January 22, 2012 Ahtur Yatsiliel 0Comment

Throughout Africa the public school systems struggle to meet the demands of its school-aged population. Home schooling provides the perfect opportunity for those student to get the education they need to become productive citizens and benefit their community.




The policy on alternative education applies to children, youth and adults. It addresses the education and training needs of the learners as guided by the spirit and vision of key education documents. The policy articulates the principles, goals and guidelines for children, youth and adults in four broad categories:

  1. Alternative provision of primary education for school age children aged 6-14 years, (NFS primary)
  2. Alternative basic education and training that covers basic literacy and skills training for learners aged 11 to 18 years (NFEC)
  3. Alternative provisions for adult and continuing education and training for learners aged over 18 years (ACE)
  4. Alternative provision of secondary education for school age children and youth, aged over 14 years (NFS secondary).


This policy legitimizes alternative educational provisions as a diversified form that will ensure all learners, including those with special needs, access quality education.



The guiding principles to this policy take cognisance of the international conventions, national laws, policies, guidelines and regulations espoused in the education sector that seek to ensure that the right to education for each person is upheld. The principles are:

a.       Access to Education

All children, youth and adults have a right to education. However due to various socio-economic and cultural factors, they miss out on the formal school system. These groups shall be reached through flexible and responsive education provisions.

b.      Inclusion

Responsive educational service delivery efforts have to be made to reach learners with special needs including those in marginalized areas and the most vulnerable.

c.       Equity of Provision

For vulnerable learners to effectively participate in the education process, basic needs of food, clothing, shelter, health and psycho-social well-being shall be met by the government in collaboration with stakeholders.

d.      The Alternative Education Provisions

The provisions shall seek to augment existing efforts in providing formal education to those currently excluded. The provisions shall be flexible and have linkages to the formal system to allow learners join the mainstream and progress through education.

e.      Learning Environments

All learners shall have access to a safe, friendly and protective environment.

f.        Quality Education

The education provided shall be, relevant and of quality in order to enhance abilities for productive gain and sustainable livelihoods.



This policy is guided by the national goals of education. It is in accordance with the national development strategy projected by the government that seeks to achieve EFA, develop quality human resources, and protect democratic institutions and human rights. The following specific goals guide this policy formulation:

  1. To ensure that all children, particularly girls, those with special needs and/or in difficult circumstances have access to free and compulsory quality basic education.
  2. To ensure that all out of school youth and adults, particularly girls and women, those with special needs and in difficult circumstances have access to free quality basic education
  3. To enhance access, equity and equality at all levels of basic education and training.
  4. To eliminate gender and regional disparities in all levels of basic education and training.
  5. To enhance the quality of all aspects of education and training
  6. To ensure that the learning needs of youth and adults are met through equitable access to appropriate learning and life skills programmes
  7. To promote ICT as well as science and technology education and training
  8. To promote Open and Distance Education (ODE) at all levels of education and training.


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