Transition of Adolescent Learners from Non-Formal Centers to Formal Schools of Sindh Province: Issues and Challenges

Abstract

The study aims to understand how adolescents from NFE centres in Sindh transition into the formal education system. Through interviews with learners, educators and stakeholders, the report found that proximity, free access and female teachers lead people to enrol in NFE, while issues like needing documents, limited steps from NFE to formal schooling and teaching methods differing from formal schools hold many back. Traditions and beliefs about female education are another reason why it is hard for girls’ education to continue. The study points out that NFE teachers are involved in student admissions, the lack of organized mentoring or counselling at schools and the infrequent use of digital technologies in education. It is clear from the results that policy changes are necessary to put bridge programs in place, accept NFE certificates and offer gender-sensitive resources and assistance. The results help explain how inclusive education can be achieved through thoughtful and coordinated approaches that are appropriate for communities.