LAUNCH: INEE Paper on Non-formal Education and Taxonomy

Non-formal Education

We are thrilled to announce the launch of a paper on Non-formal Education for Adolescents and Youth in Crisis and Conflict Contexts: a Proposed Taxonomy and Background Paper and accompanying summary and discussion slides!

The COVID-19 pandemic has demonstrated the unprecedented need for non-formal learning models, after school closures worldwide and lack of suitable alternatives have denied many students their right to education. Non-formal education (NFE) programs offer an alternative to formal education for out-of-school children, adolescents, and youth, and for learners for whom the formal education system is not accessible or a good fit, and provide a flexible, responsive education that is better suited to their unique circumstances. 

However, NFE programming in crisis and conflict settings currently varies widely in its content, delivery modalities, educational quality, the certification provided upon completion of the program (or lack thereof), and target population. Moreover, there is little shared language or common understanding in the current literature to explain which needs NFE programming addresses and for whom. This causes confusion and makes it difficult to establish clear policy, program design, assess the quality of programs, and develop operational guidance.

The Background Paper and Proposed Taxonomy summarizes the historical and current use of terms related to NFE, reflects current policy and programmatic use of these terms, and proposes a taxonomy and definitions of NFE programming for adolescents and youth in conflict- and crisis-affected environments.

The paper is available in English, with Arabic, French, Portuguese, and Spanish versions coming soon.

We encourage you to read and share the paper widely!
Background Paper and Proposed Taxonomy 

For hosting group discussions on this topic, we hope the summary presentation and discussion slide deck will facilitate your engagement. 

This paper on Non-formal Education was commissioned by the Alternative Education Workstream (AEWS) of INEE’s Education Policy Working Group, and written by Kayla Boisvert and Jenn Flemming. For more information, please contact