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… what we
need to gain through the education process is changing with
the hastened development in the field of science and technology,
as well as with social and economical changes that occurred
in ‘60s and ‘70s of the 20th century.
Formal education did not manage to follow these changes, so
non-formal education (NFE) appears in late ‘60s and early ‘70s.
NFE takes place out of formal-educational system and is complementary
to it, not opposite. UNESCO, 1972, defines NFE as an “organized
educational activity, out of formal-educational system, aimed
to meet the needs of beneficiaries, as well as learning goals”.
High-quality learning
in NFO is possible if there is:
• precisely defined framework
• curriculum that is adjusted to the target group
• clear aims
• flexibility of the curriculum
• voluntary participation, no meter of years, previous experience
and education…
• educated, competent trainer (educator, facilitator)
• interactive, horizontal relationship between trainer and all
of the participants
• exchanging experiences and skills and learning by doing, so
that those who learn become the center of their own learning
process and feel learning as a part of themselves and not as
if they’re forced to do it.
NFE offers a variety of educational
programs, that can be divided into two large categories:
• educational programs (for acquiring various knowledge and
skills)
• programs that deal with upbringing (learning of attitudes
and positive living values)
These programs are meant for different
target groups:
• for some, this can be the only education that is possible
and available for them, because, for various reasons, the doors
of formal education are closed for them (e.g. immigrants, numerous
marginalized social groups, minorities etc.)
• adults, when we define NFE as “learning and qualifying adults
for working, living and social activities that are not directly
included in standardization and strict verification procedures”.
• youngsters in youth clubs, NGOs, optional after-school activities,
on streets etc.
• parents – to make it easier for them to get accustomed to
their new role
• …..
Non-formal education instigates life-long
learning; educators still have a great responsibility
to make the theme interesting for the learners; the learning
process is based on the praxis and personal experience; everyone
is involved and actively takes part; everyone feels fulfilled,
satisfied and motivated. Regardless of all these facts, this
form of education still isn’t
recognized and acknowledged (except in very few countries)
by most of formal institutions as a legitimate way of acquiring
high-quality education in the society.
The European Union
in the 2000 Lisbon Coference has declared its ambitious objective:
to become by 2010 „the
most knowledge-based society“. In order for this
objective to come true, the whole Europe was compelled to change
its approach towards education, thus fully supporting the „lifelong
learning process“ as well as the democratization of the
spaces dedicated to education and learning.
This open approach towards education also means that the effects
of education achieved through the school system are recognized
and valued as well as those achieved in every-day life (informal
education/learning) and outside of the formal education system,
that is through different and diverse education/learning programs
(non-formal education).
In the last years, the European Union and the Council of Europe
have adopted a series of strategic
documents, memorandums and resolutions related to this
field. At present, European Institutions are developing a map
of concrete mechanisms for the validation and recognition of
non-formal education throughout Europe.
The NGO Group „Hajde da...“ has initiated and started
to impelment the project „Non-formal education in Europe“
in order to apply these modern European trends in the field
of education, and to stimulate and sustain the social recognition
of non-formal education in Serbia and Montenegro.
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