Abstract
The paper seeks to present a reconceptualization of non‐formal education (NFE). The argument is based on developing nations of Asia, Africa and the Pacific. The reconceptualization is based on bringing together three different types of NFE: NFE as complement, alternative and supplement to the formal education system. The first type represents the role of NFE in providing a means of satisfying unfulfilled provision from the school system; the second type is equated with the use of traditional or indigenous learning; the third is related to the sorts of educational activities associated with development activities following the end of the Cold War. While it is argued that NFE is nation and culture specific, analytic tools are suggested that allow NFE in its three types to be discussed across nations as well as for any individual developing nation. The tools used for the analysis consist of methods to describe the providers of the various forms of NFE‐agencies and institutions‐and three concepts to examine the three types of NFE, namely as a system, setting and process.
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