Non-Formal Education (NFE) programs provide a flexible, responsive education that is better suited to the unique circumstances for out-of-school children, adolescents, and youth and for learners for whom the formal education system is not a good fit. However, NFE programming in crisis and conflict settings varies in many aspects and does not have a shared language. This lack of a common understanding confuses and makes it difficult to establish clear policy, design, quality, and operational guidance.
A Background Paper aims to address the confusion about NFE’s definition, purpose, audience, and quality. It proposes a taxonomy and definitions of NFE programming, summarizes the historical and current use of terms related to NFE, and reflects current policy and programmatic use of these terms.
The proposed taxonomy locates non-formal and alternative education within the broad landscape of education program options relevant to crisis- and conflict-affected contexts. It is intended to provide a shared understanding of the boundaries, relationships, and intersections between NFE and other forms of education, to support funders, policymakers, and implementers in conceptualizing how education programs may serve out-of-school adolescents and youth most effectively.
The taxonomy aims to represent various educational options that are equally valuable and have different purposes and benefits based on context. Therefore, the Background Paper is written to benefit education practitioners, donors, and policymakers working in crisis- and conflict-affected environments.
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