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Non-Formal Education

Flexible Schooling or Participatory Education?

  • Book
  • © 2005

Overview

Authors:
  1. Alan Rogers

    1. Universities of Nottingham & East Anglia, UK

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  • This volume is of direct relevance to current debates about education and the future
  • Coincides with current concerns to involve private (non-state) agencies more and more in the delivery of education
  • Covers the field comprehensively
  • Is based on wide experience in the files as teacher, researcher and policy-maker
  • Is written in practical straightforward language
  • Includes supplementary material: sn.pub/extras

Part of the book series: CERC Studies in Comparative Education (CERC, volume 15)

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Table of contents (12 chapters)

  1. Front Matter

    Pages i-xi
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  2. Introduction

    1. Introduction

      Pages 1-9

  4. The Great Debate

    1. Front Matter

      Pages 69-69
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    2. The Advocates: Constructing Non-Formal Education

      Pages 71-91

    3. Ideologues

      Pages 93-103

    4. Empiricists

      Pages 105-122

    5. Pragmatists

      Pages 123-129

    6. The End of the Debate

      Pages 131-148

    7. Some Issues Arising from the Literature

      Pages 149-167

  5. Case Studies

    1. Front Matter

      Pages 169-169
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    2. NFE Today: The Trajectory of Meanings

      Pages 171-229

  6. Towards A New Logic Frame

    1. Front Matter

      Pages 231-231
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    2. Re-Conceptualising Non-Formal Education

      Pages 233-263

    3. Conclusion

      Pages 265-266

  7. Back Matter

    Pages 267-317
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Keywords

About this book

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. Alan Rogers is a distinguished figure in the field of non-formal education, and brings to this volume more than three decades of experience. The book is a masterly account, which will be seen as a milestone in the literature. It is based on the one hand on an exhaustive review of the literature, and on the other hand on extensive practical experience in all parts of the world. It is a truly comparative work, which fits admirably into the series Much of the thrust of Rogers' work is an analysis not only of the significance of non-formal education but also of the reasons for changing fashions in the development community. Confronting a major question at the outset, Rogers ask why the terminology of non-formal education, which was so much in vogue in the 1970s and 1980s, practically disappeared from the mainstream discourse in the 1990s and initial years of the present century. Much of the book is therefore about paradigms in the domain of development studies, and about the ways that fashions may gloss over substance.

Authors and Affiliations

  • Universities of Nottingham & East Anglia, UK

    Alan Rogers

About the author

Alan Rogers is an international expert in adult education and learning, with wide experience in Asia and Africa. He is the author of Teaching Adults, of Adults Learning for Development, and of What is the Difference? A new critique of adult learning and teaching. He was formerly Executive Director of Education for Development at the University of Reading, UK. He is currently Visiting Professor at the Universities of Nottingham and East Anglia, and Convener of Uppingham Seminars in Development.

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