Lifelong Education from the Perspective of Non-Formal Education

Abstract

Introduction to the Problem: The concept of lifelong education is universally recognized as the principal foundation of human resource development (Delors, 1996). Policy implementation in Indonesia, however, is often still caught in a reductionist view that confines education within the age limits of formal schooling. This blocks access to learning for adults and marginal communities who need to improve their life skills continuously. Purpose: This study aims to analyse the philosophical and practical position of lifelong education from the perspective of non-formal education (Pendidikan Luar Sekolah/PLS), and to formulate institutional strategies for guaranteeing the continuity of learning in the community. Design/methods/approach: The study uses a qualitative approach through the method of library research. Data were explored in depth from thirty-five highly reputable sources, comprising textbooks on andragogy and the sociology of education as well as international and national education policy documents (Zed, 2014; Moleong, 2021). Findings: The analysis confirms that non-formal education is the most operational instrument for realizing lifelong education (Cropley, 1979; Sudjana, 2004). Through the andragogical approach, non-formal education provides the flexibility that allows adults to learn without the obstacle of structural formality (Kamil, 2010). The study recommends the revitalization of Community Learning Centres (Pusat Kegiatan Belajar Masyarakat/PKBM) as integrative community learning centres combining human development and enterprise development in order to respond to sociocultural change in an era of disruption (Fahrudin, 2012; Anwas, 2014).