Non-formal education
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Non-formal education papers read at the Twenty-Second Congress of the South African Association for the Advancement of Education (SAAE) held on 19 and 20 January 1984 at the University of the Orange Free Street, Bloemfontein by South African Association for the Advancement of Education. Congress

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Published by The Association] in [Pretoria .
Written in English



  • South Africa


  • Non-formal education -- South Africa -- Congresses.

Book details:

Edition Notes

Other titlesNie formele onderwys.
Statementeditor, A.L. Behr = Nie formele onderwys : referate gelewer by die Twee-en-twintigste Kongres van die Suid-Afrikaanse Vereniging vir die Bevordering van die Opvoedkunde (SAVBO) gehou op 19 en Januarie 1984 by die Universiteit van die OVS, Bloemfontein / redakteur, A.L. Behr.
SeriesPublication series of S.A.A.A.E. =, Publikasiereeeks van S.A.V.B.O. ;, 18, Publication series of S.A.A.A.E. ;, 18.
ContributionsBehr, Abraham Leslie.
LC ClassificationsLC45.8.S6 S68 1984
The Physical Object
Paginationvi, 118 p. ;
Number of Pages118
ID Numbers
Open LibraryOL2620523M
ISBN 100909072523
LC Control Number85187259

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Non-formal education can form a matrix with formal and non-formal education, as non-formal education can mean any form of systematic learning conducted outside the formal setting. Many courses in relation to non-formal education have been introduced in several universities in western and developing countries. Feb 06,  · Non-Formal Education: Flexible Schooling or Participatory Education? (CERC Studies in Comparative Education) [Alan Rogers] on *FREE* shipping on qualifying offers. 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.1/5(1). Non-formal education is imparted consciously and deliberately and systematically implemented. It should be organized for a homogeneous group. Non-formal, education should be programmed to serve the needs of the identified group. This will necessitate flexibility in the design of the curriculum and the scheme of evaluation. The book grew out of the teaching of non-formal education in which Professor Rogers has been engaged for the last 20 years. It is intended for teachers and students in comparative education courses in higher education institutions, and for researchers and others with an interest in the field.

Non-formal education is not restrained by definite limits, restrictions, or structure and it can change because non-formal education is flexible. As example, in non-formal education, students do not have to follow a planned course of study like in formal education as non-formal education does not have it. The rise in nonformal education has also been facilitated by national policy developments since the s. Drawing on case studies, this book illuminates a diverse range of nonformal education activities; and suggests that the nature of the relationship between nonformal education and mainstream schooling has . But informal education means also learning things without the learner realising that he learned it. This can be any kind of information that the learner picked up from the television, radio, conversations with friends and/or family. Informal education is often used in formal or non-formal education as a method of teaching. Non-Formal Education (NFE) organised educational activity outside the formal system of education. It is simple and flexible and can be delivered at any place convenient to the learners. It is generally designed to meet the basic learning needs of disadvantaged groups and can be availed of at any age.

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