On the one hand, it appears as a highly obscure concept, and on the other hand as a sort of appeal marked by perspectives of social justice and humanist ideology. Non-formal education is indeed difficult to define because of its apparent negation of form and the vagueness surrounding it. The term “non-formal education” is difficult to define, how does it relate to formal and informal education? To your knowledge, when did this term appear, and in what context? What characteristics or elements are important to bear in mind? This experience has allowed me to collaborate with Brazilian researchers in research groups in literacy and youth and adult education, training curriculum, lifelong learning through audiences, educational policies and processes. I then moved to Brazil where I was hosted at the Universidade do Estado do Rio de Janeiro, the first public university with affirmative policies for the development of access to higher education. In 20 I was the winner of a Chair in Human and Social Sciences at the International Scientific Cooperation. My areas of research were Sub-Saharan Africa and "programmes to combat illiteracy in a decentralised context" Brazil with the “Forums on Youth and Adult Education", Europe in its plural approaches to education and training (Adult training - Lifelong learning - Right to education - Recognition of non-formal education achievements). I worked to define what characterises non-formal education, its specificity and implementation, I studied alternative systems, the foundations of adult education, andragogy in its varied forms, while contributing to research on the right to education (accessibility, effectiveness via distance learning systems) and the subjects of law, comparative approaches and organisational development. My field of observation and experimentation was educational NGOs (Non-Governmental Organizations), CSOs (Civil Society Organizations) and experts in decentralised cooperation.Īs a member of the CIRNEF laboratory (Normandy interdisciplinary centre for research on education and training), I carried out my research alongside researchers working in the field of adult education. My doctoral thesis in Education Sciences dealt with non-formal education in the context of the decentralisation policies adopted in West Africa in the fight against illiteracy. During my research work and in connection with my experience, I came to focus on educational policies, and in particular countries that were strongly engaged in decentralising education. Since 2010, I have been a lecturer in the Department of Education Sciences at the University of Rouen in Normandy, and am in charge of a Master's programme in Distance Education Sciences. I received a Doctorate in Education Sciences in 2008, before joining an Institute of Social Development as a trainer in the midst of the reform of social work diplomas, with a view to re-engineering, enhancing and developing training within the National Directory of Professional Certifications. I undertook a Master's degree in Engineering and Training Consultancy with a view to equipping myself and carrying out field actions within the framework of educational projects conducted under the aegis of UNESCO (Burkina Faso, Mali, Paris), and educational NGOs between 19. I took graduate studies in foreign languages before turning to Education Sciences. ![]() To begin with, can you tell us a little more about yourself, and what made you study non-formal education? I would like to know more and hear about your views, because these issues are essential to adult education in general, and are important subjects on the EPALE platform. You coordinated an issue of the journal Education Permanente on "Non-formal education and lifelong learning" (issue No. We are going to continue our focus on non-formal and informal education carried out for EPALE in June and July 2019. The issue of non-formal education and lifelong learning is all the more important. They are finding solutions among themselves in order to make up for technical, content and relational shortcomings. ![]() At the same time, people are helping and supporting each other. ![]() At a time when we are experiencing a global crisis, formal education and training institutions are having to invent new ways of working, disseminating information and providing training. Non-Formal and Informal Education: History, Current Issues and Questions
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