FRUITFUL INTERACTIONS BETWEEN FORMAL AND NON FORMAL EDUCATION IN AFRICA

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FRUITFUL INTERACTIONS BETWEEN FORMAL AND NON
FORMAL EDUCATION IN AFRICA

• By
• Anne Ruhweza Katahoire (PhD)

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• This paper presents examples of fruitful
  interactions between formal and non- formal
  education in the form of linkages that promote
  literacy for out of school children, youths and
  adults.
• Visions of most African nations regarding
  literacy focus mostly on strategies for
  expanding formal schooling.

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• There are numerous out of school children, youths
  and adults currently acquiring literacy through
  non formal education
• There is need therefore for a more holistic
  system of education which acknowledges the
• diversity in educational provision
• alternative modes of participation and
• multiple and diverse learning needs of children,
  youth and adults

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• This calls for a systemic approach to education
  that integrates formal and non formal education
  and that establishes linkages between the two sub
  systems.
• Examples already exist where fruitful linkages
  have been established with positive outcomes
  which can serve as important lessons for the
  future.

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Forms of linkages

• Structural
• Institutional
• Programmatic

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Structural linkages have been realized for
example through

• Community schooling which is an alternative form
  of non formal schooling within the formal
  education system e.g. in Burkina Faso, Mali and
  Senegal
• The establishment of National Qualifications
  Frameworks and accreditation systems e.g. South
  Africa, Namibia

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Examples of Institutional linkages

• Curriculum innovations, characterized by the
  adaptability of content to specific contexts,
  cultures, issues of relevance, use of national
  languages, and flexibility e.g. curriculums used
  in community schools in Mali, bilingual schools
  in Niger and Burkina Faso
• Use of Open and distance learning offers
  opportunities for linkages in professional
  development for educators in both formal and non
  formal systems e.g. SOLO in Sudan, BOCODOL in
  Botswana

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Examples Institutional linkages continued..

• Adoption of effective teaching and learning
  methodologies e.g. ALFAA method in Burkina Faso
  initially developed for adult learners now used
  in formal schools with positive results
• Management, provision and financing of education
  Departments and Directorates of Non Formal
  education have been established within Ministries
  of Education and this has encouraged closer
  collaboration e.g. in Kenya, Botswana and Namibia
  

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Examples of Programmatic linkages include those
which

• Combine development of production skills with
  literacy education for youth and adults e.g.
  BEUPA in Uganda, EBAALAN in Burkina Faso
• Combine the use of educational technologies with
  face to face sessions e.g. INADES in Nigeria
• Link ECD, Adult Basic Education and Family
  literacy e.g. FABE in Uganda and FLG in South
  Africa

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Conclusions

• Only a holistic and genuinely expanded vision of
  education and learning can cope with the major
  challenges currently facing sub Saharan African
  countries to make basic education and lifelong
  learning for all children, youths and adults a
  reality

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Recommendations

• Policies and mechanisms need to be put in place
  that promote a more holistic system of education
• Within this framework differentiated sets of
  provision should be promoted for learning within
  which formal schooling is only one