Non-formal education expresses the core principles that should be at the heart of all good education. Non-formal education is all of the following:
To learn more, use your mouse or keyboard to expand each of the barriers listed below.
Relevant
WHO/Khasnabis
Non-formal education should be relevant to the learner’s life and the needs of society, at the time of education and in the future. Non-formal education can be more relevant to the needs of communities and draw on local resources and personnel by involving others in deciding the content of what is taught.
Appropriate
Non-formal education should be appropriate to the level of the learner’s development, introducing new content and experiences when the learner is ready. Teaching is learner-centred and student-directed.
Flexible
Non-formal education should be flexible in what is taught and how it is taught, and to the needs of the different learners. Learners may include adults and children who work, live on the street, are sick, are in prison, have a disability or are victims of conflict or emergency.
Learning should also be flexible in the methodologies used for teaching.
Participatory
Non-formal education should be participatory. Learners should be active participants in their learning, and they and their families and communities should be involved in running the non-formal education programme.
Inclusive
Non-formal education should be inclusive of all children regardless of background or ability, respecting and using the differences between them as a resource for teaching and learning. Non-formal education often targets marginalized groups, such as nomadic communities, girls, people with disabilities, school dropouts and working children.
Quality
Non-formal education programmes have the potential to be of high quality, because they can respond more easily to the needs of individuals and specific groups in the community. Because of their potential for high quality, non-formal programmes can even serve to encourage broader action for inclusion in the rest of the community.
Learn how CBR success in facilitating an after-school school programme gave the local district an incentive to work with them to facilitate inclusion.
CBR in Action
CBR personnel in El Porvenir, Honduras, provided afterschool tutoring for children with and without disabilities who were in danger of failing 1st grade. At the end of the school year, the children passed their exams. The District reported that the school’s repetition rate for the year had dropped by 75%. This drop in repetition provided an incentive for the district to work with CBR and include children with disabilities in non-formal schools.
Welcome to INCLUDE! This short tour will introduce you to the many resources available to you in our
learning community.
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This is the Module library page. It is the first thing you will see after you register and log into INCLUDE.
From here, you can choose to view nine different learning modules, each of which examines a different aspect of Community-Based Rehabilitation.
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Each time you make a selection from the Module library, you will enter a learning module (in this case the Health module) that you can interact with in a number of ways.
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You will have a number of opportunities to reflect on your thoughts, feelings and experiences related to CBR, as well as on what you have learned so far. If you want, you can choose to share your reflections with other members of the INCLUDE community.
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Note that when you are inside a learning module, you use the Continue and Back buttons at the bottom of the screen to move ahead to the next page, or go back to the previous page.
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You can also choose to jump directly to a different part of the current module by making a selection from the menu on the left side of the screen.
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In each learning module, you will also have the opportunity to respond to poll questions and learn what others in the INCLUDE community are thinking about CBR.
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You can also review numerous real-life examples of how others are successfully implementing CBR around the world.
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And you can create an action plan to help you:
•Better understand the needs of your programme, and
•Take specific, concrete steps to address them
As with reflections, if you want, you can also choose to share your action plan with other members of the community.
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Additional resources are available any time you want to access them, frrom the menu at the top of every screen.
From the Reflect option on this menu, you can:
•Review all of the reflections you have entered so far, or
•View the reflections other members of the INCLUDE community have entered and chosen to share
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Under Action Plan, you can:
•Work on your own action plan, or
•View action plans that other members of the community have created and chosen to share
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You can also view the full library of real-life examples of CBR in action from this menu.
If you want to locate the examples that are most relevant to your work, you can filter these examples by subject and region, as well as by the gender and age(s) of the population being served.
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In the Community section you can:
•Participate in conversations (discussions) with other members of the INCLUDE community
•View the results of every poll question included in the course
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Finally, you can view a set of additional resources related to CBR in the Resource library.
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Finally, you can view a set of additional resources related to CBR in the Resource library.
