Exploring Formal and Non-formal Education Practices for Integrated and Diverse Learning Environments in Uganda
Loading...
Date
2012
Journal Title
Journal ISSN
Volume Title
Publisher
The International Journal of Diversity in Organizations, Communities and Nations
Abstract
This paper explores opportunities for integrating formal and non-formal education in Uganda
in ways that help learners acquire, build and maintain productive skills for sustainable livelihoods.
Using an interpretive paradigm, the authors draw on the capability approach and social practices
theory of literacy to guide their qualitative analysis. The authors describe good practices in nonformal
education in Uganda and Africa which diversify learning options for learners. Integration of
formal and non-formal education is shown as capable of promoting practice-oriented skills learning
which can significantly improve Uganda’s education system which is currently too theoretical for addressing
people’s real needs. Such integration can maximize rural people’s participation levels in
government’s poverty reduction interventions and enhance their chances for creating wealth and attaining
sustainable livelihoods. Challenges to be faced in bridging the gap between the two forms of
education in Uganda are highlighted and the way forward suggested.
Description
Keywords
Education, Formal Education, Indigenous Education, Informal Education, Lifelong Learning, Non-formal Education, Wealth
Citation
Ngaka, W., Openjuru, G., & Mazur, R. E. (2012). Exploring formal and non-formal education practices for integrated and diverse learning environments in Uganda. The International Journal of Diversity in Organizations, Communities and Nations, 11(6), 109-121.