Harnessing the potential of non-formal education for sustainability

Formal education plays a critical role in learning for sustainability (LfS), with policy-makers paying particular attention to curriculum requirements, teacher education and school attainment. However, learning opportunities also exist outside of formal education. The present report reviews the state of play in non-formal education in the context of learning for sustainability, with a view to informing policy decision-making and guidance in this area. It seeks to identify leading practice as well as enablers that can catalyse the transformative potential of non-formal education for sustainability.

The findings and recommendations of the report have been drawn from an extensive literature review informed by scholarship, research evidence, policy reports, case studies and good practice. The study findings indicate a diversity in the current provision of non-formal education experiences in sustainability as well as in the types of beneficiaries, including outreach to disadvantaged or marginalised groups with limited access to education. In addition, non-formal education experiences reviewed were often interactive and supported participatory pedagogies (e.g. place-based learning, inquiry-based learning, citizen-science, etc.).

Policy recommendations emphasise promoting cross-sectorial partnerships for learning, building learning landscapes across the formal and non-formal education landscape and enhancing professional development for non-formal education providers to help guaranteen the quality and effectiveness of non-formal education offerings. Lastly, the report highlights the need to establish standards and assuring quality in non-formal education when it comes to learning for sustainability and calls for a stronger integration of the value and contribution of non-formal education to learning for sustainability, particularly in policy frameworks and formal guidance.