Formal, Non-formal education and Informal Learning

● The flow of the session:
a) What is NFE? Features
b) Role of the trainer - facilitator
c) Differences and commons between NFE - formal - informal
d) Basic resources
e) Importance of questions

Depending on your time, at first, prepare the presentation with the slides (attached) and show them slide by slide or you can work with your group by common discussion / small group work.

a) What is NFE? features
When having the group in plenary, ask them what comes first to their mind about the Non-formal education - let them write it on the board / on small post-its and then stick on flipchart/ board or say it out loud and you write it down on flipchart paper.
Once they share, you can go with them through the following list and give an explanation if needed:
● Voluntary
● Non-academic
● Interactive / participatory
● Learner-centred
● Learner-led (sometimes)
● Inclusive
● Equal
● Resource-light
● More creative
● Structured
● Dynamic
● Flexible
● Relaxed
● Fun!
● Suitable for all ages
● Relates to REAL LIFE
● Constructive – focus on positive thinking & action
● Aspirational (“I dare to dream”)
● Developmental (“Yes I can”)
● Progressive (“I know where to go next”)

b) Role of the trainer - facilitator
After that you can ask them what do they think about the role of the person leading the non-formal activity. Optionally it can be about the differences / similarities with teachers. If needed, give them an explanation.
• Not formal!
• Friendly, smiling, sense of humour
• Engaged and supportive
• Not teaching, but helping to learn
• Adaptable, flexible
• But still has high standards
• Asks lots of questions

c) Differences and commons between NFE - formal - informal
You continue the discussion on where the NFE is happening and where else do we learn in life (to highlight that learning isn’t happening only in school):
- prepare beforehand the following places on paper
- show them to the group and let them assign one-by-one whether it is formal - informal - non-formal. If they are not sure, help them with it.
- after they mark it with the color, you go and categorize & give explanation
- highlight we can learn anywhere
(You can also show them the picture on the projector, have a short discussion and then show them the colored categories (2nd picture)).

You can give a short break here.

d) Basic resources
Continue with discussion about the resources of NFE:
● Space – not like a classroom
● Computer etc. (if possible)

● White & coloured paper & card
● Pencils & pens & coloured pens
● Other art materials
● Flip chart, marker pens
● Old newspapers & magazines
● Small prizes (sometimes)
● Found objects (natural, artificial, waste etc)
● Most important of all – the PEOPLE IN THE ROOM

e) Importance of questions
They key part of the NFE is discussing and asking questions in order to provide open space for participants and enhance their thinking and involvement. This is a crucial part, where we aim to ask so-called open questions that support discussion and welcome participants’ opinions and insights. The closed questions give us answer yes / no, where the open ones invite to think and give diverse answers. You can discuss the following examples of closed (unwanted) and open questions:
● Do you like meat?
● What kind of food do you like best?
● Have you ever been to England?
● If you could travel anywhere, where would you go?
● Do you enjoy sport?
● Why do you think it is important for kids to play sport?
● Can you draw a picture of a rhino?
● Can you teach me how to draw a rhino?
● Do you agree we need to improve our local environment?
● What problems do we have in our environment? What do you think we could do together to make it better?
● Is life hard for old people?
● How could young people help to make old people’s life better?
● Did you ever talk to your MP?
● What question would you like to ask your MP?