better say in the conduct and organization of education of their children.

It is hoped that these innovations will expand and influence the way the traditional education system is organized and managed.

Fran?oise Caillods Director a.i., IIEP

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International Institute for Educational Planning

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