Exploring Non-formal Education Policy in Bangladesh: Implementation, Impact, and the Pathway Forward

Non-formal education (NFE) has become a crucial policy approach to address educational

exclusion in Bangladesh, where formal education often fails to reach the poor and

marginalized. Despite growing policy recognition, little research has examined how NFE

policies are implemented in practice, how beneficiaries experience them, and how NFE

contributes to equitable and inclusive development. This study addresses these gaps using a

phenomenological approach to explore the implementation, impact, and future direction of

NFE policy in Bangladesh.

The study pursued four objectives: (1) to assess the effects of NFE policies on learners and

communities; (2) to understand the processes and mechanisms of policy implementation; and

(3) to explore challenges and (4) opportunities for the future. Twenty-four participants were

purposively sampled, including ten education experts, four policymakers, and ten beneficiaries.

In-depth interviews were conducted, and thematic analysis was used to interpret participants’

lived experiences.

Findings show that NFE contributes not only to literacy and numeracy but also to broader goals

such as social participation, economic empowerment, and community transformation.

Participants described NFE as a “gateway” to social inclusion, especially for women and

disadvantaged groups. It also helped learners re-enter formal education and gain vocational and

business skills that enhanced employability and reduced household poverty. These

improvements contributed to reductions in child labor and early marriage.

The study recommends improved inter-agency collaboration, diversified funding, and greater

integration of NFE into national development plans. It advocates for sustainable, community-

led, and holistic NFE models to foster inclusive and transformative learning.

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