The formalization of nonformal education : case studies of Botswana and Kenya

Abstract

The rise of nonformal education coincided with a disenchantment in formal education, which was not meeting the development and educative needs of nations. Nonformal education with its unique distinguishable characteristics was seen as an efficient, effective and relevant means of achieving both education and development. However, with nonformal education's "success" came increasing state involvement. This thesis argues, through the examples of the Brigades in Botswana and the Village Polytechnic in Kenya, that increased state involvement in nonformal education leads to its formalization and as a result a loss of efficiency, effectiveness and relevancy. The foundations of this argument are built upon a broad conceptualization of the social, economic and political context within which nonformal education exists.