It ends with a schematic representation of the educational field and the location of different types of non-formal education vis-a-vis the formal system. Chapter 1 deals with issues of definitions, types of non-formal education and the inherent tensions between formal and non-formal education. Given the wide variation among educational initiatives that are currently labeled as non-formal education, this paper will largely address non-formal education in the context of "initial and continuing education or learning for children and young persons." This paper follows the order of the preceding four objectives. Its objectives are therefore as follows: (1) to provide an outlay of the meanings and roles of non-formal education that stem from different intellectual and ideological perspectives (2) to present a review of a range of current manifestations of non-formal education and their significance in educational and socioeconomic contexts (3) to indicate key areas of articulation between non-formal forms of education and the educational field as a whole and (4) to identify sets of pertinent issues that are relevant for policy development and planning and for further research and development work on non-formal education, but within the context of the (basic) education system as a whole.
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It has different degrees of compulsory nature according to the education system of each country.This paper intends to: identify the problems of non-formal education within different socioeconomic contexts in relation to the changing landscape of basic education as a whole review the range of current practices and raise some pertinent issues as a basis for policy analysis and further systematic research and development work on non-formal education and basic education in general. Teachers are usually trained as professionals in some way. Formal learning is intentional from the student’s perspective. Learning normally offered by an education or training center, with a structured character, organized, planned and regulated, guided by a formal curriculum and leads to a formally recognized credential that is often recognized by government at some level. We call non-formal learning all those educational and learning measures that take place in an extracurricular context Non-formal learning has a very broad meaning.
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Non-formal learning is intended from the student’s point of view and is often seen as more committed, as the learner’s interest is a driving force behind their participation.
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Examples are in-company continuing education, private language learning courses, political continuing education or continuing education in the hobby sector. This refers to learning processes that are systematic and planned, but do not aim at a degree or certificate. The concept of lifelong learning has now come to occupy a prominent place in the field of education, and the EU is paying special attention to it. This tripartite distinction was also associated with a new concept: lifelong learning or learning throughout life. In practice, and due to the very nature of the educational phenomenon, the boundaries between categories are easily blurred.
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According to the classical definitions, formal learning is given in schools, colleges and institutions of education the non-formal is associated with community, society groups and organizations, while the informal covers everything else (interaction with friends, family and co-workers). The difference between these categories is not always clear and is prone to confusion, but if we go back to the origin of the distinction it is possible to understand things better. In the field of education policy, there is a frequent distinction between formal, informal and non-formal learning.