Non-formal education (NFE) in Solomon Islands is often referred to as the educational sub-sector catering for rural skills and for those who have dropped out of formal education. Vocational education and community education are the two types of non-formal education officially identified by the MEHRD. Community education focuses on a variety of short term programmes for teaching occupational skills, literacy, health and social issues. On the other hand vocational education focuses on formally taught trade and agricultural skills. The NFE sub-sector in Solomon Islands absorbs 80% of the students who do not have access to the formal educational sector (UNESCO 2008).
An important consideration for non-formal education is the maintenance of forms of traditional knowledge, such as knowledge of local languages and knowledge of kinship/genealogy, particularly in relation to ownership and access rights to land and sea. Both are currently neglected and at risk but remain important to life in Solomon Islands. Because of their particularized and local nature, these are not easily taught through the formal system. Education about customary land tenure through kinship links would not be possible without knowledge of the traditional language pertaining to the relevant land area so both are important to resolving arguments and disputes over land boundaries and rights which can be major impediments to the sustainable development of Solomon Island resources (UNESCO 2008).
The challenges facing Non-Formal Education (NFE) include a lack of a strong, coordinated leadership and relevant planning between various stakeholders under the NFE sub-sector, such as Provincial NFE offices and Rural Training Centers (RTCs). Additionally, mainstreaming vocational training is required since it has remained marginalized within the broader spectrum of the education sector. The National Youth Policy needs to be activated, and donor activities need to be coordinated to guide donors to areas of greatest need so that these issues can be addressed. Finally, providing broader access to NFE in the provinces will alleviate the need for youth to migrate to Honiara to participate in youth activities (UNICEF 2005).
