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Argues that, notwithstanding the wide acceptance of the multidimensional character of the development process, one has to consider the many theoretical problems that this recognition has generated. Determining criteria and measurements for development are very likely among the more intricate issues to be dealt with. Given the underlying value judgements which influence the choice of criteria, this is particularly true for the social dimension of development, especially when the approach to development is persistently pervaded by economics.

Non‐formal Education (NFE) is widely seen to foster development and to provide an alternative to formal education in developing countries. The article surveys the emergence of NFE in developing countries; discusses definitions, classifications and terminology, case studies and inventories of NFE. The objectives of many NFE programmes are seen to be restrictive and ill‐considered and provision is not adapted to the real needs of target groups. General trends in NFE are outlined by region; its costs, funding and resources are analysed. Finally the contribution of NFE to development is discussed and the desirability of better integration of NFE with formal systems.