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It is not clear, for instance, whether the use of the term NFE in Jung and King 1999 reflects local usage in Latin America or the decision of the editors.
See Durston 1996. The background paper by E Mumba (ADEA 1999b) shows the discourse confusion. The title of the paper refers to ‘Diversification of Adult Education provision in Zambia’; the text talks about Community Schools which cater for young children; and much of the paper concerns the programmes of the Department of Continuing Education in the Ministry of Education.
This is based on presentations made at a workshop in Addis Ababa November 2000 (ACCESS 2000) and a visit to Uganda in 2000.
Jimma Training College in Ethiopia developed a course on NFE in 1999 to produce Adult NFE co-ordinators “capable of initiating and managing community-based education and training programs that contribute to the development of individual and community life” (Jimma 2000); other academic programmes specifically devoted to NFE include Namibia (NamCol and UNAM), Kenya (Kenya nd), S Africa (Kotze 1991) and some in Northern locations such as Harvard (USA), Reading (UK), East Anglia (UK) etc..
It would be interesting to know the original words of this quotation since it is translated by the author from field notes; what did this parent mean by ‘formal education’ in this context? The author avoids the use of the term ‘non-formal’ but uses ‘formal’ frequently; and the paper shares the same world view by talking throughout of the dichotomy between government schools and community schools. Elsewhere it speaks of community schools as providing “a formal education to previously unserved children” (Muskin 1999: 51).
Based on documents and a visit to Lok Jumbish in 1996. A similar project is the Escuela Nueva in Colombia but significantly this does not use the language of non-formal education (Colbert 1999).
I owe this reference and the construction put upon it to an unpublished study by Jane de Sousa2001.
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(2005). NFE Today: The Trajectory of Meanings. In: Non-Formal Education. CERC Studies in Comparative Education, vol 15. Springer, Boston, MA. https://doi.org/10.1007/0-387-28693-4_10
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