Non-formal Education | Articles on Education of Bangladesh | Articles on Education of Bangladesh

MOHAMMAD NAZMUL HAQ

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Background
Bangladesh has a substantial program of nonformal basic education with a large institutional network in this field. Besides a major effort in the public sector, a large number of local private or voluntary agencies (known as Non-Governmental Organization, NGO) are also involved in this effort. Among these private agencies some are known world wide for their contribution to fulfilling the EFA (Education fro All) goals. One reason for such huge involvement of NGOs in nonformal basic education is the magnitude of illiteracy and poverty that prevails in Bangladesh. The large population and massive illiteracy have prompted the Government of Bangladesh to embark on illiteracy and non-formal education activities. This has resulted in a significant institutional framework for nonformal education (NFE) in Bangladesh.

Background
Bangladesh has a substantial program of nonformal basic education with a large institutional network in this field. Besides a major effort in the public sector, a large number of local private or voluntary agencies (known as Non-Governmental Organization, NGO) are also involved in this effort. Among these private agencies some are known world wide for their contribution to fulfilling the EFA (Education fro All) goals. One reason for such huge involvement of NGOs in nonformal basic education is the magnitude of illiteracy and poverty that prevails in Bangladesh. The large population and massive illiteracy have prompted the Government of Bangladesh to embark on illiteracy and non-formal education activities. This has resulted in a significant institutional framework for nonformal education (NFE) in Bangladesh.

It is well recognized that the NGOs are more capable than the public sector formal institutions in reaching the unreached children. Special interventions are required to mobilize the marginal populations to send their children to schools. The poor cannot afford the opportunity cost of sending their children to school.  Unlike the primary schools NGOs are capable of providing a comprehensive package of education necessary to serve the disadvantaged segments of the population. The integrated approach to development is an important strength of the NGOs`, moreover; their nonformal education model has its own strength of flexibility to adjust to local conditions. NFE is more learner-friendly and pro-poor in its character (Sedere and Sabur, 1999) than the formal programs.

Much has been written about non-formal education and its distinction with formal system (Brembeck 1973, Coombs 1971, Harbison 1973, Sedere 1981). Basic education is one area where formal and non-formal education overlaps. The term has a range of meaning around the globe depending upon the exiting provision and policy of the government (Hawes, 1979). In most countries basic education means the formal primary education, but in Bangladesh the government documents are prone to regard non-formal education activities as basic education and formal school for children as primary education. Unlike formal education NFE is not age specific; children, adolescents and adults all can enroll in an NFE program. It has limited administrative controls but larger flexibility in management and supervision. NFE does not require a school building; a structured place is good enough for a school. It is located close to the doorstep of the poor. The NFE school has community teachers who know the children and live close to the children. No school uniform is needed; the children of the poor can attend school with the dress that they can afford. . NGOs provide the necessary learning materials, which include the primers, workbooks, slates, pencils etc. There is, therefore, no private cost. NFE’s objectives are simpler and are attainable, aiming to provide basic education in reading, writing and numeracy with a degree of awareness in life skills. The successful children in the NFE schools may continue their education in the formal primary school as regular students, which is described as main streaming.    

ASAD-UZ-ZAMAN ASAD

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Introduction
Attacking poverty has become an international concern for placing in the paradigm of ‘education and learning for sustainable development’ in consideration of the reality that almost half of the world’s population live in poverty. The world has deep poverty amidst plenty (World Bank, 2000). Based on the recognition that formal education programme has failed to become adequately responsive to the needs, particularly of the poorer/disadvantaged sections of people, Non-Formal education programme has evolved in various form as a strategic intervention for poverty alleviation (Islam & Mia, 2007)

Non-Formal education (NFE) is a purposeful and systematically organized form of learning that generally occurs outside the formal educational institutions. It is designed to meet the learning needs of educationally disadvantaged persons of different ages and backgrounds, flexible in terms of organization, time and place may cover basic and continuing educational programs to impart basic literacy, including life skills, work skills, general culture and facilitates lifelong learning and enhancement of earning capabilities for poverty reduction. It ensures equity in access and human resource development; it may or may not follow a ‘ladder’ system and may be of varying duration. (Bureau of Non-Formal Education, 2006). This education is called Non-Formal because, (a) It is not compulsory (b) It does not lead to a formal certification, and (c) It may or may not be state-supported.