FRUITFUL INTERACTIONS BETWEEN FORMAL AND NON FORMAL EDUCATION IN AFRICA

1. FRUITFUL INTERACTIONS BETWEEN FORMAL AND NON FORMAL EDUCATION IN AFRICA By Anne Ruhweza Katahoire (PhD)

2. 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.

3. 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

4. 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.

5. Forms of linkages: • Structural • Institutional • Programmatic

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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