Non-formal education - Eastern Partnership Civil Society Forum

order to successfully respond to the challenges facing the country, the state has simply no other way
than to engage in investing in innovative educational activities and the creation of modern, mobile and
enabling infrastructure for the recipient of the educational market.
Unfortunately, opportunities to meet this request by joint efforts of various providers of adult
education,public and private, commercial and non-commercial remain rather limited. Practically because
of the lack of equal and equitable public policy against “other” providers and underestimating their
importance and potential in the field of adult education, as they give more opportunities for citizens of
the country to improve their quality of life long non-formal education.
It necessary to promote the services of non-formal adult education, not only in the capital and
big cities, but also in the regions, especially in rural areas, where there is practically no institutional
infrastructure to provide access of educational services and diverse groups. Minimal opportunities
exist where at least some social and culture institutions, and community organizations are active.
Businesses, unfortunately, are not interested to go to the regions. This gap could be filled by the
state by providing support, including financial support, actions aimed at creating regional and local
adult education centers, both on the basis of already existing organizations, providers, and the
creation of new, and the plurality of forms and diversity of such structures can be, in our view,
welcome. It is possible to integrate the experience of European countries, CIS countries, as well as
our neighbors.
Complexity of the situation is aggravated by the fact that so many organizations are providers,
doing outreach, educational and cultural activities and do not relate it to non-formal education of adults
and do not see themselves as an organization in this field.
The next aspect of the problem lies in the fact that among the organizations that recognize themselves
as providers of non-formal education, there is no clear division between those who are concerned with
the education of adults and those who prepare professionals to work in this field. For example, in a
sector of NGOs those engaged in thematic areas of adult education, and those involved in the training
of facilitators, trainers, multipliers, etc. are the same. But this work is generally not systematic and is
not conducted on a regular basis, as it is largely due to disabilities of community organizations both in
terms of financial and legal framework conditions, it is mainly through project activity, which is by far
day is not sustained.
Non-profit non-governmental organizations have characterized project activities as the main
form of their activities. This is due, above all, to funding sources, but not only. Gradually we come to
understanding that this format is important for NGO activities also in terms of results. To some extent,
this factor influences the fact that the educational activities are organized by NGOs on the principles
of competence approach. Certainly, the problem of quality is quite sharp. But with all this, non-profit
non-governmental organizations teaching is focused more on results than on process. Participants in
a variety of educational programs come there voluntarily. They have their motivations, and when it is
implemented, and training is not beneficial, then people will just vote “with their feet.” And organizations
are interested intheir learning to be spread into practice.
There are certain areas and directions whose development is promoted above all the data subjects.
Rural tourism is a vivid example. A few years ago a small group of people in our country know about
this type of activity, and some enthusiasts were engaged in it. Today, rural tourism is regulated by law
and employs hundreds of villagers who have acquired the knowledge, skills, abilities and understanding
through participation in numerous seminars, round tables, trainings, which were organized and carried
out by non-profit organizations.
It is worth to noting the complexity of the framework conditions for the organization of educational
activities is the NGO sector. There is a general distrust of government agencies to educational
activities of NGOs. Even itis about programs for neutral and relevant to the society and state
issues. Those who have tried at least once to register the financial resources received from abroad,
and this procedure is subjected to any project, supported by international or foreign organizations
and foundations are very well aware of what was going on. While registeringthe projects relevant
ministry should give a recommendation. And most of all, the Ministry of Education does not see
relevance in the implementation of various educational projects. And it does not depend on the
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