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Harvard (Harvard 1997), in a study of literacy programmes, suggested that the continuum might be marked by milestones such as highly contextualised, contextualised, context-adjusted, decontextualised and highly decontextualised.
As we have noticed, the term ‘formal education’ has an independent life apart from the NFE discourse, e.g. Husen 1979.
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(2005). Re-Conceptualising Non-Formal Education. In: Non-Formal Education. CERC Studies in Comparative Education, vol 15. Springer, Boston, MA. https://doi.org/10.1007/0-387-28693-4_11
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DOI: https://doi.org/10.1007/0-387-28693-4_11
Publisher Name: Springer, Boston, MA
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