The present doctoral study was conducted to explore the impact of the NFBE (Non-Formal
Basic Education) school learning environment on the educational experiences of NFBE
students of Punjab. As the school learning environment has four main dimensions such as
physical, psychological, sociological, and educational, the research study aimed to explore the
influence of these dimensions on non-formal students' educational experiences. The current
study is a qualitative investigation that employs a phenomenological research approach. The
data was collected from 4 districts of the Lahore Division (Lahore, Kusur, Nankana, and
Sheikhpura). The participants of the study were selected through the purposive sampling
technique. 20 teachers and 16 students of Non-Formal Basic Education (NFBE) schools
provided in-depth information about the school learning environment and its influence on
students' educational experiences and their educational choices. The data was collected until
saturation. The primary data was collected from students of NFBE schools, and in-depth
interviews were also conducted with NFBE school teachers to triangulate the data. One
Interview protocol was developed for collecting the primary data from NFBE students, and
the second one was for NFBE schools' teachers to triangulate the data. To strengthen the
study, the researcher conducted a qualitative observation of 3 NFBE schools. The data was
analyzed through the thematic analysis technique. Findings of the study revealed that, they
require great assistance, notably in the physical environment, nutrition, and some protection
and care.
xiv
The NFBE schools, on the other hand, provide learners with chances to obtain an education,
However it appears that their physical facilities are not conducive to studying. The findings of
present doctoral study revealed that the psychological environment, social relationships in
NFBE schools and educational process are comparatively better than the physical facilities in
schools. It appeared that teachers use different teaching methodologies and techniques which
they learn in their cluster meetings. Teachers discussed that despite their low economic
backgrounds, they try to run these for those who cannot get admission to informal schools or
leave the traditional schools due to their low socio-economic conditions. It was revealed that
the NFBE department also tries to provide the facilities for these schools, although most of
the time, due to lack of finance, they may fail to do so. It was revealed that NFBE department
not only educates underprivileged and neglected children; it also allows them to take
admissions in traditional mainstream schools after completing their primary in NFBE schools.
The study concluded that NFBE schools need more financial resources and economic
stability. The government could take serious steps to motivate the students and teachers to
continue education by enhancing their positive educational experiences. The study has
significant implications for the government to make these schools student-friendly.
Keywords: Non-formal Basic Education, Educational Experience, School Learning
Environment