An investigation of the impact of non-formal education on sustainable development in Mafeteng, Lesotho
DOI:
https://doi.org/10.38140/ijrcs-2023.vol5.04Keywords:
Non-formal education, training , empowerment, poverty alleviation, sustainable developmentAbstract
In the context of this study, non-formal training has been viewed as an intentional educational endeavour that frequently operates outside the traditional schooling system, with the curriculum and instructional systems tailored to the participants' particular needs and requirements. The study explored the relationship between non-formal education training and sustainable development. An interpretive paradigm was espoused in this study using a qualitative approach confined within a case study, and in-depth face-to-face interviews with three managers from one program of poverty reduction were selected. The other 18 beneficiaries participated in three focus group discussions made of six participants per group. Findings from face-to-face interviews revealed challenges that managers faced in convincing old and illiterate beneficiaries to adapt to modern agricultural trends, especially climate change and the preservation of seeds. Furthermore, findings from focus group discussions reveal a number of training difficulties faced by the beneficiaries, including low literacy levels, lack of efficient teaching techniques, insufficient time for beneficiaries to fully comprehend the concepts, information overload, and the frustration they experience during training. On these premises, the study thus recommends that beneficiaries should be actively involved in all decision-making processes in order to understand their requirements and preferences as well as the transparent use of funding.
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