The state of our non-formal education

No matter which person or institution has introduced the notion of non-formal education, it is, undoubtedly, novel and highly innovative. In the education sector of the least developed countries, it is a window on a vast world hitherto unknown to the unlettered commoners. Extreme poverty leads many children to the ignominy of remaining illiterate, which deprives them of many benefits of modern life.
Non-formal education system comes to their rescue, as well as those who have discontinued studies. The latter also include adult dropouts.
This unique system has long been in operation in both developing and emerging countries. Apart from those marginalised in society, people belonging to the indigenous and ethnic communities also enjoy some opportunities to become functionally literate these days. The ability to read newspapers, operate computers or write letters or keep simple accounts is no small achievement. It helps them become self-reliant, confident and inquisitive. Besides, non-formal education brings the communities in the mountains, hill tracts or deep forests under the focus of the broader society; it takes many to the openings unknown to them. In many Latin American countries, lots of teenagers are groomed under the care of non-formal educational institutions to enable them to face future challenges. But the strained inter-cultural ties, long unique to the region, stand in the way of all-round uplift of the ethnic communities. Upon coming to the city from remote regions, a number of Latin American, or even South Asian, indigenous youths are found searching for the stepping-stones to enter the mainstream life. Unfortunately, few can find those. A similar picture is encountered in Sub-Saharan Africa, too.
Not long ago, side by side with the formal or mainstream education, non-formal education enjoyed considerable acceptability and trustworthiness among the poorer segments of society in Bangladesh -- especially in villages. Both the print and electronic media used to be generously focused on this area of education. Reports on the performance of non-formal primary schools, their specially devised curricula and the hostilities unleashed by obscurant quarters were common. But these schools appear to have been sent into a fast-descending haze of oblivion. Or, are they being outdone by the nationwide fever centring on Primary School Certificate (PSC) examinations? In the present Bangladesh, almost all the villages can boast of at least one government-run primary school, or one partially financed by the state. Maybe, amid the recent flurry of activities around PSC in the primary school sector, the non-formal schools find themselves to be nonessential. However, even if this is the case, the special schools do not lose their relevance or efficacy. For the very concept of non-formal schools caters to the day-to-day functional literacy needs of the underprivileged people. Non-formal education (NFE) in Bangladesh is primarily focused on adequate survival-related knowledge, productive skill and life-skill.
This system runs on offering relevant and high-quality learning opportunities -- stressing literacy and basic education. It is specially focused on the continuity of the education programmes. As has been recognised, NFE complements the activities of the mainstream schools. But, unfortunately, this much-touted evenness has long disappeared. The reality is the two systems of education have been following their distinctive courses since the launch of the NFE concept around 30 years ago by the country's largest NGO, BRAC.
The non-formal education sector in Bangladesh is, theoretically, overseen by the Bureau of Non-formal Education (BNFE) under the Ministry of Primary and Mass Education. The government has assertively linked non-formal education to poverty reduction. As it views, educating the unlettered and unskilled masses through the non-formal channel will contribute considerably to grooming them as self-reliant citizens. Children in both rural and urban areas comprise the vast majority receiving non-formal education. In spite of the government's resolve to bring about a radical change to the lives of the extreme poor and those on the socio-economic margin, the BNFE could hardly make its presence pronounced.
The non-formal education sector in the country has been dominated by non-governmental organisations (NGOs), donor-backed entities and the UNDP (United Nations Development Programme) for the last three decades. Bangladesh Rural Advancement Committee (BRAC) has pioneered the non-formal school venture in Bangladesh. Over the last 30 years, the international development organisation has provided basic education to around 10 million students in the country. As the picture stands now, it is the large and small NGOs which are running the show in the country's non-formal education sector. Besides, private initiatives by altruistic individuals could also be seen, mostly in the cities. Many urban youth clubs and associations, ward-based communities, etc. run non-formal schools for street children, putting in their self-styled and innovative methods of teaching. All these small-scale ventures are non-profit, the main capital being the great mission of helping rootless children to be in the right direction.
Among the marginalised communities in the country, those living on isolated and remote mid-river chars, faraway islands in the Bay or the boat-bound nomads (Bedeys) need this special mode of education the most. Besides, the socially 'ostracised' sweepers' children are normally deprived of education at formal schools. Non-formal education has opened for them the opportunity to attend school.
This scribe once had the privilege of visiting some special schools at the sweeper colonies in three northern districts of the country. It was heartening to see the great enthusiasm among the little boys and girls there over the ability to read and write. As a corollary to the entrenched feeling of being discriminated against, the children's parents looked to seeing their offspring go for higher studies. At a sweeper colony in Syedpur in Nilphamari, the inhabitants were found to be highly boastful of the lone educated 'sahib', a college graduate, among them. At the Dhaka sweeper colonies, non-formal schools are a common sight.
Compared to these, the government-run schools under the non-formal primary education (NFPE) project include adult literacy centres, mosque-based schools, and the Moholla schools targeting female students. The flip side is, in many villages and cities as well, these schools remain out of the view. When you will come across a non-formal school under the staircase of government quarters, an open-air one in a roadside motor workshop compound, or on a railway station platform in Dhaka, a school run by government-picked teachers is hard to come by in the metropolis.
As with all government initiatives, the non-formal school programme too has turned out to be a mere ritual. Although it may sound unsavoury, it is the NGO-run schools which have kept the NFE concept alive in this country.
shihabskr@ymail.com