NONFORMAL, INFORMAL EDUCATION AND POVERTY REDUCTION – A ROLE FOR TVET?

Abstract

Technical and Vocational Education and Training (TVET) is considered essential to economic development and growth, with teachers and trainers’ major role.  Formal education and training have a positive impact on reducing poverty, as promoted by the Millennium Development Goal (MDG).  However, this paper argues that non-formal and informal education and training is an overlooked factor in poverty reduction and economic development and that the TVET sector and its actors are fundamental.  Current development policies and approaches need to pay greater attention to the role of non-formal and informal education strategies in development. While TVET is critical for economic growth and poverty reduction, operating only through formal and structured institutional [educational] or organizational [workplace] environments is insufficient. This paper explores the opportunities for non-formal educational strategies in addressing the needs of the informal economy. The paper specifically claims that teacher training must be focused beyond preparing teachers and trainers to operate more effectively in institutional or organizational formal learning settings. We need to engage more actively and effectively with how non-formal and informal education and training opportunities and approaches have the potential to enhance individual, community and society wellbeing and prosperity.

Keywords. Non-formal education, informal education, informal economy, poverty reduction